There has been growing interest in understanding the life-span development of creativity (Hui, He, and Wong, 2019). Throughout the life course, creativity grows and declines and serves different purposes for different individuals, making creativity development a dynamic process. For example, a preschooler displays imagination by making up songs with interesting rhymes for self-expression. A school-age child develops a keen interest, out of curiosity, in digging deeper into topics such as planetology or paleontology. An adolescent experiments with new ideas in the pursuit of personal expression. A young adult shows independence in choosing his or her career to form a new identity. An established design engineer and his or her team create a new product to make a financial profit or to effect a social impact. An older adult engages in creative narrative expression to reinterpret the meaning of his or her life. Creativity is defined as novel and appropriate behaviors and within a continuum of impact in a field (Sternberg and Lubart, 1999; Piffer, 2012). Creativity engenders society’s greatest achievements, business innovations, and personal . This chapter takes the perspective ofto study the emergence of and changes in creative attitude, behaviors, and experiences in terms of nurturing potential and growth and of exploring the limits and decline of creativity through both theand the . The life-span developmental model of creativity postulates that the types of creativity expressed, how they are measured, and how they are valued vary in different life stages from childhood and adolescence to adulthood and late adulthood. Empirical evidence on the significant factors for the development of creativity across the life-span is also reviewed with reference to the critical issues in each life stage. The discussion also includes educational and practical implications as well as future research directions on creativity research.

One of the more challenging intersections of law and technology is the use of computers and associated systems to commit criminal offences. While terminology varies, the neologism cybercrime is widely used to refer to a range of offending that involves computers as targets (eg hacking); as instruments (eg online fraud and forgery); or as incidental to the commission of a crime (eg using the internet to plan or organise a more conventional crime).1 As noted in Chapter 2, some cybercrimes are essentially the same as their ‘terrestrial’ counterparts, but adopt modern technology for their commission (ie ‘old wine in new bottles’), while others represent significantly newer forms of criminality. Examples of the former might include cyberstalking and online fraud, where the message is much the same but the means of communication is more efficient; while the latter might include distributed denial-of-service (DDoS) attacks against websites.

We are all creative, at least potentially. To create means to bring new and useful ideas or things into existence. Being creative is not a luxury but a necessity in today’s changing world. Creativity is the key to success in almost all areas of life, personal and professional. Creativity can and should be educated. You can never have enough of it in most civilized societies.

Creativity is most frequently viewed as an individual phenomenon. We speak of creativity as a distinguishing characteristic of persons much like some cognitive ability or personality characteristic. Not surprisingly, most creativity researchers focus on the individual as the basic unit of analysis. It is for this reason that these researchers are most likely to be found in academic departments such as psychology and education. To be sure, some investigators exhibit a stronger interest in group creativity, such as that found in research teams in industry (Paulus and Nijstad, 2019). This focus is especially commonplace among researchers in business schools. Even so, the group members in these studies seldom lose their individual identities. Indeed, it cannot be otherwise because often the interest is in group composition, such as membership diversity, which requires that the investigator still keep track of personal characteristics.

This chapter examines science and technology from a regulatory and theoretical perspective, providing an important background to the substantive issues discussed throughout the text. The first part of the chapter looks at regulatory theory as it relates to technology, beginning with the general approach of John Braithwaite, and then at more recent approaches to information technology and the internet, specifically the ‘law is code’ approach of Lawrence Lessig and its further development by Andrew Murray. Next, the chapter examines political theory, considering the relationship between individuals and societies – how the behaviour of citizens is best managed according to competing interests, and how governments should legislate to manage these interests. The third part of the chapter examines the basic theories of ethical reasoning, deontology and consequentialism. Lastly, the chapter discusses the nature of scientific knowledge that underlies technology, and how scientific knowledge becomes established.