Scitovsky and the income-happiness paradox

The recent debate on happiness in economics has revived interest in Scitovsky’s 1976 book The Joyless Economy, which aims at explaining the income-happiness paradox, i.e. "why [American] unprecedented and fast-growing prosperity had left its beneficiaries unsatisfied." A dynamic economic model will distil Scitovsky’s proposal, which has not yet been integrated into conventional economics. It will show that people’s dissatisfaction may be due to their excess of demand for ‘comfort’, which requires consumption goods, and to their lack in pursuing ‘creative activities’, which instead essentially require leisure and a skill, called ‘leisure skill’, that people have failed to develop. Since comfort includes comparing consumption with that of others, Scitovsky also strengthened the conventional solution of the paradox.Scitovsky, income-happiness paradox, comfort, creative activities, leisure skill

'We are trying to reproduce a crafts apprenticeship': from Government Blueprint to workplace-generated apprenticeship in the knowledge economy

Recent research has shown that the UK's Advanced Apprenticeship Programme (AAP) struggles to develop the forms of ‘vocational practice’, that is, a combination of knowledge, skill and judgement, employers are looking for in the creative and cultural sector. Employers' reluctance to get involved with the AAP does not mean that they are uninterested in training. They are concerned that the UK's Department of Education and Skills promotes the AAP to serve ‘educational’ goals (i.e. route for academic progression), rather than functioning as a genuine attempt to develop the sector-specific vocational knowledge and skill that they feel it is important for apprentices to develop. To understand why many employers distance themselves from the AAP, the paper compares and contrasts the AAP with the ‘Technical Apprenticeship’, which has been developed by Birmingham Repertory Theatre, with regard to the different notions of skill formation, skill transfer and employability. It concludes by raising a number of questions and issues as regards: (1) the future development of apprenticeship in the creative and cultural sector in the UK and internationally, and (2) the concept of vocational practice in Vocational Education and Training. © 2007 The Vocational Aspect of Education Ltd

Kontribusi Laboratorium Kimia dan Sikap Siswa terhadap Pemanfaatan Laboratorium terhadap Keterampilan Berpikir Kritis dan Kreatif

The purpose of this research is to analyze the contribution of chemistry laboratory and student attitudes toward the utilization of chemistry laboratory toward critical and creative thinking skill. Subjects of students of class XI SMAN 66 in Cilandak, South Jakarta. Selection of sample class using random sampling technique. Analysis of research data using MANOVA. From the results of the study concluded that (1) there is influence of laboratory contribution to critical and creative thinking skill; (2) there is influence of attitude toward laboratory utilization on critical thinking and creative thinking skill; (3) there is no interaction between laboratory contributions and attitudes towards laboratory utilization of critical thinking and creative thinking skill

Keefektifan Pembelajaran Matematika Berbasis Masalah Dan Penemuan Terbimbing Ditinjau Dari Hasil Belajar Kognitif Kemampuan Berpikir Kreatif

This research aimed to describe the comparison of the effectiveness of mathematics problem-based learning and guided discovery learning in term of the cognitive learning achievement and creative thinking skill of grade VIII students of junior high school. This research was a quasi-experimental design. The research population included all of grade VIII students of SMP Negeri 5 Yogyakarta in the academic year of 2014/2015 which consisted of nine classes, The sample was classess VIII.8 and VIII.9 randomly selected. The result shows that: (1) mathematics problem-based learning was effective in terms of the cognitive learning achievement and creative thinking skill of grade VIII students of junior high school, (2) mathematics guided discovery learning was effective in terms of the cognitive learning achievement and creative thinking skill of grade VIII students of junior high school, and (3) mathematics problem-based learning was more effective than guided discovery learning in terms of the cognitive learning achievement and creative thinking skill of grade VIII students of junior high school

Penerapan Model Problem Based Learning pada Mata Pelajaran IPA terhadap Peningkatan Keterampilan Berpikir Kreatif dan Hasil Belajar Peserta Didik Kelas VII Hang Tuah SMP Negeri 1 Pekanbaru Tahun Ajaran 2015/2016

This research aimed to improve creative thinking skill and student's achievement of student class VII Hang Tuah SMP Negeri 1 Pekanbaru by implementation Problem Based Learning model. It had been done in SMP Negeri 1 Pekanbaru on April-May 2016. Parameters measure were student's creative thinking skill, studen't achievement and student's attitude. The methods of this research was classroom action research by implementation Problem Based Learning model. It had been done in two cylce. There were planning step, acting step, observation step and reflection step for each cycle. The research instrument used was a learning device that consist of a lesson plan, syllabus, assesment authentic sheet, observation sheet and creative thinking skill sheet. The collected data was analysed descriptively. The result of this research showed that creative thinking skill on first cycle was 86,89 (C) and increased on second cycle up to 96,19 (A). Student'achievement on first cycle was 90,62 (B) and increased on second cycle up to 96,48 (A). Classical completeness percentage on both of cycle was 100%. Student's attitude on first cycle was 87,45 (C) and increased on second cycle up to 93,14 (B). It can be conclude that Problem Based Learning model can improve creative thingking skill and student's achievement of student class VII Hang Tuah SMP Negeri 1 Pekanbaru

Pengaruh Implementasi Model Pembelajaran Kooperatif Tipe Tps Terhadap Kemampuan Berbicara Dan Keterampilan Berpikir Kreatif Pada Siswa Kelas V SD Negeri Gugus III Kecamatan Seririt

This research aims to investigate the effect of cooperative learning model type think pair share (TPS) in speaking comprehension and creative thinking skill. This research used quasi-experimental design which data were analyzed using MANOVA. 62 fifth grade students in public primary school cluster III sub-district Seririt were selected as research sample. Data collection used speaking test in a form of responding test and a test for creative thinking in a form of written argument/commentary. The result shows that: (1) there is a significant difference on speaking comprehension between students following a cooperative learning model type TPS with those following the conventional learning model, (2) there is a significant difference on creative thinking skill between students following the cooperative learning model type TPS with those following the conventional learning model (3) simultaneously, speaking comprehension and creative thinking skill on students following the cooperative learning model type TPS exceeds significantly than those following the conventional learning method. Based on result, it can be concluded that cooperative learning model type TPS affects positively on the speaking comprehension and creative thinking skill of students

Pengaruh Model Pembelajaran Kooperatif Tipe Group Investigation (Gi) Terhadap Pemahaman Konsep Biologi Dan Keterampilan Berpikir Kreatif Siswa SMA.

This study aimed to determine the effect of the implementation of group investigation learning model for understanding biology concepts and creative thinking skill of the students. Kind of this research is quasi experimental with pattern post-test only control group design. The population of this research is 64 students of SMA Negeri 2 Negara taken randomly. The data analyzed by MANOVA. The conclution of this research are: First, there are differences in understanding the concepts and creative thinking skill of the students who took group investigation with cycle learning model (F = 32,272). Second, differences in understanding concepts between the students who took group investigation and cycle learning model (F = 47,990).Third, differences in creative thinking skill between the student who took group investigation and learning cycle model ( F = 16,317).

The Rhyming Peg Mnemonic Device Applied to Learning the Mohs Scale of Hardness

NOTE: This is a large file, 55.7mb in size! This article describes the use of the rhyming peg mnemonic device to teach Moh's scale of hardness. The "pegs" consist of a set of words, each rhyming with a number from one to ten, to which the mineral names are linked. The mnemonic drawings are incorporated into a poem. This technique is effective because it is meaningful, helps students organize information, provides many associations, uses the creative thinking skill of visualization of images, and focuses student attention. Educational levels: Graduate or professional