Cannabis and creativity: highly potent cannabis impairs divergent thinking in regular cannabis users

Stress-related psychiatric disorders across the life spa

Women entrepreneurs in Saudi Arabia: Creative responses to gendered opportunities

Female entrepreneurs in the Kingdom of Saudi Arabia (KSA) experience barriers to their action which require creative strategies to navigate. Despite regulatory efforts to advance female entrepreneurial ventures, sociocultural ascriptions remain and these can be detrimental to women’s business experiences. This chapter explores the exogenous and endogenous circumstances integral to establishing a new venture in Saudi Arabia and the hindrances these can pose to female entrepreneurship. Barriers are identified that frame female entrepreneurial action and their creative responses are highlighted to demonstrate how they can play a crucial role in formulating women’s entrepreneurial identities and their entrepreneurial action. A conceptual framework for future research is outlined that seeks to understand these creative responses

Step by Step: Biology Undergraduates\u27 Problem-Solving Procedures during Multiple-Choice Assessment

This study uses the theoretical framework of domain-specific problem solving to explore the procedures students use to solve multiple-choice problems about biology concepts. We designed several multiple-choice problems and administered them on four exams. We trained students to produce written descriptions of how they solved the problem, and this allowed us to systematically investigate their problem-solving procedures. We identified a range of procedures and organized them as domain general, domain specific, or hybrid. We also identified domain-general and domain-specific errors made by students during problem solving. We found that students use domain-general and hybrid procedures more frequently when solving lower-order problems than higher-order problems, while they use domain-specific procedures more frequently when solving higher-order problems. Additionally, the more domain-specific procedures students used, the higher the likelihood that they would answer the problem correctly, up to five procedures. However, if students used just one domain-general procedure, they were as likely to answer the problem correctly as if they had used two to five domain-general procedures. Our findings provide a categorization scheme and framework for additional research on biology problem solving and suggest several important implications for researchers and instructors