The concept of creativity, together with concerns over access to creativity and knowledge, are currently the subject of international debate and unprecedented public attention, particularly in the context of international developments in intellectual property laws. Not only are there significant developments at the legal level, with increasing moves towards stronger and harmonized protection for intellectual property, but also there is intense public interest in the concepts of creativity, authorship, personality, and knowledge. In Creating Selves, Johanna Gibson addresses strategic responses to intellectual property, and suggests alternative models for encouraging, rewarding, and disseminating creative and innovative output, which are built upon a critical analysis of and approach to the debate and to the concept of creativity itself. Drawing upon critical theories in authorship, literature, music, the sciences and the arts, Gibson suggests a radical re-consideration of the notion of creativity in the intellectual property debate and the means by which to encourage and sustain creativity in contemporary society.

People are happiest and most productive if they can choose what they work on and who they work with. Self-selecting teams give people that choice. Build well-designed and efficient teams to get the most out of your organization, with step-by-step instructions on how to set up teams quickly and efficiently. You'll create a process that works for you, whether you need to form teams from scratch, improve the design of existing teams, or are on the verge of a big team re-shuffle. Discover how New Zealand's biggest e-commerce company completely restructured their business through Self-Selection. In the process, find out how to create high-performing groups by letting people self-organize into small, cross-functional teams. Step-by-step guides, easy-to-follow diagrams, practical examples, checklists, and tools will enable you to run a Self-Selection process within your organization. If you're a manager who wants to structure your organization into small teams, you'll discover why Self-Selection is the fastest and safest way to do so. You'll prepare for and organize a Self-Selection event and make sure your Self-Selection participants and fellow managers are on board and ready. If you're a team member, you'll discover what it feels like to be part of a Self-Selection process and what the consequences are for your daily work. You'll learn how to influence your colleagues and bosses to be open to the idea of Self-Selection. You'll provide your manager with a plan for how to facilitate a Self-Selection event, and with evidence that the system works. If you're feeling the pain and chaos of adding new people to your organization, or just want to ensure that your teams have the right people with the right skills, Self-Selection will help you create the effective teams you need.

Most of our students neither know how learning works nor what they have to do to ensure it, to the detriment both of their studies and their development as lifelong learners.The point of departure for this book is the literature on self-regulated learning that tells us that deep, lasting, independent learning requires learners to bring into play a range of cognitive skills, affective attitudes, and even physical activities – about which most students are wholly unaware; and that self-regulation, which has little to do with measured intelligence, can be developed by just about anyone and is a fundamental prerequisite of academic success.Linda Nilson provides the theoretical background to student self-regulation,the evidence that it enhances achievement, and the strategies to help students develop it. She presents an array of tested activities and assignments through which students can progressively reflect on, monitor and improve their learning skills; describes how they can be integrated with different course components and on various schedules; and elucidates how to intentionally and seamlessly incorporate them into course design to effectively meet disciplinary and student development objectives. Recognizing that most faculty are unfamiliar with these strategies, she also recommends how to prepare for introducing them into the classroom and adding more as instructors become more confident using them.The book concludes with descriptions of courses from different fields to offer models and ideas for implementation. At a time of so much concern about what our students are learning in college and how well prepared they are for the challenges of tomorrow’s economy and society, self-regulated learning provides a reassuring solution, particularly as studies indicate that struggling students benefit the most from practicing it.

"Exploring the theatre from the 1960s to the present, Robert J. Andreach shows the various ways in which the contemporary American theatre creates a personal, theatrical, and national self." "Andreach argues that the contemporary American theatre creates multiple selves that reflect and give voice to the many communities within our multicultural society. These selves are fragmented and enclaved, however, which makes necessary a counter movement that seeks, through interaction among the various parts, to heal the divisions within, between, and among them." --Book Jacket.

"Stigmatization is part of the everyday lives of children with disabilities, their families and friends. Negative social encounters, even with perfect strangers, can dampen joyful occasions, add stress to challenging situations, and lead to social isolation. In this book, we describe a program of research spanning a decade that seeks to understand disabilities in their developmental and cultural contexts. We are especially interested in understanding adults' socialization practices that promise to reduce stigmatization in the next generation. Guided by developmental cultural psychology, including the concept of "universalism without uniformity", we focus on the understandings and responses to disability and associated stigmatization of elementary-school educators practicing in Japan, Taiwan, South Korea and the US. Educators from all four cultural groups expressed strikingly similar concerns about the impact of stigmatization on the emerging cultural self, both of children with disabilities and their typically developing peers. Educators also described culturally nuanced socialization goals and practices pertaining to inclusive education. In Japan, for instance, educators emphasized the importance of peer group belonging and strategies to support the participation of children with disabilities. In the U.S., educators placed relatively more emphasis on individual development and discussed strategies for the equitable treatment of children with disabilities. Educators in Taiwan and South Korea emphasized the cultivation of compassion in typically developing children. The understanding gained through examination of how diverse individuals address common challenges using cultural resources available in their everyday lives provides important lessons for strengthening theory, policy and programs"--

The editors bring together an interdisciplinary and international group of creative researchers and theorists to examine the way the stories we tell create our identities. The contributors to this volume explore how, beginning in adolescence and young adulthood, narrative identities become the stories we live by.

Ruth Linden's bold, experimental book explores the interconnected processes of remembering, storytelling, and self-fashioning. Juxtaposing autobiography and ethnography, Linden begins this study by situating herself in the context of her assimilated Jewish family, where the Holocaust was shrouded in silences. Urged forward by these silences, Linden, a feminist and sociologist, began to interview Jewish Holocaust survivors in 1983. As Linden interprets survivors' accounts of the death camps and the resistance, she reveals complex ways in which selves are constructed through storytelling. The stories that unfold are continuously fashioned and refashioned--never stripped of context or frozen in time. What emerges is an unexpectedly elegant montage in which interviewee, interviewer, and author are intertwined. Linden's meetings with survivors and her encounters with their stories transformed her as a feminist, a Jew, and a social scientist. Her analysis reveals the intimate connections between an ethnographer's lived experience and her interpretations of others'. Linden's reflections on the process of ethnography belie the rhetoric of positivism in the social sciences. They will inspire other scholars to break free of research and writing practices in their own disciplines that efface the ineluctable bond between knower and known. All readers will be challenged to reexamine the Holocaust in an intensely personal light and to reconsider the meanings of survival in our own time. Cutting across the boundaries of ethnography and autobiography to create a new kind of text, Making Stories, Making Selves offers a significant contribution to interpretive social science and the literature of the Holocaust. Linden's original and courageous work is vital reading for Holocaust scholars, students of modern Jewish life, sociologists, feminist theorists, and all readers seeking to understand their own relationship to the Holocaust.