A Report Evaluating ICT and its Implementation for Distance Learners Essay Example for Free

A Report Evaluating ICT and its Implementation for Distance Learners Essay a) Evaluate how to maintain effective communication with your tutor. As this is a self-study course, the answer to this question is a little complex. Although there is an actual physical tutor to mark assignments and give feedback, a vital part of gaining a good grade on my assignments is to demonstrate my independent work ability with minimal guidance from my tutor1. Lessons are delivered via the online website, so in a sense the most important skill set necessary is to read, re-read, search the internet to understand any terms which aren’t clear, and then re-read again. There are two tutors on my course. I sent a note of introduction, stating who I am and giving a brief synopsis of why I am studying this course. Although I am sure that I will have study related questions to ask later, and possibly requests for more information regarding assignment feedback, I think that at the moment our communication falls within the bounds of regular courtesy. As the course progresses I think checking my messages regularly, respecting and listening to my tutors feedback, sending a note of acknowledgement on receipt of any messages, and perhaps if appropriate sending a note if I think there will be an unusual amount of delay in finishing the modules, are about as far as the bounds of the course allows for communication. b) Evaluate how technological tools will help you study. The first thing to establish here is what technological tools are both available and relevant to me as a distance learner. Essentially the only tools I will be using are my computer and the internet. My computer will be for collating information in my ePortfolio, writing essays, and accessing the internet. I have divided my ePorfolio into four sections: coursework, reflective notes, research, and self-assessment activities. The necessary ICT skills here are: word processing, scanning and printing, drawing charts and diagrams. I completed a course in word processing and data analysis so I am relatively competent at this. However I have also been refreshing my knowledge via the Microsoft Office ‘Help, Training and Tutorials’ page2, particularly for drawing diagrams, an area I haven’t had much use for recently. Remembering to organise and file relevant information and tasks into the appropriate folders, and ensuring that at the end of each unit I  have created a co mprehensive review of my study methods and what I have learnt are the most essential components here. In completing this course the internet is my greatest tool, and can be broken down into many sub-categories. Below is a basic system diagram of how I am accessing the internet to complete my course assignments: To help me research and study, I can go online and use: electronic books, journals, articles, videos, podcasts, and publications from governments and respected counselling organisations. I will go into greater detail later, on exactly which websites I am utilising. However as a brief example: Exploring counselling skills with an emphasis on ICT. I did a basic search for â€Å"counselling resources† online. I discovered a website run by a qualified, practicing, experienced, counsellor in the UK.3 This website provided me with general information, a PDF ebook on training to be a counsellor,4 and links videos providing online lessons on counselling skills and concepts.5 I returned to my original search and followed a link to resources offered by a UK university for its students doing a comparable course.6 This gave me a list of books and journals that undergraduates would be using to explore counselling skills.7 I looked at the recommended books on amazon and ordered sample content of those available as ebooks . I then did web searches on the various authors, and contributors to chapters, to both check their credentials and see if they offered any resources on their practice / university / personal website. I went back to the recommended reading list and looked at the recommended journals and found links to them, eg. British Journal of Psychology.8 I returned to my original search and started investigating counselling organisations and their publications including: UKCP,9 BPS,10 the BACP,11 and the CPCAB12 I went to the UN,13 and EU,14 websites to check their publications regarding counselling. Finally I checked the PubMed15 website to find more links to relevant journals. I noted all of these links for use when researching other more specific aspects of counselling. c) Evaluate how performing a SWOT analysis can help you study. I was unfamiliar with the idea of SWOT analysis before beginning this unit so initially I did some background research on the concept16 and looked at a summary of Authur  Humphrey’s, the inventor of SWOT, main principles and conclusions.17 I then searched the internet for ideas on exactly how to identify my own particular strengths and weaknesses. I found mindtools18 particularly helpful because it gave me ideas to consider as I looked at each section. I also performed a personality test19, to see the strengths and weaknesses of my particular personality type. This was less useful, because it was more to do with me personally than with my ability to study, although it gave me several things to consider. I created this chart: At first glance I actually found it quite demoralising – the weaknesses and threats seemed to be considerably more extensive than the strengths and opportunities. However as I analysed it more closely, I quickly realised this was unfounded. I think although I certainly need to consider the threats and weaknesses, they have a lot less weight in comparison to the strengths and opportunities section. So far as I can see my weaknesses are things I can compensate for and take into account as I study. These are my thoughts and solutions for each of them: 1) Limited prior experience of the subject being studied: This is only a temporary problem. I am doing a great deal of background research for this assignment’s part two, and looking into books which might supplement my knowledge. I think I will feel caught up in the near future. 2) Sometimes overly perfectionist (i.e. I can struggle to remember that â€Å"done† is better than â€Å"perfect†): I am setting myself time limits on how long I can edit and re-edit my work. I am consciously writing things that I know may well be deleted or completely revised later, simply to make sure I have a base to work from. 3) Can become over-involved in studying to the point that other areas of my life suffer: I have compiled a detailed schedule for myself, to ensure that I can maintain a balance in my life. I have made sure to keep time free, in particular the weekends when my children are not in school, and to allow time to keep up with my domestic responsibilities. 4) Not having a classroom of other students to bounce idea around with may limit potential: I have been investigating groups of other trainee counsellors and mature students. I have also made sure to check-in on the Oxford College forum20 so I have the potential of meeting other  people. I also found the process of self-assessment useful in countering this weakness, I give more detailed thoughts on that later in this report. 5) Sudden loss of enthusiasm – if I overload myself with unrealistic goals I tend to want to quit: In part this is covered by my solution for weakness 6), however I have also been carefully breaking down each unit and each assignment so it is in bite size, manageable chunks. If I can focus on simply completing each section within each unit, without getting overwhelmed by the whole, and in particular with the word count, I can complete everything without any panic. The threats I identified are largely out of my control. I am estimating that it will take me four to six weeks to complete each unit to the best of my ability. This leaves me with a minimum of six weeks free at the end of the two year time limit. I think that this should be enough to compensate for any slowing down in my pace due to unforeseen circumstances. Listing my strengths and investigating my opportunities was a very positive experience for me. Knowing that I am good at research, experienced in distance study, and that I also have access to a university library has made me feel a lot more confident of my abilities. However acknowledging my weaknesses and proactively coming up with plans to counter them has been the most helpful part of the exercise. d) Evaluate the practice of Reflective Writing. Reflective Writing is the process used to: Consider what you originally thought and what you have learnt. Analyse its implications and outcomes.  Consider what you could do differently, what more you could learn, how what you have learnt will affect you. It is a vital skill for learners at any level, and considered a necessary practise for health professionals at all levels. When you write reflectively you use a unique mixture of both academic analytical skills and apply them to your own personal situation. It was a concept I was previously unfamiliar with. I looked at the general theory behind it on several university websites, I found the Exeter University guide particularly helpful21, and then more specifically at the  Faculty of Public Health website and how it is used by health professionals.22 Throughout this course it is a good way to look at the learning outcomes of each unit. To assess what you originally believed, what you have learnt, and how you can put things into practice. It is also a useful way to keep track of things you think deserve further consideration. So for instance when I was researching SWOT, I came across an interesting theory by Athur Humphrey saying that that the level of people’s work and the effort they put into it is strongly related to reward23. Later on as I was researching what makes effective learners, I came across a scientific study by behaviour economist Dan Ariely that proved this same theory24. Although this information seems interesting, I decided it was not actually directly relevant to what I was being asked to evaluate. It was however something to note and consider in my reflective writing as something that might possibly be relevant later on and something I could learn from. e) Evaluate the practice of Self-Assessment Self assessment, is one of the most important and vital skills in this course. One aspect of it is reflective writing, (detailed previously) but there are several other components. When I do the self-assessment activities in the units I am provided with a baseline of my current knowledge. When I look up the answers at the end of the text this gives me feedback on how much I know, and also helps me to identify what I should be researching to improve my current knowledge level. This is a basic diagram of how I am using the self assessment activities: Essentially, once I know the level of my own knowledge, I can see what I need to work on. A large part of self-assessment seems to be organisation and understanding. The Black Box Report25 on self assessment in British schools noted that the main barrier to student self assessment, is being unsure of exactly what you should be achieving. If you can establish that you have a platform from which to work. Through my SWOT assessment, I established my own personal areas I need to work on. Through the subject specific learning objectives, and self-assessment activities I can establish what I know and what I need to learn. As knowledge is cumulative, organisation is key here – writing up my reflections, with particular reference to the learning  objectives of each unit, and collating them in my ePortfolio to provide a body of reference specific to my needs and learning preferences. f) Consider the Principles of an ePortfolio. ePortfolios are widely used, and an integral component of many online courses. The promotion of ePortfolios is also an EU policy26 as a way of â€Å"valuing and celebrating the achievements of the individual.27† From under graduate to doctoral study28 in counselling ePortfolios are now prevalent. The Inter/National Coalition for Electronic Portfolio Research29 says they are a way for students to both generate and document learning. â€Å"It’s important to think of an ePortfolio as both a product -a digital collection of artefacts- and as a process of reflecting on those artefacts and what they represent.30† There are three main goals when creating an ePortfolio. Firstly, mapping my progress as a student, to clearly set out my research, plans, essays, and self reflection. Doing this allows me to not only clearly see my progress, but to critically assess and reflect on what I have learnt. Secondly, my ePortfolio allows me to document my own personal growth, goals, and achievements; to be able to look at what I have done, how I have viewed challenges and worked through them, and perhaps use those methods again in the future. One of the most important pre-requisites to being a counsellor is empathy; having a clear view of myself, the challenges I have gone through, and my reactions as I went through them is a relevant way of helping me remember and being able to relate. Thirdly my ePortfolio provides a body of information that I can use to help me format a CV – both by showing what learning goals I have achieved and how I have achieved then, and by providing evidence of continuous learning. At a later date it can also provide me with the basis for constructing a professional website. Task 2. Collate Web Resources Relevant to Counselling Studies, and Reflect on What Has Been Learnt. As detailed in section b) I have evaluated counselling resources based on their credibility, i.e whether they are peer reviewed, produced by a national or worldwide organisation, and the qualifications of the author. I have only included resources that meet these guidelines fully or in part. I concentrated my web searches on these websites (in alphabetical order): Bielefeld Academic Search Engine – BASE.31 BASE is a  search engine for academic related articles, and journals. A lot of resources related to counselling studies can be found there. British Association for Counselling and Psychotherapy – BACP.32 The BACP is a professional organisation for counsellors and psychotherapists in the UK. It sets guidelines for good practice and has various resources and information booklets for counsellors and psychotherapists. It has recently become the first government accredited register for counsellors and psychotherapists in the UK. CogPrints33 is an online archive of journ als and articles with a large psychology section. It is run by Southampton University UK. Columbia University Academic Commons34 gives access to a large number of articles and research papers including many related to counselling psychology. Counselling and Psychotherapy Central Awarding Body – CPCAB.35 The CPCAB provides standards for counsellors and psychotherapists. It also has a large amount of reference information, including videos on counselling practice. European Union – EU.36 The EU sets standards and makes laws for the whole of Europe. They have a database with a large number of reports, many concerning counselling and it’s implementation. Falmouth University Library*3738 has a large selection of articles and journals related to counselling and psychology. FreeMedicalJournals39 – a website providing access to journals and their articles that have passed their embargo period. Google Scholar40 a search engine for scholarly articles and journals. PubMed41 – is a website run by The United States National Library of Medicine. It gives access to journals, articles, and reports concerning health. RELATE42 is the UK based organisation specifically set up to provide counselling for couples. It has a wide range of publications relating to this. This website will be particularly useful when studying the ‘Relationship Counselling’ unit. Science Direct (the replacement for the now retired SCIRUS)43 Science Direct is a website that allows you to search for science related articles and journals. The Directory of Open Access Journals – DOAJ.44 The DOAJ is a search engine for journals and articles, many related to counselling and psychology and it’s worldwide implementation. UK Council for Psychotherapy UKCP45 The UKCP brings together counselling psychotherapists with a broad range of specialisations throughout the UK. It is nationally recognised and accredited. It has a range of free publications for counsellors. UN university46 has a large collection of research, articles and publications  including many regarding mental health. United Nations Children’s Fund – UNICEF.47 UNICEF deals with the rights of children and mothers throughout the world. They have a large database of reports co ncerning the physical and mental wellbeing of children and young people. This website will be particularly useful when studying the ‘Child Counselling’ unit. United Nations –UN.48 The UN sets world standards for human rights and health care. They have a large database of articles and reports making recommendations for international well being, including a significant number regarding psychological health. This is a fairly extensive list of resources, and many of the websites listed gives access to reports and articles which number in the tens of thousands. I have listed only those website which have a very good search procedure – this means that when I look for information I can cut down on as many generalisations as possible and find articles that specifically deal with the topics in each unit. My preference is to first search for articles in well regarded journals, and then to move onto lesser known or new reports and findings. So for example to find information on Counselling Studies I went to the Falmouth Library Database and checked for the three main journals related to counselling in Europe: The European Journal of Counselling Psychology, Counselling Psychology Review, and Counselling Psychology Quarterly. I then searched within these publications for articles on Counselling Studies and Therapeutic Person Centred Counselling in particular. I read the BACP and UKCP guidelines and policy for counsellors and for their training. I made notes and considered what I had learnt. Before I began my research I made some brief notes on what I thought Counselling Studies consists of: A practical study of people and their needs in times of crisis, and how a counsellor can best help them; combined with a minimal but still significant grasp of counselling theory and philosophy. Having conducted independent research on this I think my ideas were accurate though necessarily very basic. Counselling Studies is such a huge subject it is difficult to sum up briefly all the necessary qualities a counsellor needs – the prerequisite role of empathy and the difference between empathy and sympathy, the need for acceptance rather than advice, could fill up several pages alone. However I think that I have a basic idea of who a counsellor should be and very much look forward to learning in greater detail how to be that person. Bibliography. BACP (2014) British Association for Counselling Psychotherapy,Available at: http://www.bacp.co.uk/ (Accessed: 25th February 2014). Black, Paul; Dylan Wiliam (2001) Inside the Black Box: Raising Standards Through Classroom Assessment. , Available at:http://weaeducation.typepad.co.uk/files/blackbox-1.pdf (Accessed: 25th February 2014). BPS (2014) The British Psychological Society, Available at:http://www.bps.org.uk/publications (Accessed: 25th February 2014). British Association for Counselling and Psychotherapy (2010) BACP Publications and Journals, Available at:http://www.bacp.co.uk/publications/JOURNALS/index.php(Accessed: 25th February 2014). BSM Consulting Inc. (2014) Portrait of an ISFP, Available at:https://www.personalitypage.com/ISFP.html (Accessed: 25th February 2014). Columbia University (2014) Academic Commons, Available at:http://academiccommons.columbia.edu/ (Accessed: 25th February 2014). CPCAB (2014) Counselling and Psychotherapy Central Awarding Body, Available at: http://www.cpcab.co.uk/ (Accessed: 25th February 2014). DOAJ (2014) DOAJ: Directory of Open Access Journals, Available at:http://doaj.org/ (Accessed: 25th February 2014). ElfEL (2014) Memorandum of Understanding: ePortfolio for all, Available at:http://www.eife-l.org/activities/campaigns/epmou (Accessed: 31st March 2014). Elsevier (2014) Science Direct, Available at:http://www.sciencedirect.com/ (Accessed: 25th February 2014). Europa (2014) European Union: Index, Available at:http://europa.eu/index_en.htm (Accessed: 25th February 2014). European Union (Europa) (2014) Official Documents of the European Union, Available at: http://europa.eu/publications/official-documents/index_en.htm (Accessed: 25th February 2014). Fair, Boyd ed. Albert S. Humphrey (2005) SRI International December 2005 Newsletter, History Corner p7, Available at:http://www.sri.com/sites/default/files/brochures/dec-05.pdf(Accessed: 25th February 2014). Falmouth University and The University of Exeter Library (2014)Falmouth University Resources, Available at:https://shibboleth.falmouth.ac.uk/ (Accessed: 25th February 2014). Google Scholar (2014) Google Scholar, Available at: http://scholar.google.com/(Accessed: 25th February 2014). Gross, Jessica (2013) What Motivates Us at Work? 7 Fascinating Studies That Give Insights., Available at:http://blog.ted.com/2013/04/10/what-motivates-us-at-work-7-fascinating-studies-that-give-insights/ (Accessed: 25th February 2014). Inter/National Coalition For Electronic Portfolio Research (2014) Inter/National Coalition For Electronic Portfolio Research, Available at: http://ncepr.org/ (Accessed: 31st March 2014). Lees-Oakes, Rory (2013) Counselling Tutor, Available at:http://www.counsellingtutor.com/ (Accessed: 25th February 2014). Lees-Oakes, Rory (2013) How To Survive Counselling Training!,Available at:https://s3.amazonaws.com/CounsellingTutor/How_to_Survive_Counselling_+Training+by+Rory+Lees+Oakes.pdf(Accessed: 25th February 2014). Microsoft Corporation (2014) Office Support, Available at:http://office.microsoft.com/en-001/support/ (Accessed: 25th February 2014). Mind Tools (2014) Personal SWOT Analysis: Making the Most of Your Talents and Opportunities. , Available at:http://www.mindtools.com/pages/article/newTMC_05_1.htm(Accessed: 25th February 2014). Montenegro, Manuel; Bernard Sebastian Kemps (2013) Free Medical Journals, Available at: http://www.freemedicaljournals.com/(Accessed: 25th February 2014). Oxford College (ODL) (2014) Oxford College Forum BTEC HND,Available at: http://campus.oxfordcollege.ac/forum/default.aspx?g=topicsf=17 (Accessed: 25th February 2014). Oxford Learning (2013) PCC Unit 1 Assessment UD, Available at:file:///C:/Users/Casper/Downloads/COUN_UNIT_1_ASSESSMENT_UD2013%20(3).pdf(Accessed: 20th February 2014). PubMed (2014) PubMed Database, Available at:http://www.ncbi.nlm.nih.gov/pubmed (Accessed: 25th February 2014). Relate (2014) RELATE: The Relationship People, Available at:http://www.relate.org.uk/ (Accessed: 25th February 2014). Syed, Naveed; Anne Scoular, Liz Reaney (2012) Faculty of Public Health: Tips on Writing Effective Reflective Notes, Available at:http://www.fph.org.uk/uploads/FPH%20Tips%20on%20Writing%20Effective%20Reflective%20Notes.pdf(Accessed: 25th February 2014). UKCP (2013) UK Council for Psychotherapy, Available at:http://www.psychotherapy.org.uk/ (Accessed: 25th February 2014). UN (2014) United Nations, Available at: http://www.un.org/en/(Accessed: 25th February 2014). United Nations (2014) United Nations Publications and Reports, Available at: http://unbisnet.un.org:8080/ipac20/ipac.jsp?profile=bibmenu=search#focus (Accessed: 25th February 2014). United Nations Childrens Fund (2014) UNICEF, Available at:http://www.unicef.org/ (Accessed: 25th February 2014). Universitat Bielefeld (2014) BASE: Bielefeld Academic Search Engine, Available at: http://www.base-search.net/ (Accessed: 25th February 2014). University of Waterloo: Centre for Teaching Excellence (2012) ePortfolios: What, Why, and How, Available at: https://uwaterloo.ca/centre-for-teaching-excellence/resources/integrative-learning/eportfolios-what-why-and-how (Accessed: 31st March 2014). University Southampton (2014) CogPrints: Cognitive Sciences Eprints Archive, Available at: http://cogprints.org/ (Accessed: 25th February 2014). UNU Office of Communications (2014) United Nations University, Available at: http://unu.edu/ (Accessed: 25th February 2014). Walker, Victoria; Mark, Rehfuss, Agatha, Parks-Savage (2012) Journal of Technology in Counseling, Volume 5 Issue 1: Using ePorfoliols in a Counseling Distance Learning Program, Available at: http://jtc.columbusstate.edu/Vol5_1/Walker.htm (Accessed: 31st March 2014).

An Analysis Of Service Operations

An Analysis Of Service Operations Over the last decade, we saw an exponential growth in Lean and Six Sigma approaches. Recently the combination of Lean with Six Sigma as an improvement approach has captured the attentions of academia and industry. Lean Six Sigma was widely used in manufacturing sectors but can also be used in administration and service areas (Snee and Hoerl, 2004). Companies adopting Lean or Six Sigma have reported an increase in financial performance within a short term (Thomas, Barton et al., 2009), cost reduction (Anchanga 2006), improvement in customer satisfaction and cost saving (Sharma 2003). On the other hand, not all the companies that implement a continuous Improvement programme have been able to capture its entire economic benefits (Cusumano 1994; Sharma 2003). The objective of this essay is to demonstrate the power of Lean Six Sigma in the manufacturing and service sectors of business. Two case studies relating to both the business areas are discussed along with the significant benefits a nd drawbacks to its use in such areas. Review of literature As the name suggests, lean Six Sigma is an integration of lean and Six Sigma philosophies, principles and tools (Sheridan, 2000). Lean Six Sigma makes use of the knowledge, methods and tools resulting from decades of operational improvement research and implementation. Goal of Lean Six Sigma is growth and effectiveness and not just cost-cutting efficiency. According to Bendell (2006), the adoption of lean Six Sigma as a process improvement is yet to be fully established in particular area of academic research. Full potential of lean Six Sigma have not been realised (Smith, 2003).This failure is due to the lack of commitment from management (Cusumano, 1994). Lean focuses on reducing cost through process optimization and also on waste elimination in existing processes. Six Sigma is all about stakeholder expectations and meeting customer requirements. It also improves quality by measuring and eliminating defects. Both these approaches are implemented in isolation (Smith, 2003),leading to conflict of interest and draining of resources due to the creation of lean and six sigma subcultures that is emerged within the organization (Bendell, 2006). According to George (2003), Lean and Six Sigma help companies to deliver products and services at a faster pace without defects at minimum cost. Lean manufacturing focus on process flow and waste while Six Sigma focuses on variation and design. The below figure shows the DMAIC framework on which the Six Sigma projects are built. The five phases of DMAIC are Define, Measure, Analyze, Improve, Control. To improve the process speed and efficiency within the project, Lean Methods are used within the DMAIC framework to augment Six Sigma tools. Source: IBM Global Business Services analysis. Six Sigma complements Lean in three different ways (George 2003) by Providing senior management commitment and cultural infrastructure that cannot be generated by Lean initiatives. Having customer at the center of its activity and this is not seen in Lean approach. Reduce variation that cannot be achieved by lean tools and techniques. Lean complements Six Sigma in Four different ways (George 2003) by Non-value added activities are identified. Eliminating the non-value added activities improves and benefits Six Sigma. Process responsiveness and speed is improved. Speed and rapid response is increased with lean tools. Arnheiter and Maleyeff (2005) outlines the benefits when lean and Six Sigma are integrated. Companies use a set of tools that are common to both approaches ie tools like 5 why, Scatter diagram, Histograms, Pareto, Cause and Effect and Poka Yoke (Kumar et al., 2006). Table I shows the key lean implementation steps with the Six Sigma tools that can be used to complete each task. Source: (Pepper and Spedding, 2009). In an organization Six Sigma is implemented only by few specific individuals, whereas lean is used by everyone to identify and eliminate non-value adding activities(Higgins, 2005). Employees have true ownership of the process even at higher-level process analysis stage due to the integration of lean Six Sigma. According to Harrison(2006),Neither lean nor Six Sigma is very effective when implemented in isolation because of their forced needs within the organization. Smith (2003) says that this will result in the creation of two subcultures competing for the same resources. End objective of both the approach is to achieve quality throughout the process. According to Arnheiter and Maleyeff (2005), continuous improvement of process is difficult if the approach is implemented alone. Organizations find it effective if implemented alone but after the initial improvement there is no improvement in the process. In order to avoid this lean approach should combine the use of targeted data to ma ke decisions and also to approach quality in a more scientific way within the system. On the other hand, it is necessary that the Six Sigma adopts a wider system approach, by considering the effects of waste on the system as a whole. These approaches are considered to be ineffective by many people and they feel that the blending of these approaches leads to ineffectiveness and led to some criticism in the literature. Bendell (2006) who has vast experience as both practitioner and as an academician argues that lean Six Sigma for becoming ill-defined philosophies, thus becoming a less effective tool. Bendell feels that it would be beneficial if there is a single approach combining the effectiveness of both the lean and Six Sigma approaches. This emphasizes the fact that consultants have provided a number of consultancy models for lean Six Sigma which is available on the World Wide Web. Methodologies used by these consultants are without any logical explanation and theoretical support or explanation for choosing the techniques. Taking a practitioner view, Spector and West (2006) says that when practitioners adopt lean and Six Sigma involve in many projects that yields insufficient results due to the time required to complete them. According to Mika(2006) both the approaches are not compatible with one another because lean is open to workers and encourages teamwork whereas six sigma is not available to the average worker on the floor. The use of lean tools and techniques identifies important areas that can be leveraged by Six Sigma techniques and also to arrange the information flow to run the system by providing continuous feedback (Pepper and Spedding, 2009). In few literatures, the main concerns when building a new and a complete framework for lean six sigma is that it focuses on process and strategy and that it should strike a balance between complexity and sustainability and finally structured around the type of problem thats encountered and by recognizing the advantages of both these approaches. Findings Lean Six Sigma approach in Healthcare related to service operation and small engineering company of manufacturing sector case is discussed below. Lean Six Sigma in Healthcare(de Koning et al., 2006) Like any other service operation, Healthcare needs to remain cost efficient, competitive and up-to-date. This can be achieved by using Lean Six Sigma in Healthcare sectors. George (2003) describes innovative work on Lean Six Sigma at Stanford Hospital and Clinics. Let us take the case where lean Six Sigma is used by Red Cross Hospital in Netherlands. Worldwide the cost of medical care is increasing at an alarming speed. Unnecessary operational inefficiency leads to increase expenditure in healthcare. In order to improve quality wastefulness has to be measured. Medical service delivery process has led to operational inefficiency. First quality improvement techniques were initiated followed by six Sigma, lean and then lean Six Sigma. In 2002 the Hospital started using Six Sigma and found that this methodology provided solutions to many of the below mentioned problems identified by top management. At times absence of important business case. Absence of Project-tracking system. Failed method for project management and control. Many incomplete projects. Lean Six Sigma projects in healthcare include both the medical as well as the administrative problems. Quality improvement is not only to address defects like medication errors but can be widened to various fields of application. The kind of problems tackled in healthcare are shortening the length of stay in chronic obstructive pulmonary disease patients Errors related to invoices received from temporary agencies are reduced. Revision of payment terms. Number of patients needing intravenous antibiotics is reduced. Intravenous medications preparation time is shortened. The Red Cross Hospital involvement shows the vital elements of the Lean Six Sigma approach. These are: Organizational infrastructure of Six Sigma applied. Quality improvement deployment focused on each project. Training employees leading to evolving organizational ability for innovation . Selection of projects had a strategic focus. A serious budget cut was imposed on the Red Cross Hospital. This demanded a strict focus on cost reductions while keeping quality on focus. The clinic needs profitability to sustain its operations as the fixed costs cannot control the operations. Lean Six Sigma in a small engineering company (Thomas, 2009) To enhance manufacturing operations, companies use Lean Six Sigma. small engineering company (Thomas, Barton et al. 2009) is a leader in seating systems for automotive and aerospace industries. Manufactured products are supplied to worldwide markets increasing the competition from low cost countries and the need to be responsive to customers led the company to adopt lean. The company preferred to create in-house expertise to process systems development as consultants were ineffective. When the company moved into the high-value markets its profit increased by manufacturing less products, higher quality and the delivery requirements were tight. This lead to the need to use lean Six Sigma to respond effectively to the unpredictable customer demands. The company had the potential to innovate continuously along with the awareness in infrastructure quality and investment. This approach provided the company with a simple structure but an effective one which resulted in the manufacturing operations and product capabilities improvements. Discussion Based on the literature review, the advantages and disadvantages for the above mentioned case studies using Lean Six Sigma is discussed below. Advantages/benefits when introducing lean six sigma Improved Quality When concentrating on the product development and production, the number of defects in the manufactured products is reduced as the problems are identified in the manufacturing process. This results in waste elimination, improving efficiency and increased customer loyalty towards the product. Reduced waste Wastes are eliminated in order to protect the product and the reputation of the organization. Improvement of cash flow Products are made to order thus reducing the inventory and increasing the available cash. Safer working environment Workers and customer safety is considered when using lean Six Sigma within an organization, thus reducing accidents. Customer Expectations Organizations use lean Six Sigma in order to satisfy and to meet the customer demands. Changes a companys culture Manufacturing processes are viewed from different perspectives. Employees at various levels in the process make decisions by relying on data than giving importance to gut feelings. The implementation of lean Six Sigma can be done on a trial and error ie by introducing it within a department before implementing it across the whole organization. Having in-house expertise to process systems development saves cost. The company developed advanced maintenance techniques with fewer breakdowns by using TPM. Products are delivered at the right time. Cycle time is reduced. Complexity in hiring personnel resulting in reduced rework and major cost savings. Starting times of the operation theatre was reduced resulting in further improvement of the process. Maintenance resulted in fewer complained and increase in revenue. Disadvantages/drawbacks when introducing lean Six Sigma Lack of vision affects the LSS implementation. Implement the LSS tools and techniques solely depend on the experts having high skills. Only LSS tools and techniques are used to solve all the problems. Cannot be implemented when timeline expectation is short. Cannot be used when the business is beyond repair. Requires full commitment from top management. Minimum amount of resources is at least required. The effectiveness of few tools and techniques were limited due to the inadequate statistical data. Conclusion It is obvious that the lean thinking and scientific improvement standard of Six Sigma have led to success across industries. When fused together both the approaches become a powerful tool. Lean Six Sigma can be used in all sectors within any industry and does not only relate to manufacturing sector. In this essay we discussed the advantages and disadvantages in using Lean Six Sigma approach. Innovations are necessary in the service delivery process. We also discussed that operational improvement was the main motive for organizations using Lean Six Sigma leading to performance improvements, cost reduction and customer satisfaction. Literature review also highlighted the possible ways of using both the approach. For a company to have employees trained is an added benefit. Using Lean Six Sigma companies should focus on doing better things than just to do things better.

Nonverbal Use Of Gestures

Nonverbal Use Of Gestures People express themselves nonverbally with the use of gestures (Archer 80). For instance, doing an A-OK sign by making a circle with ones index finger and thumb is an expression of approval to most Americans. When former U.S. President Richard Nixon deplaned in Caracas, Venezuela in 1956, he flashed two A-OK signs with his fingers to a group of demonstrators and caused a riot to erupt. The former President was later briefed that the meaning of the A-OK sign to Americans was equivalent to raising the middle finger to Venezuelans (Moran, Harris, and Moran 63). Despite being a crucial tool in effective communication, the meaning of nonverbal signals or gestures that people apply varies across different cultures. Hence, gestures are often misinterpreted. The silent signals attached to nonverbal communication are revealing. They can tell us motives, emotions, and feelings such as indecisions, honesty, joy, frustration, approval, anger, and many more (Goman). Being able to catch the meaning of the tiniest gestures that people make is important in everyday interpersonal communication and especially in the business world. Knowing what offends and what does not, what is proper and what is not, is an edge that individuals must be equipped with if they are to succeed in this competitive world (Stolte). Now that we live in a globalized world, diversity is a reality that all face and cultural differences in gestures need to be understood if we are to promote harmonious and effective communication. This paper presents cultural differences in gestures and nonverbal signals that have been studied or revealed in literature. Different Gestures, Different Meanings Subtle nonverbal practices or actions need to be understood because they have the possibility of offending others. The use of fingers, hands, and feet The thumbs-up sign which equates to Great! in the U.S. has a different meaning in other countries. In Australia, Bangladesh and Nigeria, this gesture is considered insulting (Kohl). In South Asian countries, gesturing to someone to accompany him to where he or she is supposed to sit down should not be made using the index finger in order to point to the location. This gesture is applicable only to animals. The polite way to beckon individuals to their seats is to bow slightly and with the back of your hand, indicate the place which you wish them to sit (Goman). Hailing a taxi cab could get different results depending on how you raise the palm of your hand. When you hail a cab with the palm of your hand raised, Asian cab drivers will interpret it as an aggressive gesture. In order to hail a cab properly and politely, the back of the hand must be held at the thigh level (Jones 4). Another source of difference in interpretation is the use of fingers (Stolte). Generally, when one hold up two fingers in the air, this means two. While this may seem a universally true interpretation, it means differently in other countries. Germany and France interprets the holding up of two fingers as three; therefore, tourists who order beer using this gesture will always get three beers at a bar in Germany. In both countries, counting always starts with the thumb. Hence, when Americans and Canadian use two fingers to count (also to say Peace!), the Germans and French will count two by using their thumb and a finger (also interpreted as a gun). Australians indicate time to drink up by folding three fingers of the hand against the palm, leaving the thumb and little finger sticking straight up and out. The same gesture means six in China (Jones 4). Another source of confusion is how to use the fingers and hand to call the attention of someone (Moran, Harris, and Moran 64). For instance, calling the attention of a waiter or waitress is done differently in different countries. In North America, all you need to do is to say Miss, or Sir, raise a finger or tilt your head to one side to call attention. Snapping ones fingers is considered impolite and disrespectful. In China and other Asian countries, the same task is accomplished by clinking a cup or a glass with your ring or a spoon. In Middle Eastern countries, clapping hands achieves the same result. In Japan, calling attention requires extending your arm slightly upward, palm down, and fluttering your fingers. In Spain and Latin America, people extend their hands, palm down, and then rapidly open and close their fingers (Jones 4). Handedness is also a source of confusion. All Muslim countries and some Asian nations consider the left hand as dirty and sinister, hence, using the left hand in receiving or presenting objects is frowned upon. The left hands use is for toileting and hygiene and is hence considered filthy (Jones 4). When taking food or other materials, one must always use the right hand (Goman). In Muslim countries, meals are communal gatherings and people scoop ones food with flat bread from a bowl found on the center. People sharing the food always use their right hand in scooping viand from the bowl. In Asian countries, using the right hand is the polite way of interacting with others. It is so because the right hand is the more dominant and adroit hand. When presenting or receiving a gift or any material however, Asians generally use both hands to signal ones appreciation for the goodwill (Jones 2). Shaking hands does not have a universal meaning or interpretation. In fact, the shaking of hands is particularly Western (Kohl). When dealing with other cultures, the rule is to never assume that the person in front of you or beside you is willing to shake your hand. Another rule especially true in Islamic countries is to never shake a womans hand. Another rule is not to shake someones hand unless that person extends his or her hand first (Goman). This is why some Americans who offer to shake someones hand upon first meetings are considered invasive and arrogant (Early and Ang 21). There are also ways in which shaking hands must be performed. For women in Asian countries, shaking hands means touching each others hands in a gentle manner. Even among men, the bone-crushing grip that is used by Western men when they shake hands is frowned upon in Eastern countries and is considered aggressive. Men of the Middle East and Asia simply brush their palms, which most Western men may find effe minate but for the former constitutes superior breeding and proper manners (Jones 3). A pat in the head or in the back is not similarly interpreted in different countries. In the US, patting the head of a small child is interpreted as affectionate. This gesture would be frowned upon in Malaysia and other Islamic countries because they believe that the head, being the source of spiritual and intellectual powers of a person, should be untouched (Early and Ang 22). Moreover, how Americans slap each other in the back to express camaraderie, delight, or to offer congratulations is not proper in Asian countries. This gesture would be considered aggressive and improper (Jones 5). Gestures that use the foot also hold different meanings for different cultures. In most cultures, such as in Asia and the Middle East, the sole of the foot is filthy and should be covered. Exposing the soles of the feet is disrespectful and insulting. Arabs usually direct the sole of the shoe toward the floor and do not do the typical leg-crossing of Western men where the calf or ankle of the crossing leg rests on the thigh of the other leg (Goman). In addition, among the people of a Laos tribe, when a woman taps the tap of a gentlemans foot with hers, she is indicating her desire to have sexual intercourse (Jones 5). Eye Contact Eye contact is very important in the West. Avoiding direct eye contact as seen in the movies is one way of detecting whether someone is lying (Goman). Hence, in Western culture, anybody who fails to maintain good eye contact is considered suspicious (Kohl). Other interpretations of people who avoid direct eye contact are unfriendly, insecure, untrustworthy, inattentive, and impersonal (Moran, Harris, and Moran 63). Conversely, avoiding ones gaze is a gesture of respect and of knowing ones place in Asian culture (Jones 3). For instance, Japanese children are socialized in school to focus their gaze on someones tie knot or an Adams apple. In China and in Japan, adults lower their gaze when speaking to a superior as a gesture of respect. In Latin American cultures and some Africa cultures, such as Nigeria, prolonged eye contact from one individual of lower status is considered disrespectful (Moran, Harris, and Moran 63). Staring is considered very rude in America while staring in China and other countries just indicates mere curiosity over someone and is not considered impolite or disrespectful (Kohl). In England, people are taught to pay strict attention to a speaker, to listen carefully, and to blink ones eyes to indicate comprehension or that one is listening. Americans signal interest and comprehension by bobbing their heads or grunting. A widening of the eyes can also be interpreted differently. For example, take the case of an American and a Chinese discussing the terms of a proposed contract. Regardless of the language in which the transaction is carried out, the U.S. may interpret a Chinese persons widened eyes as an expression of astonishment instead of its true meaning of politely suppressed Asian anger. (Moran, Harris, and Moran 64). Touch Recent studies reveal differences across cultures on the amount of touch applied and whether touch is displayed in public or in private (Early and Ang 78). For instance, in Tonga, when couples or families are parted, they weave their arms around one another, pray, and chant. Europeans usually lock in an embrace or share a passionate kiss publicly. Koreans do not use touch publicly. Moreover, it is customary for Austrian men to kiss the hand of a lady recently met in a restaurant and to go far as walk her to her table. While some cultures may find this disturbing or offensive, this is considered polite manners in Austria (Kohl). Interpreting Gestures One of the most significant studies on gestural difference across cultures was conducted by Dane Archer in 1997. Basing his data on a documentary made on people from various parts of the globe taking U.S. English as a Second Language, he provided a detailed inventory of some of the most commonly misinterpreted gestures from cultures all over the world. While errors are almost always forgiven, misinterpretation of gestures often leads to irritation, annoyance, and frustration among persons communicating. Below is an inventory of the gestural differences (Archer 81): 1. Good-Bye = Come Here (Japan) 2. Good Luck (U.S.) = Screw You (Iran) 3. Good Luck (U.S.) = Boyfriend (Japan) 4. Screw You (U.S.) = I Dont Believe You (Uruguay) 5. Im Angry (Nepal) = You Are Afraid (Mexico) 6. OK (U.S.) = Money (Japan) 7. OK (U.S.) = Sex (Mexico) 8. OK (U.S.) = Homosexual (Ethiopia) 9. Killed/Dead (U.S. throat slash) = Lost a Job (Japan) 10. Homosexual (U.S.) = Henpecked (Mexico) Conclusion Globalization has also meant respect, tolerance, and understanding of diverse cultures. The use of body language, hands, eyes, feet, fingers, and touch mean something to one culture and differently to another. As communication becomes increasingly intercultural, the need to be informed of how nonverbal communication across cultures vary enable us to be careful of what we say, how we use gestures, and how we apply nonverbal cues in order to get our message across effectively.

My Review of the Play ‘Proof’ :: Theater Essays

My Review of the Play ‘Proof’ Good acting is essential to any good performance. The actors and actresses have to try to make what the audience is seeing and hearing come alive. The four characters in the play â€Å"Proof† are able to do this. The meaning and purpose behind the play is easily understood because the actors and actresses do such a fine job in their performances. The play is about a young woman, Catherine who had been taking care of her father during his last years of life. Anne Heche plays Catherine. Prior to this play, I have never seen Anne Heche in any acting performance. I have to say she did an outstanding job in her portrayal of Catherine. She did a fantastic job of immediately drawing you into Catherine’s world. She aptly portrays the characteristics of a girl who never got a chance to grow up and the slight madness of the genius she inherited from her father. One can easily feel sad for her because after all she gave up all her dreams to take care of her ailing father. Anne Heche plays Catherine so well that it easy for you to fall in love with Catherine and desire only good things for her. The other actors and actress were just as outstanding in their performances. Len Cariou plays Robert. He is Catherine’s father in the play. In the play, he is both humorous and appealing. Len Cariou is very good at portraying Robert’s insanity and brilliance all at once. What is interesting about Robert is that he does not give up his fight against his illness. Instead, he struggles up until his death to control and conquer it. Len Cariou displays this struggle so convincingly that he is able to draw you into his struggle. He is able to stir up emotions, such as sadness and anger. Stephen Kunken plays Hal Dobbs. He is Robert’s protà ©gà ©e. Stephen Kunken is very good at portraying Hal as a geek. However, Stephen is also able to show that not all math students are 100% geek through Hal’s lines and manners. When Hal is at the party, he shows that even geeks know how to have a good time. Hal is the most normal character in the play and Stephen Kunken plays this normalcy with great accuracy and talent.

The Case For Christianity, The Worlds Last Night :: essays research papers

I. Introduction II. Brief Biographical Information III. The Case for Christianity - Right and Wrong as a Clue to the Meaning of the Universe IV. The Problem with Pain - Divine Omnipotence V. The World's Last Night - The Efficacy of Prayer VI. Conclusion A Critique of C. S. Lewis "A Relativist said, 'The world does not exist, England does not exist, Oxford does not exist and I am confident that I do not Exist!' When Lewis was asked to reply, he stood up and said, 'How am I to talk to a man who's not there?'" - C. S. Lewis: A Biography Clive Staples Lewis was born, in 1898, in Belfast. C. S. Lewis was educated at various schools in England. In 1914, Lewis began studying Latin, Greek, French, German and Italian under the private tuition of W. T. Kirkpatrick. He then moved to Oxford where his studies were interrupted by World War I (1917). Two years later he was back in Oxford resuming his studies. In 1924, Lewis was "elected" to teach Literature and Language at Magdalen College, Oxford and remained there till 1954. During this time period in his life, Lewis wrote the majority of his work. Lewis moved to Cambridge for the remainder of his life teaching Medieval and Renaissance Literature.1 C. S. Lewis was a man dedicated to the pursuit of truth who" believed in argument, in disputation, and in the dialectic of Reason. . ."2 He began his pursuit of truth as an atheist and ended up as a Christian. His works the Problem of Pain and Mere Christianity dealt with issues he struggled with. Mere Christianity consists of three separate radio broadcasts. One of the broadcasts was titled The Case For Christianity. In The Case For Christianity, Lewis discussed two crucial topics in his apologetic defense of Christianity. They were the "Right and Wrong as a Clue to the Meaning of the Universe" and "What Christians Believe". This critique will address the first chapter. "Right and Wrong as a Clue to the Meaning of the Universe", can be broken into three parts. The first deals with moral law and its existence. The second addresses the idea of a power or mind behind the universe, who, is intensely interested in right conduct. Also that this power or God is good. Good as in the area of truth, not soft and sympathetic. The third point moves to Christianity, its attributes and why it was necessary for the long" round-about" approach .

Church Teamwork Essay

Teamwork is work performed by a team towards a common goal. It involves working confidently within a group, contributing your own ideas effectively, and taking a share of the responsibility. Church teamwork: A group of Christian working together as one towards achieving a common goal. It also involves believing in one another’s idea. The Bible gives references to the benefits of sharing responsibilities with others. Biblical teamwork and the sharing of responsibilities can be seen as far back as the creation of Adam and Eve when God said, â€Å"It is not good for the man to be alone; I will make him a helper suitable for him. † (Gen. 2:18) This scripture applies to much more than Adam’s need for a helper or a teammate. From the beginning God intended that man would live, play, and work with help. The Old Testament and the New Testament both support teamwork. The notion of someone being isolated in God’s creative order is not the plan of the Creator. Biblical examples of teamwork Four Friend TeamMark 2 Team sharing in the first churchAct 4 Team leaders in the early Church: Overseer & DeaconsI Tim 3 A boy, five loaves, two fishes and the disciple teamJohn 6 How team function †¢Selection of team leaders (Exodus 18: 15-27). Who is willing to be trained? †¢Placing people in the right place: Begin with a core group †¢Before nominations of leaders are made, there must be vision Habk 2:2 Benefits of team work †¢Team development will facilitate numerical growth. †¢Greater synergy (the use of all gifts) will be experienced †¢More innovation will take place I NEED YOU TO SURVIVE I need you, you need me We’re all a part of God’s body Stand with me, agree with me We’re all a part of God’s body Repeat verse 1 It is His will that every need be supplied You are important to me I need you to survive Repeat verse 2 (Repeat verse 1&2) I pray for you, you pray for me I love you, I need you to survive I won’t harm you with words from my mouth I love you I need you to survive Repeat verse 3 (3x) It is His will that every need be supplied You are important to me I need you to survive Repeat verse 4

Science for Shaping the Future of India

The theme of this Congress, `Science for Shaping the Future of India`, reflects the dream of every generation of Indian scientists. Faster growth over the next few decades, more sustainable development based on food and energy security, and socio-economic inclusion made possible by rapid growth of basic social services, such as education and health, are all crucial for defining India’s future. Science, technology and innovation all have an important role to play in achieving these objectives.Science and technology development have been central to the phenomenal material advancement and efficiency in the use of resources seen in the last hundred years. The pace of change has only accelerated in the last few decades, as globalization and new technology have enhanced people’s access to knowledge and their ability to leverage it through collaboration. India has benefited from this epochal transformation by embracing these trends. Since technological changes typically emanat e from established structures, they may at times re-inforce them and inhibit the advancement of equity and equality.As India seeks a sustained growth of its national income, we must endeavour to harness the tools of science to cater to the needs of the underprivileged and to bridge the gap between the haves and the have-nots. Nearly 65 percent of our people live in rural areas. The increase in their living standards depends greatly on the growth of agricultural production and productivity. The Twelfth Five Year Plan assumes that a sustained growth of our agriculture at the rate of 4 percent per annum is essential for the achievement of food security for our country.This growth is constrained by shortages of water and also of land. We need new breakthroughs in water-saving technologies of cultivation, enhancement of land productivity and development of climate-resilient varieties. This transformation of agriculture must be the top priority concern of our public policies, including sc ience and technology policies. In keeping with the theme of this Congress, the question naturally arises as to what we should do to build our future through science? I would like to share a few ideas.First, we must, as a society, enhance the spread of what Jawaharlal Nehru used to describe as the scientific temper. Our younger generations must adopt a science-based value-system in order to benefit from what science can offer and to make up for lost time. Complex issues, be they genetically modified food or nuclear energy or exploration of outer space, cannot be settled by faith, emotion and fear but by structured debate, analysis and enlightenment. A scientific approach and understanding of these issues are therefore as vital as our core scientific capabilities.For this, we must invest in popularizing science, not only in our schools and colleges – as we are doing through the INSPIRE programme – but also in our homes, workplaces and communities through all available co mmunication methods, like the high-speed optical fibre National Knowledge Network. Eventually, science must help in establishing an inclusive society that seeks to solve major social problems through the application of science. Second, our scholarship and research must be informed by a keen awareness of our basic social and economic realities.Given the limited resources that we, as a nation, are able to devote to scientific research, it is imperative that we give priority to meeting those challenges which are fundamental to the transformation of our economy. I have already referred to the need to transform India’s agriculture. But there are other equally valid concerns as well which require priority attention. The quest for energy security, sanitation, provision of safe drinking water, labour intensive manufactures and universal healthcare at affordable cost are other areas of high priority concern.Our effort should be to carve out a niche for India’s leadership in som e of these areas. Indian industry must play an active part in this process through in-house research centres and, more importantly, through enhanced academia-industry interaction. Third, a holistic organizational approach is essential. There was a time when science took a lonely road, driven by individual enterprise rather than collective effort. This is sub-optimal in the innovation and knowledge-intensive world that is empowering the growth process today.We need cross-fertilization of disciplines and synergy among stakeholders. Government-sponsored research must be supplemented by research in private labs. Academic and research systems must foster innovation and entrepreneurship and therefore link up with those interested in commercial development. In the last few years, we have taken some policy measures in this direction. We have encouraged sharing of and access to Government-owned data for research.We have also created new mechanisms like Innovation Complexes, Technology Busine ss Incubator and Innovation Universities in an effort to bring about convergence of interests among the various players in science. Fourth, international collaboration is vital for increasingly resource-intensive modern science to progress. Economic liberalization and economic growth over the last several years have made it possible for our scientists to collaborate meaningfully and confidently in the international arena.Let me cite only two outstanding examples. There was significant Indian collaboration with the European Centre for Nuclear Research on the Large Hadron Collider, which led to the discovery of what is believed to be the elusive Higgs boson. The other example is our work with a select group of countries on the International Thermonuclear Experimental Reactor. We must partner not only with established leaders in science and technology, but also with emerging innovation powerhouses, many of them in our region.We must also offer our expertise to our neighbours for collec tive prosperity and progress. Finally, the quality of our scientific institutions will depend upon the quality of the students we can attract into science, the freedom we give them in pursuing scientific research and the human resource policies we follow in selecting leaders. We must select only the best and we must expand our search to the many Indian scientists abroad who may wish to return to India at least for some years.The solution of even the simplest of problems related to humanity’s pressing needs often requires first-rate fundamental research. During the last eight years, we have tried to fill this gap by expanding the infrastructure of our scientific research and innovation. We have established five new Indian Institutes of Science Education and Research, eight new Indian Institutes of Technology, sixteen new Central Universities, ten new National Institutes of Technology, six new R&D institutions in the field of biotechnology and five institutions in other branche s.It is my hope that all this will significantly raise the quality of scientific research in our country. Given that science-led innovation is the key to development, the National Innovation Council has also brought the domain of innovation to the foreground, helping translation of knowledge into usable solutions. The Science, Technology and Innovation Policy 2013 released here today aspires to position India among the top five global scientific powers by the year 2020. It is an ambitious goal.It aims to produce and nurture talent in science, to stimulate research in our universities, to develop young leaders in the field of science, to reward performance, to create a policy environment for greater private sector participation in research and innovation and to forge international alliances and collaborations to meet the national agenda. The Twelfth Five Year Plan, which was approved by the NDC a few days ago, outlines a number of initiatives which will make this possible.An importan t step in this direction in the Eleventh Plan was the establishment of the National Science and Engineering Research Board as an autonomous funding body. As pointed out in the Twelfth Plan, this institution proposes to invest in researches of proven track record and establish about 200 to 250 centres based on a grant model with performance reward linkages. I would like to conclude by recalling Gurudev Rabindranath Tagore’s immortal lines in which he prayed for a future India where, among other things, a â€Å"clear stream of reason† would prevail.I am confident that, in the next five days, this confluence of leading lights of science from home and abroad will throw up useful ideas on how science will shape the future of India. As the Indian Science Congress crosses another milestone, let us pledge to keep alive the passion of its architects for truth that is eternal and beautiful and their dream to lead India to greater heights of knowledge. Let me also take this occas ion to wish all those gathered here a very Happy New Year. †