Este trabalho tem por objetivo sistematizar alguns princípios de solução da natureza através da elaboração de uma taxonomia. Essa taxonomia pode ser utilizada como embasamento para a construção de ferramenta para o processo de projeto, cuja função é apoiar o designer na geração de alternativas durante a fase conceitual do design de produto. Para a consecução do trabalho foram investigadas três áreas do conhecimento: o processo de desenvolvimento de produto, com ênfase na fase conceitual e nos métodos criativos; os princípios de solução da natureza através de referências da biologia, da matemática e da biomimética; e a teoria da classificação, investigada com o objetivo de compreender uma metodologia adequada à organização do conhecimento na área proposta. O processo de intervenção foi realizado em conformidade com as metodologias levantadas no referencial teórico, oportunizando a elaboração da taxonomia dos princípios de solução da natureza. A sistematização do conhecimento realizada permitiu a proposição de uma ferramenta de aplicação direta ao designer para a geração de alternativas para o projeto de produto. / This paper`s aim is to systematize some of the solution principles of nature by developing a taxonomy. This system will be the basis for building a tool for de project process, which function is to help the designer when creating alternatives during the conceptual phase of product design. Three areas of knowledge were investigated: the process of product development, with emphasis on the conceptual phase and creative methods; biology, mathematics and biomimicry to understand nature`s best design; the theory of classification, studied to understand a methodology for the organization of knowledge in the proposed area. The process was conducted according to methods raised in the theoretical framework, allowing the solution principles of nature taxonomy to develop. The systematization of the knowledge acquired allowed the proposition of a new tool for direct application in creating alternatives on product design.

In our qualitative master thesis, we explore theories on sustainability in levels, ranging from very weak to very strong. We integrate academic theories with corporate perspectives to provide representatives in the corporate world with an alternative way of conversing and engaging mainly in strong sustainability. The purpose of this paper is to contribute to a richer understanding of what corporate sustainability can be in practice. Our study is a collaboration with business leaders, designers, sustainability professionals and students. Using Design Science Research as an overarching framework for our method, we conducted interviews, focus groups and a survey. The academic theories and the insights from our data were then translated into a visual and verbal co-creation of an artefact (as it is called in Design Science Research). Wording and visualisations are inspired both from the corporate and the academic world. The artefact is intended to be a conversation starter which is hoped to lead to a shift in the strength with which companies work with sustainability, guided by an ecological case for business.

There is a saying that we should not attempt to fix what is not broken, but we cannot afford to stick tothat mindset if we want to be able to design products and services that matter to the user. We shouldbroaden our views, explore new things and see what we can learn from them and use that knowledge toexpand on our existing methods. In recent years there have been a lot of work regarding how normsinfluence us to act and feel in certain ways, what if the knowledge behind norms could be utilized withindesign? To answer this question a study was conducted where two so called norm creative methodswere tested in a series of focus groups to see what potential the methods held in regard to improvingexisting methods or serve as basis for the creation new methods within user research.

This article examines the analytical and political potentials of creative methods for peace research. Specifically, the article argues that creative methods can textile, i.e. render material and irregularly textured, (research on) post-conflict politics. Grounded in a collaborative research project with former combatants in Colombia, the article takes this project’s methods – narrative practice, textile-making, and a travelling exhibition – as examples to demonstrate how creative methods’ element of making contributes to the development of post-conflict subjectivities and relationships. Casting the data generated by creative methods as crafted stories, the article also shows how in these stories, semantic meaning becomes entangled with material traces of emotional, affective, and embodied experiences of violence and its aftermath, effecting a shift in the post-conflict distribution of the sensible. By exploring creative methods’ capacity for textiling peace (research), the article contributes to research on creativity, the arts, and peace and on the post-conflict trajectories of former combatants.

During her theoretical training as an educational psychologist, the researcher was intrigued and fascinated by the expositions on the functioning of the self. With this study she pursued her goal to gain a clearer understanding of the formation and development of the self in a child, with the focus on the child in middle childhood (6 -12 years). In this study, she mainly focused on understanding the connection between the three crucial components of the self, self-concept and self-esteem. Her passion for art inspired her to be inventive and apply artistic creative methods of drawing, painting and clay human modelling as projective means to access the child’s unconscious mind, revealing pivotal experiences and emotions, revealing how the child relates to his or her self. According to this qualitative arts-based research study, the DAP (Draw a Person) and variations of PAP (Paint a Person) and CAP (Create a Person) with the use of appropriate DAP, PAP and CAP questionnaires, seem relevant therapeutic projective measures to assist in educational psychology in exploring the child’s self. / Further Teacher Education / M. Ed. (Guidance and Counselling)

During her theoretical training as an educational psychologist, the researcher was intrigued and fascinated by the expositions on the functioning of the self. With this study she pursued her goal to gain a clearer understanding of the formation and development of the self in a child, with the focus on the child in middle childhood (6 -12 years). In this study, she mainly focused on understanding the connection between the three crucial components of the self, self-concept and self-esteem. Her passion for art inspired her to be inventive and apply artistic creative methods of drawing, painting and clay human modelling as projective means to access the child’s unconscious mind, revealing pivotal experiences and emotions, revealing how the child relates to his or her self. According to this qualitative arts-based research study, the DAP (Draw a Person) and variations of PAP (Paint a Person) and CAP (Create a Person) with the use of appropriate DAP, PAP and CAP questionnaires, seem relevant therapeutic projective measures to assist in educational psychology in exploring the child’s self. / Further Teacher Education / M. Ed. (Guidance and Counselling)

My dissertation deals with the contribution of practical activities as scope for the factors developing creativity of primary school pupils. Firstly, the definitions of the terms creativity, technical education and project teaching, based on specialised literature, are introduced. These three theoretical spheres focus in detail on the creative process and product, creative factors, convergent and divergent thinking skills, the creative person and the methods that help develop his or her creativity. I try to clarify the technique as a means of development of practical activities. After that I deal with the educational area "Man and the World of Work" and present possible topics for the development of creativity in working education. My thesis demonstrates a project together with its types and focuses on the implementation and benefits of project-based learning. The practical part is focused on the development of individual projects. Fifteen individual projects, helping to develop creativity of pupils at primary schools, were offered to twenty-one teachers. These teachers participated in a questionnaire survey and they were given an opportunity to provide feedback on the above mentioned individual projects. The results of the survey are described in the sixth chapter of this thesis.