Your Essay #3 is a Discovery Essay. The format for this essay is less prescriptive than the prior essays.  For this essay, within your chosen subject area, you will find a topic you genuinely wonder about that stems from your experiences and interests. You will address 1) your interest in an issue; 2) what others have to say about the issue, and 3) the significance for you in what you’ve discovered.  

Discovery Essay in Detail

Goal of the Paper and Requirements of a Successful Discovery Essay:

For this essay, you’ll be incorporating research into a piece but not writing what you might think of as a “research paper.” Your goal with the discovery essay is to find something out rather than prove something. It must be a topic you genuinely wonder about that stems from your experiences and interests. As you’ll discover in doing research, there isn’t one answer to your question or issue—there may be multiple answers, conflicting answers, or no answer at all. Your essay will address 1) your interest in the issue; 2) what others have to say about the issue; and 3) the significance for you in what you’ve discovered. A successful discovery essay:
· Focus/Purpose/Genre: has a clear controlling idea that explores a complex research question and is coherently organized around the exploration of the question; relays author’s interest in the topic by 1) showing how research informs author and 2) discussing issues that emerge from research (not finding an easy answer). The research question is open-ended and explores an issue.
· Support and research: provides support for controlling idea by incorporating five sources, integrating quotes and information, putting them in conversation rather than just inserting or listing them, selecting reliable, relevant, and substantive sources; provides introduction/context for sources.
· Style and Conventions: incorporates five sources correctly using MLA format in the text and in the works cited; the writing has sentence variety and a sense of the writer’s “voice” as appropriate to the writing situation; follows conventions of grammar, spelling, and punctuation.
 

HOW DO I APPROACH THE ASSIGNMENT?
After doing some brainstorming in class and forming a research question, you’ll then, after finding many sources so you can choose among them the sources most useful to you, narrow to at least five sources about your research question that represent various points or approaches to your topic (you don’t want all of your sources to say the same thing). Read—and reread—your sources carefully, taking notes that record both what the authors are saying and what you think about what they are saying.
Then you’ll write an essay in which you explore the issue based on the sources you’ve read—not an argument paper where research feeds your opinion about the issue; rather, you’ll be exploring a topic and explaining how the research impacts your beliefs and opinions—or not—instead of developing an argument in which you try to change the minds of others. Remember that just because you are incorporating sources doesn’t mean you can’t have your own voice in the piece—you are the person putting these ideas together in conversation. You’re guiding readers through the sources and issue with your own voice and in how your sources together. You’ll want to explain your knowledge on the issue before you began research (even if limited) and how the research has changed your thinking (or not—and why not). You might also want to be overt about the research process—you can describe, as part of your essay, how your research built upon itself. As Ballenger says, “the process of coming to know something, for the essayist, is as important as what he or she comes to know” (The Curious Reader 39). Potential research questions range from, “Should a Mars landing be the next mission for NASA?” to “Is the internet changing how I think?”
Final Draft: 1,500-2,000 words (approx. 5-7 pages) with works cited in MLA format

Discovery Essay

Sometimes when we do a little historical digging into subjects we think we know, we are surprised by what we find. For example, in the history of science, we might be surprised to find that, after witnessing an operation, Charles Darwin gave up the study of medicine and switched to theology; or that Isaac Newton hated women and wrote more words about theology and alchemy than he did physics; or that Albert Einstein skipped most of his university classes and virtually abandoned his wife (and two sons) after she had helped him on the mathematics of relativity theory. These “discoveries” might make us rethink what we have learned and alter our understanding of the scientific enterprise.

The Discovery Essay, as the name implies, seeks to discover something about a topic. Although your discovery paper is based on research, you are not writing what you might think of as a “research paper.” Your goal with the Discovery Essay is to pose a question to research or area to explore and to find something out rather than prove something. Within your chosen subject area, you will find a topic you genuinely wonder about that stems from your experiences and interests. As you’ll discover in doing research, there isn’t one answer to your question or issue—there may be multiple answers, conflicting answers, or no answer at all. Your essay will address 1) your interest in the issue; 2) what others have to say about the issue; and 3) the significance for you in what you’ve discovered. Your 1500-2000 word paper will need to contain at least 5 carefully researched sources.

Reflect on what new “discoveries” about your topic you have made after reading through several articles and/or looking at it historically. How has your understanding of changed or deepened? Elaborate on the discoveries you have made by explaining what you thought in the past, why you may have thought it, what caused you to alter your views (or not alter them), and what larger significance you see in your new realization.

Feel free to be creative, even funny. Think of the class as your audience.

Use this Discovery Essay as a stair-step into your Research Essay. Think of a topic you are interested in and want to know more about.

Use the Library Website to find academic articles:

Link to CVC Library Website and Catalog

Discovery Essay Outline

Introduction Paragraph:

· The introduction establishes the student’s reason for pursuing this topic (why the student is interested in exploring/discovering/investigating this topic), as well as what the student is looking for – pure exploration, an answer to a question, attempting to understand/clarify something, etc.

· The thesis statement is the guiding question for the rest of the paper. Examples of guiding questions are the following: 1. “Thus, my question is, what factors make college students successful in business careers?” 2. “What makes John Mulaney, the stand-up comedian that looks like an ill-rested yet freakishly tall child, so funny?” 3. “This and many other conspiracy theories have spread throughout the world and have existed since the beginning of civilization, but why? What is the reason for people to believe in conspiracy theories?”

First Body Paragraph:

· The student will begin by stating what, if any, information he or she knows about the topic before any investigation has begun.

· The student will also potentially provide a little explanation or history of the topic, especially if it is not well-known. This will help give the reader some necessary background on the topic before the exploration begins.

· The student may also provide a summary of what is to be revealed in the following paragraphs.

Successive One to Two Body Paragraphs:

·

Student delves into one (or more) of the five sources and what it says about the topic. (Student may also state how he or she came to find this source while researching, though this is not required.)

· Student states what significance this source (and what he or she has discovered) has for his or her own beliefs and opinions.

Successive One to Two Body Paragraphs:
· Student delves into one (or more) of the five sources and what it says about the topic. (Student may also state how he or she came to find this source while researching, though this is not required.)

· Student states what significance this source (and what he or she has discovered) has for his or her own beliefs and opinions. Whatever revelations there are might in some way connect back to prior revelations or forward to later revelations.

Successive One to Two Body Paragraphs:
· Student delves into one (or more) of the five sources and what it says about the topic. (Student may also state how he or she came to find this source while researching, though this is not required.)
· Student states what significance this source (and what he or she has discovered) has for his or her own beliefs and opinions. Whatever revelations there are might in some way connect back to prior revelations or forward to later revelations.
Successive One to Two Body Paragraphs:
· Student delves into one (or more) of the five sources and what it says about the topic. (Student may also state how he or she came to find this source while researching, though this is not required.)
· Student states what significance this source (and what he or she has discovered) has for his or her own beliefs and opinions. Whatever revelations there are might in some way connect back to prior revelations or forward to later revelations.
Successive One to Two Body Paragraphs:
· Student delves into one (or more) of the five sources and what it says about the topic. (Student may also state how he or she came to find this source while researching, though this is not required.)

· Student states what significance this source (and what he or she has discovered) has for his or her own beliefs and opinions. Whatever revelations there are might in some way connect back to prior revelations or forward to later revelations.
Conclusion Paragraph:

· The conclusion has the final takeaway for the student – what was discovered, learned, etc. – and whether that final takeaway was what he or she expected.

· The conclusion should be a culmination from all of the sources used.

· Student may mention what farther-reaching consequences learning about this topic has for his or her life.

· Student may compare and contrast his or her own knowledge or beliefs about the topic before and after reading these five sources/completing the exploration.

· Student may state whether his or her core beliefs were changed by the exploration of the topic.

Last Name 1

First Name Last Name

Professor Name

ENGL 10803

28 September 2013

Success in My Eyes

I have always wondered how executives made it to the top. Where they started? How they first got their job? If they got a lucky break, or played their cards right? As a second year college student majoring in business, the idea of becoming a top executive seems to be a near impossible goal. There is so much competition and so little opportunity. As I have seen my older siblings transition into the business world, I’ve witnessed their successes and failures. College students, in this economy, are struggling to find jobs right out of college. This is hindering many college graduates’ so-called “career timeline” and essentially slowing the rate at which a person can become a successful business executive. Thus, my question is, what factors make college students successful in business careers?

From reading many articles about college students’ success, I have gained insight and knowledge on what might be the reasons for students’ success. There are many factors that affect students’ success. Some factors are within the student’s control; others are due to complete luck. One of the causes that is entirely in students’ power that most people are unaware of was written in “College Students: Avoid These 6 Career Mistakes.” In this article, the author states, “College students should explore what their career center can do for them, and they shouldn’t wait until their senior year” (O’Shaughnessy). A common college student’s mistake is not taking advantage of his or her resources. I have seen so many college students not take advantage of the career center, even though it is a viable source for figuring out a career path.

Students often times believe that getting a job out of college will be easier than it actually is. Since students are used to constant success in college, and in education as a whole, when they fail in a career search, they tend to shut down. O’Shaughnessy argues that, “Too many students think they can find a job if they start looking after Christmas break in their senior year. Wrong. You need to lay the groundwork long before then. The search can be time-consuming, but it will be well worth it” (O’Shaughnessy). To become successful, and get a job right out of college, it takes more than a few months of searching. It takes years of preparation and resume building, with internships, leadership experience and extracurriculars to show that one is a well-rounded individual.

Success differs from person to person and can come at many different times in a person’s career. Being successful out of college doesn’t necessarily mean that you get a killer job due to an outstanding resume. Success outside of college could mean traveling the world or getting married or simply working for a non-profit organization helping others rather than oneself. Farlex Dictionary defines success as, “The achievement of something desired, planned, or attempted.” Achievement can mean a plethora of different things. It can mean achieving something on one’s bucket list or obtaining happiness in one’s social life. For some people in the business world, achievement simply means getting a job; for others, it’s means becoming the CEO of a Fortune 500 company. I suppose success all depends on the person.

As written in “Teaching Methodologies in the Classroom: A Study of Student Preferences” by Martin Bressler, “A number of factors impact student success. Many are uncontrollable by the professor such as size of the class or student ability.” Success in a career is not solely based on the hard work of a student. It is also based on how well one has been prepared to succeed throughout one’s academic career.

A fortune 500 CEO is obviously a person whom finds success when he or she has reached the very top of the business world. Success for a stay-at-home mom means that she finds accomplishment in her life by raising her children and seeing their growth. Success differs from person to person, but is there a difference between the average success of a man and a woman in the business world? An article written by, Ilene Gordon, one of the few women fortune 500 CEOs says, “Women don’t have the confidence or the clout… that men have…An analytical degree puts you on par or ahead of the men.” When reading through many articles, I discovered that men are more ambitious and willing to negotiate their way to the top. There are only 22 women, which accumulate to about 4% of CEOs in the fortune 500. This stat has to show something about either our society’s unequal treatment of women or women’s ambition in our society. Perhaps the root of women having less confidence starts from what we are taught in school. In college, we are taught about the facts of how women receive lower salaries coming out of college than men. Women have been told over and over again that they are more likely to receive a lower income than men. By being taught these ideas in school, women start believing they will be less successful then men, and virtually give themselves a self-fulfilling prophecy for their success in life.

The article “Why Isn’t Better Education Giving Women More Power?” written by Garance Franke-Ruta explores the many possible reasons for women being less powerful and successful in the business world. She states, “36 percent of male employees at major companies hope to be top executives, compared with just 18 percent of female employees” (Franke-Ruta). It’s evident that men have more confidence in their ability to succeed. Perhaps, though, it’s not because men are born with more confidence than women. Maybe the fact is that what women are taught in school puts a damper on their success.

Schooling could affect more than just how women see themselves as successful. Robert Brooks, PhD, and coauthor of Raising Resilient Children says, “Kids need to know that it’s okay to fail, and that it’s normal to feel sad, anxious, or angry” (Brooks). Children whom are sheltered too much in school and at home are often unaware that the anxiety that comes from failure is a natural feeling. By showing these children at an early age that it is okay to fail every once in a while, it is preparing children to grow up and still become successful after multiple failures.

I have always thought of success as having enough income to be able to travel, to have leisure time, and to be able to buy any toy within a reasonable price range, but success means so much more than that.

After reading through many different articles that define success, I have seen a common trend. In every definition of success, the word happiness is present. As written in Webster’s Dictionary, “obsolete, good fortune, prosperity, and a state of well-being” define happiness. But again, success is dependent on the person. “Personal success is one person’s belief of what will make them successful.” This can mean so many different things for different people. Success can refer to someone’s business, relationship life, adventurous life; it just depends on what makes the person happy.

I have come to realize, throughout my discovery in this essay, what the key to success is for me. I first thought it was having a nice house and a significant amount of money for leisure activities. But then I realized that my own success has nothing to do with money. My success has to do with what makes me happy, and satisfied with my life and myself. If I try my hardest in whatever occupation I have in the future, I will feel satisfied with my work ethic. The key to success in my life isn’t about how much money I make; it is about the relationships I have with the people I love. Sure, I would love to become a powerful businesswoman like the Fortune 500 CEOs, but if I don’t make it there, I will still have happiness and feel like I have succeeded within my own self-achievement.

Works Cited

Last Name 1

First Name Last Name

Professor Barlow

English 1302

31 March 2019

The Reasoning Behind Conspiracies

On September 11th, 2001, the United States fell victim to a terrorist attack. Two airplanes struck the World Trade Center Towers, burning and collapsing them. This tragedy cost many lives, but there is still some doubt that the attack was a foreign one. There is a large following for this idea of the conspiracy theory of 9/11. Many do not deny the event’s occurrence; rather, people question who the identity of the perpetrator – often believed to be the US government. This and many other conspiracy theories have spread throughout the world and have existed since the beginning of civilization, but why? What is the reason for people to believe in conspiracy theories?

Being a believer in some conspiracies, I asked myself why I believed what I did and could not answer that question. After extensively reading different articles, I have begun to understand why people, such as myself, believe conspiracy theories. I have come to the realization that there are many factors that contribute to the acceptance and belief in conspiracy theories. In the article published by USA Today, William Cummings states that psychologists such as Jan-Willem van Prooijen believe that there are two things that contribute to the appeal of conspiracy theories. These two things are confirmation bias and proportionality bias. Confirmation bias, as explained by Cummings, is “People’s willingness to accept explanations that fit what they already believe.” This explains why conspiracy theorists are so willing to adopt virtually any conspiracy theory. I have found this to be true because when I see evidence for a theory, my mind accepts it by default without critically analyzing its logic. Proportionality bias is “the inclination to believe that big events must have big causes” (Cummings). This means that people often make the connection between a large impactful event to a large cause. In Elizabeth Svoboda’s article “Why Do People Believe the Moon Landing Hoax or Other Conspiracy Theories?”, she states that this inclination is natural because “Assigning meaning to what happens has helped humans to thrive as a species….” I tend to agree with this conclusion because it feels very natural to just assume the cause for something that must be equally as significant as the event itself. In “The Enduring Appeal of Conspiracy Theories” by Melissa Hogenboom, she quotes a professor from the University of Kent, Karen Douglas, stating that being wary of other groups “…makes sense from an evolutionary perspective. ‘In some ways, it is quite adaptive to be suspicious of other groups for your own personal safety’” (qtd. in Hogenboom). Making these connections is what has led humanity to thrive throughout millennia because people were able to find a connection from an event to a cause and realized that the cause should be avoided at all costs. However, these reasons are only the tip of the iceberg.

Another reason for believing in conspiracy theories is the need to be comforted in tragic events. According to an Associate Professor of Psychology at Union College, Joshua Hart states that “if you are a person who looks at the world and sees chaos and malevolence, perhaps there is comfort in the notion that there is someone to blame.” I found this reason to be very interesting because it is not universally true for all conspiracies. For example, the attack during September 11th was blamed on Al Qaeda, a terrorist group located in the Middle East, but still, conspiracy theorists believe that the United States government was the real perpetrator. Since there was already someone to blame, why do conspiracy theorists feel the need to find another person to blame?

In the search for another answer, I found in Hogenboom’s article that people “make sense of the world when they feel out of control, are anxious or feel powerless if their needs are threatened.” This concurs with my previous finding, but still did not answer my question, so after reading further, I found that Stephan Lewandowsky, a professor of psychology at the University of Bristol, states that “it can be psychologically comforting for some to believe that ‘powerful people’ are behind random events” (qtd. in Hogenboom). The key word here is powerful people because conspiracy theorists tend to have a reasonable amount of distrust toward people in power such as government officials. I found that Hart also attributes this to believing in conspiracy theories when he states, “one major predictor of conspiracy belief was ‘schizotypy,’ [which is] a constellation of traits that include a tendency to be relatively untrusting…” This was very reassuring to find because I realized that I do not trust those in power, which could be a major reason why I find some conspiracy theories to be so convincing.

In addition, it has been found in a study that individuals “who grew up insecurely attached to their parents – where they experienced a negative relationship with one or both of them, also seem to be more likely to support conspiracy theories” (Hogenboom). This insecurity from childhood explains the need to be in control and have security. Those who are anxious cope with their anxieties with conspiracy theories that end up making them feel more powerless and uncertain. In “Why Do People Believe in Conspiracy Theories?”, David Ludden Ph.D., a professor at Georgia Gwinnet College, says that people hold on to these false beliefs because “Uncertainty is an unpleasant state, and conspiracy theories provide a sense of understanding and certainty that is comforting.” It is natural for humans to seek explanations for events and as it turns out, conspiracy theories are answers that are typically based on emotion in order to feel more certain, but as mentioned previously, they tend to make the person feel less certain about the events around them. Ludden also goes on to say that conspiracy theories provide the person with the desire for control and security. He gives the reason as to why people reject climate change could be due to the fact that if it were true, they would have to change their comfortable lifestyle. This makes sense and explains why people reject events that are scientifically based. It seems that conspiracy theories can simply be used as an excuse to not make a change in one’s life.

Another interesting factor that is generally found in conspiracy theorists is the need to feel unique in knowing information that others do not. According to Ludden, people who believe conspiracy theories often have “a sense that [they are] the holder of privileged knowledge.” I found this to be a recurring idea through other articles as well. In “Profiling a Conspiracy Theorist: Why Some People Believe,” Hart states “that people higher in schizotypy have an elevated need to feel unique.” This makes sense because not believing in mainstream ideas makes the theorist stand out from their peers. Elizabeth Svoboda also mentions the idea of self-importance. She says that “Conspiracy theories… supply a seductive ego boost. Believers often consider themselves part of a select in-group that — unlike the deluded masses — has figured out what’s really going on” (Svoboda). This is interesting because the information that these conspiracy theorists, such as myself, believe is not exclusive to only them, rather people just do not believe them simply because most theories tend to ignore science or facts. This is evident in conspiracy theories on vaccinations, despite having ample evidence that shows its efficacy, some still choose to believe that there is something that big pharma is hiding.

This leads to my next reason why people believe in conspiracy theories. It has been noted by many studies, including one that was conducted by Stephan Lewandowsky “that the stronger a person believes in a conspiracy, the less likely they are to trust scientific facts” (qtd. in Hogenboom). If facts that would debunk a theory were presented to a conspiracy theorist, they would label the other person as a victim to the lies that the powerful want them to think. Understanding all of this is quite amusing because it almost seems as if one enters the realm of conspiracies, it is very difficult to get out, especially with reasoning.

After reading through numerous articles that try to find the reason for believing conspiracy theories, I see a common trend. In almost all articles, the belief of conspiracy theories is linked to a lack of trust, desire to be different, and desire to be in control. Of course, every individual is different, and there are other factors that affect one’s beliefs, but I have found these three factors to be relevant throughout the entirety of my research. I have come to realize that my beliefs in certain conspiracy theories stem from a distrust of the rich and powerful. I have also found that I like the idea of being part of an exclusive group that knows the truth. Before conducting my research, I believed that conspiracy theorists were just people who rebelled against social norms and believed simply because it was different. I see now that there is much more to it, and a lot has to do with personal insecurities. The truth is that people just want to feel unique, and there is no problem with that. I have discovered that we are all different, and some people just need to believe in certain things so they can live peacefully. I have concluded that believing in conspiracy theories does not have any negative effects on society and that people’s beliefs stem from reasons beyond the surface. In doing this discovery essay, I have found my reasons for believing, and that will help me overcome any insecurities I may have.

Works Cited

Cummings, William. “Conspiracy Theories: Here’s What Drives People to Them, No Matter How Wacky.” USA Today, 15 Jan. 2018, www.usatoday.com/story/news/nation/2017/12/23/conspiracy-theory-psychology/815121001/. Accessed 27 Mar. 2019.

Hart, Joshua. “Profiling a Conspiracy Theorist: Why Some People Believe.” Live Science, 26 Sept. 2018, www.livescience.com/63658-why-people-believe-conspiracy-theories.html. Accessed 27 Mar. 2019.

Hogenboom, Melissa. “The Enduring Appeal of Conspiracy Theories.” British Broadcasting Corporation, 24 Jan. 2018, www.bbc.com/future/story/20180124-the-enduring-appeal-of-conspiracy-theories. Accessed 27 Mar. 2019.

Ludden, David. “Why Do People Believe in Conspiracy Theories?” Psychology Today, 6 Jan. 2018, www.psychologytoday.com/us/blog/talking-apes/201801/why-do-people-believe-in-conspiracy-theories. Accessed 27 Mar. 2019.

Svoboda, Elizabeth. “Why Do People Believe the Moon Landing Hoax or Other Conspiracy Theories?” The Washington Post, 20 Jan. 2018, www.washingtonpost.com/news/speaking-of-science/wp/2018/07/20/why-do-people-believe-the-moon-landing-hoax-or-other-conspiracy-theories/?utm_term=.2f184ad7a77c. Accessed 27 Mar. 2019.

Bhandari 1

Bhandari 1

Bhandari 3

Name

Professor

ENGL-1302

Date Comment by Randall Unruh: Need to incorporate or spell out for MLA formatting. Make sure cover page is not required and that all is done according to what instructor wants in the instructions of the essay.

Creation and Invention of Ideas

The article, Educating with Creativity elaborates more on the sociocultural construction of creativity among individuals and also reflects more on how persons comprehend and educate the creative potentials (Glaveanu). Based on the historical analysis of creative related concepts, like talents and genius from antiquity onwards, I can determine various prototypical means of defining creativity and invention of ideas. The first and foremost one is the expounding of the legacy on Romanticism and Renaissance, which mainly associates creativity with arts and explains more the importance of originality, diverse thinking, and expressions. The second is all about the ideas of enlightenment, all of which connects the creation and invention of ideas among individuals to the discovery and bringing up both its functional and problem-solving aspect. Postmodernity is also another concept that entails new metaphors concerning metaphors, an idea that invites individuals to think about their everyday dynamics (Glăveanu, 2018). An example is the case of craftsmen who are always ready to mix and match to experiment and reflect more on the role of tradition and character in the creation and invention of ideas among individuals. As such, each of these ideas requires the proper understanding of what individuals can do with new ideas and what it really means by the definition of creation and invention of something. Comment by Randall Unruh: Begin with a general statement. Comment by Randall Unruh: Make sure that all is in MLA format. Comment by Randall Unruh: Leave out “I” and say it in an inclusive way.

The from all forms of human intellectual and mental activities, often intentional but sometimes accidental. I believe that the creation and invention of ideas is the main activity that impacts human knowledge and enhances individuals’ well-being by either understanding somethings or utilizing practical ways. Individuals usually engage in various activities that our minds can become conscious of based on the new idea resulting from working on a problem like trying t determine a new good in business or in the home area. While individuals engage in various activities, they mostly experience new insights into something familiar whilst looking at or examining some new aspects revealed to us. Comment by Randall Unruh: Add transition. Comment by Randall Unruh: No need to say, just add with “The creation” Comment by Randall Unruh: Two words? Check for clarification.

The thoughts are usually new ideas, a specific product of determination. If the thought is presumed as being a new awareness of anything that initially existed but is unknown, the idea of persons becoming conscious of it can be elaborated as an act of discovery. An example is a case where researchers determine the various types of tissues in bodies of human being’s thud, determining a particular type of protein that was previously unknown. I believe this type of discovery may be termed as knowledge discovery because it is based on individuals’ knowledge and new facts. As such, the living tissue containing the protein existed long before it was discovered. Finding solutions to problems is another type of discovery that may be termed as utility discovery since it entails striving to find solutions to problems. Comment by Randall Unruh: Add transition. Comment by Randall Unruh: Watch wording and use inclusive language.

As such, if the utility discovery entails the determination of a new solution to a problem that initially never existed, then the invention may be termed as an act of being conscious about the idea. Rarely, the solution to the challenges is a new thing that usually emanates from combining various things in order to come up with new ideas. An example is a case where an individual seeks to determine lock tampering therefore, they come up with a feature of the lock which is a clear indication of tampering, an idea that can also be termed as invention. I believe that prior to the invention, the feature did not exist thus the creation that the previously non-existent feature is an act of invention.

Another interesting factor is the differences between invention and discovery whereby whether the idea concerned the unit of knowledge about something before any individuals discovered it is usually based on how the research was conducted and the reason for the conduction of research. Another characteristic of invention is that it has the quality of utility whereby it is crucial for some purposes such as determining any challenges which the inventor may encounter. Comment by Randall Unruh: Add comma. Comment by Randall Unruh: Possibly elaborate.

The protection by patent or copyrights of the things either invented or discovered requires protection and should also be valued, though they should at least be some acknowledgement to the originator (Joyce et al). The United States constitution recognizes the power of congress as the promotion of the progress of science and the important arts by effectively securing the limited times to both inventors and authors with the exclusive rights to their respective discoveries and writings (Lefstin, et al). As such, I believe that the constitutional clause mainly encompasses both the utility and knowledge discoveries and that various inventions can also be termed as useful discoveries Comment by Randall Unruh: Add transition. Comment by Randall Unruh: Check for capitalization. Comment by Randall Unruh: Add period.

The innovations pertaining to patent eligibility are based on any individual who creates and invents useful and new processes. I see that any person who invents any new machine or manufacture is likely to obtain the patent rights based on the requirements and the conditions of the titles. A proper illustration is computer coding, literary work, which is work of authorship that can often be included as an invention. A newly created computer code that enhances a computer’s operations may be a form of authorship work that is usually copyrighted and published based on the subject matter usually disclosed by a patent. As such, the inventor is permitted to apply for a patent based on the nation’s terms and conditions for the particular application. Case laws in countries like United States elaborate judicial exceptions as permitted processes that can not be patented because they are considered abstract ideas (Lefstin, et al). Comment by Randall Unruh: Transition needed. Comment by Randall Unruh: Be inclusive. Comment by Randall Unruh: Add article “the” for clarity.

Computer softwares are a major subject matter to various inventions that rarely occur as many inventors strive to seek solutions to various challenges (Looyestyn, et al). Striving to discover solutions to problems is essential in the development of newer products, new and efficient goods crucial in the manufacturing process. I see that they are many roles that varying computer softwares play in the innovation process. Due to the versatility of computer systems, they are frequently programmed to perform various useful purposes. The various inventions for such purposes mean that the software part of infrastructure can be problematic because most software applications entail sequences for accomplishing things which are often considered as a series of mental ideas, particularly when the steps involved are mathematical so that most of the computer operations have been broken down into several elementary forms. Comment by Randall Unruh: Make sure that the prior paragraph flows into the next topic for transitioning. Comment by Randall Unruh: Examples? Information that is slightly more in depth for the reader?

The eligibility of various computer software-based inventions is not near from being settled thus making them a subject for various research-based discussions. However, the innovation and invention processes mainly occur in most business organizations that enhance both non-commercial and commercial transactions such as engaging in business with foreign nations. I believe that there is an existing justification to protect the innovation arena among individuals in the business sector. There will be demand for the protection of individual’s new ideas in various fields such as the business area. Comment by Randall Unruh: Add transition. Comment by Randall Unruh: Revise for clarity. Comment by Randall Unruh: Elaborate with explaining more to the reader on this information.

In conclusion, the issues that revolve around computer software-based creation and inventions and the ineligibility of various economic practices are largely into enhancing both the non-commercial and commercial activities in any business organization. As such, any software developed to enhance productivity and efficiency or offer the functionality available should entail a copyright notice in its source code and further be protected by having the copyrights registered Comment by Randall Unruh: Explain more for the reader on what this entails. Follow MLA formatting too.

(Samuelson). If the computer software is part of the system, a combination of the computer and the software, a machine or a network, then the patent attorney has to be consulted in order to consider whether the patent rights of protection have to be soughed and whether they are various relevant steps which are crucial for protecting the various invention strategies.

Based on the historical analysis of persons on creative related concepts such as talents, it is also crucial to determine various prototypical means of defining creativity and the coming up with new ideas. Idea that mainly associates creativity with arts and explains more the importance of originality, diverse thinking, and expressions are also crucial in developing creative ideas crucial for development. The second is all about the ideas of enlightment, all of which connects the creation and invention of ideas among individuals to the discovery and bringing up both its functional and problem-solving aspect. Postmodernity is also another concept that entails new metaphors concerning metaphors, an idea that invites individuals to think about their everyday dynamics.

Works Cited Comment by Randall Unruh: Separate page needed. Make sure that all stays in double spacing. Alignment needs to be all in line and periods at the end of each entry.

Glăveanu, V. P. “Educating which creativity?” Thinking Skills and Creativity, vol. 27, 2018, pp. 25-32, doi:10.1016/j.tsc.2017.11.006.

Joyce, C., Ochoa, T. T., Carroll, M. W., Leaffer, M. A., & Jaszi, P. (2016). Copyright law (p. 542).

Durham, NC

Lefstin, Jeffrey A., et al. “Final Report of the Berkeley Center for Law & Technology Section 101

Workshop: Addressing Patent Eligibility Challenges.” SSRN Electronic Journal, 2017.

Looyestyn, Jemma, et al. “Does gamification increase engagement with online programs? A systematic review.” PLOS ONE, vol. 12, no. 3, 2017, p. e0173403.

Samuelson, Pamela. “Functionality and Expression in Computer Programs: Refining the Tests for

Software Copyright Infringement.” SSRN Electronic Journal, 2015.

Carolina Academic Press.