The 10 Best Books on Innovation

Most movies in the genre go unrecognized whereas Crazy Heart found sanity with various awards being given to the song’s theme “The Weary Kind.” Not even the most cynical listener and viewer could debate the quality of the music gathered together in the film and lauded soundtrack....

Creative Intelligence by Bruce Nussbaum

Admittedly, power analysis is not something that springs to the minds of most researchers prior to conducting an experiment. We tend to run the experiment with what we think is a reasonable number of specimens and just see what happens. There are potentially two problems with this “shoot from the hip” approach. One is that we may fail to detect true positives of interest. The second is that what we may be doing is already overkill. Namely, our sample sizes may be larger than necessary for detecting biologically significant effects. In particular, if we are doing genome-wide screens, it is in our interest to be as efficient with our time (and money) as possible.

Recommended Books on Design Thinking

Which statistic is more relevant? Well, if you're the mayor and if property taxes are based on the appraised value of homes, your total intake will be only 2.5 times greater than it was 20 years ago. If, on the other hand, you are writing a newspaper article and want to convey the extent to which average housing prices have increased over the past 20 years, 3-fold would seem to be a more salient statistic. In other words, MoR tells us about the average effect on individuals, whereas RoM conveys the overall effect on the population as a whole. In the case of the western blot data, 3.07 (i.e., the MoR) is clearly the better indicator, especially given the stated issues with combining data from different blots. Importantly, it is critical to be aware of the difference between RoM and MoR calculations and to report the statistic that is most relevant to your question of interest.

This should encourage higher level thinking

Welcome to this page: This particular resource page at my website freely shares not only where my deep-rooted belief in this simple tool--a Writer's Notebook--came from, but it also shares some of my best techniques and lessons for inspiring creative and original thinking from my student writers between the covers of their writer's notebooks.

Creativity Tools Develop Creative Solutions ..

Often we can never really know the true mean or SD of a population because we cannot usually observe the entire population. Instead, we must use a sample to make an educated guess. In the case of experimental laboratory science, there is often no limit to the number of animals that we could theoretically test or the number of experimental repeats that we could perform. Admittedly, use of the term “populations” in this context can sound rather forced. It's awkward for us to think of a theoretical collection of bands on a western blot or a series of cycle numbers from a qRT-PCR experiment as a population, but from the standpoint of statistics, that's exactly what they are. Thus, our populations tend to be mythical in nature as well as infinite. Moreover, even the most sadistic advisor can only expect a finite number of biological or technical repeats to be carried out. The data that we ultimately analyze are therefore always just a tiny proportion of the population, real or theoretical, from whence they came.

A Simple Process for Creative Thinking ..

We read Julius Caesar that year (still one of my favorite plays of all time, by the way!), and even back than I found it to be a wonderful, character-driven drama; I mostly loved the character of Cassius, and I re-read his dialogue carefully, trying to understand his rhetorical strategies as he convinced Brutus to kill his friend--Caesar--for the good of the government. As we got deeper into the play, I wanted to write about Cassius and Brutus during those 10-20 minutes we were given for our journals, but I couldn't; instead, I was forced to write to our teacher's prompts, which sounded something like --"Do you believe in prophecy? Why or why not? If so, what convinced you? If not, what would change your mind?" See, my tenth grade teacher wanted us to focus in on the famous quotes from the play, like "Beware the Ides of March," which explains the type of journal prompts he was giving us. My teacher wanted us to write quietly, then he wanted to share all of his own personal stories about why he kind of believed in prophecy. I had no problem discussing his area of interest from the play--prophecy--, but years later I can't help but think that we could have had some much richer whole-class, socratic seminars--or heck, even just informal discussions--if we had a choice to a) respond to the teacher's prompt, or to b) explore a different literature-based idea that we could bring to the table based on what we were finding interesting in the literature. How hard would giving us a choice have been for him? What always struck me as the most interesting thing about that teacher's Julius Caesar unit was that everyone in my class was assigned the exact same essay topic as our summative assessment to the unit; it was something like, "How do the dreams of men and the idea of prophecy shape our thinking about the future?" I wrote a lackluster essay, I'm sure, because I didn't care about that topic; now, had he allowed me to write about Cassius and his persuasive skills, I would have given him a killer essay. I truly would have.