In The Tigris River, The Ilisu Dam Along With Other Dams

In the Tigris River, the Ilisu Dam along with other dams has become a plan to sustain a water reservoir for the citizens of Turkey. Unfortunately, it has led to an increasing number of ecological impacts downstream. The project began in August of 2006 and has been met with much controversy, yet certain instances of how the dam affects the surrounding life including people and other organisms has become definite. With International Environmental Impact Assessments calling to be revised, but to no avail, it begins to make one investigate the risks of the construction of the dam and it’s ecological impact on the surrounding environment including aquatic, terrestrial, plant, and human life. This analysis will discuss what the Ilisu Dam is and†¦show more content†¦Unfortunately, some of the companies like VA Tech and DSI have had histories of forcibly removing thousands to millions of people from their homes. Even worse flooding of the reservoirs sometimes causes the surro unding areas where residence still occupied to be submerged killing those who remain, according to Maggie Ronayne from the report, â€Å"The Cultural and Environmental Impact of Large Dams in Southwest Turkey.† More will now be discussed of the many ecological impacts the Ilisu has on the communities of animal and plant-life. In the same report written by Ronayne, she stated that a requirement of some international guidelines for the dam was to consult with the women of the area prior to construction. The companies falsified claims of speaking with the women. When asked on the conversations, they said the women agreed with building the dams because they wanted dishwaters. This was to imply that the women’s major priority was to relinquish the burden of washing dishes, a task already stereotyped for women. Sadly, when the Kurdish Human Rights Project spoke with actual women from the surrounding areas, their opinions were quite different from what was said by the VA Tec h. The impoverished areas could not even afford dishwashers, and felt the dam would do more harm to the land and their community than what was already happening.

Misrepresentation in Business Law - 1672 Words

Introduction to Business Law- Assignment 1B Advise TLC Ltd. as to any possible action they may have for misrepresentation against answer Ltd. _____________________________________________________________________ Treitel in The Law of Contract (2003) defines a contract as: â€Å"An agreement giving rise to obligations which are enforced or recognised by law. The factor which distinguishes contractual from other legal obligations is that they are based on the agreement of the contracting parties.† This quote illustrates the basic criteria for a contract. A contract is a legally binding agreement between two or more parties, it can be written or oral. There is no mention of a written contract between TLC and†¦show more content†¦For this to happen it follows that the reasonable person would consider it an important fact in entering the contract. Museprime Properties Ltd v Adhill Properties Ltd (1990). Answer are the experts and Valentino is their representative, he inspects the needs of TLC and recommends the Bizarre Pentium IV. Therefore it is reasonable to assume that the statements made regarding reliability and suitability were representations made to induce the contract. The issue is whether Valentino purposefully made false statements, was reckless or innocent in those statements. A Fraudulent statement is knowing the statement to be false or being reckless to whether it’s false. Defined in Derry v Peek (1889) by Lord Herschell as a â€Å"false statement made knowingly or without belief in its truth or recklessly careless whether it be true or false†. Recklessly careless means the representee had foreseen it may be false but did not care. There is an element of dishonesty here. In fraudulent cases the burden of proof is on the claimant, this means the claimant must prove the defendants guilt. It’s very hard to prove a fraudulent misrepresentation; if unsuccessful the defendants’ representations are presumed innocent. Innocent misrepresentations are made when the representor genuinely believes the false statement. It would be unlikely that TLC could prove Valentino’sShow MoreRelatedThe Obligatory Elements For Establishing Fraudulent Misrepresentation1457 Words   |  6 PagesThe following essay will discuss the obligatory elements for establishing fraudulent misrepresentation. This explicit area of business law is reinforced by precedent cases which encapsulate and clarify the elements required to establish an argument for damages based on fraudulent misrepresentation. In light of this, the essay will arg ue in favour of Bob Wheelie, with support of relevant case law, that the reckless actions of Mr Spokes constitute the grounds for an action for fraud and damages toRead MoreThe Elements Required For Fraudulent Misrepresentation And If They Are Present1008 Words   |  5 PagesIntroduction This essay is going to discuss the elements required for fraudulent misrepresentation and if they are present in the situations of Mr Wheelie and Mr Spoke. Common law will be used to support Mr Wheelie’s intention of taking Mr Spoke to court. The components of fraudulent misrepresentation in this situation are seen through the actions that Mr Spoke took to seek agreement with Mr Wheelie in the contract. In these circumstances there was a statement of fact that was false pre-contractRead MoreContract Law Case Study1462 Words   |  6 PagesThe Business School | | Assignment Topic Due Date: Friday, noon, of week 8 Semester Two 2012 word count:1470 words 1.in this situation, first we need to identify if there is a legal binding contract, a contract is a agreement which the law will enforce, a contract is a part of common law, common law is also called custom law, it is made by the judge to protect the community against the crimes, when an issue goes to court and there is no statue law that covers it, a judge will hear the caseRead MoreSome Legal Case Studies1474 Words   |  6 PagesLegal Case Studies Question One The basic premise of this case has to do with contract law and how that is applied. Since Australian law follows the principles set down in English contract law (as is the case with most other English speaking countries), most of the basic legislation differs little from that basis. However, there have been cases and specific legislation that make Australian contracts unique. First, it has to be understood what is necessary for a contract to be legal, and thenRead MoreAustralian Competition And Consumer Act 20101334 Words   |  6 PagesThis essay will discuss the requirements for a legally binding contract, elements for establishing misrepresentation in a court and some elements of the Australian Competition and Consumer Act 2010. Mr Manfredi entered into a bilateral contact with Elvis Eggplant who is the director of the vegetarian cafà © HappyHippie. Elvis Eggplant has induced Mr Manfredi to purchase the cafà © HappyHippie by inflating financial accounts by 60% and supplying misleading information about future profitability of theRead MoreContract Law Enforces The Right Of Contractual Freedom1684 Words   |  7 PagesContract law enforces the right to contractual freedom. Although, when one party has a stronger position in the commercial market, he may take advantage of his position and contract away from fair legal rules . Incorporation of terms The common law finds that, in the absence of misrepresentation, when parties are signing an agreement it follows that they agree to the terms included . In L’estrange v Graucob (1934), Scrutton LJ stated that the general principle of incorporation of terms is thatRead Morebusiness law1127 Words   |  5 Pagesï » ¿ NAME: FIN NO.: BATCH NO.: MODULE: BUSINESS LAW LECTURER: MR MAHADEVAN LUKSHUMAYEH Question: In early 2013, Beauty property developer negotiated with Stylish over a new house in the eastern sector of Singapore. Beauty and Stylish had various meetings about the cost and finish of the house. At one of their meetings, Stylish asked Beauty whether the price of the house included curtains, blinds and window coverings. Beauty explained that all window coverings were provided for in the contractRead MoreBusiness Law: Exemption Clause961 Words   |  4 Pages1. An exemption is a clause in a contract that exempts or removes liability from one or both parties in certain circumstances. Exemption clauses are used frequently in business organization contract. These clauses apportion risk between the parties concerned and the law upholds them, assuming the parties negotiated them while drafting the contract 2. The two ways in which exemption clauses can be incorporated in a contract are: (1) Incorporation by notice and (2) Incorporation by signature.Read MoreAnalysis Of Carlill V Carbolic Smoke Ball Co1390 Words   |  6 Pagesas there was already a binding agreement in place between them. The law relating to this is that acceptance must be unconditional, that the offeree must have accepted the exact terms advocated by the offeror unconditionally; i.e. without establishing any additional terms which the offeror has not had the latitude to contemplate. The instigation of these additional new terms are referred to as a â€Å"counter offer†; its influence in law is to distinguish the original offer. For example, in Carlill v CarbolicRead MoreBusiness Law: Exemption Clause945 Words   |  4 Pages1. An exemption is a clause in a contract that exempts or removes liability from one or both parties in certain circumstances. Exemption clauses are used frequently in business organization contract. These clauses apportion risk between the parties concerned and the law upholds them, assuming the parties negotiated them while drafting the contract 2. The two ways in which exemption clauses can be incorporated in a contract are: (1) Incorporation by notice and (2) Incorporation by signature

The Lost Generation Free Essays

string(40) " future after he returned from the war\." Both Remarque’s â€Å"All Quiet on the Western Front† and Hemingway’s â€Å"The Sun Also Rises† relate to the theme of hopelessness during the lost generation. Remarque’s story is set during the war from a younger German soldier, Paul, through him the suffering and difficulties are presented as fruitless and with out a main goal to look forward to when they return home. Throughout the military travels of the younger soldiers like Paul, Remarque’s view on wars disadvantages on people are clearly stated through the eyes of Paul. We will write a custom essay sample on The Lost Generation or any similar topic only for you Order Now Towards the end of his life, he grows happy to die and is glad to pass away from all the pain emotionally and physically he and his comrades had to endure during the battle. Carrying on through the book is the sense of empty hopelessness that nothing will become good and there is nothing to look forward to after their arrival home. On the other side, Hemingway’s older veteran characters, Jake and Brett, play the role of two empty people who are looking for direction in life after the devastating war. Jake however becomes a redeemable character through his journey to overcome his psychological and physical damage from the war and gains sympathy. However Brett does not earn any more respect or accomplishes any growth in overcoming her war wounds. This takes its own path in the end when Jake moves on from Brett’s taunting attitudes and starts to gain his balance in life again. Hemingway’s hopelessness is conveyed more positively than Remarque’s critical outlook on war. Throughout both book the characters struggle with their emotional difficulties to stay attuned to their prewar lives and struggle with hope for the future. However Hemingway takes the path of a more positive ending while Remarque creates a happy doom for his brave, suffering characters. There are many parallels between the characters in each book enough though the themes and perspectives are entirely different. The main point serves the same purpose, whereas the lost generation was hopeless unless they rarely saw a glimpse of the future after recovery. The tone of the overall book has an almost empty and predictable attitude about it, the men have no hope for themselves, and they do not convey a sense of need to get home or to survive but merely to continue to take orders until the end. The hopelessness conveyed by the characters in â€Å"All Quiet on the Western Front† is the kind of hopelessness when you know you cannot personally change the outcome of your fate knowing the future results in death. Most of the reality of the brutal war is exposed through battles or bluntly stated by another distraught soldier. A sense of urgency is not present when knowing that at any moment a comrade could be returning with â€Å"screams of intolerable pain. [Knowing] every day that he can live will be howling [with] torture† (72). The lack of urgency communicates that death is a causal event during war and the witnesses are used to the terrible sight of mangled or dead bodies. Some even accept that they will one day become like those they see in pain and fear life over death. â€Å"Every face can be read† on the appearance of each soldier who knows they are subject to the â€Å"embrace† of â€Å"the front† (53). Faces can easily be read because the same fate awaits all the soldiers, death and no hope. The characters see no future and are trudging along in an empty cycle. The circle is completed with unfilled desires to keep living when the discovery of Paul with â€Å"his face [of calm expression] as though almost glad the end had come† establishes that he was happy to leave pain, suffering and damaged forthcoming opportunities to a peaceful afterlife (296). The lost generation shared a â€Å"common fate [which] ruined [them] for everything† upcoming in the future to better their lives such as a family or a job offer as mentioned by various characters but created disappointment at the realization their dreams would not come true. This contributed to the plummeting feelings the lost generation carried with them. Hemingway disguises his characters want for redemption and amount of hopelessness they feel. The book has a more up beat consistency than â€Å"All Quiet on the Western Front† and more is said in what the Jake is not saying than what he and Brett bluntly state. Brett cannot be with Jake because she would â€Å"tromper† or commit adultery since Jake cannot satisfy her needs sexually (62). Instead Jake secretively takes a prostitute out to dinner but ends up dumping her on his friends while he leaves with Brett. Jake did not sleep with the prostitute, Georgette, because he felt ashamed and helpless about his physical injury from the war. He does not feel man enough to sleep with a prostitute, he feels discouraged about his future plans and ability to gain happiness as part of the lost generation. To fill the void opened from war, Jake, Brett and their comrades drink to escape their persisting troubles and pains. Jake has a miserable life and to make it better he finds it easier to get drunk and not fix his problems. â€Å" ‘Don’t get drunk, Jake,’ she [Brett] said. ‘You don’t have to. ’†¦ ‘Don’t,’ she said. You’ll be alright. ’† Brett reassures Jake (245). The pain and emptiness ceases with alcohol and distracts from the wars wounds. Contrasting to Paul and the other lost generation soldiers in â€Å"All Quiet on the Western Front†, Jake proves he is able to redeem himself and looks to the future. Ja ke uses religion as a parallel to his emotional stability. When starting out Jake was not religious and just went through the movements of going to church and â€Å"being a good Catholic†, however as he progresses he finds that he should care more about religion and has a want to be more involved. The parallel of him wanting to be more involved is when he breaks away from Brett and starts off new; and for the first time believes in his future after he returned from the war. You read "The Lost Generation" in category "Papers" Jake’s break through occurred when he â€Å"stoop up, gripped with [his] toes on the edge of the raft as it tipped with [his] weight, and dove cleanly and deeply, to come up through the lightening water, blew the salt water out of [his] head, and swam slowly and steadily to shore† (242). As Jake comes out of the water, he symbolizes a baptism and the rebirth of himself into a more understanding and less negative man. Along with becoming less frightened of the future Jake was able to let go of Brett and her ability to draw men in. He finally cleansed himself of her and his past troubles and looks to days ahead. Rarely does Jake interact with a genuine character, more often does he associates with deceptive, greedy, manipulative or mean people of the lost generation. The main character that is sympathetic is Jake, he battles the most with his physical injury and because of that, Brett puts him through emotional misery. Even as Brett â€Å"kissed [Jake he] could tell she was thinking of something else† and finally understood that she just used him for her own personal benefit (245). After his â€Å"baptism† Jake was close to moving on from Brett and almost did until she pulled him back in again. The fact that Brett is thinking about someone else is the last straw for Jake and he is done with her. From this kiss on, Jake is cold and a little immature towards Brett. This signifies his final connection with her emotionally and he takes steps to begin a new life. Brett consciously talks bout her other men with Jake while she knows how he feels about her. She almost flaunts them in front of Jake by complimenting them saying â€Å"he’s my sort of thing† (247). Brett is attracted to the bad boys who show her attention but aren’t controlling. She disregards Jake as a candidate for her commitment and love since he cannot satisfy her sexually; she only uses him emotionally t hen ditches him when a better offer comes along. She is aware she cannot be with him and it hurts him to see her go off with men, however she does nothing to change this. She even goes as far as to bring the men over to Jake’s place to have a drink. Because of her blatant disrespect for anyone but herself she is not a redeemable character and no sympathy is given to her. Jake is the only character that deserves sympathy while Brett does not even deserve respect from Jake. Similar to sympathy, Jake becomes a redeemable character towards the end of his journey with Brett after the war. He clearly stands opposed to Brett who is neither sympathetic nor redeemable. During Jake’s baptism and revelation, he proves to want to redeem himself, if not to others at least to himself. He is aware that he is not the most religious man but tries to convince himself otherwise to morally feel better. Jake is Catholic and by the end of the book becomes more religious and understands the meaning of religion rather than just going through the motions at church. He values the importance of God when Brett states she does not really care for him or religion since it’s a waste of her time. Jake at least holds on to that the whole book and increases his religious activities and symbolism towards the end. Not only does Jake morally and mentally redeem himself but he also redeems his time wasted on Brett. One of their last interactions Jake unmistakably communicates his annoyance and irritation with Brett, â€Å" ‘You like to eat, don’t you? ’ she said. ‘Yes,’ I said. ‘I like to do a lot of things. ’ â€Å" (250). Jake becomes fed up with Brett’s constant lack of acknowledgement that he is always there for her and not some one to use when her love life is not thriving. He grows tired of constant games and realizes there is nothing left for them together. After more small talk is exchanged between the two, Jake is ready to let her go for good and finally gains enough confidence that everything will be okay with out Brett. Brett tries to make herself sound more appealing to Jake by explaining, â€Å"it makes one feel rather good deciding not to be a bitch† (249). Other than making the decision to not be a bitch, Brett makes no other attempt to redeem herself or acknowledge that she played with Jake’s feelings and ruined part of his life for holding on to him for such a long time. She cannot get over her self absorption to realize she messes with men for her own benefit whether it be money or sex, and doesn’t care who she hurts along the way, mainly Jake. There is no evidence that she is a redeemable, sympathetic or a caring character. Although she has issues because she, too, is considered the lost generation, that does not give her the right to act above everyone else and hurt Jake. Jake also traumatized by the war does not use women to make Brett jealous or ever hurts her. He is always there when he is needed to support her dramatic lifestyle. Brett has no compassion for anyone but herself therefore making her unredeemable and Jake redeemable. Although each stories have their differences in almost all aspects there is one overall main point: the lost generation was hopeless and it was a difficult time for those people. Each book expresses the same bigger picture but is differently executed. Jake’s tone which represents the overall feel of the book communicates the idea of a ghostly and missing man looking for a happier path in life to escape his sadness and pain. He rarely finds little pleasures and mostly describes scenes as dark or dark imagery, only a few times is light mentioned when redemption or renewal of a character is occurring. Paul’s description of the war gives off a more pessimistic tone as he always comes back to the idea that the lost generation has nothing to return to at home. However he finds simple pleasures more enjoyable and tries to make the most of them. Both characters portray a sense of despair and loss of direction in life but differently executed. Hemingway chooses to exhibit his characters as striving to change their lives while Remarque’s turns negatively towards death and meaninglessness. Hemingway does not refer to the war but instead barely mentions it or Jake will see military like actions between people symbolizing the war and the lost generation. The fact that Hemingway does not mention the war, yet the book is about war, further proves that in Hemingway’s writing, what is not being said is more important. The tone is important to both novels to relay the same message but entirely different outcomes and themes. The lost generation was a sad hopeless group of veterans who, if not killed, had to aimlessly go through life feeling like there was no purpose or they didn’t belong. Hemingway and Remarque’s classic novels illustrate the hard times during and after the war and the many similarities that are present. How to cite The Lost Generation, Papers

Reflection of Weekly Lectures for Design Thinking- myassignmenthelp

Question: Discuss about theReflection of Weekly Lectures for Design Thinking. Answer: Introduction: The purpose of this report is to emphasize the facts that I have learnt in twelve weekly classes and present a critical analysis on the design it subject. I have thoroughly presented the outline of learning that I have gathered in the classes. Each paragraph in the following describes one or two weeks learning and my thoughts about the knowledge. Reflection: The very first class was like an introductory class in which I met with the professor, new friends and introduced to the topics that I was going to learn in next eleven weeks. Earlier I was unknown with the topics as it happens to everyone in a new class but after the professor introduces the topics my excitements started taking pace. All the topics were exciting and I was feeling enthusiastic to learn all those topics. The first class was about what we were about to do and professor was successful in accomplishing that and I was well aware with the grouping system, unit assessments, Moodle, reading material and rest of the things the lecturer was trying to teach us. My biggest strength was that I learnt what I have to do and I had already estimated my goals that were to represent my own design thinking innovation and problems in front of everyone. Next class was about the concepts related to the design processes that helped me in learning that design process is an approach that could be helpful for me in problem solving capability. The concept of the class was very familiar to me or everyone in the class that was human needs that helped me in gaining confidence of tackling the problems or obstacles that might rise in future related to the business. My biggest strength in this class was that I get to know about the categories in which the design process has been classified and that were ideate, empathize, define (the problem), test, prototype, etc. This lecture class helped me understanding how much design process can be beneficial for me in manner to jump over the obstacles that could be complex in nature or not defined properly, or it might be unknown and reach the goal that has been settled by me earlier. Followed by these two weeks there was the arrival of new topic design theory, which nothing but the theories and models related to the underlying practices that involved in the design thinking process. I learnt about the specific nature of the design thinking and how to implement those in the real life for reflecting my own entrepreneurial innovative thoughts and designer mindsets. The biggest strength for me in this class was that I learnt how to write a blog in a correct way and how to give my reflection of critical analysis and learning over the blogs that was created by me. After that class I believed in myself that I can also write the blog and reflection writing and I have tried to put everything into this reflection report that I have learned in that class. After a long awaited week I again got the opportunity to learn something new that was about Design problem in which we were appreciated to learn about the facts related to the problem findings. I had also learnt about the various tools that could be beneficial in collecting the data and information related to the problem finding such as brainstorming, visualization, and spotting the obvious. My biggest strength in this class was the brainstorming that in found to be the most emphasizing tool that can be helpful in finding the problems and give them a path to be solved by certain measures in better and easy manner. I am now able to find problems that might affect in the future approaches and looking forward to practice the brainstorming tool in the real world. This class also taught me how to work in a group and I learnt how to motivate the team. Fifth week was the most exciting class in which the lecturer taught us about the journey mapping, research analysis with respect to the competition in the market and mind mapping. Both of these activities were main strength for me in this class in which I learned about the process of analyzing the data and information related to the competitive company and compare within own innovative thoughts and ideas. Practical demonstration was very good as discussed by the lecturer however I tried match upto his level and draw an analysis report on the Samsung Company and learned how to research on any organization. Journey mapping was the crucial objective of this analysis and rest of the lectures in this class. I have learned that the main concept behind this class was establish my current practices or experiences, visualizing the experiences that might be possible and visualize the prototypes for the new idea. All the classes where little bit independent of each other but in the earlier this week was seemed to be dependent on the fifth week. However, this was again a new learning for me which I get to know about how to create the situations by using instances of prototype based on the situation that might arise as obstacle in future. I learnt how to discriminate between the criteria related to the business and thoughts of the customers while considering the facts from both the sides of the consumers and the service or product providers. Biggest strength for me in this class was to understand the various strategies that have been involved in the prototyping that can be listed as: story boarding, story depicting, encompassing and many others. Eighth class make me understanding the aspects of launch and the importance of processes related to the launch process. My biggest strength in this report was to understand the facts related to the unsuccessful launch and I am looking forward to not make such mistakes that could lead the launch to a failure. Brainstorming was again topic for this class that helped me indifferent way in understanding that how I can empower my innovative thoughts through considering the ideas presented by different individuals. It is very important for me to understand the importance of launch designing and launch defining for any project. Other positivity came into me when I learned about the knowledge of safe launch and related objectives that could make the launch successful. I also understand that the most important fact for a successful launch is hidden in limiting the boundaries for the launch. This week was very important for me in the field of marketing. This lecture introduces me the overview of the market and makes me capable of conceptualizing the facts related to the usage of personas in design thinking. The biggest strength that this class provided to me is the confidence that I can now present innovative ideas that could be helpful in tackle the competitive market and bring the organization at the top in the competitive market. Another fact that was considerable according to me was the fact that customers always tend to put emphasis on understanding particularly to the concept of data. As we were moving forward the class become more exciting and it added my excitement when the lecturer introduces the topic for the class design entrepreneurial fundraising campaigns. This lecture provides me the knowledge of approaches that could be implemented into the fundraising events from the angle of business, grant providers (donors), crowd-funding and many other facts. The biggest learning in this class for me was bootstrapping, which was a completely new subject for me that deals with the approaches to save money which could have same value as that of cash. Another important objective of this class was the segmentation of the market into different categories that are: psychographic, geographic, and demographic. In next two weeks I get to know about the facts related to designing myself that focuses on increasing my personality development through implementing the objective that I have been gathering from the earlier lectures. Looking backward activities was my biggest learning that I learnt from the class. Moving forward next week I learnt about the design o future in which the future aspects have been discussed by the lecturer. After these classes I am ready to implement these findings and learning in the real world. Conclusion: Based on the above reflection it can be concluded that I have reflected my learning and critical analysis of the knowledge that I have gained o these twelve weeks. Following is an action plan describing how I will implement these activities in next six months: Action Steps Responsibilities Timeline Resources Potential Barriers First step: Revising the lecture note thoroughly that I had created during the classes. Making stick notes carefully 90 days Bjgvinsson, E., Ehn, P., Hillgren, P. A. (2012). Design things and design thinking: Contemporary participatory design challenges.Design Issues,28(3), 101-116. It was a very vast chapter Second step: Collected different knowledge and data other than notes Surfing Web 30 days Meinel, C., Leifer, L. (2012). Design thinking research. InDesign Thinking Research(pp. 1-10). Springer Berlin Heidelberg. There were lots of content Third step: Learning the basic concepts about design thinking Comparing the internet contents and class notes 15 days Scheer, A., Noweski, C., Meinel, C. (2012). Transforming constructivist learning into action: Design thinking in education.Design and Technology Education: An International Journal,17(3). Little complex Fourth Step: Concluding the learnings Developing ideas 15 days Pourdehnad, J., Wexler, E. R., Wilson, D. V. (2012). Systems design thinking: A conceptual framework for their integration. ? ,4(6). Fifth step: Publishing blogs Writing a perfect blog 30 days Kimbell, L. (2011). Rethinking design thinking: Part I.Design and Culture,3(3), 285-306. Language was the concern Bibliography: Ambrose, G., Harris, P. (2016).Design Thinking: Coleo Design Bsico. Bookman Editora. Brjesson, S., Elmquist, M., Hooge, S. (2014). The challenges of innovation capability building: Learning from longitudinal studies of innovation efforts at Renault and Volvo Cars.Journal of Engineering and Technology Management,31, 120-140. Carlgren, L. (2013).Design thinking as an enabler of innovation: Exploring the concept and its relation to building innovation capabilities. Chalmers University of Technology. Carlgren, L., Elmquist, M., Rauth, I. (2014). Design thinking: exploring values and effects from an innovation capability perspective.The Design Journal,17(3), 403-423. Carlgren, L., Elmquist, M., Rauth, I. (2016). The Challenges of Using Design Thinking in IndustryExperiences from Five Large Firms.Creativity and Innovation Management,25(3), 344-362. Dos, B., Demir, S. (2013). The analysis of the blogs created in a blended course through the reflective thinking perspective.Educational Sciences: Theory and Practice,13(2), 1335-1344. Hsu, Y. C., Ching, Y. H., Grabowski, B. L. (2014). Web 2.0 applications and practices for learning through collaboration. InHandbook of research on educational communications and technology(pp. 747-758). Springer New York. Johansson?Skldberg, U., Woodilla, J., etinkaya, M. (2013). Design thinking: past, present and possible futures.Creativity and Innovation Management,22(2), 121-146. Landoni, P., Dell'Era, C., Ferraloro, G., Peradotto, M., Karlsson, H., Verganti, R. (2016). Design Contribution to the Competitive Performance of SMEs: The Role of Design Innovation Capabilities.Creativity and Innovation Management,25(4), 484-499. Le Glatin, M., Le Masson, P., Weil, B. (2016, October). Measuring the generative power of an organisational routine with design theories: the case of design thinking in a large firm. In6th CIM Community Workshop-25th Anniversary of the Creativity and Innovation Management journal. Liedtka, J. (2015). Perspective: Linking design thinking with innovation outcomes through cognitive bias reduction.Journal of Product Innovation Management,32(6), 925-938. Mootee, I. (2013).Design thinking for strategic innovation: What they can't teach you at business or design school. John Wiley Sons. Muratovski, G. (2015). Paradigm shift: Report on the new role of design in business and society.She Ji: The Journal of Design, Economics, and Innovation,1(2), 118-139. Noble, C. H., Durmusoglu, S. S. (2015).Design thinking: new product development essentials from the PDMA. John Wiley Sons. Norman, D. A., Verganti, R. (2014). Incremental and radical innovation: Design research vs. technology and meaning change.Design issues,30(1), 78-96. Noweski, C., Scheer, A., Bttner, N., von Thienen, J., Erdmann, J., Meinel, C. (2012). Towards a paradigm shift in education practice: Developing twenty-first century skills with design thinking. InDesign thinking research(pp. 71-94). Springer Berlin Heidelberg. O'Connor, E., McDonald, F., Ruggiero, M. (2014). Scaffolding complex learning: Integrating 21st century thinking, emerging technologies, and dynamic design and assessment to expand learning and communication opportunities.Journal of Educational Technology Systems,43(2), 199-226. Robert, G., Cornwell, J., Locock, L., Purushotham, A., Sturmey, G., Gager, M. (2015). Patients and staff as codesigners of healthcare services.Bmj,350, g7714. Roth, S., Schneckenberg, D., Tsai, C. W. (2015). The ludic drive as innovation driver: Introduction to the gamification of innovation.Creativity and Innovation Management,24(2), 300-306.