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The Rising Tide: How Academies of Math, Science, and Engineering Shape the Future of Industry
By Dr. Evelyn Reed, PhD in Materials Science and Engineering, Professor Emerita, Massachusetts Institute of Technology
Published by Industry Insights Journal, a leading publication for technological advancements and industrial trends.
Edited by Sarah Chen, MSc in Engineering Management, 15+ years experience editing technical publications for leading scientific journals.
Introduction: The global landscape of industry is undergoing a rapid transformation, driven by advancements in mathematics, science, and engineering (MSE). At the heart of this change are specialized institutions, the academies of math science and engineering, which are playing a pivotal role in cultivating the next generation of innovators and shaping the future of various sectors. This article will delve into the significant implications of these academies for industry, exploring their impact on talent development, technological breakthroughs, and economic growth.
H1: The Critical Role of Academies in STEM Talent Development
The demand for highly skilled professionals in MSE fields is soaring. Traditional educational systems often struggle to keep pace with this rapid evolution, leaving a critical gap in the talent pipeline. Academies of math science and engineering are designed to bridge this gap by providing specialized, rigorous training from a young age. These academies offer enriched curricula, advanced laboratory facilities, and mentorship opportunities that foster a deep understanding of fundamental principles and cultivate problem-solving skills crucial for industrial success. They focus not just on theoretical knowledge but also on practical application, preparing students for the challenges of real-world projects. This focus on hands-on learning, often including industry collaborations and internships, is a key differentiator, ensuring graduates are industry-ready from day one.
H2: Driving Technological Breakthroughs through Focused Research
Many academies of math science and engineering actively engage in cutting-edge research, often collaborating with leading industrial partners. This synergy allows for the translation of fundamental scientific discoveries into practical applications that drive technological innovation. By fostering a culture of innovation and collaboration, these academies act as incubators for new technologies, generating intellectual property and contributing significantly to the advancement of various sectors, including aerospace, biotechnology, information technology, and renewable energy. This research-driven approach is invaluable for industries seeking to maintain a competitive edge in a rapidly evolving technological landscape.
H3: Economic Impact: A Multiplier Effect
The impact of academies of math science and engineering extends beyond the development of skilled professionals and technological breakthroughs; it creates a significant multiplier effect on economic growth. Graduates from these academies are highly sought-after by industries worldwide, contributing to a more robust and competitive workforce. The innovative technologies developed through academy research often lead to the creation of new companies and industries, boosting economic activity and generating high-paying jobs. Furthermore, these academies contribute to the overall improvement of a region's educational infrastructure and attract further investment in research and development, fostering a virtuous cycle of economic growth.
H4: Addressing Industry-Specific Needs through Collaboration
Recognizing the diverse needs of various industries, many academies of math science and engineering are tailoring their curricula and research programs to address specific challenges. This often involves close collaboration with industry partners, who provide valuable input on curriculum design, research priorities, and internship opportunities. Such partnerships ensure that the skills and knowledge imparted are directly relevant to industry needs, reducing the skills gap and fostering a seamless transition for graduates into the workforce. This collaborative model is crucial for ensuring that the academies remain at the forefront of technological advancement and continue to meet the evolving demands of industry.
H5: The Future of Academies of Math, Science, and Engineering
The importance of academies of math science and engineering will only continue to grow in the coming years. As the world becomes increasingly reliant on technology and innovation, the need for highly skilled professionals in MSE fields will intensify. These academies will play a crucial role in shaping the future workforce, driving technological breakthroughs, and fostering economic growth. Continued investment in these institutions, coupled with strong partnerships between academia and industry, is essential for ensuring their continued success and maximizing their positive impact on society and the global economy.
Conclusion:
Academies of math science and engineering are not merely educational institutions; they are vital engines of innovation and economic growth. By nurturing exceptional talent, driving technological advancements, and forging strong industry partnerships, these academies are fundamentally reshaping the future of various sectors. Their continued development and support are paramount to maintaining global competitiveness and addressing the complex challenges of the 21st century.
FAQs:
1. What are the admission requirements for academies of math science and engineering? Admission requirements vary, but generally include high academic achievement in mathematics and science, strong recommendations, and sometimes competitive examinations or interviews.
2. How are academies funded? Funding sources are diverse, including government grants, private donations, tuition fees, and industry partnerships.
3. What career paths are available to graduates? Graduates pursue careers in a wide range of fields, including engineering, technology, research, finance, and medicine.
4. Do academies offer scholarships or financial aid? Many academies offer scholarships and financial aid to deserving students based on merit and financial need.
5. How do academies collaborate with industry? Collaboration includes internships, research projects, mentorship programs, and advisory boards composed of industry professionals.
6. What is the difference between an academy and a traditional high school? Academies offer a more specialized and rigorous curriculum with a greater focus on STEM subjects and often include advanced laboratory facilities and research opportunities.
7. Are academies only for gifted students? While many academies attract high-achieving students, their aim is to nurture and develop talent, regardless of prior academic background.
8. What is the role of mentorship in academies? Mentorship plays a crucial role, providing guidance and support to students from experienced professionals in various STEM fields.
9. How can I find an academy of math science and engineering near me? Search online using keywords like "STEM academy," "math science engineering academy," and your location.
Related Articles:
1. The Impact of STEM Academies on National Competitiveness: This article examines the contribution of STEM academies to a nation's technological and economic strength.
2. Industry Partnerships: A Key to Success for Math Science Engineering Academies: This piece explores the vital role of industry collaboration in shaping academy curricula and research.
3. The Future of Work: Preparing Students for STEM Careers through Academies: This article focuses on the role of academies in preparing students for the evolving demands of the modern workforce.
4. Measuring the ROI of Investing in Math Science Engineering Academies: This analysis explores the economic benefits of investing in these specialized educational institutions.
5. Innovative Pedagogies in Math Science Engineering Academies: This article examines the teaching methods and strategies employed in these academies to enhance learning outcomes.
6. Diversity and Inclusion in Academies of Math Science and Engineering: This study analyzes efforts to increase diversity and create an inclusive learning environment.
7. The Role of Mentorship in Fostering Success in Math Science Engineering Academies: This article highlights the importance of mentorship in supporting student growth and development.
8. The Evolution of Curriculum in Academies of Math Science and Engineering: This piece examines the adaptation of curricula to meet evolving industry needs and technological advancements.
9. Global Best Practices in Math Science and Engineering Academies: This article analyzes successful models of STEM academies from around the world.
| academy of math science and engineering: Applications of Mathematics and Informatics in Science and Engineering Nicholas J. Daras, 2014-04-30 Analysis, assessment, and data management are core competencies for operation research analysts. This volume addresses a number of issues and developed methods for improving those skills. It is an outgrowth of a conference held in April 2013 at the Hellenic Military Academy and brings together a broad variety of mathematical methods and theories with several applications. It discusses directions and pursuits of scientists that pertain to engineering sciences. It is also presents the theoretical background required for algorithms and techniques applied to a large variety of concrete problems. A number of open questions as well as new future areas are also highlighted. This book will appeal to operations research analysts, engineers, community decision makers, academics, the military community, practitioners sharing the current “state-of-the-art,” and analysts from coalition partners. Topics covered include Operations Research, Games and Control Theory, Computational Number Theory and Information Security, Scientific Computing and Applications, Statistical Modeling and Applications, Systems of Monitoring and Spatial Analysis. |
| academy of math science and engineering: Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty National Research Council, Division of Behavioral and Social Sciences and Education, Committee on National Statistics, Policy and Global Affairs, Committee on Women in Science, Engineering, and Medicine, Committee on Gender Differences in Careers of Science, Engineering, and Mathematics Faculty, 2010-06-18 Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty presents new and surprising findings about career differences between female and male full-time, tenure-track, and tenured faculty in science, engineering, and mathematics at the nation's top research universities. Much of this congressionally mandated book is based on two unique surveys of faculty and departments at major U.S. research universities in six fields: biology, chemistry, civil engineering, electrical engineering, mathematics, and physics. A departmental survey collected information on departmental policies, recent tenure and promotion cases, and recent hires in almost 500 departments. A faculty survey gathered information from a stratified, random sample of about 1,800 faculty on demographic characteristics, employment experiences, the allocation of institutional resources such as laboratory space, professional activities, and scholarly productivity. This book paints a timely picture of the status of female faculty at top universities, clarifies whether male and female faculty have similar opportunities to advance and succeed in academia, challenges some commonly held views, and poses several questions still in need of answers. This book will be of special interest to university administrators and faculty, graduate students, policy makers, professional and academic societies, federal funding agencies, and others concerned with the vitality of the U.S. research base and economy. |
| academy of math science and engineering: Excellence in Mathematics, Science, and Engineering Act of 1990 United States. Congress. Senate. Committee on Labor and Human Resources, 1990 |
| academy of math science and engineering: Successful K-12 STEM Education National Research Council, Division of Behavioral and Social Sciences and Education, Board on Testing and Assessment, Board on Science Education, Committee on Highly Successful Schools or Programs for K-12 STEM Education, 2011-06-22 Science, technology, engineering, and mathematics (STEM) are cultural achievements that reflect our humanity, power our economy, and constitute fundamental aspects of our lives as citizens, consumers, parents, and members of the workforce. Providing all students with access to quality education in the STEM disciplines is important to our nation's competitiveness. However, it is challenging to identify the most successful schools and approaches in the STEM disciplines because success is defined in many ways and can occur in many different types of schools and settings. In addition, it is difficult to determine whether the success of a school's students is caused by actions the school takes or simply related to the population of students in the school. Successful K-12 STEM Education defines a framework for understanding success in K-12 STEM education. The book focuses its analysis on the science and mathematics parts of STEM and outlines criteria for identifying effective STEM schools and programs. Because a school's success should be defined by and measured relative to its goals, the book identifies three important goals that share certain elements, including learning STEM content and practices, developing positive dispositions toward STEM, and preparing students to be lifelong learners. A successful STEM program would increase the number of students who ultimately pursue advanced degrees and careers in STEM fields, enhance the STEM-capable workforce, and boost STEM literacy for all students. It is also critical to broaden the participation of women and minorities in STEM fields. Successful K-12 STEM Education examines the vast landscape of K-12 STEM education by considering different school models, highlighting research on effective STEM education practices, and identifying some conditions that promote and limit school- and student-level success in STEM. The book also looks at where further work is needed to develop appropriate data sources. The book will serve as a guide to policy makers; decision makers at the school and district levels; local, state, and federal government agencies; curriculum developers; educators; and parent and education advocacy groups. |
| academy of math science and engineering: Cracking the code UNESCO, 2017-09-04 This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers. |
| academy of math science and engineering: Solving the Equation , 2015 The book focuses on the underrepresentation of women in engineering and computing and provides practical ideas for educators and employers seeking to foster gender diversity. From new ways of conceptualizing the fields for beginning students to good management practices, the report recommends large and small actions that can add up to real change. |
| academy of math science and engineering: The Oxford Handbook of Women and the Economy Susan Averett, Laura M. [VNV] Argys, Saul D. Hoffman, 2018 This collection of essays reviews the key trends, surveys the relevant economic theory and summarizes and critiques the empirical research literature. By providing a view of what we know, what we do not know, and what the critical unanswered questions are, this Handbook provides an examination of the many changes that have occurred in women's economic lives. |
| academy of math science and engineering: Applied Mathematics for Science and Engineering Larry A. Glasgow, 2014-09-09 Prepare students for success in using applied mathematics for engineering practice and post-graduate studies Moves from one mathematical method to the next sustaining reader interest and easing the application of the techniques Uses different examples from chemical, civil, mechanical and various other engineering fields Based on a decade’s worth of the authors lecture notes detailing the topic of applied mathematics for scientists and engineers Concisely writing with numerous examples provided including historical perspectives as well as a solutions manual for academic adopters |
| academy of math science and engineering: Breaking In Ann Wolverton, Lisa Nagaoka, Mimi Wolverton, 2023-07-03 Why is it that, while women in the United States have generally made great strides in establishing parity with their male counterparts in educational attainment, they remain substantially underrepresented in the fields of science, technology, engineering, and mathematics (STEM)? Why is it that, in proportion to the PhDs they obtain in STEM, they attain fewer administrative and managerial positions in academia and industry than their numbers warrant and, moreover, are more likely leave the field once started in their careers? In the culture and context of women’s advancement and satisfaction with careers in STEM, the data show that many challenges and obstacles remain.By showcasing the stories of eight women scientists who have achieved successful careers in the academy, industry and government, Breaking In offers vivid insights into the challenges and barriers that women face in entering STEM while also describing these women’s motivations, the choices they made along their paths, and the intellectual satisfactions and excitement of scientific discovery they derive from their work.Breaking In underscores issues aspiring women scientists will encounter on their journeys and what they can do to forestall potential obstacles, advocate for change, and fulfill their ambitions. And it speaks to the question: What can be done to encourage more women to specialize in science, mathematics, and engineering? In doctoral granting institutions, where women must start if they hope to earn advanced degrees, Breaking In can serve both as a student text and as guide for department chairs and deans who are concerned about organizational climate and culture and their impact on retention in STEM fields. At a broader level, this book offers advice and inspiration to women contemplating entering STEM fields, as well to the teachers, researchers, and administrators responsible for nurturing these women, growing enrollments in their disciplines, and developing creative and intellectual capital that the nation needs to compete in the global marketplace. |
| academy of math science and engineering: Building Capacity for Teaching Engineering in K-12 Education National Academies of Sciences, Engineering, and Medicine, National Academy of Engineering, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on Educator Capacity Building in K-12 Engineering Education, 2020-04-13 Engineering education is emerging as an important component of US K-12 education. Across the country, students in classrooms and after- and out-of-school programs are participating in hands-on, problem-focused learning activities using the engineering design process. These experiences can be engaging; support learning in other areas, such as science and mathematics; and provide a window into the important role of engineering in society. As the landscape of K-12 engineering education continues to grow and evolve, educators, administrators, and policy makers should consider the capacity of the US education system to meet current and anticipated needs for K-12 teachers of engineering. Building Capacity for Teaching Engineering in K-12 Education reviews existing curricula and programs as well as related research to understand current and anticipated future needs for engineering-literate K-12 educators in the United States and determine how these needs might be addressed. Key topics in this report include the preparation of K-12 engineering educators, professional pathways for K-12 engineering educators, and the role of higher education in preparing engineering educators. This report proposes steps that stakeholders - including professional development providers, postsecondary preservice education programs, postsecondary engineering and engineering technology programs, formal and informal educator credentialing organizations, and the education and learning sciences research communities - might take to increase the number, skill level, and confidence of K-12 teachers of engineering in the United States. |
| academy of math science and engineering: Army R, D & A. , 1984-09 |
| academy of math science and engineering: Army RD & A. , 1982 |
| academy of math science and engineering: Why So Few? Catherine Hill, Christianne Corbett, Andresse St. Rose, 2010 In an era when women are increasingly prominent in medicine, law and business, why are there so few women scientists and engineers? A new research report by AAUW presents compelling evidence that can help to explain this puzzle. Why So Few? Women in Science, Technology, Engineering, and Mathematics presents in-depth yet accessible profiles of eight key research findings that point to environmental and social barriers - including stereotypes, gender bias and the climate of science and engineering departments in colleges and universities - that continue to block women's participation and progress in science, technology, engineering, and math. The report also includes up to date statistics on girls' and women's achievement and participation in these areas and offers new ideas for what each of us can do to more fully open scientific and engineering fields to girls and women.--pub. desc. |
| academy of math science and engineering: Supply-Side Follies Robert Atkinson, 2007-10-29 Supply-Side Follies methodically debunks the common assumptions of conservative economics and demonstrates why it is a 'flawed doctrine' that is setting up the U.S. for a major economic downturn in the near future. |
| academy of math science and engineering: English Learners in STEM Subjects National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Children, Youth, and Families, Board on Science Education, Committee on Supporting English Learners in STEM Subjects, 2019-01-28 The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries. English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM. |
| academy of math science and engineering: Helping Children Learn Mathematics National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Mathematics Learning Study Committee, 2002-07-31 Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society. |
| academy of math science and engineering: Science, Technology, Engineering, and Mathematics (Stem) Education Heather B. Gonzalez, Jeffrey J. Kuenzi, 2012-08-10 The term “STEM education” refers to teaching and learning in the fields of science, technology, engineering, and mathematics. It typically includes educational activities across all grade levels—from pre-school to post-doctorate—in both formal (e.g., classrooms) and informal (e.g., afterschool programs) settings. Federal policymakers have an active and enduring interest in STEM education and the topic is frequently raised in federal science, education, workforce, national security, and immigration policy debates. For example, more than 200 bills containing the term “science education” were introduced between the 100th and 110th congresses. The United States is widely believed to perform poorly in STEM education. However, the data paint a complicated picture. By some measures, U.S. students appear to be doing quite well. For example, overall graduate enrollments in science and engineering (S&E) grew 35% over the last decade. Further, S&E enrollments for Hispanic/Latino, American Indian/Alaska Native, and African American students (all of whom are generally underrepresented in S&E) grew by 65%, 55%, and 50%, respectively. On the other hand, concerns remain about persistent academic achievement gaps between various demographic groups, STEM teacher quality, the rankings of U.S. students on international STEM assessments, foreign student enrollments and increased education attainment in other countries, and the ability of the U.S. STEM education system to meet domestic demand for STEM labor. Various attempts to assess the federal STEM education effort have produced different estimates of its scope and scale. Analysts have identified between 105 and 252 STEM education programs or activities at 13 to 15 federal agencies. Annual federal appropriations for STEM education are typically in the range of $2.8 billion to $3.4 billion. All published inventories identify the Department of Education, National Science Foundation, and Health and Human Services as key agencies in the federal effort. Over half of federal STEM education funding is intended to serve the needs of postsecondary schools and students; the remainder goes to efforts at the kindergarten-through-Grade 12 level. Much of the funding for post-secondary students is in the form of financial aid. Federal STEM education policy concerns center on issues that relate to STEM education as a whole—such as governance of the federal effort and broadening participation of underrepresented populations—as well as those that are specific to STEM education at the elementary, secondary, and postsecondary levels. Governance concerns focus on perceived duplication and lack of coordination in the federal effort; broadening participation concerns tend to highlight achievement gaps between various demographic groups. Analysts suggest a variety of policy proposals in elementary, secondary, and postsecondary STEM education. At the K-12 level, these include proposals to address teacher quality, accountability, and standards. At the post-secondary level, proposals center on efforts to remediate and retain students in STEM majors. This report is intended to serve as a primer for outlining existing STEM education policy issues and programs. It includes assessments of the federal STEM education effort and the condition of STEM education in the United States, as well as an analysis of several of the policy issues central to the contemporary federal conversation about STEM education. Appendix A contains frequently cited data and sources and Appendix B includes a selection of major STEM-related acts. |
| academy of math science and engineering: STEM Integration in K-12 Education National Research Council, National Academy of Engineering, Committee on Integrated STEM Education, 2014-02-28 STEM Integration in K-12 Education examines current efforts to connect the STEM disciplines in K-12 education. This report identifies and characterizes existing approaches to integrated STEM education, both in formal and after- and out-of-school settings. The report reviews the evidence for the impact of integrated approaches on various student outcomes, and it proposes a set of priority research questions to advance the understanding of integrated STEM education. STEM Integration in K-12 Education proposes a framework to provide a common perspective and vocabulary for researchers, practitioners, and others to identify, discuss, and investigate specific integrated STEM initiatives within the K-12 education system of the United States. STEM Integration in K-12 Education makes recommendations for designers of integrated STEM experiences, assessment developers, and researchers to design and document effective integrated STEM education. This report will help to further their work and improve the chances that some forms of integrated STEM education will make a positive difference in student learning and interest and other valued outcomes. |
| academy of math science and engineering: Inquiry-Based Learning for Science, Technology, Engineering, and Math (STEM) Programs Patrick Blessinger, John M. Carfora, 2015-10-20 This volume covers the many issues and concepts of how IBL can be applied to STEM programs and serves as a conceptual and practical resource and guide for educators and offers practical examples of IBL in action and diverse strategies on how to implement IBL in different contexts. |
| academy of math science and engineering: NASA and Education United States. Congress. Senate. Committee on Commerce, Science, and Transportation. Subcommittee on Science, Technology, and Space, 2005 |
| academy of math science and engineering: West Point Theodore J. Crackel, 2002-03-16 Grant. Pershing. Eisenhower. Schwartzkopf. The United States Military Academy has shaped America's senior military leaders from the sons-and now daughters-of farmers and shopkeepers, laborers and bankers. Now celebrating its two hundredth anniversary, West Point and its legacy continue to support and reflect the nation it serves. Authored by Theodore Crackel, one of the nation's premier authorities on the academy, West Point: A Bicentennial History celebrates one of America's most prominent establishments. A revision and refinement of the author's earlier Illustrated History of West Point, published more than ten years ago, it provides the most accurate and comprehensive history yet available on the academy. It features new research and new perspectives in every chapter, adds a decade of coverage, and has garnered the West Point Bicentennial Committee's official seal of approval. Crackel tells how the institution was created to embody the vision of Thomas Jefferson and expands our knowledge of the additional contributions of the Adams administration to its founding. He reveals how the academy developed to meet the needs of American expansion by integrating civil engineering into its early curriculum, then tells how cadets experienced growing sectional tensions as the nation headed toward civil war. Along the way, he explains how the familiar physical presence of West Point evolved, offering new insights on decisions to adopt its classic Tudor-gothic architecture. In its chronological account of West Point's history, the book traces a number of themes: cadet and faculty life, institutional governance, curriculum development, physical expansion, growing diversity among the cadet corps, and the tensions between the school's superintendents and its academic board, who often had competing visions for the academy and its future. In following the lives of cadets and officers, Crackel also offers a fresh look at the treatment of black cadets in the nineteenth century and a new analysis of their experience in the twentieth, as well as a look at the place of women in the corps since the graduation of the first female in 1980. To understand West Point is to better understand the country its graduates are sworn to protect and defend. This bicentennial history honors that institution as no other book does and shows how it has endowed the select of America's youth with dedication to its motto: duty, honor, country. |
| academy of math science and engineering: America's Climate Choices National Research Council, Division on Earth and Life Studies, Board on Atmospheric Sciences and Climate, Committee on America's Climate Choices, 2011-06-11 Climate change is occurring. It is very likely caused by the emission of greenhouse gases from human activities, and poses significant risks for a range of human and natural systems. And these emissions continue to increase, which will result in further change and greater risks. America's Climate Choices makes the case that the environmental, economic, and humanitarian risks posed by climate change indicate a pressing need for substantial action now to limit the magnitude of climate change and to prepare for adapting to its impacts. Although there is some uncertainty about future risk, acting now will reduce the risks posed by climate change and the pressure to make larger, more rapid, and potentially more expensive reductions later. Most actions taken to reduce vulnerability to climate change impacts are common sense investments that will offer protection against natural climate variations and extreme events. In addition, crucial investment decisions made now about equipment and infrastructure can lock in commitments to greenhouse gas emissions for decades to come. Finally, while it may be possible to scale back or reverse many responses to climate change, it is difficult or impossible to undo climate change, once manifested. Current efforts of local, state, and private-sector actors are important, but not likely to yield progress comparable to what could be achieved with the addition of strong federal policies that establish coherent national goals and incentives, and that promote strong U.S. engagement in international-level response efforts. The inherent complexities and uncertainties of climate change are best met by applying an iterative risk management framework and making efforts to significantly reduce greenhouse gas emissions; prepare for adapting to impacts; invest in scientific research, technology development, and information systems; and facilitate engagement between scientific and technical experts and the many types of stakeholders making America's climate choices. |
| academy of math science and engineering: STEM Education Before High School United States. Congress. House. Committee on Science and Technology (2007), 2008 |
| academy of math science and engineering: Analysis and Control of Boolean Networks Daizhan Cheng, Hongsheng Qi, Zhiqiang Li, 2010-11-23 Analysis and Control of Boolean Networks presents a systematic new approach to the investigation of Boolean control networks. The fundamental tool in this approach is a novel matrix product called the semi-tensor product (STP). Using the STP, a logical function can be expressed as a conventional discrete-time linear system. In the light of this linear expression, certain major issues concerning Boolean network topology – fixed points, cycles, transient times and basins of attractors – can be easily revealed by a set of formulae. This framework renders the state-space approach to dynamic control systems applicable to Boolean control networks. The bilinear-systemic representation of a Boolean control network makes it possible to investigate basic control problems including controllability, observability, stabilization, disturbance decoupling etc. |
| academy of math science and engineering: Army RD & A Bulletin , 1984 |
| academy of math science and engineering: Resources in Education , 2001 |
| academy of math science and engineering: Science, the Departments of State, Justice, and Commerce, and Related Agencies Appropriations for 2006: The Sciences, National Aeronautics and Space Administration United States. Congress. House. Committee on Appropriations. Subcommittee on Science, State, Justice, and Commerce, and Related Agencies, 2005 |
| academy of math science and engineering: Departments of Transportation and Housing and Urban Development, and Related Agencies Appropriations Act, 2010 United States. Congress, 2009 |
| academy of math science and engineering: Issues in Logic, Operations, and Computational Mathematics and Geometry: 2011 Edition , 2012-01-09 Issues in Logic, Operations, and Computational Mathematics and Geometry: 2011 Edition is a ScholarlyEditions™ eBook that delivers timely, authoritative, and comprehensive information about Logic, Operations, and Computational Mathematics and Geometry. The editors have built Issues in Logic, Operations, and Computational Mathematics and Geometry: 2011 Edition on the vast information databases of ScholarlyNews.™ You can expect the information about Logic, Operations, and Computational Mathematics and Geometry in this eBook to be deeper than what you can access anywhere else, as well as consistently reliable, authoritative, informed, and relevant. The content of Issues in Logic, Operations, and Computational Mathematics and Geometry: 2011 Edition has been produced by the world’s leading scientists, engineers, analysts, research institutions, and companies. All of the content is from peer-reviewed sources, and all of it is written, assembled, and edited by the editors at ScholarlyEditions™ and available exclusively from us. You now have a source you can cite with authority, confidence, and credibility. More information is available at http://www.ScholarlyEditions.com/. |
| academy of math science and engineering: Making Further Continuing Appropriations for the Fiscal Year 2003, and for Other Purposes: Conference Report to Accompany H.J. Res. 2, February 13 (Legislative Day February 12), 2003 , |
| academy of math science and engineering: Making Further Continuing Appropriations for the Fiscal Year 2003, and for Other Purposes United States. Congress, 2003 House Report 108-10. Also known as: Consolidated Appropriations Resolution, 2003. 108th Congress, 1st Session. |
| academy of math science and engineering: Major Award Decisionmaking at the National Science Foundation Institute of Medicine, National Academy of Engineering, National Academy of Sciences, Committee on Science, Engineering, and Public Policy, Panel on NSF Decisionmaking for Major Awards, 1994-02-01 As part of its mission to foster high-quality scientific and engineering research, the National Science Foundation (NSF) plans, grants, and administers major awards to universities and other research institutions for national research facilities, multidisciplinary research centers, and other large-scale research projects. Although few in number, less than 100, such projects account for about 30 percent of NSF's annual research budget. This book provides a useful overview of how such projects are planned, reviews proposals for merit, and evaluates ongoing projects for renewal awards. The panel makes a series of recommendations for strengthening major award decisionmaking. |
| academy of math science and engineering: US Black Engineer & IT , 2008 |
| academy of math science and engineering: How People Learn National Research Council, Division of Behavioral and Social Sciences and Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice, 2000-08-11 First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education. |
| academy of math science and engineering: Issues in Mathematical Theory and Modeling: 2011 Edition , 2012-01-09 Issues in Mathematical Theory and Modeling / 2011 Edition is a ScholarlyEditions™ eBook that delivers timely, authoritative, and comprehensive information about Mathematical Theory and Modeling. The editors have built Issues in Mathematical Theory and Modeling: 2011 Edition on the vast information databases of ScholarlyNews.™ You can expect the information about Mathematical Theory and Modeling in this eBook to be deeper than what you can access anywhere else, as well as consistently reliable, authoritative, informed, and relevant. The content of Issues in Mathematical Theory and Modeling: 2011 Edition has been produced by the world’s leading scientists, engineers, analysts, research institutions, and companies. All of the content is from peer-reviewed sources, and all of it is written, assembled, and edited by the editors at ScholarlyEditions™ and available exclusively from us. You now have a source you can cite with authority, confidence, and credibility. More information is available at http://www.ScholarlyEditions.com/. |
| academy of math science and engineering: Issues in Applied Mathematics: 2011 Edition , 2012-01-09 Issues in Applied Mathematics / 2011 Edition is a ScholarlyEditions™ eBook that delivers timely, authoritative, and comprehensive information about Applied Mathematics. The editors have built Issues in Applied Mathematics: 2011 Edition on the vast information databases of ScholarlyNews.™ You can expect the information about Applied Mathematics in this eBook to be deeper than what you can access anywhere else, as well as consistently reliable, authoritative, informed, and relevant. The content of Issues in Applied Mathematics: 2011 Edition has been produced by the world’s leading scientists, engineers, analysts, research institutions, and companies. All of the content is from peer-reviewed sources, and all of it is written, assembled, and edited by the editors at ScholarlyEditions™ and available exclusively from us. You now have a source you can cite with authority, confidence, and credibility. More information is available at http://www.ScholarlyEditions.com/. |
| academy of math science and engineering: Rising Above the Gathering Storm Institute of Medicine, National Academy of Engineering, National Academy of Sciences, Committee on Science, Engineering, and Public Policy, Committee on Prospering in the Global Economy of the 21st Century: An Agenda for American Science and Technology, 2007-03-08 In a world where advanced knowledge is widespread and low-cost labor is readily available, U.S. advantages in the marketplace and in science and technology have begun to erode. A comprehensive and coordinated federal effort is urgently needed to bolster U.S. competitiveness and pre-eminence in these areas. This congressionally requested report by a pre-eminent committee makes four recommendations along with 20 implementation actions that federal policy-makers should take to create high-quality jobs and focus new science and technology efforts on meeting the nation's needs, especially in the area of clean, affordable energy: 1) Increase America's talent pool by vastly improving K-12 mathematics and science education; 2) Sustain and strengthen the nation's commitment to long-term basic research; 3) Develop, recruit, and retain top students, scientists, and engineers from both the U.S. and abroad; and 4) Ensure that the United States is the premier place in the world for innovation. Some actions will involve changing existing laws, while others will require financial support that would come from reallocating existing budgets or increasing them. Rising Above the Gathering Storm will be of great interest to federal and state government agencies, educators and schools, public decision makers, research sponsors, regulatory analysts, and scholars. |
| academy of math science and engineering: Notices of the American Mathematical Society American Mathematical Society, 1992 |
| academy of math science and engineering: Pan-Organizational Summit on the U.S. Science and Engineering Workforce Institute of Medicine, National Academy of Engineering, National Academy of Sciences, Government-Industry-University Research Roundtable, Marye Anne Fox, 2003-12-10 Each of 32 nonprofit organizations contributing a presentation to the Pan-Organizational Summit on the Science and Engineering Workforce (November 11-12, 2002; The National Academies, Washington, DC) was invited to issue a corresponding position paper to be reproduced in this volume. The bulk of this report comprises these papers. In addition, Shirley Jackson and Joseph Toole, two of the keynote speakers, have included their remarks. |
| academy of math science and engineering: Forum for Applied Research and Public Policy , 1992 |
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