Steve Jobs Stanford Commencement Address Inspiring The...

Steve Jobs’ Stanford Commencement Address: Inspiring the Next Generation of Students/Innovators On June 12, 2005, Steve Jobs delivered a profound and influential speech addressing the commencement of Stanford’s graduating students. Steve Jobs was most known for being the co-founder and CEO of Apple Inc., but was also less known for being founder of neXt and CEO of Pixar Animation throughout certain periods of his life. One of the reasons for observing this speech is primarily because Jobs is arguably considered one of the most innovative icon and leader of the 21st century who not only â€Å"directly helped change and improve not only the PC business (Macintosh, iMac, MacBook Air, iPad), but also the music (iPod, iTouch, iTunes), smartphone†¦show more content†¦As for the social and/or economic status, since Stanford University is considered one of the most â€Å"prestigious† schools in America, it is a safe assumption that the statuses of these students were homogenous to one another and above the status of the â€Å"average† American student. Be sides for those people who were present and personally witnessed this address from Steve Jobs, the speech was also recorded and uploaded to Stanford’s website and their YouTube page. Originally stemming from both of these two sources, this recorded video of the speech eventually found its way all over the crevasses of the internet. Just these two videos, from the two original sources alone, has cumulatively received an additional 26 million views. These additional views consisted of a larger, more general audience, having a greater range of diversification in the age, race, gender, religion, nationality, and social/economic statuses compared to those of the immediate audience. The general purpose was to address the commencement of Stanford’s graduating students for their educational achievement. More specifically, Steve Jobs wanted to inspire and influence this audience of graduating students in hopes that they will apply this advice for their future of successes that are accompanied by the inevitable failures and hardships. While Jobs referred to his own personal narratives of success and failure throughout, he was determined to reach the audience on a moreShow MoreRelatedInnovators Dna84615 Words   |  339 Pagesnow and read it tonight. Tomorrow you will learn more, create more, inspire more.† Chairman of the Executive Committee, Intuit Inc. â€Å" e Innovator’s DNA sheds new light on the once-mysterious art of innovation by showing that successful innovators exhibit common behavioral habits—habits that can boost anyone’s creative capacity.† author, e 7 Habits of Highly E ective People and e Leader in Me â€Å"Having worked with Clayton Christensen on innovation for over a decade, I can see that eRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pages2011038674 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-13-283487-1 ISBN 13: 978-0-13-283487-2 Brief Contents Preface xxii 1 2 Introduction 1 What Is Organizational Behavior? 3 The Individual 2 3 4 5 6 7 8 Diversity in Organizations 39 Attitudes and Job Satisfaction 69 Emotions and Moods 97 Personality and Values 131 Perception and Individual Decision Making 165 Motivation Concepts 201 Motivation: From Concepts to Applications 239 3 The Group 9 10 11 12 13 14 15 Foundations of Group BehaviorRead MoreProject Mgmt296381 Words   |  1186 Pagesmanaging one or more projects. This text is designed to provide project managers and prospective project managers with the knowledge and skills that are transferable across industries and countries. Our motivation for writing this text was to provide students with a holistic, integrative view of project management. A holistic view focuses on how projects contribute to the strategic goals of the organization. The linkages for integration include the process of selecting projects that best support the strategy

Analysis of Thomas Mores Utopia Essay - 527 Words

What is it about Thomas Mores Utopia that makes it as accessible and relevant to a 21st century westernized Catholic teenage boy as it did to an 18th century middle aged Jewish women? Utopia, a text written 500 odd years ago in differing country and language, is still a valid link to a contemporary understanding of society, human nature and morals. Through Mores Utopia, it becomes evident that the trans-historical and trans-cultural nature of the text emerges through Mores conscious and subconscious inclusion of universal human truths, in particular those of happiness, money and values, which allows the reader a higher quality of textual engagement and insight. Whilst More may be intending to simply tell the story of a travellers†¦show more content†¦This interpretation continued instinctively throughout the text to its conclusion and, with the newly acquired knowledge of Mores personal characteristics, was only transformed until I was presented with the moral working of both characters during my re-reading. More, as a character, was portrayed as cold, critical and clinical in his manner whilst Raphael was depicted as a man of high moral value and of independent opinion. With friend and theorist Erasmus describing him as quot;Born and framed for friendship, and...no one is less led by the opinions of the crowd, yet no one departs less from common sensequot;. With this description, as well as numerous others, an understanding of More comes through quite strongly, as a man of independence; a man of morality and a man quot;so free from vicequot; (Erasmus). With this awareness of More, the human author, and the personal attributes like ned to him and the near identical traits clearly emerging through the character Raphael; I, the reader, make the conscious agreement that More, the author, is transparent through Raphael. Due to the highly controversial opinions that More was making in the text: * quot;...As long as there is property and money, no nation will be ruled justly, or be happy.quot; * quot;There are dreadful punishments enacted against thievesquot; (Raphael against laws of the time) and the pressures of society at the time to be of the same mind to theShow MoreRelatedKirstie Williams. Benson. English 271 Distance Education.1481 Words   |  6 PagesUtopia’s role in the common laws, the religious freedoms, and dystopia/utopia similarities throughout More’s literature. I. Introduction A. Imagine you are a sailor, sailing the vast emptiness of the ocean. B. To your dismay, the storm thrashes waves against your boat. C. You find yourself on the island of Thomas More’s Utopia D. Some facts about Thomas More II. Common Law / Commonplace / Customs A. The commons in Thomas More’s Utopia are drastically different from the society in which he lived. B. ThusRead MoreAnalysis Of `` Inferno And Thomas More s Satirical Dialogue `` Utopia ``1366 Words   |  6 Pages characters, and theme.. Dante’s Inferno and Thomas More’s Utopia are perfect examples of the use of irony as they utilized the various techniques throughout their stories. There are a plethora of accounts where irony is apparent, including the sceneries, dialogue, and titles that are portrayed in their work. This essay will examine and compare the uses of irony in Dante Alighieri’s narrative poem, Inferno and Thomas More’s satirical dialogue, Utopia. Dante’s Inferno describes distinctive usesRead MoreLife During The Renaissance Era997 Words   |  4 PagesFaerie Queene, Sir Thomas More, author of Utopia, the records of Anne Askew’s burning, From the First Examination of Anne Askew and John Foxe’s Acts and Monuments, provide insight into the political climate of spiritual reform in the renaissance era. These authors critiqued life during the renaissance and used their writings to protest the old ways, encouraging England to abandon its Catholic roots in favor of Protestantism. Sir Thomas More’s radical ideas portrayed in Utopia help lay the foundationRead MoreEssay on Utopia1351 Words   |  6 Pages Thomas More’s, Utopia is one of the most politically and socially influential texts to date. His audience, which ranges from academic and social scholars to college students, all can gain a different understanding of the work and it’s meaning. In order to fully comprehend More’s message, one must have an appreciation for the time and culture in which he lived. After grasping historical concepts, one reads Utopia, not as just a volume recounting a fictitious island society, but rather as a critiqueRead MoreLeadership Is Not Changed Over The Course Of Time952 Words   |  4 PagesThe definition of leadership has not changed over the course of time. Through a compare and contrast method of analysis, one can glean the common traits of a leader from Shakespeare’s Macbeth, Thomas More’s Utopia, and Queen Elizabethâ€℠¢s speech to the Spanish Armada. Leadership can be defined as a person who is able to relate to their subjects, accept their responsibilities as a leader, and has a following of supportive people. In Queen Elizabeth’s speech to her troops at Tilbury, she evinces herRead MoreThe And The Handmaid s Tale By Margaret Atwood1260 Words   |  6 Pagestwo of the most well known fundamentalist societies in literature history: Utopia by Sir Thomas More, and The Handmaid’s Tale by Margaret Atwood. Both authors acknowledge that property represents a significant threat to governments that aim to have an equal society where every citizen contributes to the well being of the nation. Thus, property is restricted because it fosters individualism. First, through the analysis of More’s ideal society, one can understand the importance of restricting privateRead More Is Mores Utopia a Product of Its Time? Essay2077 Words   |  9 PagesSir Thomas More in 1516 first conceived utopia while he served as an ambassador For England on a party expedition to Flanders. In England his vocation was law and he held the position of Under-Sheriff his knowledge in this area is an obvious influence in Utopian society. Utopia is a chronicle of Mores fictitious meeting with Raphael Hythlodaeus a traveller who has lived in Island, republic society of Utopia for five years. Almost five hundred years after its writing utopia is still the subject ofRead MoreEssay Utopia4252 Words   |  18 PagesUtopia In the year 1515, a book in Latin text was published which became the most significant and controversial text ever written in the field of political science. Entitled, ‘DE OPTIMO REIPUBLICATE STATU DEQUE NOVA INSULA UTOPIA, clarissimi disertissimique viri THOMAE MORI inclutae civitatis Londinensis civis et Vicecomitis’, translated into English would read, ‘ON THE BEST STATE OF A COMMONWEALTH AND ON THE NEW ISLAND OF UTOPIA, by the Most Distinguished and Eloquent Author THOMAS MORERead MoreEssay on Comparing Societies: Why Utopian Freedom is Best2107 Words   |  9 Pagesfreedom maintains certain features regardless of how it is interpreted. The relationship between freedom, justice and societal goals is one of these features. Through this relationship we will explore both the nature and the quality of freedom in Thomas More’s Utopia. What relationship exists between freedom, justice and societal goals? To answer this question we, like Plato, should look to a model society. Our model society will have a goal: a characteristic that makes a model citizen and which the populaceRead MoreAnalysis Of Aurobindo s Theory For Mandala Essay1819 Words   |  8 Pagesof today’s world, Ruth Levitas, author of perhaps most complete history of the concept of utopia to date, suggest three different bases for defining utopia – â€Å"content, form and function†. She points out that liberal humanist tradition neglects functions and focuses on matter of form and content, in terms of various canons how utopian works. However, the objective behind this research is not to define Utopia. What I am trying to evaluate is a perspective of Auroville for the better world through

What Was Revolutionary About the French Revolution Free Essays

string(99) " offices in the parliaments and several of its inferior courts had been nought on the open market\." What was revolutionary about the French Revolution? Since the beginning of history itself, several and numerous people, inventions, ideologies or behaviours were immediately attached to a particular and self-explanatory concept such as revolutionary. As the time goes by its outreaching characteristics and meaning remains the same. A revolutionary is an individual who either actively participates in or advocates revolution. We will write a custom essay sample on What Was Revolutionary About the French Revolution or any similar topic only for you Order Now When used as an adjective, the term revolutionary refers to something that has a major, abrupt impact on society or on some aspect of human endeavour. The tern – both as a noun and adjective – is usually applied to the field of politics and is occasionally used in the context of science, invention or art. [1] One of the themes in modern European history which can be directly linked with this concept is the French Revolution. The main interrogation remains in â€Å"What was revolutionary about the French Revolution? † In order to answer to this question it is necessary to acknowledge the reasons or origins of the revolution, which initiated or motivated this event and finally, which was the impact and importance of it. The French Revolution is considered one of the greatest social and political upheavals in European History and its tremors can still occasionally be felt. In the popular imagination, the magical figure 1789 conjures up conflicting images of Liberty, Equality and Fraternity alongside the â€Å"tricoteuse† and the â€Å"guillotine†, of a revolution that offered individual choice and freedom, but that was transformed first into terror and subsequently the caesarism of napoleon. [2] These events continue to fascinate historians and the causes and consequences of the French Revolution continue to be a rich source of debate. The revolution started in 1789 and the exact date of its end it is still uncertain but studies believe it lasted almost ten years. 3]A series of political and social crises led up to it: widespread of popular discontent because of poverty which was highly influenced by the taxation system implement by the king Louis XVI in order to maintain his own luxurious and extravagant lifestyle, the wave of unemployment, the growth of the bourgeoisie , an agricultural crisis which left the population in a state of hun ger and resentment, the royal treasure’s state became desperate because of help given to The American revolt against Britain which lead to drastic solutions such as educing the privileges of the aristocracy and clergy producing revolt on their part among several other origins. The king offered no lead and the result was a government trapped by the Estates General. The political initiative was not so much lost as given away, and it was considered the perfect opportunity to ambitious or radical deputies such as Mirabeau, Lafayette, Sieyes and Le Chapelier to come to the front. [4] Under their influence the third estate, representing a minimum of 98 per cent of the population, declared itself the National Assembly on the 17th of June. 5] Due to this action, the deputies broke the umbilical cord connecting them to the society of orders marking the birth of the sovereign nation and the death of the old regime. The revolution had begun officially. By the end of June, effective power was draining away from the monarchy and the political failing of Louis XVI (who reigned from 1774-92) was observed once more after the violence in the capital culminating in the storming of the Bastille on the July 14th. The fall of the Bastille was nevertheless highly noteworthy equally as a political Symbol and as a result of the municipal revolutions that followed. In Paris, order was restored by the newly created National Guard, headed by another ambitious aristocrat – Lafayette – , and effective power passed into the hands of the elected municipality (leaving royal officials with little more than their titles). Throughout France, the conventional power of governors, parliaments and intendants dissolved. Between the 14th of July and the formal promulgation of a new constitution in September 1791 France was witness to an unprecedented wave of reform. As for Louis XVI, he was largely excluded from the process of national restoration and it symbolized one of the revolution’s most striking achievements: the transfer of sovereignty from the king to the National Assembly. [6] As calm was being restored in Paris, information regarding rural revolution began to reach the city. The peasantry proved itself to be much more persistent and determined than the revolutionary politicians and by July 1793 had won a complete victory as seigneurialism and tithes disappeared from the French countryside forever. The night of 4th of August was considered essential for the upcoming path of reform in a way that it removed the particularist obstacles and corporate mentality that had so often impeded the monarchy. Nevertheless, it was the Declaration of the rights of man, adopted by the National Assembly on 26 of August, which most clearly indicated the new philosophy of government. Written by Lafayette, the Declaration was a manifesto for liberal revolution. Men were assured equal in rights and such fundamental values as freedom of speech and of the press, religious toleration, equality before the law, freedom from arbitrary arrest and open competition for public office, decreed in a series of imposing articles. No less imperative was the claim that sovereignty belongs to the nation, ideology that justified everything accomplished afterwards. 7] Jointly, the night of the 4th July and the Declaration of the rights of man are a symbol of a revolution that literally destroyed the old social and institutional map of France and sought to apply rational and enlightened principles to the construction of its successor. Internal tolls and duties were abolished, free trade in grain restored and guilds and professional monopolies damaged, old provinces were replaced by eighty-three departments of compa rable size and identical administrative structure. Those departments were divided into districts, which in turns were sub-divided in communes. In August 1790, the parliaments were abolished and legal hierarchy reconstructed. Under the old regime, offices in the parliaments and several of its inferior courts had been nought on the open market. You read "What Was Revolutionary About the French Revolution" in category "Papers" That abuse was reformed and the democratic principle was put into place as future judges were to be elected. One final example of their power was the abolition of nobility in June 1790, which came to reassure that only equal citizens remained. Despite all these significant and revolutionary reforms, it was the financial crisis that had been the immediate cause of the monarchy’s collapse and the revolutionaries were expected to provide a solution. It became even more complicated to achieve it due to the integral collapse of the existing administrative and fiscal system and the disturbances in the countryside where taxes were not being paid. In order to meet its obligations, the state began to print money which benefited from the public confidence in the National Assembly. Numerous tangible grounds for confidence were provided in November 1789, when the Assembly, voted to confiscate the lands of the church. The effective nationalization of between 5 and 10 per cent of the land in the kingdom provided collateral for state credit and a source of income when the decision was taken to sell these â€Å"biens nationaux†. By continuing to print paper money against the value of the land seized from the church, their financial worries were solved – at least in the short term. The revolution gained another primordial asset by selling the â€Å"biens natiounaux†. Those who had invested had a vested interest in the consolidation and defence of the new regime. [8] Another revolutionary reform included a complete transformation of the church. Aided by Jansenist priests, the Civil Constitution of the Clergy was drafted and unveiled in July 1790. Rational enlightened thinking was brought to bear upon the workings of the Catholic Church and like judges and officials in the administrative and political hierarchy, parish priests were subject to elections by district electoral assemblies. As this brief survey which clearly explained the significant changes occurring in France and the impact they possessed in society, has indicated, the National Assembly was responsible for a programme of reform which transformed the social and institutional life of France. â€Å"The patchwork quilt of particularist rights and privileges was replaced by a greater emphasis upon the rights of the individual and the concept of equality before the authority of the state. †[9] Although, revolutionaries were not satisfied as they wanted to merge the world into their sea of values, ideologies and revolution. The revolutionaries of 1792 began a war which extended through the Imperial period and forced nations to marshal their resources to a greater extent than ever before. Some areas, like Belgium and Switzerland, became client states of France with reforms similar to those of the revolution. National identities also began coalescing like never before. The many and fast developing ideologies of the revolution were also spread across Europe, helped by French being the continental elite’s dominant language. If the National Assembly had actually reinvigorated France, the constitution created to improve the country was a disaster. Within twelve months the monarchy had been defeated by the second revolutionary wave of August 1792 resulting in the execution of Louis XVI in January 1793. Another example of the extremely radical path the revolution was taking is the treatment of the church. The reality was that not satisfied, the revolutionaries proceeded to execute the nonconformists. As the revolution slid into Terror after 1792, the clergy was increasingly seen as the agent of counter-revolution. In the short-term, the religious policies of successive governments after 1790 created unnecessary enemies for the revolution. Revolutionaries started to then use war as a way of forcing the king, and any other â€Å"enemies†, to declare themselves whole-heartedly for the revolution. It was therefore; with mixed motives the French began their battle to export revolution to Europe. It can be considered that the use of Terror was simply a form of political strategy but in the minds of the revolutionaries it had a deeper reason. They believed they were creating a new society, a new man and to do so they needed to destroy the idea, beliefs and patterns of behaviour of the old. Terror was paving the way to a republic virtue and those who would stand in the way of the march of progress would be discarded. It was the integral part of the vision and ideology of a revolution. [10] Between 1789 and 1799, the French Revolution offered a spectacle which inspired and horrified the people of France and Europe ever since. The overthrown of the monarchy, the attack on the church, the declaration of the principles of civic equality and national sovereignty along the destruction of seigneurialism were an admonition to the other monarchies in Europe and an example to their rivals. For liberals the values and ideas of 1789 and the Declaration of the rights of the man continue to possess repercussions nowadays. Throughout the nineteenth century the radical revolution was the source of inspiration for republican and left-wing movements all over the world. On the other hand, conservatives remained fearful of a further outbreak of revolutionary passion. It influenced and leaded to other revolutions in most of the European nations, America and several other countries around the world. The French Revolution was a defining moment in the development of all shades of political opinion, changed views and values, implemented new laws and behaviours. It left no one indifferent and for that reason it can be considered one of the most revolutionary procedures of modern history. Bibliography †¢ Soanes, Catherine, Compact Oxford English Dictionary of Current English, Oxford University Press, 2008 †¢ Hillis, William, A metrical history of the life and times of Napoleon Bonaparte, G. P. Putnam’s sons, 1896 †¢ Blanc, Louis, History of the French Revolution of 1789 – Volume 1, 1848 Pilbeam, Pamela, Themes in modern European History 1780 – 1830, Routledge, 1995 †¢ Baker, Keith, The Old Regime and the French Revolution, University of Chicago Press, 1987 †¢ Gardiner, Bertha, The French revolution 1789-1795, Longmans, Green, 1893 †¢ Lough, Muriel, An introduction to nineteenth century France, Longman, 1978 †¢ Salvemini, Gaetano, The French Revolution, 1788- 1792, Holt, 1954 ———————– [1] Soanes, Catherine, Compact Oxford English Dictionary of Current English, Oxford University Press, 2008 [2] Hillis, William, A metrical history of the life and times of Napol eon Bonaparte, G. P. Putnam’s sons, 1896, page 48 [3] Blanc, Louis, History of the French Revolution of 1789 – Volume 1, 1848, page 480 [4] Pilbeam, Pamela, Themes in modern European History 1780 – 1830, Routledge, 1995, page 19 [5] Baker, Keith, The Old Regime and the French Revolution, University of Chicago Press, 1987, page 148 [6] Gardiner, Bertha, The French revolution 1789-1795, Longmans, Green, 1893, page 46 [7] Pilbeam, Pamela, Themes in modern European history 1780-1830, Routledge, 1995, page 22 [8] Lough, Muriel, An introduction to nineteenth century France, Longman, 1978, page 55 [9] Pilbeam, Pamela, Themes in Modern European History, New York, 1995, page 24 [10] Salvemini, Gaetano, The French Revolution, 1788- 1792, Holt, 1954, page 186 How to cite What Was Revolutionary About the French Revolution, Papers

Creativity Cannot Be Learnedâ€Free-Samples-Myassignmenthelp.com

Question: Write an Essay on Creativity Cannot Be Learned: It Is Innate. Answer: In order to actualise talent management in different organisations, one needs to conceptualise the formation of talent within an individual. In this case, different conflicting questions arise pertaining to the generation of talent and acquisition of the same. The following essay tries to revoke the thesis statement that creativity cannot be learned as it is an innate trait of a human being. However, the process of validation goes on to argue and counter argue different theories proposed by different scholars. For instance, Aristotle has observed that human act of creativity is procreated by imitation of the acts of natural beings. In the reflection of learning guide, Aristotle has further explained that human learning can be categorised with different segments such as student centred learning and subject centred learning. Since the statement succinctly denotes that prowess of innate talent thus presiding over the concept of earned talent, it does not qualify the notion of trait theo ry of leadership. In order to proceed with the argument both European and Exotic philosophical discourses are going to be considered as driving force to establish the fact. In his book Symposium Plato has agreed to the fact that wisdom, virtue, temperance and justice are considered as human ideas. As per the understanding of Plato, these ideas are auto-generated within the soul of a human being. However, Plato has self argument as well saying- But souls are pregnant for there certainly are men who are more creative in their souls than their bodies... (libertyfund.org 2017). The self duality undergone by Plato clearly states that there is a conflict between human body and human soul. In Symposium Plato has clearly stated that human being goes on comparing human soul that conceives creativity that works as a tool to help a human being execute those ideas emerging from the inner self of a human being (Oliveira). On the other hand, a doha (lyrical poem) clearly supports the fact that a dumb becomes intelligent with the help of persistence likewise a stone gets mark after being continuously rubbed by rope. Philosophical differences in the countries in different cultures have been depicting the concept in various ways with own perception. Persistence relates someone to the process of learning (Cowie and Fiona). According to Meyers, Woerkom and Dries, talent is somehow an auto gen erated idea that has its root within the conscious self of an individual. Relating to the conscious of a human being, the concept of Freud can be taken in to consideration. In terms of psychoanalysis studied and conceptualised by Sigmund Freud the human psychological interpretation has been taken in to account. Freud has skilfully defined creativity and denoted the process off creativity in a psychological angle. Freud has defined creativity as an alternative to neurosis. Creativity according to Freud is a defence mechanism that protects neurosis from internal damage of inaction. It leads a human being to produce socially acceptable ideas with the help of his or her talent. Freuds concept of relation between neurosis and creativity has become phenomenal in terms of considering human talent of social intervention (Kipling, Freud and Lacan). Freud stated that human psychology consisting of id, ego and super ego helps him or her establish creation of his or her own in order to unveil the talent. It can thus be stated that talent lies within the human being that does not need to undergo learning procedure. It cannot be rejected that talent has direct linkag e with the psychological trait of a human being. However, many of the scholars have been defying the concept that talent cannot be learned from any external sources. Since psychological interpretation only encompasses the basic trait of human being that is not controlled by the will power of an individual it cannot be confirmed that psychoanalytic tools can determine the statement in its establishment. As a matter of fact, it can be stated that external forces can also play as an important determinant to find out different ways of learning. In this concept it can be stated that the basic understanding of the peoples has been captivated in to a certain limitation that skips addressing the major concept of the actual method. In a matter of fact, it can be stated that the entire understanding of the people have been circulating through the concept of effort making process. Twenty first century has literally debunked the myth of genius as the source of creativity. It is true that people earlier used to romanticize the concept of creativity and its automatic source from a genius. However, in the twenty first century the world has opened to all and the basic understanding of different concepts has been able to reach to the greater number of people with the effective outbreak of media and information and communication system. The special category called the genius has been eradicated from the common notion of human behaviour. The romanticization of creativity and innovation has been taken under the consideration with effective teaching process and training tools. With the help of innovation in technological tools, greater number of human being has been introduced to the scientific path of knowledge gaining process. Knowledge gaining process has now become much global than singular. Hence, a greater number of learners are enjoying knowledge and information so as to develop their own idea ad innovation. Moreover, if one considers Aristotles notion of mimesis there is nothing called innovation. Talent management process, hence, in recent years has been focusing on to the moulding of character rather than believing in the myth born genius. A genius is not born, he is rather moulded (Sforza). It can thus be concluded that creativity can be learned with the assistance of different assisting prowess of human being. as per the belief of 21st century, every individual constitutes the power of innovation and creativity that has to be identified and unveiled with the help of proper training. Identification of creativity within the self has become greater a notion than considering the fact that creativity is an innate talent. It is an innate talent, indeed. However, it can also be attained through proper learning process Reference: "Plato Believed That Great Souls And Creative Talents Produce Offspring Which Can Be Enjoyed By Others: Wisdom, Virtue, Poetry, Art, Temperance, Justice, And The Law (340S BC) - Online Library Of Liberty". Oll.Libertyfund.Org, 2017, https://oll.libertyfund.org/quote/166. Cowie, Fiona. "Innateness And Language". Plato.Stanford.Edu, 2017, https://plato.stanford.edu/entries/innateness-language/. Kipling, Rudyard, Sigmund Freud, and Jacques Lacan. "5 Styling the Subject of Creative Writing."Towards a Poetics of Creative Writing10 (2015): 78. Meyers, M. Christina, Marianne van Woerkom, and Nicky Dries. "TalentInnate or acquired? Theoretical considerations and their implications for talent management."Human Resource Management Review23.4 (2013): 305-321. Oliveira, Richard Romeiro. "EROS, HUMAN NATURE AND PHILOSOPHY IN PLATO'S SYMPOSIUM."HYPNOS36 (2016): 25-64. Sforza, Dario. "The Inclusion of Cognitive Complexity: A Content Analysis of New Jersey's Current and Past Intended Curriculum." (2014).