Environmental Science: Ocean Waste and the Osborn Parnes Method

This report delves into the critical issue of ocean waste, examining its detrimental effects on marine life and the environment. It highlights the sources of pollution, including plastic, industrial chemicals, and waste disposal practices. The report then introduces the Osborn Parnes model, a creative problem-solving method, as a potential framework for addressing ocean waste. The model's steps, including mess finding, fact-finding, problem-finding, idea-finding, solution-finding, and acceptance-finding, are discussed in detail. The report emphasizes the importance of divergent and convergent thinking in generating and refining solutions. Finally, the report suggests practical applications of the model, such as organizing meetings with government officials and leveraging social media to gather public input, to foster collaboration and innovation in waste management strategies. The report concludes by emphasizing the need for consistent evaluation and the development of creative solutions to mitigate the impact of ocean waste.

Running head: CREATIVITY
Problem Solving through Osbon Parnes method
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Table of contents
Part A...............................................................................................................................................2
Insight into ocean waste...............................................................................................................2
Effect of ocean waste...................................................................................................................2
Theoretical perspective to the ocean waste.................................................................................3
Critical insight into Osborn Parnes model...................................................................................4
References and Bibliography...........................................................................................................6

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Part A
Insight into ocean waste
Oceans can be considered as an important natural resource for the aquatic animals for
example fungi, fish, platypus, whales and others. The ocean water is their abode. Along with
this, ocean is also a means of important means of transport in terms. Evidence suggest that ocean
routes were used by the businesspersons for the purpose of trade. Studies also suggest that
oceans were also used for providing a thrilling experience to the passengers on vacation through
boats, ships (Nationalgeographic.com 2017). With the advancement of civilization and science,
the oceans have degraded in its quality. This is because of the wastes, which are dumped in the
lands surrounding the oceans. The wastes dumped by the people on the roads get drained away
with the winds to the rivers, oceans and ponds. The scraps from the boats make the ocean water
dirty and polluted. Tsunamis transfer the wastes from the lands to the oceans.
Effect of ocean waste
Rubbish or the wastes make the ocean water polluted, which snatches the habitat of the
aquatic animals. These wastes consist of many harmful chemicals, which if consumed, leads to
the death of the animals. Along with this, oil spillage from the industrial chemicals is also
considered as a waste, which degrades the freshness of the ocean water (Nationalgeographic.com
2017).
Oceans are also a source of income for many fisherman, living near the oceans. Due to
the wastes, they lose their occupation. Many of the times, the effect of the wastes is also seen in
the form of diseases, to which the fisherman and their family fall prey. The cure of these diseases
is not available easily, which results in their death. Negligence towards the wastes is a common

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thing, which pollutes the surrounding environment of the oceans. Keeping the carcass of the dead
animals, corals, fungi as it is for a long time generates the risk of many infectious diseases.
One of the major concerns is the plastics, which are non-biodegradable. This aggravates
the complexities of the harmful diseases in case of the animals, plants as well as humans.
According to a study, till now 5.25 trillion wastes have been collected from the oceans
(Nationalgeographic.com 2017). The count is still not over. Most of these wastes are plastic,
which has horrific consequences for the seabirds, marine animals and people.
Theoretical perspective to the ocean waste
In view of the intense loss and damage of the people and the sea animals, solutions needs
to be achieved for ensuring the wellbeing of the environment as a whole. Taking into
consideration, Osborn Parnes model of problem solving method would be effective in achieving
positive outcomes. Creativity is an important element of this model. The model is the outcome of
conglomeration of several theorists, planning to make the persons more creative in exercising the
process of problem solving (Cybulski et al. 2015).
There are various versions and processes of solving the problems through Osborn Parnes
model. Divergent and convergent are the versions specified in this problem solving process.
Finding many ideas through the speculation of the ocean areas and the wastes can be correlated
with the divergent aspect. Experimenting with the gathered ideas would help the scientists to
narrow down the area and reach the conclusion. Maintenance of consistency is crucial in this
direction for the achievement of appropriate solutions for mitigating the generation of the ocean
waste (Wood and Bilsborow 2015).

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Figure 1: Steps of Osborn Parnes problem solving model
Mess finding is the first stage of Osborn Parnes model. Searching the mess gathered in
the ocean areas would bring to the forefront the wastes, which are disposable and which are not.
This experimentation would enable the personnel to undertake decisions regarding the
appropriateness, effectiveness and feasibility of the solid waste management in the oceans.
Assessment of the financial condition would be assistance in terms of finding data for the proper
application of this method (Basadur, Gelade and Basadur 2014). For this, the scientists can take
into consideration the previous research carried out by the researchers regarding mitigation of the
wastes in the oceans. Referring to the previous research enhances the knowledge of the scientists
regarding mitigation of the wastes generated in the oceans and the nearby areas. This step is
important in terms of delving deep into the problem. Getting better access to the problem of the
ocean wastes is a direct assistance in terms of thinking about the solutions, which seem relevant.
Mess
finding
Data
finding
Problem
finding
Idea finding
Solution
finding
Acceptance
finding

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Delving deep into the problems would help the people to get ideas for clearing the oceans and
the surrounding areas.
Countering this, relevancy of the applied solution would be reflected from evaluation of
applied solution (Lancaster et al. 2017). For example, meeting could be organized with the
government officials and Ministry of environment regarding the effectiveness of solid waste
management for reducing the waste generation in the oceans. Confirmation and approval from
the board panel is the penultimate step of this model. This step validates the process of problem
solving for reducing the wastes generated in and around the oceans.
Critical insight into Osborn Parnes model
Finding is the common activity of this problem solving method. Evaluation of the
undertaken solid waste management process would make the scientists aware of its effectiveness.
Consistent evaluations would broaden the perspective of the scientists (Sousa et al. 2014). This
would help the scientists to apply alternative solutions for clearing the wastes in the ocean and
the surrounding areas. It might be the case that the scientists might find some other way out for
this purpose. Herein social media is appropriate means for solving the problem in a modernized
way. Scanning the wastes in the ocean and the surrounding areas can be an effective example in
this case. Uploading the pictures of the wastes in the social networking sites and asking
suggestions from the public can also be an effective and creative way of getting rid of the ocean
waste. Asking the people to provide suggestions can be an effective means in terms of the
strengthening the relationship between the government and the people (Bae and Lee 2016). If
this bondage is strengthened, then many effective solutions can come out regarding the
preservation of the ecological diversity.

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References and Bibliography
Bae, J.H. and Lee, H., 2016, December. Design and Implementation of the Mobile Learning App
for Creative Problem Solving Activities. In International Conference on Computer Science and
its Applications (pp. 786-792). Springer Singapore.
Basadur, M., Gelade, G. and Basadur, T., 2014. Creative problem-solving process styles,
cognitive work demands, and organizational adaptability. The Journal of Applied Behavioral
Science, 50(1), pp.80-115.
Cybulski, J.L., Keller, S., Nguyen, L. and Saundage, D., 2015. Creative problem solving in
digital space using visual analytics. Computers in Human Behavior, 42, pp.20-35.
Lancaster, C., Lenz, A.S., Brasfield, M.W., Bailey-Smith, L.A. and Dempsey, M.C., 2017.
Evaluation of a School Counselor-Led Creativity Intervention Group: An Opportunity for School
Counselor Leadership and Advocacy. Journal of Counselor Leadership and Advocacy, 4(1),
pp.16-27.
Nationalgeographic.com (2017). Ocean plastic sea trash science marine debris. Available at:
https://news.nationalgeographic.com/news/2015/01/150109-oceans-plastic-sea-trash-science-
marine-debris/ [Accessed on 14th November 2017]
Sisk, D.A., 2014. Optimizing creativity. Gifted Education International, 30(2), pp.148-159.
Sousa, F.C., Monteiro, I.P., Walton, A.P. and Pissarra, J., 2014. Adapting creative problem
solving to an organizational context: A study of its effectiveness with a student
population. Creativity and Innovation Management, 23(2), pp.111-120.

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Wood, D. and Bilsborow, C., 2015. ‘I am not a Person with a Creative Mind': Facilitating
Creativity in the Undergraduate Curriculum Through a Design-Based Research
Approach. Leading Issues in elearning, 2, p.79.