Robust innovation in the United States is key to a strong and competitive industry and workforce. Efforts to improve the capacity of individuals and organizations to innovate must be a high national priority to ensure that the United States remains a leader in the global economy. How is the United States preparing its students and workers to innovate and excel? What skills and attributes need to be nurtured? The aim of the Educate to Innovate project is to expand and improve the innovative capacity of individuals and organizations by identifying critical skills, attributes, and best practices - indeed, cultures - for nurturing them. The project findings will enable educators in industry and at all levels of academia to cultivate the next generation of American innovators and thus ensure that the U.S. workforce remains highly competitive in the face of rapid technological changes. Educate to Innovate summarizes the keynote and plenary presentations from a workshop convened in October 2013. The workshop brought together innovators and leaders from various fields to share insights on innovation and its education. This report continues on to describe the specific skills, experiences, and environments that contribute to the success of innovators, and suggests next steps based on discussion from the workshop.
The Lifelong Learning Imperative (LLI) project was initiated to assess current practices in lifelong learning for engineering professionals, reexamine the underlying assumptions behind those practices, and outline strategies for addressing unmet needs. The LLI project brought together leaders of U.S. industry, academia, government, and professional societies to assess the current state of lifelong learning of engineers; to examine the need for, and nature of, lifelong learning going forward; and to explore the responsibilities and potential actions for the primary stakeholders. The United States is facing a crisis in its engineering workforce just as global competition is becoming very intense. During the next several years there will be massive retirements of skilled and experiences engineers, and the United States has one of the lowest rates of graduation of bachelor-level engineers in the world: only 4.5 percent of our university graduates are engineers. The issue is especially acute in the national security industry because of citizenship requirements. Perhaps even more critical, the pace of technological change continues to accelerate, making the specifics of engineering education and skill development obsolete in short order. A critical part of our corporate and national strategy to address this looming crisis should be to ramp up the quality of engineers' professional life, improve their capacity to innovate, and widen their fields of opportunity. A project-framing workshop was organized by the University of Illinois at Urbana-Champaign (UIUC) in partnership with the National Academy of Engineering in June 2009 to examine the issues relevant to lifelong learning in engineering. A UIUC research team then conducted a survey-based assessment of the issues identified in the 2009 workshop. Preliminary findings from the UIUC study were examined more fully. Lifelong Learning Imperative in Engineering reflects the opinions of the authors based on the UIUS team's survey analysis and learning from the discussions at the 2011 workshop.
In a volatile economic climate characterised by various challenges and changes at every turn, organisationss must adjust their management system in order to preserve or even grow their productivity and competitive edge. All operations carried out inside an organisation are based on a sequence of interdependent managerial decisions that set the aims and modalities of activity, guaranteeing economic-financial balance. The activities carried out inside a company frequently change as the conditions and characteristics of the business environment undergo alterations, necessitating the updating of decision-making procedures. As a result, company personnel must be prepared to arrange their activities in a volatile, unpredictable, complex, and ambiguous world - the VUCA world.
Nataraja, the dancing Siva sculpture, is perhaps the most well-known among all Hindu sculptures, and rightly so. It has evoked highly advanced discussions among scientists, philosophers, performing artists, art critics, art collectors, historians, archaeologists and mythologists. The Nataraja sculpture also occupies a pride of a place at CERN, the European Centre for Research in Particle Physics in Geneva. Siva, according to Hindu Mythology, was the very first dancer in the world. All dramaturgy and dance traditions emerge from Siva’s cosmic dance. Tandu, Siva’s disciple narrated the description of Siva’s dance to Bharata Muni and he is believed to have compiled the Natyasastra, the world’s first treatise on dramaturgy, dance and other performing arts. Scholars believe that the Natyasastra was written over a long period of time between the 2nd century BCE and 2nd century CE with contributions from various sages, with its foundation having been laid by Bharata Muni. Convergence between Hindu mythology, Natyasastra and Silpasastra was the natural outcome. Karnataka, and its temple architecture tradition, played a pioneering role in giving an artistic form to this convergence in its temple sculptures. Though this trend may have started earlier during 2nd and 3rd century CE, it started to take the center stage from the times of the Badami Chalukyas. Passing through various refinements between 5th and 10th centuries, it reached its peak with the Hoysala art. This book traces the history of temple sculpture evolution and development through the centuries by referring to the existing sculptural forms and the canonical literature that developed over time.
You may have a lot of questions about the art and architecture of Karnataka. There may be queries about the various heritage touring circuits. You might like to understand what went into designing, planning and constructing monuments over a thousand year ago. You may still wish to know how art and architecture progressed during the ancient and medieval times in Karnataka. This book attempts to answer a lot of these questions, for example: 1.What is the name of the first established Village in South India and where is it located? 2.Where did the earliest gold miners live in Karnataka? 3.Which was the first Agrahara established in Karnataka? 4.Which is the first existing temple dedicated to Siva in Karnataka? 5.Which is the first existing temple dedicated to Krishna in Karnataka? 6.What roles did temples have other than being the places of worship? 7.Which is the first temple dedicated to Rama in Karnataka? 8.What was Karnataka referred to as in the Puranic times? 9.Which is the first existing temple dedicated to Shakti in Karnataka? 10.How old is the Kannada language?
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