Question: Using Csikszentmihalyi’s (2014) creative thinking process model and Sternberg’s Investment Theory of Creativity (i) critically discuss the relevant key personal resources that the young scientist will require for the development of this radical innovation during each of the stages of the creative thinking process.

The first stage of Csikszentmihalyi's creative thinking process model is preparation. In this stage, the individual gathers knowledge and skills that will be useful in generating new ideas. The young scientist will require a deep understanding of toothpaste ingredients and their effects on tooth enamel in order to develop a new ingredient that can put back lost minerals and prevent decay. They will also need to be familiar with the latest research in this area in order to identify a potential gap in the market.

The second stage of Csikszentmihalyi's model is incubation, during which the individual lets their mind wander and allows new ideas to percolate. This is where the young scientist will need to be open to new possibilities and have the courage to explore creative solutions. The University's environment should support this by providing opportunities for collaboration and brainstorming with other scientists.

The third stage of Csikszentmihalyi's model is illumination, when the individual has a sudden realization or "Eureka!" moment. In order for the young scientist to have this breakthrough, they will need access to state-of-the-art facilities and equipment that will allow them to test their idea and prove its efficacy. The University's environment should provide these resources and also create an atmosphere of intellectual stimulation that encourages creativity.

The fourth stage of Csikszentmihalyi's model is verification, when the individual tests and refines their idea. The young scientist will need access to lab facilities and equipment in order to test their new ingredient. They will also need the support of their mentor in order to get feedback and refine their idea. The University's environment should provide these resources and encourage a culture of open communication between mentor and mentee.

The first stage of Csikszentmihalyi's creative thinking process model is preparation. In this stage, the individual gathers knowledge and skills that will be useful in generating new ideas. The young scientist will require a deep understanding of toothpaste ingredients and their effects on tooth enamel in order to develop a new ingredient that can put back lost minerals and prevent decay. They will also need to be familiar with the latest research in this area in order to identify a potential gap in the market.

The second stage of Csikszentmihalyi's model is incubation, during which the individual lets their mind wander and allows new ideas to percolate. This is where the young scientist will need to be open to new possibilities and have the courage to explore creative solutions. The University's environment should support this by providing opportunities for collaboration and brainstorming with other scientists.

The third stage of Csikszentmihalyi's model is illumination, when the individual has a sudden realization or "Eureka!" moment. In order for the young scientist to have this breakthrough, they will need access to state-of-the-art facilities and equipment that will allow them to test their idea and prove its efficacy. The University's environment should provide these resources and also create an atmosphere of intellectual stimulation that encourages creativity.

The fourth stage of Csikszentmihalyi's model is verification, when the individual tests and refines their idea. The young scientist will need access to lab facilities and equipment in order to test their new ingredient. They will also need the support of their mentor in order to get feedback and refine their idea. The University's environment should provide these resources and encourage a culture of open communication between mentor and mentee.