Elon Musk: Personal Reflection

2018

s Derived from unifying dual-process theories of cognitive psychology, we propose a new concept of deliberate intuition as a construct of higher-level cognition that integrates intuitive and deliberate judgments. We introduce "Wuity" cognition embedded into Chinese philosophy, medicine and practices, which is defined by the capability of deliberate intuition and intuitive insights, based on imagery reasoning and non-dualistic thinking and manifested as mindful observation and visual analogy. We develop a framework of three features of Wuity and six steps of Wuity-based innovation. As a case study illustrating our method, we analyze Elon Musk"s way to innovate and discuss common aspects of Wuity as a higher cognition and creative thinking way of innovators in East and West.

Nowadays universities are required not only to impart knowledge of specific disciplines but also generic graduate attributes such as communication, problem-solving, teamwork, creative thinking, research and inquiry skills. For students to attain these generic skills, educators are encouraged to use learner-centred approaches in teaching. Project-based learning is one such an approach which promotes self-directed and lifelong learning capabilities, equips students with transferrable knowledge and skills that are essential to the work environment, intertwines theory and practice, gives students the opportunity to gain a deep understanding of concepts and potentially allows them to solve the society’s problems. A case study was conducted at the University of Botswana with Design students to assess the attainment of the graduate attributes after designing packages for a small entrepreneur producing frozen vegetables. The results indicate that the following graduate skills were either ra...

Design and Technology Education an International Journal, 2012

Overview In 2009 the University of Glasgow created an institutional Graduate Attributes Working Group to identify the essential skills, qualities and abilities that our degree programmes develop within our students. The resulting graduate attributes are the product of extensive consultation with our staff, students and key graduate employers. This document aligns the University of Glasgow's recently revised graduate attributes with skills considered desirable by employers when hiring recent graduates. These lists of core competencies have been taken from publications and statements made by bodies representing the views and interests of employers. The University of Glasgow's graduate attributes are reproduced in full overleaf. Understanding our Graduate Attributes Learning doesn't occur in a vacuum. We believe the skills, qualities and abilities graduates are renowned for are developed iteratively through constant refinement in a variety of social situations both on and off campus: in lectures, laboratories, sports, theatre, debating, volunteering, travelling, working – almost everywhere our students go they are practising and refining these core graduate attributes. Each of our attributes are articulated in three key dimensions: the academic, personal and transferable domains. Our intent is to show that the skills valued in each social situation are not isolated, but specialised expressions of a common set of graduate attributes – and to demonstrate that developing any one aspect of an attribute has benefits for your performance in other social situations as well. Take being Confident for example: • Learning at Glasgow isn't all about lectures and lonely nights in the library; we favour group tutoring so as to encourage our students to form their ideas in dialogue with each other. We require them to justify their opinions, and defend them when challenged by their peers. • Our students are privileged to study in an internationally-renowned institution which draws staff and students from across the globe. They benefit from an authentically international perspective on their learning and ideas – but more importantly they have the opportunity to thrive in a vibrant, multicultural society, and make friends from all over the world. • As a result, our students not only leave Glasgow more confident in their ideas and themselves, but also much more comfortable in interacting with others. It's this self-confidence which enables our graduates to positively influence and inspire confidence in others – making them ideal future leaders. By making our students more aware of the graduate attributes they are developing in their everyday studies, we hope to make apparent the relevance and benefits of a Glasgow education to their future success – whatever challenges they face.

This paper addresses a special subset of U.S. school students for whom innovation is innate and intuitive; they are the young innovators-in-the-making (YIITM). In considering these students, we need to ask several key questions. Are elementary and middle school teachers capable of keeping the innate, innovative desire burning in these young minds? Are teachers capable of nurturing youth who seek to understand the world around them in scientific terms? Are teachers inadvertently quenching the innate, innovative, and creative desire in these young minds? Do young minds strongly attracted to science and engineering have ambition and inclination beyond the comprehension of elementary and middle school teachers? Evidence provided in this paper from earlier research indicates that youth with an early interest in engineering and science may find their schoolteachers incapable of understanding and helping them. The question addressed at the end of the paper is: What is the best way to prepare teachers who can ultimately understand, develop, and encourage science-and engineering-oriented youth? Some policy issues are addressed, and several research hypotheses are proposed for future empirical investigation.

Scientific Reports, 2024

Cornaux/Les Sauges (Switzerland, Late Iron Age) revealed remnants of a wooden bridge, artifacts, and human and animal skeletal remains. The relationship between the collapsed structure and the skeletal material, whether it indicates a potential accident or cultural practices, remains elusive. We evaluate the most plausible scenario for Cornaux based on osteological, taphonomic, isotopic, and paleogenomic analysis of the recovered individuals. The latter amount to at least 20 individuals, mostly adult males. Perimortem lesions include only blunt force traumas. Radiocarbon data fall between the 3rd and 1st c. BCE, although in some cases predating available dendrochronological estimates from the bridge. Isotopic data highlight five to eight nonlocals. No close genetic relatedness links the analyzed skeletons. Paleogenomic results, the first for Iron Age Switzerland, point to a genetic affinity with other Central and Western European Iron Age groups. The type of skeletal lesions supports an accidental event as the more plausible explanation. Radiocarbon data and the demographic structure of the sample may suggest a sequence of different events possibly including executions and/or sacrifices. Isotopic and paleogenomic data, while not favoring one scenario over the other, do support earlier interpretations of the last centuries BCE in Europe as a dynamic period from a biocultural perspective.

Nepalczycy w Polsce, 2023