Towards humanising creativity?

Within the context of developing creativity discourse and policy, this paper begins by exploring a number of the tensions that emerged from research using an interdisciplinary framework to investigate creativity with English expert specialist dance teachers. The paper then interrogates and articulates the productive dynamics of one of these tensions that occur between individual, collaborative and communal creativity. This tension is discussed within the wider debate of individualised versus collaborative/communal creativity and the encouragement of the former by individualised, marketised creativity policies. It is argued that one constructive product of articulating how dance professionals negotiate this tension within education is a pertinent and helpful example of a more humane framework for creativity than that espoused by the individualised marketisation agenda. In turn the paper draws out the idea of humanising creativity as a productive process that has the potential to challenge aspects of the dominant policy discourse in an emergent way

Towards Humanising Creativity

types: ArticleWithin the context of developing creativity discourse and policy, this paper begins by exploring a number of the tensions that emerged from research using an interdisciplinary framework to investigate creativity with English expert specialist dance teachers. The paper then interrogates and articulates the productive dynamics of one of these tensions that occur between individual, collaborative and communal creativity. This tension is discussed within the wider debate of individualised versus collaborative/communal creativity and the encouragement of the former by individualised, marketised creativity policies. It is argued that one constructive product of articulating how dance professionals negotiate this tension within education is a pertinent and helpful example of a more humane framework for creativity than that espoused by the individualised marketisation agenda. In turn the paper draws out the idea of humanising creativity as a productive process that has the potential to challenge aspects of the dominant policy discourse in an emergent way

Possibility thinking and social change in primary schools

This paper reviews the nature of possibility thinking (PT) (transformation from what is to what might be, in everyday contexts for children and teachers) and reports on how PT manifested in two English primary schools engaged in social change. It identifies shared characteristics across the schools as well as unique ways in which PT manifested. With a focus on uniquely positioned professional wisdom, each school was engaged in change which rejected some assumptions while integrating new ideas relevant to their community, leading to quiet revolutions. Implications for primary schools that generate their own practices and narratives regarding educational futures are discussed

C2Learn Learning Design for CER: C2Learn project deliverable no. D2.2.2

Deliverable 2.2.2 is the second of the two public versions of the document; the first was delivered in Month 9 and this one in Month 18 of the three-year project. Similarly to D2.2.1, and D2.1.1 Interim, this document explicates the key concepts and principles relating to C2 Learn’s Learning Design. Developed by the OU team working closely with feedback from other consortium members, it sets out the over-arching theoretical frame of the project which encompasses Creative Emotional Reasoning (Deliverable 2.1.2) and its practical application in relation to the project's learning approach. Deliverable 2.2.2 is structured in three parts. The first considers the overall goals of the C2Learn gameful design encompassing a 'playful' digital gaming and social networking environment or "Co-creativity space" (C2Space). The C2Space exemplifies students' and teachers 'playful' experiences or what they do: - free exploration of ideas, concepts, and 'shared' knowledge - opportunities to engage in creative problem-finding and problem-solving - opportunities to be assisted by the system (Creativity Assistants) The second part addresses what the C2Space looks like in practice utilising the affordances of currently available examples of game prototypes and digital tools. The third part documents what will occur next in how the consortium is progressing in designing the C2Space encompassing a digital gaming and social networking environment, with the learning goals in mind. Inevitably as the parts of C2Learn are developing in planned parallel development, the Learning Design will in reality remain a living document throughout the second half of the project, with terminology and processes being refined. This official version though sets down markers as to our expectation of the direction of such evolution

C2Learn Learning Design for CER: C2Learn project deliverable no. D2.2.2

Deliverable 2.2.2 is the second of the two public versions of the document; the first was delivered in Month 9 and this one in Month 18 of the three-year project. Similarly to D2.2.1, and D2.1.1 Interim, this document explicates the key concepts and principles relating to C2 Learn’s Learning Design. Developed by the OU team working closely with feedback from other consortium members, it sets out the over-arching theoretical frame of the project which encompasses Creative Emotional Reasoning (Deliverable 2.1.2) and its practical application in relation to the project's learning approach. Deliverable 2.2.2 is structured in three parts. The first considers the overall goals of the C2Learn gameful design encompassing a 'playful' digital gaming and social networking environment or "Co-creativity space" (C2Space). The C2Space exemplifies students' and teachers 'playful' experiences or what they do: - free exploration of ideas, concepts, and 'shared' knowledge - opportunities to engage in creative problem-finding and problem-solving - opportunities to be assisted by the system (Creativity Assistants) The second part addresses what the C2Space looks like in practice utilising the affordances of currently available examples of game prototypes and digital tools. The third part documents what will occur next in how the consortium is progressing in designing the C2Space encompassing a digital gaming and social networking environment, with the learning goals in mind. Inevitably as the parts of C2Learn are developing in planned parallel development, the Learning Design will in reality remain a living document throughout the second half of the project, with terminology and processes being refined. This official version though sets down markers as to our expectation of the direction of such evolution

Cytogenetic Biodosimetry Using the Blood Lymphocytes of Astronauts

Cytogenetic analysis of blood lymphocytes remains the most sensitive and reliable method available for in vivo assessment of the biological effects of exposure to radiation and provides the most informative measurement of radiation induced health risks. To date chromosome damage has been assessed in lymphocytes from more than 30 astronauts before and after they participated in long-duration space missions of three months or more on board the International Space Station. For all individuals, the frequency of chromosome damage measured within a month of return from space was higher than their prefight yield and biodosimetry estimates lie within the range expected from physical dosimetry. Biodosimetry data provides a direct measurement of space radiation damage, which takes into account individual radiosensitivity in the presence of confounding factors such as microgravity and other stress conditions. In contrast to physical measurements, which are external to body and require multiple devices to detect all radiation types all of which have poor sensitivity to neutrons, biodosimetry is internal and includes the effects of shielding provided by the body itself plus chromosome damage shows excellent sensitivity to protons, heavy ions, and neutrons. In addition, chromosome damage is reflective of cancer risk and biodosimetry values can therefore be used to validate and develop risk assessment models that can be used to characterize excess health risk incurred by crewmembers. A review of astronaut biodosimetry data will be presented along with recent findings on the persistence of space radiation induced chromosome damage and the cytogenetic effects of repeat long duration mission

Cancer Risk Estimates from Space Flight Estimated Using Yields of Chromosome Damage in Astronaut's Blood Lymphocytes

To date, cytogenetic damage has been assessed in blood lymphocytes from more than 30 astronauts before and after they participated in long-duration space missions of three months or more on board the International Space Station. Chromosome damage was assessed using fluorescence in situ hybridization whole chromosome analysis techniques. For all individuals, the frequency of chromosome damage measured within a month of return from space was higher than their preflight yield, and biodosimetry estimates were within the range expected from physical dosimetry. Follow up analyses have been performed on most of the astronauts at intervals ranging from around 6 months to many years after flight, and the cytogenetic effects of repeat long-duration missions have so far been assessed in four individuals. Chromosomal aberrations in peripheral blood lymphocytes have been validated as biomarkers of cancer risk and cytogenetic damage can therefore be used to characterize excess health risk incurred by individual crewmembers after their respective missions. Traditional risk assessment models are based on epidemiological data obtained on Earth in cohorts exposed predominantly to acute doses of gamma-rays, and the extrapolation to the space environment is highly problematic, involving very large uncertainties. Cytogenetic damage could play a key role in reducing uncertainty in risk estimation because it is incurred directly in the space environment, using specimens from the astronauts themselves. Relative cancer risks were estimated from the biodosimetry data using the quantitative approach derived from the European Study Group on Cytogenetic Biomarkers and Health database. Astronauts were categorized into low, medium, or high tertiles according to their yield of chromosome damage. Age adjusted tertile rankings were used to estimate cancer risk and results were compared with values obtained using traditional modeling approaches. Individual tertile rankings increased after space flight and analysis of follow up samples indicated that the tertile rankings remained in the high category for more than 50% of the individuals assessed so far. Crewmembers that shift and remain in the high category are projected to have increased life-time cancer risk

Induction of Chromosomal Aberrations at Fluences of Less Than One HZE Particle per Cell Nucleus

The assumption of a linear dose response used to describe the biological effects of high LET radiation is fundamental in radiation protection methodologies. We investigated the dose response for chromosomal aberrations for exposures corresponding to less than one particle traversal per cell nucleus by high energy and charge (HZE) nuclei. Human fibroblast and lymphocyte cells where irradiated with several low doses of <0.1 Gy, and several higher doses of up to 1 Gy with O (77 keV/ (long-s)m), Si (99 keV/ (long-s)m), Fe (175 keV/ (long-s)m), Fe (195 keV/ (long-s)m) or Fe (240 keV/ (long-s)m) particles. Chromosomal aberrations at first mitosis were scored using fluorescence in situ hybridization (FISH) with chromosome specific paints for chromosomes 1, 2 and 4 and DAPI staining of background chromosomes. Non-linear regression models were used to evaluate possible linear and non-linear dose response models based on these data. Dose responses for simple exchanges for human fibroblast irradiated under confluent culture conditions were best fit by non-linear models motivated by a non-targeted effect (NTE). Best fits for the dose response data for human lymphocytes irradiated in blood tubes were a NTE model for O and a linear response model fit best for Si and Fe particles. Additional evidence for NTE were found in low dose experiments measuring gamma-H2AX foci, a marker of double strand breaks (DSB), and split-dose experiments with human fibroblasts. Our results suggest that simple exchanges in normal human fibroblasts have an important NTE contribution at low particle fluence. The current and prior experimental studies provide important evidence against the linear dose response assumption used in radiation protection for HZE particles and other high LET radiation at the relevant range of low doses

Evidence Report: Risk of Radiation Carcinogenesis

As noted by Durante and Cucinotta (2008), cancer risk caused by exposure to space radiation is now generally considered a main hindrance to interplanetary travel for the following reasons: large uncertainties are associated with the projected cancer risk estimates; no simple and effective countermeasures are available, and significant uncertainties prevent scientists from determining the effectiveness of countermeasures. Optimizing operational parameters such as the length of space missions, crew selection for age and sex, or applying mitigation measures such as radiation shielding or use of biological countermeasures can be used to reduce risk, but these procedures have inherent limitations and are clouded by uncertainties. Space radiation is comprised of high energy protons, neutrons and high charge (Z) and energy (E) nuclei (HZE). The ionization patterns and resulting biological insults of these particles in molecules, cells, and tissues are distinct from typical terrestrial radiation, which is largely X-rays and gamma-rays, and generally characterized as low linear energy transfer (LET) radiation. Galactic cosmic rays (GCR) are comprised mostly of highly energetic protons with a small component of high charge and energy (HZE) nuclei. Prominent HZE nuclei include He, C, O, Ne, Mg, Si, and Fe. GCR ions have median energies near 1 GeV/n, and energies as high as 10 GeV/n make important contributions to the total exposure. Ionizing radiation is a well known carcinogen on Earth (BEIR 2006). The risks of cancer from X-rays and gamma-rays have been established at doses above 50 mSv (5 rem), although there are important uncertainties and on-going scientific debate about cancer risk at lower doses and at low dose rates (<50 mSv/h). The relationship between the early biological effects of HZE nuclei and the probability of cancer in humans is poorly understood, and it is this missing knowledge that leads to significant uncertainties in projecting cancer risks during space exploration (Cucinotta and Durante 2006; Durante and Cucinotta 2008)

Learners reconceptualising education: Widening participation through creative engagement?

This paper argues that engaging imaginatively with ways in which statutory and further education is provided and expanding the repertoire of possible transitions into higher education, is necessary for providers both in higher education and in the contexts and phases which precede study at this level. Fostering dispositions for creativity in dynamic engagement with educational technology together with the consideration of pedagogy, learning objects, inclusion, policy and the management of change, requires innovative provision to span the spaces between school, home, work and higher education learning. Reporting on The Aspire Pilot, a NESTA-funded initiative at The Open University, the paper offers the beginning of a theoretical frame for considering learning, learners and learning systems in the information age prioritizing learner agency. It will report emergent empirical findings from this inter-disciplinary project, with a significant e-dimension, which seeks to foster the creativity of 13-19 year olds in considering future learning systems, developing provocations for others to explore creative but grounded possibilities. It explores implications arising from this project for approaches that may facilitate widening participation in higher education