About Innovation

What is innovation?

Let's take an example of someone who made a breakthrough innovation, Steve Jobs. The apple phone and Macintosh are innovations by Steve Jobs around you.

Now take a look around you. Simple things like the bread-toaster, the air-conditioner, heater and nearly everything else are all innovations around you. Innovation is something that is alive! You do not need to be like Steve Jobs to be innovative. When you need to start a fire, something creative like using a magnifying glass under the sun to create one is already being innovative.

About Innovation

Without innovation, living would be difficult. Just imagine living at home without a refrigerator and an oven. Imagine no water coolers in your school or campus. The things around you are usually innovations by others to suit the needs of the society.

When you face a problem, the next thing you would do naturally is to think of the best way to solve the problem. This is where your innovation comes in! Think out of the box, think of something nobody has ever tried before and do it!

This however involves risk. People are afraid to see their ideas fail. That is the problem. We should change our mentality and be ready to take risks instead! Easy going and risk-free people mostly remain as they are and then regret not having taken any risks when they are older.

Another factor is that people let emotions rule over them. Yes, the person might have tried different ideas many times and kept failing but the problem is that he or she gets too affected by each failure and fails to get anything positive out of each failure. Negativity is suicidal!

The trick to this is to take positivity out of each failure. Treat each failure as a stepping stone towards your goal to success. Fill your mind with good thoughts to motivate yourself. Those thoughts need not necessarily be true. You can even resort to "bluffing" yourself with good thoughts to motivate yourself. Persevere and give yourself credit for enduring and sticking to your belief. Soon those "bluff" good thoughts will become reality.

Also whenever you feel demoralized, go look up the history of people like Albert Einstein, Henry Ford and Bill Gates. Compare your situation with them before their successes, this will definitely motivate you!

Successful people also face problems in innovating. This is due to arrogance, selfishness and ego which results them into no being open-minded.

About Innovation
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Also see http://media.tp.edu.sg/3d/open_house.html

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Japanese Developing Sex Robots

What propels human innovation? Well, we know where the funding comes from. We know that funding comes when a Return on Investment is available. What do people spend money on? Well, think of Maslow's hierarchy of needs. People want to maintain self preservation, so you will find the greatest technological money flows in those things, which protect the sanctity of life; things such as Health Care and Medical advances, security and military. People also wish respect from their fellow man. They want to look good; thus you will find consumer items such as make-up, clothing, sports cars, etc. Humans also want companionship and entertainment and so we see advances in movie special effects, computer games and now the Japanese are developing human female robots. Today they advertise them as maids, receptionists and servers. But in the true spirit of Kama Sutra, you can bet that those Japanese robotic engineers will soon be designing Blonde Hair Blue Eyed sex robots to serve their will.

These Japanese scientists have unveiled the most human-looking robot to date, well at least in the public domain. Secret research is being done now which looks towards the future to build robots so real they will fool humans, in other words they maybe sitting next to you and you would never even know it. The Japanese scientists call their new robot android Repliee Q1 Expo. She flutters her eyelids in normal human increments, looks like she is breathing and moves her hands just like a human would. This robot has over 42 actuators. But indeed, this is merely the first step in human type robotics.

We all know that the Internet is used most in recreational use for surfing websites, such as pornography, chat, online dating and personal communications of the sort. It should be obvious that the near future of robotic androids will be used for sexual pleasure. Isaac Asimov and others have cited this as the most probable use. Not only have science fiction authors put these futuristic predicts forth but Hollywood has as well in several movies such as "A.I. Artificial Intelligence."

Japanese Developing Sex Robots

Using tactile sensors and the latest Haptics research the Japanese scientists are well on their way to the development of their next marketable technology. The Repliee Q1 Expo has 42 actuators, but some of the MIT robots, will mimic the human nerves in the hand already have 250 sensors. New skin technologies will allow the robots to have real human skin grown in petri dishes and these might also be incorporated in the sexual revolution of robots. Want to learn more about Repliee Q1 Expo;

http://news.bbc.co.uk/1/hi/sci/tech/4714135.stm

Japanese Developing Sex Robots
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"Lance Winslow" - Online Think Tank forum board. If you have innovative thoughts and unique perspectives, come think with Lance; www.WorldThinkTank.net/. Lance is an online writer in retirement.

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Innovation: Thinking Outside The Box

When innovators talk about thinking outside the box, they mean coming up with creative ways to solve problems - new ways to look at things. How do they do it? How can you do it too? We first have to ask what the "box" is. Then we can look at how to get outside of it.

The "box" is the normal way of doing things and looking at things. It is the assumptions that almost everyone involved is making. The best way to start thinking out of the box then, is to identify and challenge all the assumptions that make up thinking inside the box.

One of the major liquor brands was faltering years ago, and they couldn't seem to boost their sales. Promotions, lowering the price, getting better shelf placement - these were the "in the box" solutions. Then someone challenged the assumptions, by asking "What if we stopped the promotions and just raised the price?"

Innovation: Thinking Outside The Box

The price was raised as an experiment, and sales soon doubled. As it turns out, some types of liquor are bought quite often as gifts. Buyers don't want to buy the most expensive one, but they also don't want to seem cheap, so they won't buy products that don't cost enough. Now imagine what happens to your profit margins when you raise the price and double the sales. That's the power of thinking outside of the box.

Ways To Get Outside The Box

Challenging assumptions is a powerful creative problem solving technique. The difficult part is to identify the assumptions. If you are designing a new motorcycle, write down assumptions like "speed matters," "it has to run on gas" and "it needs two wheels," not because you expect to prove these wrong, but because challenging these can lead to creative possibilities. Maybe the time has come for an electric three-wheeled motorcycle.

Another way to get to creative solutions is to "assume the absurd." This is either fun or annoying, depending on how open-minded you can be. All you do is start making absurd assumptions, then finding ways to make sense of them. The easiest way to do it is by asking "what if."

What if a carpet cleaning business was better off with half as many customers? It seems absurd, but work with it. Hmm...less stressful, perhaps. More profitable if each customer was worth three times as much. Is that possible? Commercial jobs that involve large easy-to-clean spaces (theaters, offices, convention halls) make more money in a day than houses, with fewer headaches. Focusing on getting those accounts could be the most profitable way to go - not so absurd.

Another way to more innovative ideas is to literally do your thinking out of the box. Get out of the house or the office. Look around at how others are doing things. On busses in Ecuador, salesmen put a product into everyones hands and let them hold it while they do a sales pitch. Then you have to give back "your" product or pay for it. It is very effective. How could you use the principle in your business?

Innovation: Thinking Outside The Box
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Steve Gillman has been studying brainpower and related topics for years. For more creative problem solving techniques, and to subscribe to the Brain Power Newsletter, visit: http://www.IncreaseBrainPower.com

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Find the Free Auto Repair Manual You Need Online

You can easily get a free auto repair manual for whichever repair need you might have. You need an internet access and have to follow a certain procedure searching for auto repair manuals, but when you have done this procedure a few times it will be very easy to find the right instructions for do it yourself auto repair and it won't cost you a dime.

There are four types of automotive description documents that you will need to choose from when you want to do a repair;

General manuals Diagnosis descriptions Repair manuals Maintenance manuals

Find the Free Auto Repair Manual You Need Online

General Manuals

In addition to some general manuals, most of these are related to the make. Here you can get step by step guidance on how to repair most of the makes in the vehicle market. Let's say you have a Honda Acura 2002 model and you want to find a manual for that make and model. What you do is perform the following search in a search engine: "free car manuals+Honda Acura+2002". Then you will have a long list of sites that provide you with all kinds of descriptions for your Honda Acure 2002 model, and you can choose what you want.

Diagnosis descriptions

Automotive diagnosis manuals can also be sub-divided by make and model. But it can also be divided by the area of the vehicle that is affected, for example engine intake problems, brake problems, cooling problems, exhaust problems, start or stall problems, transmission problems etc. Let's say you have a start problem. Your search would be "car diagnosis manual+ start problem", then you should get more than enough repair information to choose from. You can even get diagnostic trees where all options are covered for nothing.

You have probably more than one time heard some annoying noise from somewhere in your vehicle, without finding the source of it. This is one of the most kinky situations to run into because you don't know if it is a serious signal or just a small thing. Some websites gives you the opportunity to diagnose vehicle problems by the noise, sound and vibrating signals - and that is great. The sooner you find it the sooner you can fix it and then you can relax. When you search, you can describe the sound, for example "whine noise" or "shifter knocks" or "driveline vibration" plus car diagnosis manual plus eventually the make.

Repair Manuals

In addition to regular manuals you can also get very instructive and detailed descriptions in other internet document or websites like articles, etc. The natural way to sub-divide such repairs before searching, is by the area of the vehicle that is going to be repaired, for instance body repair, exhaust repair, suspension fix, interior repair and even general car repair.

You do the search the same way as above; "car repair manual (or description) + the area of repair and go through the list of resources you get.

Maintenance manuals

Though vehicle maintenance is closely related to your vehicle make and model, there are some maintenance issues that are pretty much common whether you have a Cadillac, VW or a Mercedes, for example changing oil, changing air filters, engine wash, fluid maintenance, tier maintenance etc. You can get access to maintenance descriptions by searching for the kind of maintenance plus "car maintenance manual (or description)" plus eventually your make and model.

I think you'll be amazed of the amount of automotive repair free stuff online.

Find the Free Auto Repair Manual You Need Online
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Terje Brooks Ellingsen is a writer and internet publisher. Terje gives advice and helps people with automotive issues like free or cheap auto repair manuals and online car auctions.

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The Importance of Effective Communication

No matter how brilliant and invaluable your idea, it is worthless unless you can share it with others. For this reason, effective communication is crucial at every level of an organization. However, the ability to communicate effectively does not come easily to many people, and it is a skill that requires practice.

We begin practicing our communication skills even before we learn to walk. A newborn child communicates by crying, but it slowly learns to mimic its parents' speech. Eventually, the child discovers that certain speech patterns elicit different responses; one of the joys of parenting is trying to decipher the meaning behind certain "words." Does "baaaaaw" mean that the baby wants his ball, his bottle, or his blanket? Slowly, through trial and error, the child learns to manipulate sounds to get what it wants, and as the child develops, this active oral practice leads to more nuanced and fluid conversations. In short, the child learns effective communication.

To effectively communicate a complex idea, however, requires skills beyond elementary conversation. There are two golden rules to remember and follow.

The Importance of Effective Communication

Golden Rule #1: Organize thoughts in your mind before sharing them with others.

One idea often prompts a torrent of others. In order to share your ideas, you must first shape them coherently. Organization is important, because it creates a pattern for your listener, allowing him or her to grasp the larger picture intuitively. This allows the listener to focus on the details of your message, without struggling to understand how you went from Point A to Point B.

As a thought experiment, imagine that a colleague has asked you for directions to the airport. Write them down. Your directions will probably look something like:

* Drive west half a mile on Aurora.

* Take a left on Madison.

* At the third light, turn right and follow Dexter for 2-3 miles.

* Get on the interstate, heading south.

* Etc.

Now, with a pair of scissors, cut each line of instructions into a small strip of paper. Jumble the strips up and arrange them in a completely random order, then give them to your colleague. Even with mixed-up directions, s/he should have no trouble reaching the airport, right? After all, your directions are complete and accurate. Not a single step is missing.

The problem, of course, is that your directions are also completely unorganized, rendering them useless. Your colleague will find it impossible to focus on your message itself, because he or she will struggle to follow your message's structure (or lack thereof).

Golden Rule #2: Communication is collaborative, not competitive.

Thrusting your idea on others mars the beauty and integrity of conversation. Communication is in some ways like a dance; each partner plays off the other, basing his or her steps on the other person's, while simultaneously maintaining a certain amount of individuality.

Communication is a two-way process involving an exchange of ideas. If you try to make it one-way, you prevent this exchange and will eventually frustrate the other person. You may also frustrate yourself, if you read the other person's lack of verbosity as disinterest in the conversation, rather than an inability to get a word in.

The hallmark of effective communication is the coherent verbal projection of your ideas, so that your listener receives the message that you intend to send. By observing these two rules, you will reduce miscommunication and misunderstandings.

The Importance of Effective Communication
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Barbara Stennes, CSP, is president and owner of Resources Unlimited, a consulting firm based in Des Moines, Iowa. She is widely recognized as an expert on team building, customer service, creativity, and innovation. To learn how Barbara can help your organization, please visit Resources Unlimited or de Bono Online.

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Business Innovation - Core Competency and Competitive Advantage

Creativity can be defined as problem identification and idea generation whilst innovation can be defined as idea selection, development and commercialisation.

There are other useful definitions in this field, for example, creativity can be defined as consisting of a number of ideas, a number of diverse ideas and a number of novel ideas.

There are distinct processes that enhance problem identification and idea generation and, similarly, distinct processes that enhance idea selection, development and commercialisation. Whilst there is no sure fire route to commercial success, these processes improve the probability that good ideas will be generated and selected and that investment in developing and commercialising those ideas will not be wasted.

Business Innovation - Core Competency and Competitive Advantage

Core Competency and Competitive Advantage

A core competence is one which critically underpins the organisation's competitive advantage. Companies can differentiate themselves from their competitors with specific core competencies, but often not for long. The differentiation is difficult to sustain and can often be imitated by competitors.

The integration (and attainment) of constituent skills that is the distinguishing mark of a core competence, is achieved and sustained through developing strong dynamic capabilities, particularly in a world of innovation based competition.

Whilst a core competence is a source of competitive advantage, not all competitive advantages arise from core competencies.
Often seemingly unassailable advantages prove transitory because of a change of underlying factors.

The very existence of competitive advantage sets in motion creative innovations that, as competitors strive to level the playing field, cause the advantage to dissipate.

Recognition of, and adaptation, to change is thus a pre-requisite of successful strategy. For many organisations, the only truly sustainable advantage comes from out-innovating the competition.

These and other topics are covered in depth in the MBA dissertation on Managing Creativity & Innovation, which can be purchased (along with a Creativity and Innovation DIY Audit, Good Idea Generator Software and Power Point Presentation) from http://www.managing-creativity.com/

You can also receive a regular, free newsletter by entering your email address at this site.

You are free to reproduce this article as long as no changes are made and the author's name and site URL are retained.

Business Innovation - Core Competency and Competitive Advantage
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Kal Bishop MBA, is a management consultant based in London, UK. He has consulted in the visual media and software industries and for clients such as Toshiba and Transport for London. He has led Improv, creativity and innovation workshops, exhibited artwork in San Francisco, Los Angeles and London and written a number of screenplays. He is a passionate traveller. He can be reached on http://www.managing-creativity.com/

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PTLLS Theory - Ground Rules, Roles, Responsibilities and Boundaries

Hello guys, this is my own assignment from my PTLLS course for which I achieved Level 4. I havn't included my references or bibliography but if would like them, then just email me and i shall pass them over.

Obviously this is only to be used as reference, its on your own conscience if you plagiarise and more importantly if your found out to have done so, you wont be treated lightly.

PTTLS Assessment Task 1: Theory - Ground Rules, Roles, Responsibilities & Boundaries

PTLLS Theory - Ground Rules, Roles, Responsibilities and Boundaries

The aim of this assignment is to define ground rules, roles, responsibilities and boundaries as a teacher and how they connected with the teaching cycle. I will start first with defining ground rules.
 
Ground rules are used to lay down order, responsibility and accepted behaviours amongst learners. Ground rules are used because 'all learners require boundaries and rules within which to work' cites Gravells (2010a:7) with which I concur as we all need rules to work within yet they are used for other reasons such as to reduce anxiety. We set ground rules like 'all to participate' and 'constructive criticism only' to include all learners and to avoid unconstructive replies which may lead to a sense of being bullied.

I could set ground rules by simply stating some common ground rules that I have chosen to my learners and write them up on the board for the learners to see. Another way would be to sit down with the learners on their first day and have a group discussion or break the class into groups and have the learners brainstorm their own rules and writing the suggestions up on a board and then democratically voting for the most appropriate rules. Alternatively in a similar manner each learner could each say a rule aloud and we could instate the modal rules.

I always keep the first rule of teaching in mind; 'ASSUME NOTHING!', (Wilson 2008:8) when setting my ground rules, although I have some predetermined rules in my mind such as 'punctuality' and 'mobiles on silent'. I would set my ground rules by grouping the class into teams and asking them to choose five rules per team, once that was completed I could then write all the suggestions on a board and invite the class to discuss which ones are appropriate and ones that are not and choose accordingly. Equality and diversity is promoted because the learners get their voice within making the ground rules fair.

I consider my role as a Numeracy Teacher to be a coalescence of facilitating specialist knowledge and a duty of care for my learners, though my role is much more than that, it sometimes requires me to be mentor or even an absent friend to support my learners emotionally through their learning. All of this provides me the means to facilitate learning the best I can, through the application of my roles in relation to the teaching cycle as detailed below and defined at the rear of this assignment.

Starting with the initial assessment stage I would go about this by conducting interviews with new applicants and assessing their subject knowledge and also discover their learning style using Fleming's (1987) aural, visual and kinaesthetic definitions in conjunction with Honey & Mumford's (1986) learning styles to plan their learning journey. I would then decide their aims and record these on the learners ILP (Individual learning plan). It is cited by Gravells (2010a:27) and Wilson (2008:15) that you can start at any point within the teaching cycle for which I agree with as in the case of taking over a colleagues class.

When planning schemes of work and lesson plans, I include equality and diversity by making references from all cultures and making sure to comply with the Disability Discrimination Act (2005: Part 4). I use Maslow's (1954) Hieracrchy of Needs when developing the course to make sure all the needs are met by applying his pyramid to my SOW and lesson plans to make sure all his needs are met. I could ask for feedback from my learners aswell to further ensure I met theHieracrchy of Needs from their perspective and actioning any problems as they arise.

My roles concerning delivery are to keep up to date with teaching theory and subject knowledge via continuing personal development and promoting a wide range of active learning via use of available media and practicals. This is so the students can comprehend more as suggested by Laird's (1985) sensory theory, where he belives greater learning will take place if the senses are engaged. I feel assesment should take place continually within mathematics to ensure mastery has taken by means of recapping what was taught and to pinpoint difficulties as noted by Petty (1998:402-3).

Evaluation and review is is important because 'only people who reflect on, and learn from, past successes are failures are able to improve' asserts Petty (1998:377) and as such this is true both for teacher and student because without realizing the mistake and learning how to correct it we will never understand why we went wrong in the first place. For the student I would provide them feedback on how to improve. For the teacher this is achieved through peer observations, student feedback and external moderation. At this point in the cycle we would look at what is relevant or if the lesson plans, content and delivery methods needed to be simplified or removed to enhance the learning.

I consider my roles and responsbilites to be an amalgamation of ideas that flow and are hard to define individually. However there are several responsibilities that are in place to safeguard my learners, myself and all of the stakeholders, therefore these must be seperated and are stated below:

IFL Code of Practice;

IMA (Institute of Mathematics and its Aplications) Code of Conduct;

Health and Safety at Work Act (1976);

The Management of Health and Safety at Work Regulations (1999);

Risk Assesments;

Child Protection Guidelines;

Disability Discrimination Act (1995 and onwards);

Copyright Guidelines;

Data Protection;

Inclusion of every student;

Duty of Care towards students and in loco parentis for younger students;

Equality and Diversity legislations;

Disciplinary policies;

Terms and conditions of my employment.

There are many responsibilities that I enforce for the protection and they are paramount thus are included within my teaching cycle. For Instance if I failed to ensure my students complied with copyright guidelines then they would all fail and this only proves the importance of fulfilling my roles and responsibilities.

There are professional boundaries that I must work within in the same sense that my learners must work within the ground rules. My boundaries exist not only with my students but also with colleagues, superiors and outside agencies. I have personal boundaries that I must not cross with students such as socializing.Knowing when to refer is an important part of my boundaries because even though 'we might like to help,... are we really the most effective person for the learner to consult?' cites Wilson (2008:23) and the answer is that if its to their personal, fiscal or social needs then we will have to refer so they can get the specialist help they need. For example if I suspected that a student is suffering abuse at home and I am obliged to report this to appropriate authorities.The way to handle this is by alerting superiors to what I have noticed and allow those trained to handle the situation with which there could be serious consequences if not handled correctly.Here I allow the specialist help to intervene with my learner and thus realizing the boundaries of my role as a teacher and utilzing the appropriate help.

So in conclusion I find that boundaries and ground rules are in place to keep us and students within our means, to avoid incidents and to help create a utopian enviroment for learning. However in contrast 'the roles and responsibility of the teacher is a complex one' expresses Wilson (2008:4), and I agree to the complexness of these as they are hard to define as separate parts of a teacher, yet are so integral to me being a successful teacher that it is vital for me as a new teacher to understand my place within a students education. In my opinion they are a flowing entity to ground me as a teacher and also give me the tools to become a better educator.

PTLLS Theory - Ground Rules, Roles, Responsibilities and Boundaries
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