Academic-Capital

What does the Navy of the future look like? New technology has changed the fundamental development pattern of one of the world’s strongest military organizations. The navy ship of the future will be difficult to detect by radar, equipped with lasers, powered by ocean water, and able to launch projectiles with electromagnetic waves. It is no longer science fiction but is currently being run and adapted to modern warfare.   The wave of the future is one of constant development and transformation. This week the Navy will christen its most advanced destroyer called the USS Zumwalt ( 1 ). The canopy of the ship is built on angles which make it difficult to spot on radar. Its impact and detection would look more like a fishing boat to the electronic eye. It will also carry the Advanced Gun Systems (AGS) which fires computer-guided and self-propelling shells that can reach three times the distance of an ordinary destroyer.  In addition, over the next few years lasers (LaWs) will

Hosted at Petco Park from March 15 th to the 22 nd science lovers of all ages made their way down to the park to learn about science and learning. The event was free and drew thousands of adults and children who learned about the world through organizations such as NASA. A variety of themes were offered that included life sciences, astronomy, aquatic, biology, technology, and more.  The reptile exhibit seemed to draw some of the largest crowds. People rallied around the stage to hear about the various reptiles, their features, and how they lived in their environments. The presenter provided a live reptile for the audience to ponder.  The nation suffers from a lack of scientists and jobs that employ those scientists. Many jobs require analytical and research capabilities even when they are not specifically hired as such. Introducing young people to STEM allows for a greater social awareness and expectation that such learning is a necessary part of being an adult. Maki

A survey by Inside Higher Education shows a fundamental difference in economic assumptions of governors and college presidents with those who run the academic affairs such as provosts. Some are hailing the end of the economic downswing in 2008 while those who run the academics do not feel that this downturn is over. The perspectives are interesting and offer some insight to the debates going on in higher education.  According to the survey only 5% feel strongly that the economic downturn is over at their institutions. Another 18% feel that for the most part it is over. A total of 21% strongly disagree and another 37% somewhat disagree. Only 26% of private nonprofit institutions agree that the recession for their schools is over. Public institutions were even more likely to believe the downturn will continue.  The provosts feel that concepts such as MOOCs are unlikely to produce meaningful change. There will also be greater accountability on higher education to match effecti

STEM education is becoming more important for nations that desire to foster their innovative flames for higher economic development.   The problem is that the U.S. is falling behind many countries in their approach to the basics of scientific development. Research by Soldner, et. al (2012) offers some solutions for encouraging STEM students to continue their goals until graduation.  One out of seven American students, one out of two students in China and one out of three students in Singapore are   engage in core STEM education such as science, math, and engineering (National Academies, 2007). The shift marks an unsustainable path for American innovation and ingenuity that may rear its ugly head 30 years down the road. As a nation, we are losing our dominance on multiple fronts starting deeply in our educational progressiveness.  Students who start college in the STEM fields often leave for other fields based on a whole range of reasons related from skill to interest. M