wisdomhoots

Educational Communication Technologies

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Block 1: Communication Technologies: Basic Unit 1: Introduction to ICT Briefly explain the process of communication. Means and functions of communications Write a note on problem – based learning (PBL). Discuss framework suggested by A.W. Bates for deciding the use of technology in open learning. Briefly examine the emerging trends, with the help of powerful Information and Communication Technologies (ICTs) for engaging in teaching-learning.  Write a note on major steps involved in developing e-learning environment.  What are the four steps involved in planning and organizing audio programs before recording ? List the characteristic of Learning Objects (LO). Explain the concept of m-learning and examine the major strengths and limitations of m – learning. “Internet facilitates real time communication through number of conferencing tools”. Elaborate the statement with the help of various forms of conferencing. Discuss the process involved in script – development phase of interactive multimedia. What are the advantages of computer networks ? Explain the different types of topology. Discuss Instructional Design for e-learning. What is sound ? Discuss the components of audio. Write a note on Analog vs. Digital. Explain the educational uses of Discussion Groups. Write a brief note on Wiki.  What are the advantages of learning objects ? Discuss the strengths and limitations of LMS.  Write a brief note on e-mail. What are the processes to be considered while designing teleconference sessions ? Describe the media and technology used in M-Learning. Discuss the role of Intellectual Property Rights in Distance Learning. Describe the pedagogical design in e-learning. Explain different types of teleconferencing and discuss their advantages and limitations. What is concept mapping ? Discuss the tools used for concept mapping. Explain the process of video production.  What are the advantages of RSS used in education ? How to use blogging in learning ? Explain the characteristics of learning objects. Describe the features of LMS. Write a brief note on mailing list. Discuss the Indian experiments used in satellite based education. Describe assessment and evaluation in technology-enabled learning. Explain various file formats of audio and video components. Express your views on the statement “Pedagogical design as a create process”. Discuss any two pedagogical designs suitable for distance education. Explain the process of teleconferencing session. Write any two advantages of teleconferencing. What are the factors to be considered to evaluate educational websites ? Explain. Write a short note on e-portfolio. Discuss briefly about ‘Video on Web’. Give examples. Explain the main features of instant messengers. Write a short note on virtual laboratories. Discuss how blogging can be used in teaching and learning. Explain ‘Pod Costing’ and its uses in ODL. List out the characteristics of interactive multimedia. Explain with examples. Describe functions of social networking in education with examples. Write the role of Radio in distance education. Explain emerging trends in Radio. Discuss ‘Communication in Distance Education’. List any three major shortcomings of ‘non-print medium’. Explain how technologies can be used in assessment with examples. What are the three levels of evaluation in interactive multimedia ? Explain. Write short note on copyright in the digital world. What is ‘Web Casting’ ? Explain with examples. List out the use of graphics in printed learning materials. Give three uses of simulation in education.  Describe the main features of web conferencing. What is SCORM ? Write any two advantages of it. Describe the process of video production.  What are roles of Wikis in education ?  List out strengths and limitations of Wilds. Describe the development of community radio and low cost radio FM stations for distance education. Explain types of Computer networking with examples. Discuss the process of ‘Change’ and the concept of ‘diffusion of innovation. Explain teleconferencing. What are the processes involved for designing a teleconferencing sessions. Describe Sharable Content Object Reference Model (SCORM).  Distinguish between Learning Management System (LMS) and Learning Content Management System (LCMS). Explain media and technologies in designing e-learning ? Write short note on Scenario – based learning. Describe digital games in educational system. What are the Weaknesses of the television as an educational medium ? Describe the principles of graphic design. What are the advantages for using concept map tools in teaching learning process. Identify different types of digital audio formats and describe the advantages of digital audio in distance education. List the strengths and limitations of various web 2.0 tools and explain the uses of web 2.0 tools for teaching and learning. Explain the concept of network ? List some major advantages of computer networking. Discuss management of intellectual property and copyright within a technology-enabled learning environment. Explain some national and international experiments in the use of Satellites in education. Explain the features of LMS. What are the factors need to be considered to evaluate an educational website ? Describe different types of technologies used in designing m- learning. Distinguish between internet and www.  Describe open source and open content in education system. Write a short note on recording audio using Audacity. List any three blogging services on the web. What are the benefits of blogging for learning ? Define learning objects. Describe critiques on learning objects. Explain the principles of designing educational multimedia and evaluate interactive multimedia resources for learning. Describe the barriers towards effective communication in distance education. Examine the use of webcasting in the open and distance learning system. List out communication tools used for e-learning and explain each tool with examples. Explain learning by designing in the context of distance education.  Discuss advantages and limitations of teleconferencing. Describe the typical characteristics of e-learning solutions.  Differentiate between Video Chatting and Web Conferencing.  What are the reusable learning objects in distance education ?  Explain different types of audio formats which are used for audio packages. Explain the principles of designing educational multimedia and describe the advantages of multimedia. Analyse the factors affecting management of technological changes in Open and Distance Learning (ODL). Describe the principles of graphic design and explain different types of graphic formats. Define interactive multimedia. Evaluate interactive multimedia resources used for distance learning. Describe the use of teleconferencing in distance education. Explain the processes involved in teleconferencing. Discuss instructional design for e-learning. What is simulation ? How is it used in distance education ? Describe the features of learning management system (LMS). Expand and explain SCORM.  Critically examine the cost and technology issues in distance education. Explain a ‘concept mapping’ tool. How is it useful for preparing a concept map ? List the advantages of computer networking. Explain the advantages and disadvantages of m-learning and give examples pertaining to use of m-learning in  teaching and learning. Discuss management of intellectual property and copy rights within a technology-enabled learning environment. Critically analyze the teachers to be considered to evaluate educational websites. Explain. Unit 1: Introduction to ICT

Instructional Design

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Block 1: Foundations of Learning Unit 1 : Learning and Instructions Explain the differences between ‘learning’ and ‘instruction’. Describe the general characteristics of distance learners. Explain the importance of analysing the needs of learners for designing instructional materials. Explain the concept ‘instruction. Discuss Merrill’s principles of instruction with illustrations. Define the term ‘instruction’. Discuss the four levels of designing instruction. Define the term ‘instructional design and state the purposes of instructional design models in distance education. Explain the concept ‘Instructional Design’. Discuss the purposes of instructional design in open and distance learning and describe the tasks involved in instructional design. Discuss Piaget’s contribution towards the theory of learning. Explain the instructional design model of Smith and Ragan. Can we use the terms ‘Curriculum design’ and ‘Instructional design’ synonymously ? Substantiate. Illustrate Bruner’s theory of instruction. Describe the roles and responsibilities of an instructional designer while designing instructions for distance learners. What is learning? Behavioural Change, Cognitive Development, Constructivism, Basic Conditions, Approaches to learning (deep and surface) Learning is a fundamental process underlying human behaviour and action. It could be about knowledge, skill or attitude. It is not directly observable and hence is inferred from a performance. Learning be defined as a relatively permanent change in behaviour as a result of reinforced practice (through a process of stimulus and response) or experience.   Learning is about cognitive development it is a change in cognitive structures which involve an acquisition of knowledge, skills, attitudes and value through practice or experience. This cognitive change might not be expressed in overt behaviour.  Learning is about constructing new realities through acquired knowledge, skills, attitude and values gained by practice or unique experience. Learner actively seek construction of its own understanding (new version) of reality through a learning process. It is the construction of this new version of reality that forms the basis of further learning. Constructivism or constructivist learning  is about elaboration of concepts that are operating in reality (in a given context) through questioning, critical analysis, and application of the concept and by reflection in action. Learning constructively needs active processing of information, performing experiential activity, analysing life experiences, solving problems, examining mental framework, exploring belief systems and assessing one’s own learning. Existing mental framework and learning need is the agent in the interpretation and construction of knowledge. Social constructivism focuses on moving the fact that the learner has a role to play in its own learning. It is not just an act of transmission of knowledge or skill or attitude or values. Social interactions are the basis of scaffolding when applied acts as the purpose of facilitation of learning process.  Basic Conditions : Contiguity, Practice, Reinforcement, Feedback, Generalisation and Discrimination.  Approaches: Deep and Surface Perspective of Learning: Learning is a process (social, situated)  Instruction: human activity to help others to learn to accomplish a specific goal of learning. Based on the goal, the content is designed including the events or print. It activates human learning process. Five principles of instructions are (i) Learners engage in solving a problem (real world) (I) existing knowledge acts as a foundation for a new one (iii) new knowledge is demonstrated by the learner (iv) new knowledge is applied (v) new knowledge is integrated into learner’s world.   Learning and Instruction: Learning is modification or changes in behavior, cognition and construct (understanding existing and establishing its own unique interpretation of a new reality) based on the acquired new knowledge, skills, attitudes and values. The change is reinforced through practice and experience. Instruction is a pre-planned activity to facilitate the learning process and includes set of external events (such as gaining attention, informing learning objectives, stimulating for pre-requisites, presenting stimulus material, providing learning guidance, eliciting performance, providing feedback, assessing performance, enhancing retention and transfer) directed forwards leaners to activate and support its internal processes of learning. Events help them achieve the agreed or intended objectives or learning outcomes.     Unit 2: Behavioristics School of Thought Describe the applications of Behaviouristic school of thought in designing instruction for distance learning. What is ‘Behaviourism’ ? Discuss the applications of Behaviourism for designing instruction for distance learners.  support your answer with examples. As Behavior Change – Psychologists – Pavlov, Thorndike, Watson, Skinner. Stimulus – Response w/o Reinforcement (Pavlov – Classical Conditioning & principle (Rein, Seq & TimIin, StiGen, Diff, Ext, SpoRec, Inhi-Ex-In, HigOrdCon, SecRein, AgeCond)- {CS, US, UR, CR} {(US, Meat) ->(UR, Saliva), (CS,Bell) + (US, Meat)-> (UR, Saliva), (CS, Bell) -> (CR, Saliva)} ,  Watson, Guthrie), Stimulus-Response with Reinforcement (Thorndike, Hull, Skinner).  Pavlov, Watson. Guthrie (S-R w/o r) Pavlov’s principles of classical conditioning as implied for designing instructions are : assessment of the entry behaviors of the distance learners before designing instructional materials. statement of learning objectives that decides what to present and how to assess student’s learning, analyze what involved in the learning task of distance learners, develop a sequence of learning tasks that move from the simple to complex, design assessment strategies to measure student’s learning in relation to stated objectives, use guidance, feedback and rewards to reinforce the key points of learning and the process of learning. Watson: Extended Pavlov’s work. Human activities can be explained as learned habits. This work is summarized as S-R (Stimulus-Response Theory). Learning is a process of building conditioned reflexes through the substitution of one stimulus for another. He defined human beings in mechanistic and behavioristic terms. Guthrie’s theory of association by contiguity: Impact of reward, function of punishment, importance of practice Thorndike, Hull, Skinner (S-R w r): Reinforcement, Law of Effect, Law of readiness, low of exercise Educational implications of thorndike’s theory of connectionism – ODL to make sure students are ready to receive the knowledge mentally, examples for experiences of satisfaction through learning (course material organized from simple to complex) else dissatisfaction when failed to learn could lead to creating a blockage in the path of learning, more opportunities to be provided to the students to use and repeat the experience they undergo while studying the materials.    Skinner and Operant Conditioning – Operant, baseline behavior, unconditional stimulus, shaping, continued reinforcement, negative reinforcement, positive reinforcement, extrinsic reinforcement Gagne’s Learning Theory: systematic approach to

Growth and Philosophy of Distance education (411)

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Block 1: Basic Issues of Open and Distance Education     Unit 1: Understanding Open and Distance Education Definitions of Open and Distance Education 1.3 Features of Open and Distance Education 1.4 The Paradigm Shi? in Distance Education 1.5 Scope of Open and Distance Education 1.6 One System Many Names: Nomenclatures of Open and Distance Learning 1.6.1 Correspondence Education, Home Study and Independent Study 1.6.2 External Studies 1.6.3 Continuing Education 1.6.4 Distance Teaching 1.6.5 Self-instruction 1.6.6 Adult Education 1.6.7 Technology-based or Mediated Education 1.6.8 Learner-centred Education 1.6.9 Open and Distance Learning 1.6.10 Open Access 1.6.11 Flexible Learning 1.6.12 Distributed Learning 1.6.13 Proximate Education 1.6.14 Online Learning 1.6.15 Virtual Learning 1.6.16 Blended Learning 1.7 Types of Open and Distance Education 1.7.1 Single Mode Institution 1.7.2 Dual Mode Institution 1.7.3 Consortium  1.8 Perceived Diff erences between Face-to-Face Education and Open Distance Learning 1.8.1 Vocabulary in Face-to-Face (F2F) and ODL 1.8.2 Conceptual Diff erences Between Face-to-Face and Open and Distance Learning 1.9 Open and Distance Education: The Indian Experience 1.9.1 Generation of Distance Educators in Indian Context 1.9.2 Some Initiatives of Indian Open Universities 1.9.3 Assumed Model of Open and Distance Education In India— Dependency Model 1.9.4 Food for Thought ? “Open learning as a philosophy or a set of beliefs about teaching and learning and distance learning as a method/s or a set of techniques for teaching and learning. ? Open Learning is an arrangement to enable a person to learn at the time, place and pace which satisfi es their circumstances and requirements. The emphasis is on opening up opportunities by overcoming barriers that result from geographical isolation, personal or work commitments or conventional courses structures which have o? en prevented people from gaining access to the training they need.” Let us now elaborate Distance Education characteristics as specifi ed by the Commonwealth of Learning (COL). These are as follows:  ? Separation of teacher and learner in time or place, or in both time and place; ? Institutional accreditation; that is, learning is accredited or certifi ed by some institution or agency. This type of learning is distinct from learning through your own eff ort without the offi cial recognition of a learning institution; ? Use of mixed-media courseware, including print, radio and television broadcasts, video and audio-casse? es, computer-based learning and telecommunications. Courseware tends to be pre-tested and validated before use; ? Two-way communication allows learners and tutors to interact as distinguished from the passive receipt of broadcast signals. Communication can be synchronous or asynchronous;  ? Possibility of face-to-face meetings for tutorials, learner-learner interaction, library study and laboratory or practice sessions; and  ? Use of industrialised processes; that is, in large-scale open and distance learning operations, labour is divided and tasks are assigned to various staff who works together in course development teams. A study of the defi nitions will show you that there are some common broad features of Open and Distance Education, which are as follows: ? No upper age limit ? Qualifi cation ? Openness with regard to place and time of study ? Flexibility in selection of courses ? Credit accumulation and self paced examination system ; Use of Educational Technology and Information Communication Technologies (ICT) ? Multiplier eff ect Multiplier Eff ect: The synergetic eff ect of multiplier is always equated with the inbuilt strength of open and distance education. It has been  understood that the Open University can multiply its sources of learning and its resources. In the early sixties the concept of education was aimed at ‘Each one Teach one’ but over the years, it has been realised that even one person can teach many. The strength of open and distance education lies in its multiplier eff ect. This implies that the ODL system can be used eff ectively for reaching out to large numbers without diluting the content  s well as maintaining cost eff ectiveness. This multiplier eff ect is most visible in teaching-learning facilities for learners of ODL as well as training of trainers. In the spheres of training, it is said ODL has multiplier eff ects ie One trainer can train Eleven trainees. This implies that eleven can train One hundred and twenty one and these 121 trainers will multiply and this process will go on multiplying. This was the main object with which the Spoken English training programme was undertaken by then Central Institute of English and Foreign Languages (CIEFL) now renamed as English and Foreign Language University (EFLU) Hyderabad. This model has been replicated in other institutions. The advantage of ODL is that it allows increased interaction capability naturally resulting in increased learning gains. The use of technology  allows many user groups to share the network. It is also possible to organize specifi c video conferencing sessions for a separately identifi ed group with diff erent needs. All these advantages result in tremendous cost-cu? ing in travel, logistics and in repetition of teaching infrastructure. Another advantage of the multiplier eff ect is that it contributes to the repository of digital learning material/ knowledge and enhances the learning process of the learners of the institution. This approach is a dynamic concept to educate mass/majority of learners. The multiplier eff ect allows the learning resources to be dispersed simultaneously among several geographically dispersed learners in minimal time. Also, the biggest advantage is the repetition of training courses/materials and their updating and dissemination despite of the geographic diversity. Open and distance learning can be summed based upon above features as follows: accessibility is promise, fl exibility is its commitment and educational equity is the overall philosophical basis. 1.8.1 Vocabulary in Face-to-Face (F2F) and ODL Face-to-Face (F2F) Open & Distance Learning (ODL) ? Students ? Learners ? Instruction ? Self-learning/Self Directed Learning ? Text books ? Self-Learning Materials. ? Books ? Blocks ? Teachers ? Academic Counsellors/ Tutors ? College/ University ? Study Centres/Programme Centres ? Subjects ? Courses ? Books ? Study Materials ? Chapters ? Units ? Headings ? Sections/Sub-Sections ? Questions /Answers ? Refl ective Questions ? Small Questions ? Check Your Progress ? Teaching ? Counselling/Tutoring ? Examination ? Evaluation ? Mostly Marks ? Both Marks and Grades ? Mostly Multi Media ? Both Multi/Multiple Media Face-to-Face (F2F) Open & Distance Learning (ODL) Systemic issues ? Teacher teaches ? Institution teaches ? Individual teachers excellence is recognized ? Team excellence is recognized. ? Education is restricted to few. ? Education is for all.  ? Rigid educational system – restrictions of age, qualifi cations and physical presence ? Flexible access to education – no upper age, no prior qualifi cations, accessible practices for teaching and learning ? Community and service oriented education ? Both community, market & technology oriented education ? Costing is rarely done on cost-eff ective and

Embracing Change : Work and Life

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The bedrock of a harmonious family unit, characterized by its cohesive existence, rests upon three foundational principles:(1) unconditional and unwavering mutual respect (2) equality in terms of mutually empathetic care and (3) willingness to provide rightful support to one another. As family members grow and become mature, their need for self-expression increases, encompassing both physical (spatial and resource-related) and emotional or relationship dimensions. This inclination may arise due to the mounting activities revolving around them, necessitating more touchpoints for discussions and interactions. The relationships and communication between them, become more multi-purpose (complex), interactive and intense. It could also stem from the realization that, with growth, more pivotal and individual decisions are at stake but these decisions may profoundly influence other. These decisions become complex as they extend beyond the trivial matters like decisions about selecting  a school or college or a movie or a restaurant and start delving into weightier considerations such as life, companions, business investments, asset management,  and need intelligence and ethical value system, for systematically resolving conflicts between them. The family converges within a shared dwelling, the cohesiveness of which is shaped by the unit’s resourcefulness. As it progresses, it naturally seeks increased resources, space, seclusion, autonomy, and exclusiveness. However, if the physical space or the concept of exclusivity is heedlessly trespassed upon through unilaterally weighted decisions that prioritize one individual’s desires or emotions over another’s, it has the potential to hinder the advancement and psychological growth of one member. This situation arises when one member capitalizes unfairly on the vulnerabilities of another—perhaps because of their age, decisiveness, sensitivity, or nurturing disposition. Gradually, an imbalance may emerge wherein one family member, who is comparatively more sensitive individual (less resourceful or more dependent), starts to get under undue dominance of others, altering the dynamics of the relationship. This inequality in how sensitivities are treated within the family dynamics signify how healthy the unit can y stay unified. The inequality in addressing each other other’s vulnerabilities or demand or issues is acceptable if it is founded in a mutual respect and sensitivity to one another’s needs, rather than originating exclusively from the asymmetrical command and control over the limited resources, at any given time. Resourcefulness tends to evolve over time, influenced by factors such as increasing earnings as more family members contribute or the primary earner’s growing income. Even if the trajectory of resourcefulness is heading downwards at times, leading to reduced resources – financial or otherwise, a family can still sustain its unity if an environment of unconditional respect and equal sensitivity prevails. The core principle should be that no individual’s needs perpetually supersede another’s, nor should dominance be exercised without regard for the legitimate needs of others. Imagine a scenario where two family members have their separate spaces for functioning. However, one of them consistently exerts dominance over the other, continually intruding into the latter’s personal spaces and privacy without seeking permission. These intrusions are made unilaterally, driven by the dominating individual’s behavior. The more sensitive member might tolerate this dominant behavior initially, although it subtly conveys that such behavior is unwelcome and should not recur. Despite these gentle expressions of discontent and feedback, the dominant behavior persists and repeats.  This consistent repetition of the dominating behavior has a detrimental impact on the relationship between these two individuals, leading to degradation on two fronts. Firstly, the person in the dominant role starts taking the other person’s emotions and sensitivities for granted. Secondly, the individual who is silenced and unheard begins to be perceived as weak, lacking sensitivity, and undeserving of respect. Consequently, as the continuous feedback and requests go ignored, the individual who feels sidelined will eventually reach a point where they become forceful and outspoken. This shift in behavior stems from the hope that through a loud outburst, their feelings and concerns will finally receive the attention they deserve. At any given juncture, if the less assertive individual (one who is sensitive or emotional) remains quiet, it does not necessarily signify contentment with the prevailing dominant behavior. This person might not consistently exhibit loudness or aggressiveness. In certain instances, they may view the other person’s dominance as something they can endure within their tolerance threshold. Alternatively, this individual might actively work on cultivating tolerance, hoping that the dominating person will eventually transform for the better, either through their own accord or over time. When individual sensitivities are treated unequally and respect fades away from the relationship, the dearth of resources can trigger a potent negative compounding effect on both parties involved. Daily existence can transform into a distressing ordeal, particularly for those who have consistently demonstrated care and sensitivity. This holds true for those who continually surrender their personal space, extend forgiveness, and offer understanding. These individuals are taken for granted, and their contributions become conditional, corroding the very essence of respect within the family dynamic. The relationship is left bereft of its intrinsic value. Even the fundamental roles within the family, such as that of a “father,” lose their inherent respect. Love, affection, and protection similarly transform into conditional aspects, inflicting the greatest deprivation upon the weaker, sensitive member of the family. Family relationships metamorphose into something like a commercial or corporate structure, adorned with superficial labels and taglines (of relationships and significance for each other as team but each one is separate part in the system and easily disposable). Imagine a scenario where family members resort to written communication, as listening and direct conversations are no longer feasible due to the absence of mutual respect. They can no longer converse openly or honestly. Instead, they resort to loud confrontations, challenging decisions before guests, domestic staff, or helpers. Sarcasm replaces sincerity in interactions with relatives or neighbors. Tolerance dwindles, and relationships become transactional and strained. The family, in such circumstances, loses its equilibrium and unity. It disintegrates, shedding the rhythm of a harmonious whole. It morphs into a gathering of individuals embroiled in daily conflicts over minor matters due to their growing intolerance towards

Design Thinking

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The products and services have been every increasing in terms of numbers and forms. It is unstoppable chain of efforts when it comes to the journey of solving a problem. Why can not one design one ideal solution for a specific problem, that remains the best forever? Why keep designing new products and services for solving the same problem? Why can’t we visualize and think about the ideal solution as the final result or outcome and develop the ideal solution once for all? Is this an ideality ? Can this ideality be reality? If not, why and if yes when and how? Irrespective of those questions as mentioned, let us firs look into what is design thinking. It is thinking like a designer to solve a problem. It is about going to the person in pain and understand how this pain can be eliminated through a product or a service. Understand why this pain needs an attention and why this is worth a problem to be solved. Before working on designing a solution as a product or service, one needs to really understand the pain and problem and why it is significant enough to be addressed with time, money and resources. This much before even the product is designed. If we can not first learn to understand and appreciate the problem and pain and the people who are facing this, we can not succeed in designing a solution. We will create some solution but we will not be able to create the solution, as an impact that the end users are seeking. There is a need for having a process, to immerse in their problems. Designers need to collaborate with the stakeholders starting with the person in pain or people in problem. They need to understand their ecosystem and challenges. When the problem is being understood and their pain is being felt, the boundary of solution and what to expect minimum from such a solution evolves or rather starts emerging. The attributes of the solution or the criteria on which the solution could be called as a fit gets clearly articulated. These are solely from the perspective of the people facing the problem who will be buying these solutions from the market when they arrive. They will judge them whether they fit their needs and expectations of being a solution or not. Design thinking is a mindset for first to be focused on the people and their pains and problems from their perspective.  Design thinking is a problem solving mindset. It leverages designer’s sensibilities to continually understand people’s needs, expectations,  pains and problems in order to bring out solutions (products and/or services) that are feasible (solves the problems and fit the set of expectations (needs and desires of an individual in pain or facing the problem) such that these solutions can be converted into marketing opportunity. After why is established (i.e. if you have weighed the decision that you want to address those problems or they fall under your areas of interest and focus of providing value), it is then about how to move systematically and iteratively (continually) as a “solution designing or problem solving process” from the people who want or need the solutions  to the solutions that people want or need. Design thinking is human centered approach to problem solving. It is iterative, collaborative and practical. The people (market) in pain (need) and people (who want to design and/or sell solution) in gain (profits), are always working together whether its dry or rain (irrespective of the market environment and inherent challenges). It is about being hands on. It is always about looking from the perspective of customers (people in pain). Every decision in the process of solving a problem, if customer centric. It improves the internal processes for designing, producing and selling the solution. Design thinking origins as back 1950s and 1960s. In those days it was mostly about the impact of the World War II in terms of application of new knowledge and strategic thinking to industrial design, production and management of operations. It is always an human effort in the realm of creative thinking to make this thinking (about designing a system that solves a problem) as a systematic process or approach i.e. more and more scientific and predictable.  However it is unreasonable to say all problems can be solved at any given point in time. To solve a problem, one might need resources to exist so that a system designer can put them together to work in a particular and consistently repeated manner i.e. imposed by a design construct (arrived after multiple rounds of experimentation or cycles of learning-thinking-doing-reflecting).  Experimentation and its outcome can be planned predictably. There are certain things in the process of designing a system or solution that needs learning through a discovery, that needs one to first carry or try out an experiment and then see if this works or fails to deliver the intended outcome. If the experiments yield unexpected outcomes, these data points and observations are then once again pushed to the design table to re-think and attempt a new design to be prototyped and validated. Irrespective of the problem or industry domain, such a process of innovation or problem solving, that deals with new resources or new designs, needs experiments to be carried out as a part of the learning through discovery phases. It takes time and remains uncertain in terms of  putting a closure date to this. The only way to make things move faster at this stage (crashing the fuzzy end of the innovation process) , is to do as many well defined experiments and as quickly as possible.  Not all problems need experimentation and also many times, if right resources are missing or non-existent (lets say yet to be invented or not accessible) or if there  are resources available (already invented or discovered) then the real challenge is perhaps purely to “somehow” figure out the solution by designing or architecting a system using these resources

Understanding Vitamins: Essential Nutrients for Optimal Health

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What is a balanced diet? It must contain  Vitamins, Proteins, Carbohydrates, Minerals, Fiber and Fat (VPCMFF) in a correct proportion. It should have a diversity in VPCMFF components to promote good health. Eating healthy is above ease and health else its about disease and death. Lack of consumption of right food ingredients (nutrients from right sources) negatively impacts the metabolic function of the body (accumulates toxins within the body leading to chronic illness in the long run). With age, gender and body size, the consumption of right ingredients (sourced from right food sources) on a daily basis is a necessity to survive. One has to also make it interesting in life.  For adults, the daily caloric needs vary based on the level of physical activity undertaken. This ranges from 2400 to 3900 calories, with lighter activities requiring fewer calories and more strenuous work demanding higher intake. These caloric requirements are necessary to sustain bodily functions, energy levels, and overall health. In terms of essential nutrients, adults require an intake of approximately 50 grams of protein daily. Protein is essential for muscle maintenance, repair, and various physiological functions. Adequate protein intake is particularly important for those engaged in physical labor or exercise. Iron is another vital nutrient, with a recommended daily intake of around 20 milligrams. Iron plays a critical role in oxygen transport within the blood and overall cellular function. Including iron-rich foods in the diet, such as lean meats, legumes, and fortified cereals, helps meet this requirement.  Calcium, essential for bone health and various bodily processes, is needed at a daily intake of around 0.5 grams. Dairy products, leafy greens, and fortified foods are good sources of calcium.  A balanced diet incorporates a variety of food groups to ensure optimal nutrition. This includes: Green Leaf Vegetables (240 grams): Rich in vitamins, minerals, and fiber, these vegetables provide essential nutrients for overall health. Leafy vegetables are highly nutritious and beneficial for your health due to their vitamins, minerals, and fiber content. Including a variety of leafy greens in your diet can contribute to overall well-being. As a general guideline, aiming to consume around 2 to 3 cups of leafy greens per day is recommended. Sugar (30 grams): While moderation is key, small amounts of sugar can provide quick energy. Natural sources like fruits are preferable. There is no strict limit for natural sugars found in whole foods like fruits, vegetables, and dairy products, as they come packaged with beneficial nutrients like fiber, vitamins, and minerals. These natural sources of sugar are generally considered healthy and safe to consume as part of a balanced diet. However, it’s still important to be mindful of your overall carbohydrate intake, including natural sugars, especially if you have specific dietary goals or health conditions such as diabetes. Listening to your body’s hunger and fullness cues and choosing a variety of nutrient-dense foods will naturally guide you in managing your sugar intake. Milk & Curd  (120 ml): A source of calcium, vitamin D, and protein, milk supports bone health and overall nutrition. For adults, consuming around 2 to 3 servings of dairy products per day is often recommended. A serving of milk is typically considered to be 1 cup (240 ml). This can vary based on factors such as age, activity level, and overall calorie needs. It’s important to choose low-fat or non-fat milk options to reduce saturated fat intake. Curd or yogurt is a nutritious dairy product that provides probiotics (beneficial bacteria), protein, and calcium. Including yogurt in your diet can be beneficial. A typical serving of yogurt is around 1 cup (240 ml). Choose plain, unsweetened yogurt to avoid added sugars. Keeping both the consumption within 120 ml is perhaps staying moderately controlled on its requirement.  Non-Leaf Vegetables (150 grams): Including a mix of colorful vegetables provides an array of essential vitamins, minerals, fiber and antioxidants that contribute to overall health and well-being. These vegetables come in a wide range of colors, each offering unique nutrients and health benefits. The recommended daily intake of non-leafy vegetables can vary based on dietary guidelines and individual needs. However, a general guideline is to aim for at least 2 to 3 servings of non-leafy vegetables per day. A serving size is typically considered to be about 1/2 to 1 cup of cooked vegetables or 1 cup of raw vegetables. Staying within a limit of 150 grams on an average, will keep the diet balanced. Fat and Oil (Total Fat 40-50 grams): Healthy fats, such as those found in nuts, seeds, and olive oil, are important for various bodily functions. Dietary fat is an important macronutrient that provides energy, supports cell function, and helps the body absorb certain vitamins. However, it’s also essential to consume fats in moderation and choose healthy sources. The American Heart Association (AHA) recommends that for a 2,000-calorie daily diet, most adults should aim for:  Total Fat: 25-35% of total daily calories, which translates to about 44 to 77 grams of fat per day. Saturated Fat: Less than 6% of total daily calories, which is around 13 grams per day. Trans Fat: As minimal as possible, ideally avoiding altogether. It’s important to focus on the quality of fats. Healthy fats, such as monounsaturated fats (found in olive oil, avocados, and nuts) and polyunsaturated fats (found in fatty fish, flaxseeds, and walnuts), have positive effects on heart health and overall well-being. These fats can be a part of a balanced diet. Limiting saturated and trans fats is crucial for heart health. These fats are often found in processed and fried foods, baked goods, and some animal products. Instead, choose lean protein sources and incorporate healthy fats into your diet in moderation. Rice (270 grams) and Millet (90 grams): Carbohydrates from whole grains like rice and millet provide sustained energy for daily activities. The appropriate amount of rice to consume in a day depends on various factors, including your overall dietary goals, energy expenditure, and individual nutritional needs. In a balanced diet, carbohydrates from sources like rice provide energy and nutrients, but portion control is essential to maintain a healthy intake. As a general guideline,

Finding Diwali In The Little Things

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Finding Diwali In The Little Things My hands were tangled in strings of coloured Diwali lights. I sat on the sofa, patiently unwrapping the frenzied loops my mom had just passed me until they finally straightened into an ordered line of light. Somewhere between the tangled wires and the quiet hum of the evening, I realized how often joy hides in the simplest things. Just like Diwali evenings, sunsets too are equally warming. The sky morphs into a vast canvas with splashes of blue, orange, and yellow. I find myself relishing the paradoxical nature of sunsets. They happen every single day, yet linger only for a few minutes before vanishing into the darkness. But we often forget about the beauty of the ordinary, as our brains are wired to seek newness rather than contentment. As humans, we feel a sense of elation to newness. Our mind lights up at the thought of receiving a new phone or a new dress you’ve had your eyes on all summer. Yet, our excitement quickly fades upon attaining them, and our brains experience a sharp drop in dopamine. After dismissing that brand-new iPhone 17 Pro as old, our brains quickly adjust and return to the “baseline” level of happiness. Psychologists call this concept the “hedonistic adaptation trap.” As a result of this trap, our brains get accustomed to the repetitive loop of seeking new, often temporary pleasures. This trap is often the reason why the act of acquiring new things and experiences never seems truly satisfying. It hints at the notion that happiness, as opposed to pleasure, is often long-term and rooted in purpose and meaning. But every Diwali, I find myself breaking out of this trap by savouring the ordinary and the little things that often go unnoticed. With a fresh set of rangoli pigments in one hand, my sister and I look up Pinterest for “Best Rangoli designs”. My fingers naturally gravitate towards the most intricately designed rangoli from the collection of photos, silently praying that we possess even the slightest ounce of caliber to replicate it. My sister, giving me the stingiest side-eye, nods her head in disapproval as we begrudgingly settle on the simplest design, confident that we would nail this one (spoiler: we didn’t). We pick colours and go slow, focusing on the feel of the powder touching the cold, marbled floor of our living room. My mind is engrossed in the swirls of colour and the steady movements of my hands. I lose track of time as my overstimulated mind slows to a standstill, fully absorbed in the rangoli coming to life in front of me. We light diyas, their flickering flames setting every nook and cranny of our house aglow. The next day, the wind would snuff the light from the diyas and the rangoli would be swept away, yet the process of creating them felt blissful, knowing that it would cease to exist the very next day. Diwali taught me to find joy in impermanence. The first sip of hot tea, the feathers of steam rising from the mug. Huddling under a warm blanket while it rains outside. The feeling of rewatching your favourite show with the comfort of knowing how it all ends. The first sunlight after a long season of cold monsoon. The beauty that lies in the brevity of stock pictures and polaroids, only to be stashed away in an abandoned gift box and opened on days when I’m feeling a little too nostalgic. The silly little art competitions with my sister during bouts of boredom, and the inevitable fights over whose is better. However small these things may seem, the joy they bring is immeasurable. Like watching firecrackers light up the sky, the colourful rangolis lining each doorstep, or visiting my childhood favourite confectionery shop, Karthik Sweets, only to devour jalebis within seconds. I choose to find Diwali in the small things and to find joy in the mundane every day. NOVEMBER 12, 2025 JAPANESE TRANSLATION 私の手は、色とりどりのディワリのライトのコードに絡まっていました。私はソファに座り、母がさっき渡してくれたもつれた電飾を、辛抱強くほどいていました。慌ただしく絡んだ輪が、やがて一本の整った光の列へと変わるまで。 絡まったコードと、夕暮れの静かなざわめきのあいだで、私は「喜びは、実はとても単純なものの中に隠れていることが多い」のだと気づきました。 ディワリの夕べと同じように、夕焼けもまた心を温めてくれます。空は青、オレンジ、黄色が溶け合う、広大なキャンバスへと姿を変えていきます。 私は夕焼けが持つ、その矛盾した性質を味わっている自分に気づきます。夕焼けは毎日必ず訪れるのに、ほんの数分で闇の中へ消えてしまいます。 けれど私たちは、新しさを求めるようにできているがゆえに、ありふれた日常の美しさを忘れてしまいがちなのです。 人間は、新しいものに触れると高揚感を覚える生き物です。新しいスマートフォンや、夏の間ずっと欲しかった服を手に入れることを想像するだけで、心は明るくなります。 しかし、その興奮は手に入れた瞬間から急速に薄れていき、脳内のドーパミンは一気に低下します。ついさっきまで「最新」だった iPhone 17 Pro も、気づけば「もう古いもの」として扱われ、脳はすぐに慣れて、幸福度は元の基準値へと戻ってしまいます。 心理学では、この現象を「快楽適応の罠（ヘドニック・アダプテーション）」と呼びます。この罠のせいで、私たちの脳は、新しくて一時的な快楽を求め続ける終わりのない繰り返しに慣れてしまうのです。 その結果、新しい物や体験を手に入れても、本当の意味で満たされることはほとんどありません。このことは、幸福とは快楽とは違い、目的や意味に根ざした、長期的なものであることを示唆しています。 しかし毎年ディワリになると、私はこの罠から抜け出し、見過ごされがちな、ありふれた小さなものを味わうようになります。 新しいランゴリの顔料を片手に、姉妹で Pinterest を開き、「最高のランゴリ・デザイン」を検索します。私の指は自然と、写真の中で最も細かく、美しく描かれたランゴリへと引き寄せられ、それを再現できるほどの才能が、ほんの少しでも自分たちにありますようにと、心の中で祈ります。 すると妹は、これ以上ないほど冷たい横目を私に向け、首を横に振ります。そして私たちは渋々、「これなら絶対できる」と信じて、いちばん簡単なデザインに落ち着きます（結果は――失敗でした）。 色を選び、ゆっくりと手を動かしながら、粉が冷たい大理石の床に触れる感覚に意識を向けます。私の心は、色の渦と、一定のリズムで動く自分の手に完全に吸い込まれていきます。 刺激でいっぱいだった頭は、いつの間にか静まり返り、目の前で命を吹き込まれていくランゴリに、ただ没頭していました。 私たちはディヤに火を灯し、揺れる炎が家の隅々まで明るく照らします。翌日には、風がその火を消し、ランゴリも掃き清められてしまうでしょう。 それでも、翌日には消えてしまうと分かっているからこそ、それを創る時間は、この上なく幸福なものでした。 ディワリは、儚さの中に喜びを見つけることを、私に教えてくれました。 湯気がふわりと立ちのぼる、熱いお茶の最初の一口。外で雨が降るなか、温かい毛布にくるまる時間。結末を知っている安心感とともに、お気に入りのドラマをもう一度観るときの気持ち。 長いモンスーンの寒さが終わったあとに差し込む、最初の陽の光。 ストックフォトやポラロイドの、一瞬で切り取られた美しさ。それらは使われなくなったギフトボックスにしまわれ、少し懐かしい気持ちになりすぎた日に、そっと取り出される。 退屈な時間に始まる、妹とのくだらないお絵描き大会。そして必ず起こる、どちらの作品が上かという小さな喧嘩。 どれほど小さなことに見えても、そこから生まれる喜びは、計り知れない。 花火が夜空を照らすのを見ること、色とりどりのランゴリが家々の前に並ぶ景色、そして、子どもの頃から大好きだったお菓子屋「カールティク・スイーツ」を訪れ、ジャレビーを数秒で平らげてしまうこと。   私は、小さなことの中にディワリを見つけ、ありふれた日常の中に、毎日、喜びを見つけることを選んでいる。

Evolutionary Potential

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The Trend of Engineering System Evolution (TESE) or Evolutionary Potential (EP) is a widely adopted tool within the framework of the Theory of Inventive Problem-Solving (TRIZ). Due to its applicability across diverse domains, TESE has found widespread use in real-world projects, contributing to the development of engineering products and the anticipation of emerging technologies. It is a tool for inventiveness and the identification of future engineering systems, and it continues to evolve its own body of knowledge through applications to become a comprehensive  in terms of its practical utility in the realm of product innovation. TESE/EP, the trend of engineering system evolution, functions as a heuristic and predictive toolkit capable of yielding either market pull through the analysis of S-curves or technology push through its sub-trends. The examination of the evolution paths of technical systems has been a fundamental research approach within TRIZ since its inception. However, it wasn’t until the 1970s that the identified recurrent patterns of evolution were systematically consolidated into a dedicated section of TRIZ. Genrich Altshuller, the founder of TRIZ, named this section “the laws of technical systems evolution.” This section encompassed both previously identified recurring evolution patterns and newly discovered ones. In the 1970s, Altshuller took the initiative to bring together these patterns, creating a cohesive framework for understanding the evolution of technical systems. The study of these “laws of evolution” emerged as an independent and significant research topic within TRIZ. Several key contributors, in addition to Altshuller, played vital roles in advancing this field. Many believe that the TRIZ trend component is one of the system’s most potent components. The trend offers a gradual progression (which shows evolution in phases) in the direction of rising ideality. Technology trends serve two main purposes: first, as a tool to predict how systems will evolve strategically, and second, as a tool to aid in issue solving. The trend works in a left-to-right fashion with evident certainty, as observed in many examples, making it easy to accept it as the direction of evolution. This is mostly based on information gleaned from knowledge databases and patent databases. The reasoning behind the justification of the direction is that “somewhere there is a benefit from evolving from left to right along the trend” and that this also helps achieve an increase in ideality. Laws of Technical System Evolution However, in his work in 1975, Genrich Altshuller categorized all laws of technical systems evolution into three distinct categories:  1: Statics: This category focuses on the criteria that determine the viability of newly created technical systems. It deals with the foundational principles that assess the stability and functionality of systems at their inception. 2: Kinematics: The laws falling under this category define the general principles that govern how technical systems evolve, regardless of specific conditions. Kinematics in this context addresses the overarching dynamics and trends in the evolution of technical systems. 3: Dynamics: This category is concerned with how technical systems evolve under specific conditions. Unlike the more general principles covered in Kinematics, Dynamics delves into the detailed and context-specific aspects of system evolution, considering the influence of external factors and conditions. 1. Law of the Completeness of the Parts of the System (Statics): A functional system is comprised of four essential parts, each serving a specific role: Engine: Generates necessary energy. Transmission: Guides and directs energy flow. Working Unit (Working Organ): Interfaces with the external world or processed object. and Control Element (Organ of Steering): Ensures adaptability and control. This law emphasizes the necessity for a comprehensive set of components in a system to ensure its proper functioning and adaptability. (keywords: wholeness of system) 2. Law of Energy Conductivity of the System (Static): Recognizing that every technical system transforms energy, this law emphasizes the importance of efficient and unrestricted circulation of energy through the four main components (engine, transmission, working element, and control element). Energy can be transferred through substance, field, or a combination of both (substance-field). There is a neeed to ensures the smooth flow and utilization of energy within the system. (keywords: conductible energy flow) 3. Law of Harmonizing the Rhythms of Parts of the System (Static): Focuses on achieving synchronization in the frequencies of vibration or periodicity among the different parts and movements of the system. Aims to create harmony and coordination among the various components, preventing conflicts or inefficiencies caused by discordant rhythms. (keywords: coordination, harmonization) 4. Law of Increasing the Degree of Ideality of the System (Kinematics): The ideality of a system is a qualitative measure of the ratio between all desirable benefits of the system and its cost or negative effects. This law suggests that in the pursuit of improving an invention, there is a natural inclination to increase ideality by either enhancing beneficial features, reducing costs, or minimizing harmful effects. Although achieving a state of zero cost for all benefits is not feasible, successive versions of technical designs typically increase ideality over time. Formula: Ideality = Benefits / (Cost + Harm). Keywords: Degree of idealness 5. Law of Uneven Development of Parts of a System (Kinematics): Acknowledges that different parts of a technical system will evolve at varying rates, leading to the emergence of new technical and physical contradictions. This law highlights the importance of recognizing and addressing disparities in the development of system components. Alerts to potential conflicts or challenges arising from uneven evolution within a system. Keywords: Unequal development of parts 6. Law of Transition to a Super-System (Kinematics): When a system reaches the limits of significant improvement, it is incorporated into a super-system as one of its parts. This integration into a larger context opens up new possibilities for the development of the original system. Recognizes the finite nature of individual system improvement and suggests a pathway for continued development through integration into a larger framework. 7. Transition from Macro to Micro Level (Dynamics) :  The development of working organs within technical systems initially occurs on a macro level and then progresses to a micro level. This transition from macro to micro is identified as a significant, if not the primary, tendency in the advancement of modern

Ideal Final Result (IFR)

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In TRIZ (Theory of Inventive Problem Solving), “Ideal Final Result” (IFR) refers to the desired state or outcome that fully addresses and resolves a problem or contradiction. It represents the ideal state in which all conflicts, contradictions, and limitations related to a problem are completely eliminated. The concept of IFR is used as a guiding principle to envision a solution that achieves the best possible result without any negative side effects or compromises. TRIZ encourages innovators to think beyond incremental improvements and aim for solutions that push the boundaries of what is currently thought possible. By defining an IFR, innovators can work backward to identify creative ways to achieve that result and overcome any existing conflicts or challenges. This approach helps to inspire innovative thinking and drive the development of breakthrough solutions in various problem-solving scenarios, from product design to process improvement. Altshuller first imagined the IFR] as a tool for thought in the 1950s. Two key philosophical ideas in TRIZ and “systematic creativity” are the idea of ideality as an evolutionary path and the idea of an “Ideal Final Result” (IFR). The method entails establishing the ideal outcome to be attained or problem that the solution under development is intended to solve before working backwards to find the best practical solution that is as close to IFR as is achievable. There are several ways to define ideality, however the following definition is frequently the most useful: Benefits (perceived) / (Cost + Harm) = Ideality Benefits (perceived) as Useful Functions / (Cost + Harmful Functions) = Ideality However, wherever human factors are involved even as a user or operator of the system, we would like to propose an alternative definition to measure the ideality of the designed system or proposed solution as Benefits (perceived) as Useful Functions + Feelings / (Cost + Harmful Functions + Feelings) = Ideality The IFR instrument is primarily designed and used as a questionnaire. The questionnaire is made up of a series of questions that can be used to reflect on the idea of ideality and pinpoint potential strategies for achieving it. If someone has already created a system that can do a particular function on its own, the self-x function is an excellent place to start looking. To investigate the possibility of shifting the responsibility for the desired function to the component(s) one or more levels up in the hierarchy, the system hierarchy aids in identifying the system’s components and sub-components. IFR method seeks the following step by step implementation: 1. Answer the questions in the exact order they are listed on the questionnaire. 2. The first query poses the difficult task of identifying all the USEFUL FUNCTION(s) & FEELINGS that the system must perform. 3. To increase ideality, consider how to supply the FUNCTION(s) & FEELINGS in the following way: “how could I maximize useful functions, feelings and outcomes as benefits and minimize cost or harmful functions and feelings to almost zero, negligible or non-existent”. 4. The final query aims to elicit “strong thinking” as described by Altshuller. The answers to this query include a list of all the obstacles stopping us to achieve the IFR. 5. The fourth and fifth questions are meant to challenge the responses to the previous questions. 6. The sixth question aims to establish a clear connection between ideality and the assets or resources that we need to define the overall problem. 7. The questionnaire’s final question serves as a bridge to the tools to solve the problems down the line. Most of the ideality-centered problems will result in a contradiction or a knowledge and effect type of a problem. 8. If the first time through the questionnaire results in the definition of a problem that cannot be solved, the ideality problem definition could lead to two different paths for further exploration: (i) investigate alternative problem definitions with less difficult IFR definitions since the stated IFR is unachievable (repeating steps 1–7 iteratively) or (ii) there are multiple factors that are making it difficult to meet a specified IFR, and we would want to learn in-depth about each one of them. IFR Questionnaire: 1. What is the final aim of the system? 2. What is the Ideal Final Result (IFR) outcome or scenario? 3. What is stopping you from achieving the IFR? 4. Why is it stopping you? 5. How could you make whatever (factor) is stopping you from achieving IFR to disappear? 6. What resources are available to help create these circumstances? 7. Has anyone else been able to solve this problem? Example: Detergent Business: Running the definition of a detergent business through the IFR questionnaire should give us something like: 1. What is the final aim of the system?  Clean clothes 2. What is the Ideal Final Result (IFR) outcome or scenario? Clothes that clean themselves 3. What is stopping you from achieving this IFR?  Cloth fibers are not able to perform this function 4. Why is it stopping you?  If the fibers can’t perform the function, the clothes aren’t cleaned 5. How could you make whatever (factor) is stopping you from achieving IFR to disappear?  If there was a fiber or fiber structure that was able to clean ‘itself’ 6. What resources are available to help create these circumstances?  Fiber, atmosphere, wearer, wardrobe, sunlight, 7. Has anyone else been able to solve this problem?  The ‘self-clean’ function is possible in nature (Lotus Plant), but the only man-made self-clean structures (e.g., ovens) use resources that are not present in this case. Alternative; disposable clothes. If having self-cleaning clothes is currently not a reality, how can we come up with a workable solution by identifying an alternative and taking a modest step back from the ideal. Fundamentally, the step back must incorporate an external cleaning system. We may choose from several other ideas, such as “clean clothes without using a washing machine,” “clean clothes without using water as a resource” and so forth, i.e., “clean clothes without using any external agents.” Then, using this IFR definition tool, we can look at all these conceptual possibilities that

Genrich Althsuller

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The individual in question had a distinctive personality and dedicated his entire life to researching technical issues and literature to discover a common language of creativity and invention. He dedicated his life to the goal of discovering and creating systems for systematically innovating because of his intuition. It has been a subject where more effort has been spent trying to disprove the idea that inventions come about because of trial and error and moments of inspiration than at any other point in history. Although the amount of TRIZ knowledge has grown tremendously, it hasn’t yet been able to live up to its lofty claims, but it has been extremely successful in inspiring many minds throughout the world to carry the torch into the next years.Many engineers and researchers have been lured to this field by the exclusive search for universal application to innovation through the practise of coding of systematic ways of creativity to contribute either voluntarily or as business prospects. There are more and more people who support TRIZ. These are people who believe that creativity can be coded and taught to great or at least a certain extent (if not 100%) and thereby could eliminate the trial-and-error method of inventing that leads to unpredictable outcomes after investing huge sums of money.Keep in mind that although this idea is self-taught and self-avowed, it cannot be enforced on the general populace. Any insistence that it will always be a science of innovation could have disastrous repercussions. Even in 1948, when Genrich Altshuller, then a Lieutenant in the Caspian Sea Military Navy, sent a brazen letter to Stalin in December charging that the Russian approach to invention and innovation was disorganised and rife with stupidity, it was risky. And that there is a “theory” that can aid engineers in inventing methodically and has the capacity to completely transform the technical sector with beneficial effects. We would wait to see what happened next even though it took two years for a response to the letter. Let’s have a look at this brave Lieutenant’s profile in the interim:Name: Generich Althsuller Pen Name: H. Altov Date of Birth: October 15, 1926 Place of Birth: Tashkent, Uzbekistan (in the former USSR) Education: Mechanical Engineer, Azerbaijan Industrial Institute His primary residences were in Baku (Azerbaijan’s capital), Petrozavodsk, and Karelia. In 1900, the Russian Empire included European Russia, most of Poland, the vast Asian region known as Siberia and present-day Finland, Lithuania, Latvia, Estonia, Moldova, Belarus, Ukraine, Georgia, Azerbaijan, Armenia, Turkmenistan, Kazakhstan, Uzbekistan, Kirghiztan and Tadjikistan. Finland and Polan became independent states in 1917 and 1918. The rest remained part of the Union of Soviet Socialist Republics (or Soviet Union) until its breakup in the early 1990s. Experience: In 1944, during WWII, he enlisted himself in the Army and, although he was trained as a fighter pilot, he mostly served the Soviet Navy in the role of patent expert and was responsible for assisting inventors to apply for patents. In 1946, he was assigned to the Commission on Innovation of the Caspian Navy Flotilla, headquartered in the city of Baku, where he continued to invent in various fields of technology. Date of Death: September 24, 1998 Place of Birth: Tashkent (in the former USSR) Wife: Valentina Zuravliova (1933-2004) The place he spent most of his life: Baku (the capital of Azerbaidzhan). Since 1990, he has resided in Petrozavodsk, Karelia. He first encountered an instance of issue solving or coming up with a solution while he was a young student in Baku’s fourth grade soon before the Second World War. It involved replacing an electric transformer without the use of pricey cranes by first lowering it from a perch on a brick foundation that had been erected in the neighbourhood. He observed the sluggish movement of the transformer on top of an ice block raised to the foundation height and covered with a wooden shelf. Then, in September, the ice was allowed to creak and melt uniformly under the summer sun, which eventually resulted in the release of a stream of water and the eventual, effortless, and ice-block-costly descent of the transformer to the ground. The key realisation was that an object like ice has been created or is present solely for cooling purposes. Everyone has acquired this knowledge, whether consciously or unconsciously. How does one become motivated to envision it as a crane replacement? Anyone who is interested in learning new things to be creative or inventive should attempt to answer this question. Additionally, the question in reverse is: Does linking a less-obvious object to a solution not intended for it as its goal constitute creativity or invention? Althsuller’s imagination has been sparked by this tragedy to seek for any inspiration or knowledge for the solution. After determining what creativity is and how to describe it, the next question is whether anyone can learn to think creatively or if it comes naturally to some people from birth, a genetic phenomenon of chance and luck. It all comes down to what goes through your head. The brain is a factory for ideas. Nobody has conducted research on this factory’s architecture or how it ought to be constructed. People have gone to design this factory even as we are having this conversation because of their environment and internal need for knowledge. There is still no control over or understanding of the factory’s architecture, thus there is no way to predict what it will be able to accomplish or not be able to do or what problems it will be able to solve. Live with the fantasy that, within some genetic constraints, you can tame and train the visible parts of your body to become whatever you choose for the time being (which now is at the frontiers of letting it free with the advent of genetic engineering and biotechnological inventions). In the same manner, you can train your mind to become a factory for ideas that may be intentionally built over time and tested for the kinds of