The companion book to an upcoming museum exhibition of the same name, Places of Invention seeks to answer timely questions about the nature of invention and innovation: What is it about some places that sparks invention and innovation? Is it simply being at the right place at the right time, or is it more than that? How does “place”—whether physical, social, or cultural—support, constrain, and shape innovation? Why does invention flourish in one spot but struggle in another, even very similar location? In short: Why there? Why then? Places of Invention frames current and historic conversation on the relationship between place and creativity, citing extensive scholarship in the area and two decades of investigation and study from the National Museum of American History’s Lemelson Center for the Study of Invention and Innovation. The book is built around six place case studies: Hartford, CT, late 1800s; Hollywood, CA, 1930s; Medical Alley, MN, 1950s; Bronx, NY,1970s; Silicon Valley, CA, 1970s–1980s; and Fort Collins, CO, 2010s. Interspersed with these case studies are dispatches from three “learning labs” detailing Smithsonian Affiliate museums’ work using Places of Invention as a model for documenting local invention and innovation. Written by exhibition curators, each part of the book focuses on the central thesis that invention is everywhere and fueled by unique combinations of creative people, ready resources, and inspiring surroundings. Like the locations it explores, Places of Invention shows how the history of invention can be a transformative lens for understanding local history and cultivating creativity on scales of place ranging from the personal to the national and beyond.

The companion book to an upcoming museum exhibition of the same name, Places of Invention seeks to answer timely questions about the nature of invention and innovation: What is it about some places that sparks invention and innovation? Is it simply being at the right place at the right time, or is it more than that? How does “place”—whether physical, social, or cultural—support, constrain, and shape innovation? Why does invention flourish in one spot but struggle in another, even very similar location? In short: Why there? Why then? Places of Invention frames current and historic conversation on the relationship between place and creativity, citing extensive scholarship in the area and two decades of investigation and study from the National Museum of American History’s Lemelson Center for the Study of Invention and Innovation. The book is built around six place case studies: Hartford, CT, late 1800s; Hollywood, CA, 1930s; Medical Alley, MN, 1950s; Bronx, NY,1970s; Silicon Valley, CA, 1970s–1980s; and Fort Collins, CO, 2010s. Interspersed with these case studies are dispatches from three “learning labs” detailing Smithsonian Affiliate museums’ work using Places of Invention as a model for documenting local invention and innovation. Written by exhibition curators, each part of the book focuses on the central thesis that invention is everywhere and fueled by unique combinations of creative people, ready resources, and inspiring surroundings. Like the locations it explores, Places of Invention shows how the history of invention can be a transformative lens for understanding local history and cultivating creativity on scales of place ranging from the personal to the national and beyond.

List of Figures. List of Tables. Preface to the Paperback Edition. Preface to the Original Edition. Section I: Overview of Research Program and Methods. 1. An Introduction to the Minnesota Innovation Research Program, Andrew H. Van de Ven and Harold L. Angle. 2. Methods for Studying Innovation Processes, Andrew H. Van de Ven and Marshall Scott Poole. 3. A Psychometric Assessment of the Minnesota Innovation Survey, Andrew H. Van de Ven and Yun-han Chu. Section II: The Minnesota Innovation Research Program Framework. 4. The Development of Innovation Ideas, Roger G. Schroeder, Andrew H. Van de Ve.

The following description refers to an outdated version of the book. Please see The Inventor's Bible, Fourth Edition, for the most current edition. The Definitive Guide for Inventors Features the PATENT AND NEW PRODUCT MARKETING WORKBOOK that takes you step-by-step through: • Protecting Your Idea (choosing the right steps) • Patenting (how, when, and why) • Selecting Manufacturers (that will do the best job) • Finding the Best Markets (and expanding opportunities) • Developing a Strategy and Market Plan (that fits perfectly into business plans) • Presenting Your Invention to Companies (without getting ripped off) • Negotiating the Best Deal (and how to hire the best advisors) From the Trade Paperback edition.

Exploring Minnesota through Project-Based Leaning includes 50 well-thought-out projects designed for grades 3-5. In assigning your students projects that dig into MinnesotaÕs geography, history, government, economy, current events, and famous people, you will deepen their appreciation and understanding of Minnesota while simultaneously improving their analytical skills and ability to recognize patterns and big-picture themes. Project-based learning today is much different than the craft-heavy classroom activities popular in the past. Inquiry, planning, research, collaboration, and analysis are key components of project-based learning activities today. However, that doesnÕt mean creativity, individual expression, and fun are out. They definitely arenÕt! Each project is designed to help students gain important knowledge and skills that are derived from standards and key concepts at the heart of academic subject areas. Students are asked to analyze and solve problems, to gather and interpret data, to develop and evaluate solutions, to support their answers with evidence, to think critically in a sustained way, and to use their newfound knowledge to formulate new questions worthy of exploring. While some projects are more complex and take longer than others, they all are set up in the same structure. Each begins with the central project-driving questions, proceeds through research and supportive questions, has the student choose a presentation option, and ends with a broader-view inquiry. Rubrics for reflection and assessments are included, too. This consistent framework will make it easier for you assign projects and for your students to follow along and consistently meet expectations. Encourage your students to take charge of their projects as much as possible. As a teacher, you can act as a facilitator and guide. The projects are structured such that students can often work through the process on their own or through cooperation with their classmates.