Texas Workforce Commission, November 29, 2012, Super Session Keynote, Jim Brazell, VentureRamp
Super Systems: The Role of Education, Workforce and Economic Development Collaboration in U.S. Competitiveness Texas Workforce Commission, Dallas, TX, November 28, 2012 - Jim Brazell explores the role of innovation and science, technology, engineering, and mathematics (STEM) in education, workforce, and economic development. Topics include (1) defining science, technology, engineering, and mathematics; (2) the structure of technology in the 21st century; and (3) emerging P-20 education practice with an emphasis of innovation and "transdiscipline." A speech 10 years in the making, illustrative of keen insight as a technology forecaster, Brazell delivers solid analysis about what is next in living, working, playing, and learning in the 21st Century.
The document discusses the role of education, workforce development, and economic development collaboration in U.S. competitiveness. It notes that similar to how space was the platform for innovation in 1957, cyberspace now represents both an engine for innovation and a domain of warfare, terrorism, and crime. The integration of computers, networks, software, and machines into cyber physical systems has created a new generation of work requiring specialized knowledge and skills. While only 5.5% of U.S. jobs are classified as STEM, half of these are in network and information technology fields, which are growing rapidly. However, educational institutions struggle to meet the increasing demand for cybersecurity and other technology professionals.
This document discusses the future of work and education in the context of emerging technologies. It notes that while STEM jobs currently make up 5.5% of the US workforce, technology impacts all jobs and disciplines. It advocates for career pathways as a systematic approach to education, training, and employment that includes multiple entry points and aligns programs across various systems. Implementing career pathways requires elements like partnerships, standards alignment, credit transfer agreements, and innovative teaching strategies to support students in obtaining in-demand skills and credentials.
ďżźInnovation Nation - Transformational Thinking about STEM, the Humanities, an...Jim "Brodie" Brazell
Â
ďżźInnovation Nation - Transformational Thinking about STEM, the Humanities, and the Arts in the Community College
Del Mar Community College January 9, 2014
JIM BRAZELL
jimbrazell@ventureramp.com
This is follow-up from the IBM Almaden Sept 27th meeting on "Regional Upward Spirals: The Co-Evolution of Future Technologies, Skills, Jobs, and Quality-of-Life"
This document provides an overview of a presentation on STEM 2.0 given by Jim Brazell. The presentation discusses transforming thinking around STEM education to better meet the needs of industry, education, the workforce and economic development. While STEM is a policy and education focus due to perceived talent shortages, the data shows that only about 5.5% of US jobs are STEM and half of those are in IT. Additionally, there is evidence that there is no overall shortage but an oversupply of college-educated STEM workers who cannot find jobs. The true issue appears to be a lack of scientific and technical competencies across many occupations, not just traditional STEM roles.
This document discusses STEM education and innovation. It begins with a brief history of STEM-related events and organizations. It then discusses the importance of STEM jobs and integrating STEM with other fields like the arts. Examples are given of STEM integration initiatives across various industries and locations. The document argues that cultivating innovation requires organizing education beyond traditional academic disciplines and integrating fields like STEM, arts, health and computer technology. It provides examples of how different places are developing as innovation centers through cross-disciplinary work and public-private partnerships in areas like digital media.
This document discusses how STEM (science, technology, engineering, and mathematics) changes the type of schools needed. It notes that STEM jobs currently make up 5.5% of the US workforce but will grow. However, there is debate around whether there is truly a shortage of STEM workers or if current classifications are too narrow. The document advocates for a broader view of STEM that includes fields like health, technology, and the arts. It provides examples of schools and programs that take an integrated STEM approach combining fields.
The document discusses the role of education, workforce development, and economic development collaboration in U.S. competitiveness. It notes that similar to how space was the platform for innovation in 1957, cyberspace now represents both an engine for innovation and a domain of warfare, terrorism, and crime. The integration of computers, networks, software, and machines into cyber physical systems has created a new generation of work requiring specialized knowledge and skills. While only 5.5% of U.S. jobs are classified as STEM, half of these are in network and information technology fields, which are growing rapidly. However, educational institutions struggle to meet the increasing demand for cybersecurity and other technology professionals.
This document discusses the future of work and education in the context of emerging technologies. It notes that while STEM jobs currently make up 5.5% of the US workforce, technology impacts all jobs and disciplines. It advocates for career pathways as a systematic approach to education, training, and employment that includes multiple entry points and aligns programs across various systems. Implementing career pathways requires elements like partnerships, standards alignment, credit transfer agreements, and innovative teaching strategies to support students in obtaining in-demand skills and credentials.
ďżźInnovation Nation - Transformational Thinking about STEM, the Humanities, an...Jim "Brodie" Brazell
Â
ďżźInnovation Nation - Transformational Thinking about STEM, the Humanities, and the Arts in the Community College
Del Mar Community College January 9, 2014
JIM BRAZELL
jimbrazell@ventureramp.com
This is follow-up from the IBM Almaden Sept 27th meeting on "Regional Upward Spirals: The Co-Evolution of Future Technologies, Skills, Jobs, and Quality-of-Life"
This document provides an overview of a presentation on STEM 2.0 given by Jim Brazell. The presentation discusses transforming thinking around STEM education to better meet the needs of industry, education, the workforce and economic development. While STEM is a policy and education focus due to perceived talent shortages, the data shows that only about 5.5% of US jobs are STEM and half of those are in IT. Additionally, there is evidence that there is no overall shortage but an oversupply of college-educated STEM workers who cannot find jobs. The true issue appears to be a lack of scientific and technical competencies across many occupations, not just traditional STEM roles.
This document discusses STEM education and innovation. It begins with a brief history of STEM-related events and organizations. It then discusses the importance of STEM jobs and integrating STEM with other fields like the arts. Examples are given of STEM integration initiatives across various industries and locations. The document argues that cultivating innovation requires organizing education beyond traditional academic disciplines and integrating fields like STEM, arts, health and computer technology. It provides examples of how different places are developing as innovation centers through cross-disciplinary work and public-private partnerships in areas like digital media.
This document discusses how STEM (science, technology, engineering, and mathematics) changes the type of schools needed. It notes that STEM jobs currently make up 5.5% of the US workforce but will grow. However, there is debate around whether there is truly a shortage of STEM workers or if current classifications are too narrow. The document advocates for a broader view of STEM that includes fields like health, technology, and the arts. It provides examples of schools and programs that take an integrated STEM approach combining fields.
This document summarizes the key points from a presentation by Dipak K. Roy at the ECCSSA Conference 2013. It discusses several challenges facing the global economy, including the rise of China, economic instability, resource depletion, and demographic shifts. It also examines issues in the US economy like slowing productivity and job growth concentrated in less productive service sectors. The document advocates for reforms in higher education, including addressing deficiencies in standards and curriculum, improving accountability, and making the introductory curriculum more quantitative. It highlights the importance of leadership focused on principles rather than politics to drive meaningful and lasting change.
Peru Professionals Of The New Millennium 8 16 10asperbyu
Â
The document discusses changes in the modern workforce and provides advice for professionals. It notes that work is becoming more globalized, specialized, and reliant on technology. Workers need to become lifelong learners who can adapt to changing skills demands. The document recommends developing specialized skills, being adaptable to change, and having "STAR" qualities like finding value-added ideas and navigating organizational interests. It emphasizes skills in STEM fields, storytelling, empathy, design, and finding meaning at work. Career development can provide hope by informing decision-making and envisioning goals and pathways. The modern workforce values autonomy, learning, and behaviors formerly expected only of professionals.
This presentation discusses how schools must adapt to prepare students for an uncertain future shaped by technological change, globalization, and demographic shifts. It notes that the nature of work and organizations is changing, with more contingent and gig-style employment. New technologies like 3D printing, robotics, and artificial intelligence will continue disrupting many industries and jobs. Schools must focus on developing students' adaptability, resilience, collaboration skills, and life-long learning mindsets to help them thrive in this changing world. The presentation advocates for more personalized, competency-based, and student-centered models of learning to better meet learner needs and expectations.
The document discusses the growing demand for skilled technical workers and the need to better align education and workforce development. It notes that many of the fastest growing jobs will require post-secondary education or training, but there is currently a shortage of skilled workers to fill these roles. Several employers express difficulty finding qualified applicants for technical jobs. The summary highlights challenges in workforce development and calls for improved coordination between K-12 education, community and technical colleges, universities, and employers to meet emerging needs.
The document discusses the need to shift education, including career and technical education (CTE), to better prepare students for 21st century jobs and the changing economy. It notes that over 95% of test questions require students to recall information, rather than think at higher levels. CTE classrooms aim to develop skills through applied, problem-based learning centered around real-world problems. The structure of CTE differs from traditional academics by utilizing andragogical teaching methods focused on self-directed, experience-based learning for students. The document advocates for greater integration of academic and CTE programs to develop students' problem-solving, critical thinking, and technical skills through transdisciplinary learning experiences.
This document provides a summary of sources related to the informal sector in developing countries. It lists over 50 references to journal articles, books, reports, and other materials from various universities, research centers, and international organizations that cover topics like the dynamics between formal and informal economies, case studies of the informal sector in specific countries/regions, the role of women, access to credit, entrepreneurship, employment, and policies regarding the informal sector. The references provide information on research conducted on the informal economy in countries across Africa, Asia, Latin America, and the Middle East.
From STEM to TEAMS a US educational innovation strategy which unifies the hou...Jim "Brodie" Brazell
Â
PETITION TO RE-ESTABLISH CTE-TECH-PREP-RPOS FUNDING OF $100M to $380M, IN THE PROPOSED 2015 STEM BUDGET CAPTURED BY OSTP
Sign Petition at White House -
https://petitions.whitehouse.gov/petition/re-establish-discreet-tech-prep-budget-amount-100m-380m-ostp-stem-budget-38b/y6MQQFLz
MARCH 29, 2014, SAN ANTONIO, TX: A SPUTNIK MOMENT FOR U.S. STEM. EDUCATION AND WHITE HOUSE OFFICE OF SCIENCE AND TECHNOLOGY POLICY - Robin hood movement seeks equity and adequacy in funding from White house for CTE-TECH PREP Rigorous Programs of Study (R-POS) for the Nationâs P-20 education students & adults from White House.
At issue, contrary to OSTPâs Open Government Plan, public comments and specifically supporting enclosures related to the role of Career and Technical Education (formally, vocational education) in science, technology, engineering, and mathematics (STEM) were ignored and not appropriately incorporated into the public record by the White House Office of Science and Technology Policy (OSTP), Presidentâs Council of Advisors on Science and Technology (PCAST). Although delivered as parcel to the OSTP call for public comments, RE: PCAST STEM Meeting 10.22-23, 2009, Two Minute Public Comment Letter, the following items submitted by Brazell, et. al., were not included by OSTP-PCAST in the public record:
1) Co-authorâs were redacted from the letter sent to PCAST;
2) The white paper delivered in the same document as the three minute testimony letter was redacted, while otherâs giving testimony reflect their white papers and related research references in the PCAST public record;
3) 570 pages of powerpoint slides including research on select TECH PREP model CTE programs were not appropriately submitted to the public record including a) From STEM to TEAMS a US educational innovation strategy which unifies the houses of academia, vocational learning and the arts and b) US TEAMS Economic Development, S&T R&D, Workforce and Education Strategy for STEM, IT and Arts, A/V Technology and Communications Clusters; and,
4) Jim white paper is not reflected in the record, What is next long term growth strategy to face the financial crisis? Transdisciplinary places, industries, technologies, work and education.
The public record includes letters submitted to PCAST including Jimâs redacted response. By comparison, Jimâs original letter includes a list of supporters and editors, a draft white paper written for the committee in one (1) week with academic references, and the items above referenced within the Public Comments submitted to PCAST.
Full document:
https://dl.dropboxusercontent.com/u/32034593/Sputnik_Moment_OSTP_STEM_TECHPREP.docx
The document discusses emerging technologies, jobs, and strategies for the Wichita MSA region. It notes the challenges of an aging workforce and the need for skilled workers in fields like aviation, manufacturing, healthcare, and energy. It highlights the growth of jobs requiring technical training and skills in areas like engineering, mechatronics, information technology, and advanced manufacturing. The document advocates for partnerships between education institutions and employers to ensure the workforce has the necessary skills and training to fill high-paying skilled jobs and support the region's economic competitiveness.
More than 20 metro Atlanta partners worked with Collaborative Economics to evaluate 15 indicators of innovation for the first-ever Metro Atlanta Innovation Indicators Project for the region. The project was commissioned to examine the diverse innovation activities within metro Atlanta's large and complex regional economy.
It is time we recognize that learning, technology, and workforce development are experiencing a global convergence. In todayâs technology-driven world, knowledge and information are growing exponentially. As globalization and advancements in technology reshape society, they also generate an accelerated pace of change that is outpacing humansâ ability to adapt. This requires new approaches to how we upskill and reskill learners to better meet the demands of today and the future.
Technological change is occurring at an exponential rather than linear rate according to Ray Kurzweil. Kurzweil argues that based on an analysis of history, we will see 20,000 years of progress in the 21st century at today's rate of technological change. The document discusses several "laws" that have governed exponential growth in particular technologies, such as Moore's Law for computing power and Cooper's Law for telecommunications. It also provides examples of emerging technologies like smart dust, capsule endoscopes, and biotronic devices. Convergence of nanotechnology, biotechnology, information technology, and cognitive science is fueling rapid technological progress.
The document discusses developing students to become globalized learners. It defines globalization as the acceleration of integration and interdependence seen over the last 10,000 years through increased trade, technology, and sharing of knowledge. To succeed in this environment, students will need skills like critical thinking, problem solving, and the ability to learn and adapt. Nearly two-thirds of new jobs will require postsecondary education and training. Developing globalized learners requires equipping students with both traditional academic knowledge and applied skills to solve real-world problems.
This document discusses how companies can navigate the "Human Age" by finding the best talent and implementing the right work models and people practices. It summarizes research by ManpowerGroup on key trends driving this new era, including rapid technology changes, shifting demographics, and a mismatch between the skills workers have and what companies need. To succeed, companies must listen to workers, increase collaboration, and develop flexible workforce strategies to address talent shortages and mismatches.
1) The document discusses increasing demand for better skills assessment and matching to address talent shortages and mismatches in the evolving "Human Age".
2) It analyzes factors like rapid technological change, shifting demographics, and rising customer sophistication that are transforming the workforce ecosystem.
3) The document recommends companies strengthen collaboration across sectors to develop talent and flexible workforce strategies that can navigate continuous change.
The document discusses the role of education, workforce development, and economic collaboration in U.S. competitiveness. It notes that while STEM jobs currently make up about 5.5% of the U.S. workforce, demand is growing faster than average. Specifically, network and information technology jobs, which account for about half of all STEM jobs, are projected to grow substantially. However, U.S. educational institutions are struggling to produce enough graduates to meet this rising demand for cybersecurity and other technology-related professionals. Effective collaboration between education, workforce programs, and economic development is key to enabling continued innovation and competitiveness.
The document discusses the role of education, workforce development, and economic collaboration in U.S. competitiveness. It notes that in the past, such as in the late 19th century, commissions recognized the need for education systems to meet the demands of industrial and technological changes. Today, technologies like cyber-physical systems that integrate computing and physical processes are transforming work. Skilled roles at the intersection of multiple fields, like mechanics and IT, are emerging. Education and training programs must adapt to cultivate workers with specialized and systems-level skills needed for innovation in emerging fields.
The document discusses the role of education, workforce development, and economic development collaboration in U.S. competitiveness. It notes that similar to how space was the platform for innovation in 1957, cyberspace now represents both an opportunity and challenge as the new domain for work, education, and economic development given the rise of cyber physical systems. The integration of computers, networks, software, and machines has given birth to new types of work and skills that require education and training pathways to cultivate innovation and innovators for the future.
This document discusses various topics related to innovation including education, technology, jobs, and the future. It provides examples of how fields like robotics, gaming, and cybersecurity are cultivating innovators. It also addresses challenges like declining interest in STEM fields and the need to better integrate disciplines to solve real-world problems. Overall, the document advocates developing innovation models that span education, industry, and the public/non-profit sectors to ensure economic competitiveness and growth.
A Glimpse of the Future, Laramie Community College 5.17.2011Jim "Brodie" Brazell
Â
This document discusses glimpses of the future across many domains including education, the workforce, technology, and innovation. It explores how fields like STEM, the arts, cybersecurity, robotics, and healthcare may evolve and influence one another. It also examines strategies for cultivating innovation through K-12 education, technical colleges, universities, and public-private partnerships.
This document discusses STEM education and how to cultivate innovation. It provides examples of STEM jobs in various fields like aerospace, healthcare, and agriculture. It also discusses emerging technologies like robotics, 3D printing, and cyber-physical systems. The document advocates for integrating STEM subjects with arts and making education more transdisciplinary and applied to solve real-world problems.
This document provides an overview of a presentation on STEM 2.0 given by Jim Brazell. The presentation discusses transforming thinking around STEM for various practitioners. It questions whether there is truly a STEM workforce shortage and explores how technological shifts are changing the economy and implications for workforce development, education and industry. The presentation also examines how education should respond to these changes.
The document discusses several key themes and forces of change impacting higher education in the 21st century, including:
1. The exponential growth of new knowledge and how knowledge is doubling every 12-13 months due to advances in technology.
2. Globalization and how it has increased collaboration and competition across borders in the knowledge economy.
3. Changes in the workplace toward more collaborative, non-routine jobs requiring skills like problem-solving, communication, and lifelong learning.
4. Forces of change on universities include changing societal needs, financial pressures, advancing technologies, and market forces requiring universities to adapt their models for the digital age.
This document summarizes the key points from a presentation by Dipak K. Roy at the ECCSSA Conference 2013. It discusses several challenges facing the global economy, including the rise of China, economic instability, resource depletion, and demographic shifts. It also examines issues in the US economy like slowing productivity and job growth concentrated in less productive service sectors. The document advocates for reforms in higher education, including addressing deficiencies in standards and curriculum, improving accountability, and making the introductory curriculum more quantitative. It highlights the importance of leadership focused on principles rather than politics to drive meaningful and lasting change.
Peru Professionals Of The New Millennium 8 16 10asperbyu
Â
The document discusses changes in the modern workforce and provides advice for professionals. It notes that work is becoming more globalized, specialized, and reliant on technology. Workers need to become lifelong learners who can adapt to changing skills demands. The document recommends developing specialized skills, being adaptable to change, and having "STAR" qualities like finding value-added ideas and navigating organizational interests. It emphasizes skills in STEM fields, storytelling, empathy, design, and finding meaning at work. Career development can provide hope by informing decision-making and envisioning goals and pathways. The modern workforce values autonomy, learning, and behaviors formerly expected only of professionals.
This presentation discusses how schools must adapt to prepare students for an uncertain future shaped by technological change, globalization, and demographic shifts. It notes that the nature of work and organizations is changing, with more contingent and gig-style employment. New technologies like 3D printing, robotics, and artificial intelligence will continue disrupting many industries and jobs. Schools must focus on developing students' adaptability, resilience, collaboration skills, and life-long learning mindsets to help them thrive in this changing world. The presentation advocates for more personalized, competency-based, and student-centered models of learning to better meet learner needs and expectations.
The document discusses the growing demand for skilled technical workers and the need to better align education and workforce development. It notes that many of the fastest growing jobs will require post-secondary education or training, but there is currently a shortage of skilled workers to fill these roles. Several employers express difficulty finding qualified applicants for technical jobs. The summary highlights challenges in workforce development and calls for improved coordination between K-12 education, community and technical colleges, universities, and employers to meet emerging needs.
The document discusses the need to shift education, including career and technical education (CTE), to better prepare students for 21st century jobs and the changing economy. It notes that over 95% of test questions require students to recall information, rather than think at higher levels. CTE classrooms aim to develop skills through applied, problem-based learning centered around real-world problems. The structure of CTE differs from traditional academics by utilizing andragogical teaching methods focused on self-directed, experience-based learning for students. The document advocates for greater integration of academic and CTE programs to develop students' problem-solving, critical thinking, and technical skills through transdisciplinary learning experiences.
This document provides a summary of sources related to the informal sector in developing countries. It lists over 50 references to journal articles, books, reports, and other materials from various universities, research centers, and international organizations that cover topics like the dynamics between formal and informal economies, case studies of the informal sector in specific countries/regions, the role of women, access to credit, entrepreneurship, employment, and policies regarding the informal sector. The references provide information on research conducted on the informal economy in countries across Africa, Asia, Latin America, and the Middle East.
From STEM to TEAMS a US educational innovation strategy which unifies the hou...Jim "Brodie" Brazell
Â
PETITION TO RE-ESTABLISH CTE-TECH-PREP-RPOS FUNDING OF $100M to $380M, IN THE PROPOSED 2015 STEM BUDGET CAPTURED BY OSTP
Sign Petition at White House -
https://petitions.whitehouse.gov/petition/re-establish-discreet-tech-prep-budget-amount-100m-380m-ostp-stem-budget-38b/y6MQQFLz
MARCH 29, 2014, SAN ANTONIO, TX: A SPUTNIK MOMENT FOR U.S. STEM. EDUCATION AND WHITE HOUSE OFFICE OF SCIENCE AND TECHNOLOGY POLICY - Robin hood movement seeks equity and adequacy in funding from White house for CTE-TECH PREP Rigorous Programs of Study (R-POS) for the Nationâs P-20 education students & adults from White House.
At issue, contrary to OSTPâs Open Government Plan, public comments and specifically supporting enclosures related to the role of Career and Technical Education (formally, vocational education) in science, technology, engineering, and mathematics (STEM) were ignored and not appropriately incorporated into the public record by the White House Office of Science and Technology Policy (OSTP), Presidentâs Council of Advisors on Science and Technology (PCAST). Although delivered as parcel to the OSTP call for public comments, RE: PCAST STEM Meeting 10.22-23, 2009, Two Minute Public Comment Letter, the following items submitted by Brazell, et. al., were not included by OSTP-PCAST in the public record:
1) Co-authorâs were redacted from the letter sent to PCAST;
2) The white paper delivered in the same document as the three minute testimony letter was redacted, while otherâs giving testimony reflect their white papers and related research references in the PCAST public record;
3) 570 pages of powerpoint slides including research on select TECH PREP model CTE programs were not appropriately submitted to the public record including a) From STEM to TEAMS a US educational innovation strategy which unifies the houses of academia, vocational learning and the arts and b) US TEAMS Economic Development, S&T R&D, Workforce and Education Strategy for STEM, IT and Arts, A/V Technology and Communications Clusters; and,
4) Jim white paper is not reflected in the record, What is next long term growth strategy to face the financial crisis? Transdisciplinary places, industries, technologies, work and education.
The public record includes letters submitted to PCAST including Jimâs redacted response. By comparison, Jimâs original letter includes a list of supporters and editors, a draft white paper written for the committee in one (1) week with academic references, and the items above referenced within the Public Comments submitted to PCAST.
Full document:
https://dl.dropboxusercontent.com/u/32034593/Sputnik_Moment_OSTP_STEM_TECHPREP.docx
The document discusses emerging technologies, jobs, and strategies for the Wichita MSA region. It notes the challenges of an aging workforce and the need for skilled workers in fields like aviation, manufacturing, healthcare, and energy. It highlights the growth of jobs requiring technical training and skills in areas like engineering, mechatronics, information technology, and advanced manufacturing. The document advocates for partnerships between education institutions and employers to ensure the workforce has the necessary skills and training to fill high-paying skilled jobs and support the region's economic competitiveness.
More than 20 metro Atlanta partners worked with Collaborative Economics to evaluate 15 indicators of innovation for the first-ever Metro Atlanta Innovation Indicators Project for the region. The project was commissioned to examine the diverse innovation activities within metro Atlanta's large and complex regional economy.
It is time we recognize that learning, technology, and workforce development are experiencing a global convergence. In todayâs technology-driven world, knowledge and information are growing exponentially. As globalization and advancements in technology reshape society, they also generate an accelerated pace of change that is outpacing humansâ ability to adapt. This requires new approaches to how we upskill and reskill learners to better meet the demands of today and the future.
Technological change is occurring at an exponential rather than linear rate according to Ray Kurzweil. Kurzweil argues that based on an analysis of history, we will see 20,000 years of progress in the 21st century at today's rate of technological change. The document discusses several "laws" that have governed exponential growth in particular technologies, such as Moore's Law for computing power and Cooper's Law for telecommunications. It also provides examples of emerging technologies like smart dust, capsule endoscopes, and biotronic devices. Convergence of nanotechnology, biotechnology, information technology, and cognitive science is fueling rapid technological progress.
The document discusses developing students to become globalized learners. It defines globalization as the acceleration of integration and interdependence seen over the last 10,000 years through increased trade, technology, and sharing of knowledge. To succeed in this environment, students will need skills like critical thinking, problem solving, and the ability to learn and adapt. Nearly two-thirds of new jobs will require postsecondary education and training. Developing globalized learners requires equipping students with both traditional academic knowledge and applied skills to solve real-world problems.
This document discusses how companies can navigate the "Human Age" by finding the best talent and implementing the right work models and people practices. It summarizes research by ManpowerGroup on key trends driving this new era, including rapid technology changes, shifting demographics, and a mismatch between the skills workers have and what companies need. To succeed, companies must listen to workers, increase collaboration, and develop flexible workforce strategies to address talent shortages and mismatches.
1) The document discusses increasing demand for better skills assessment and matching to address talent shortages and mismatches in the evolving "Human Age".
2) It analyzes factors like rapid technological change, shifting demographics, and rising customer sophistication that are transforming the workforce ecosystem.
3) The document recommends companies strengthen collaboration across sectors to develop talent and flexible workforce strategies that can navigate continuous change.
The document discusses the role of education, workforce development, and economic collaboration in U.S. competitiveness. It notes that while STEM jobs currently make up about 5.5% of the U.S. workforce, demand is growing faster than average. Specifically, network and information technology jobs, which account for about half of all STEM jobs, are projected to grow substantially. However, U.S. educational institutions are struggling to produce enough graduates to meet this rising demand for cybersecurity and other technology-related professionals. Effective collaboration between education, workforce programs, and economic development is key to enabling continued innovation and competitiveness.
The document discusses the role of education, workforce development, and economic collaboration in U.S. competitiveness. It notes that in the past, such as in the late 19th century, commissions recognized the need for education systems to meet the demands of industrial and technological changes. Today, technologies like cyber-physical systems that integrate computing and physical processes are transforming work. Skilled roles at the intersection of multiple fields, like mechanics and IT, are emerging. Education and training programs must adapt to cultivate workers with specialized and systems-level skills needed for innovation in emerging fields.
The document discusses the role of education, workforce development, and economic development collaboration in U.S. competitiveness. It notes that similar to how space was the platform for innovation in 1957, cyberspace now represents both an opportunity and challenge as the new domain for work, education, and economic development given the rise of cyber physical systems. The integration of computers, networks, software, and machines has given birth to new types of work and skills that require education and training pathways to cultivate innovation and innovators for the future.
This document discusses various topics related to innovation including education, technology, jobs, and the future. It provides examples of how fields like robotics, gaming, and cybersecurity are cultivating innovators. It also addresses challenges like declining interest in STEM fields and the need to better integrate disciplines to solve real-world problems. Overall, the document advocates developing innovation models that span education, industry, and the public/non-profit sectors to ensure economic competitiveness and growth.
A Glimpse of the Future, Laramie Community College 5.17.2011Jim "Brodie" Brazell
Â
This document discusses glimpses of the future across many domains including education, the workforce, technology, and innovation. It explores how fields like STEM, the arts, cybersecurity, robotics, and healthcare may evolve and influence one another. It also examines strategies for cultivating innovation through K-12 education, technical colleges, universities, and public-private partnerships.
This document discusses STEM education and how to cultivate innovation. It provides examples of STEM jobs in various fields like aerospace, healthcare, and agriculture. It also discusses emerging technologies like robotics, 3D printing, and cyber-physical systems. The document advocates for integrating STEM subjects with arts and making education more transdisciplinary and applied to solve real-world problems.
This document provides an overview of a presentation on STEM 2.0 given by Jim Brazell. The presentation discusses transforming thinking around STEM for various practitioners. It questions whether there is truly a STEM workforce shortage and explores how technological shifts are changing the economy and implications for workforce development, education and industry. The presentation also examines how education should respond to these changes.
The document discusses several key themes and forces of change impacting higher education in the 21st century, including:
1. The exponential growth of new knowledge and how knowledge is doubling every 12-13 months due to advances in technology.
2. Globalization and how it has increased collaboration and competition across borders in the knowledge economy.
3. Changes in the workplace toward more collaborative, non-routine jobs requiring skills like problem-solving, communication, and lifelong learning.
4. Forces of change on universities include changing societal needs, financial pressures, advancing technologies, and market forces requiring universities to adapt their models for the digital age.
This document discusses emerging technologies and strategies for jobs, education, and communities. It covers topics like STEM education, globalization, innovation, transdisciplinarity, and the future of technology. The key question presented is how we can organize to produce innovation and innovators for the 21st century. A variety of views and examples are provided relating to forecasting technology, mixed reality, mobile devices surpassing PCs, and the importance of interdisciplinary learning.
US TEAMS Economic Development, S&T R&D, Workforce and Education Strategy for ...Jim "Brodie" Brazell
Â
This document discusses strategies for economic development, science and technology research and development (R&D), workforce development, and education for STEM, IT, and arts/audiovisual technology and communications clusters. It references the importance of preparing students in K-12 for future jobs that require skills in science, technology, engineering, and math. Examples are provided of modeling, simulation, and gaming being applied across different fields like healthcare, defense, and digital learning. The potential for games and game technologies to be used beyond entertainment is also discussed.
The document discusses opportunities and challenges for homeland security and policing in an era of accelerating change. It notes that many areas like technology, globalization, and innovation are accelerating rapidly while others remain constant. It argues that managing globalization and shrinking the "non-integrating gap" between connected and disconnected parts of the world will be important strategic priorities for security.
This document discusses challenges and opportunities related to STEM workforce development for national security. It references a 2010 conference focused on materials science and engineering workforce needs for the 21st century. The document highlights the importance of a unified approach to STEM education that integrates technical, scientific, mathematical and classical subjects like philosophy and history. It provides examples from the early U.S. space program of leaders who advocated for this integrated classical-technical education model, including Brigadier General Robert McDermott, the founding dean of the Air Force Academy, and General Bernard Schriever, known as the "Father" of the U.S. space and missile programs.
STEM 2.0: Transformational Thinking about STEM for School Board Members, Dec....Jim "Brodie" Brazell
Â
STEM 2.0: Transformational Thinking for School Leaders
Jim Brazell, president, VentureRamp Inc.
Join technology forecaster Jim Brazell as he offers a conceptual framework designed to help school board members understand STEM (Science, Technology, Engineering, Mathematics) as it relates to educational transformation. Hear about successful districts that have embraced STEM as a way to transform the whole school experience by focusing on the integration of traditional education with contemporary tools and techniques. Brazell will explore how this movement toward innovation practice is the basis for transforming teaching, learning and leading in schools.
Youâll leave with a greater perspective of STEM that clarifies the why and the how of school transformation, as well as tools for thinking about STEM as a basis for innovation in your own district.
student dialogue
Following his keynote, Brazell will engage students in a dialogue about STEM.
Jim Brazell has two decades of experience in education, technology and business innovation. As president of VentureRamp Inc., he serves entrepreneurial, industrial, academic and government clients globally. A social forecaster and technology strategist, Jim focuses on innovation and change in 21st century education, work and economic development. He has led innovation projects and design initiatives for think tanks, corporations and schools across the nation. In 2012, he was recognized by the Society for Design and Process Science, and was recognized in 2011 by Time Warner as a STEM Champion for Advocacy of STEM+ARTS.
http://www.casb.org/event/casb-annual-convention/general_sessions
CASB is proud to provide the highest quality educational leadership for boards of education in Colorado. Our 73rd Annual Convention, Dec. 5â8 at The Broadmoor in Colorado Springs, is an intensive four-day learning and networking experience bringing together more than 1,000 board members, school district leaders and content experts.
Our focus this year is on helping school boards and superintendents build upon a foundation of leadership excellence. Whether youâre a new board member looking for special programs geared just for you, or a veteran board member wanting to further strengthen and enhance your skills, the CASB Annual Convention is THE best opportunity for you to learn, connect, grow and get inspired.
Nearly 1,000 school board members, superintendents, education leaders and students representing 159 districts joined us in Colorado Springs Dec. 5-8 to take part in dozens of educational sessions, a buzzing exhibit hall and invaluable networking opportunities.
Jim Brazell, president of VentureRamp Inc., delivered the third general session keynote on STEM 2.0 and transformational thinking for school leaders, followed by a dialogue with student leaders. Saturday's distinguished speakers covered some of today's most compelling topics in Colorado education - from graduation guidelines to Common Core.
This document discusses the importance of STEM and integrating academic and career technical education. It notes that the fundamental question of the 21st century is how to organize and produce innovation. It emphasizes that the key missing literacy is transdisciplinarity and discusses the need to apply problem solving to real world knowledge.
This document discusses emerging technologies and their impact on education and the nature of work. It notes that technological progress is exponential, meaning we will see more change in the next two decades than in the last century. It explores how fields like biotechnology, nanotechnology and neuroscience are converging ("neuro nano bioinfo") and changing industries. Education must also change to better prepare students for technical careers and a more interdisciplinary future where most jobs integrate multiple domains of knowledge. New tools like educational games and simulations can help engage students in STEM fields and better connect them to future opportunities.
This document discusses emerging technologies and their impact on education and the nature of work. It notes that technological progress is exponential, meaning we will see more change in the next two decades than in the last century. It explores how fields like biotechnology, nanotechnology and neuroscience are converging ("neuro nano bioinfo") and changing industries. It suggests education must shift to help students develop skills for transdisciplinary, high-tech jobs of the future.
2013, Cyber Social Studies, Next Level Global Education, & STEM+Humanities by...Jim "Brodie" Brazell
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The Future is Here: Next Level Global Education and Social Studies Design Workshop, June 24-28. 2013. STEM+Humanities: A workshop for Teaching in a Time of Transition, World Affairs Council, Summer Institute on International Affairs, June 24-28. 2013.
World Affairs Council, 2013, Summer Teacher Institute, Humanities and STEM
The Future is Here
Next Level Global Education and Social Studies Design Workshop
Teaching in a Time of Transition, World Affairs Council, Summer Institute on International Affairs, June 24-28. 2013
The document discusses the implications of STEM education for K-12 schools and school board leaders. It argues that STEM is as fundamental to 21st century education as the humanities were in the 20th century. Emerging K-12 STEM practice emphasizes applied, hands-on learning in addition to traditional academics. This pedagogical shift integrates subjects like engineering, computer science, and career technical education with liberal arts. The document provides examples of STEM programs from schools around the world and argues that STEM must be adapted to local cultures and communities to be effective.
National School Boards Association, STEM 2.0: Transformational Thinking About...Jim "Brodie" Brazell
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STEM 2.0: Transformational Thinking About STEM for School Leaders
Join technology forecaster and international consultant Jim Brazell as he offers a conceptual framework designed to help school board members understand STEM as it relates to educational transformation through innovation. Hear about successful districts and model programs that have embraced STEM and get a glimpse of the emerging trends that should inform the nature of any districtâs future STEM strategies. Gain a deeper understanding of how these innovative STEM programs are transforming learning, impacting future careers, and contributing to economic development in their communities. Recorded Wednesday, January 15, 2014 - See more at: http://www.nsba.org/Services/National-Connection/Meet-the-Experts#sthash.MRtQSFdI.dpuf
Meet the Experts brings the nationâs leading thinkers on cutting-edge innovations and trends in education to the home, desktop and board room of Americaâs school boards. During live webinar broadcasts, board members can interact with leading speakers and thinkers who are changing the educational landscape in our country today. The online library of Meet the Experts Archived presentations will provide access to insights on education innovation 24/7. This exclusive resource will Includes 8-10 web broadcasts annually which are available to the board, superintendent and staff of subscribing districts.
- See more at: http://www.nsba.org/Services/National-Connection/Meet-the-Experts#sthash.MRtQSFdI.dpuf
Similar to Super Systems: The Role of Education, Workforce and Economic Development Collaboration in U.S. Competitiveness - STEM INNOVATION (20)
300 Years in the Making: How San Antonio Developed the Foundation for a Thriv...Jim "Brodie" Brazell
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San Antonio has a 300-year history of innovation in science, technology and defense that helped establish the foundation for its thriving cybersecurity ecosystem. Key events include the establishment of the US Air Force Security Service in 1947 which grew to 7,500 cleared cyber personnel today, and Cisco acquiring San Antonio-based WheelGroup in 1998 which expanded their network security products. This long history has cultivated cyber talent through organizations like the UTSA Center for Infrastructure and Security and competitions like CyberPatriot, positioning San Antonio as a major hub for cybersecurity known as "Cyber City USA".
This document discusses STEM education and jobs. It provides definitions and perspectives on what constitutes STEM from different viewpoints. It also discusses the current state of K-12 STEM education and provides a model for integrating classical and contemporary subjects to promote innovation through education.
Ed net insight | stem: mainstreaming career and technical education (cte)Jim "Brodie" Brazell
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Jim Brazell, CEO and Founder, ventureRAMP, Inc. â Friday, March 12, 2010
Fueled by Washingtonâs focus on STEM (science, technology, engineering and math) and U.S. competitiveness, Career and Technical Education (CTE) is emerging as a platform for systemic education reform in Texas, New York, California, Florida, Maryland, Ohio, Pennsylvania, Michigan, Georgia, North Carolina, Kansas, and Arizona. The implication for the educational technology and publishing industry is a wave of change enabling educational technology and textbook budgets to include CTE curricula and infrastructure. The rise of STEM broadens the definition of educational technology to support high-technology âshopâ classes and broadens the market for kits, labs, simulations, and software and âhands-onâ projects in K-12 schools.
This document discusses STEM education and jobs. It provides definitions and perspectives on what constitutes STEM from different viewpoints. It also discusses the current state of K-12 STEM education and provides a model for integrating classical and contemporary subjects to promote innovation through education.
Emerging Technologies Encore: STEM: Mainstreaming Career and Technical Educa...Jim "Brodie" Brazell
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Presenter: Jim Brazell, Technology Forecaster, Public Speaker, and Strategist, Radical Platypus group and the Thornburg Center for Professional Development.
Fueled by Washingtonâs focus on STEM (science, technology, engineering and math) and U.S. competitiveness, Career and Technical Education (CTE) is emerging as a platform for systemic education reform. Attend this session to learn about trends in emerging technologies driving workforce and educational change in high schools, community colleges and universities. Learn about the key requirement for multi-skill technicians and technologists in diverse industries including green energy, manufacturing, cyber security, digital media, construction, home technology integration, healthcare and science and technology research and development. This interactive lecture and discussion about CTE-based educational transformation will include topics such as: Science, Technology, Engineering and Mathematics (STEM); Career and Technical Education (CTE); STEAM (STEM and Arts Integration); Cyber Security; Mechatronics; Robotics; Information Technology; Serious Games; and Modeling, Simulation and Training.
The Future is Here - San Antonio--world class innovation since 1745Jim "Brodie" Brazell
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The document discusses the history of innovation in San Antonio, Texas from 1745 to present day. It highlights how San Antonio utilized its river and Edwards Aquifer as a source of fresh water for over 11,000 years, establishing one of the first municipal water distribution systems in North America in 1761 using irrigation canals. The mathematics of hydraulics transformed the landscape and supported the growth of San Antonio into a major city, highlighting the importance of water resources to the city's history of innovation.
The Future is Here - San Antonio--world class innovation since 1745
WHAT IS STEM? STEM is CORE4 transforming existing situations to preferred situation.
This media is an visual arts and oratory exposition celebrating Core4, STEMâscience, technology, engineering, and mathematics. The production is a public service to the City and itâs future leaders delivered as a visual and oratory presented to 1800 Middle School boys from the Alamo City, November 18, 2015.
All copyrights and imagery are owned by 3rd parties, garnered from open source media on the Internet for this artistic oratory production.
By Jim Brazell, Ventureramp.com
The Citadel, Sputnik Moment â The Role of STEM, Humanities and Arts in US Com...Jim "Brodie" Brazell
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The Citadel, Sputnik Moment â The Role of STEM, Humanities and Arts in US Competitiveness, How the future works today. February 2, 2011, Keynote for Citadel Faculty and Cadets, THE SOUTH CAROLINA SPEECHES, JIM BRAZELL more at ventureramp.com. Online slides: http://bit.ly/1JI8kuD
The Future is Here: The Impact of Data on Society and Our Daily LivesJim "Brodie" Brazell
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The Future is Here: The Impact of Data on Society and Our Daily Lives
Wearable Computers
Robots
Video Games
Philadelphia Department of Education, Data Summit, Lancaster, PA, May 18, 2014, Keynote Jim Brazell Ventureramp.com
The Future is Here, Butler Community College, Butler and Wichita, Kansas, Feb...Jim "Brodie" Brazell
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The document discusses challenges and opportunities related to workforce development and STEM education. It notes that many current and future jobs will require multi-disciplinary skills in areas like mechatronics, biotechnology, and health careers. Employers emphasize the need for problem-solving, computer skills, and hands-on applied learning in addition to theoretical knowledge. The document also highlights examples of high-paying career opportunities for skilled workers in fields like aerospace manufacturing, wind energy, and chemical technology.
8.27.2014, Robot World: How Cyber Physical Systems are Changing Human-Machine...Jim "Brodie" Brazell
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Robot World: How Cyber Physical Systems are Changing Human-Machine Operations, International Society for Performance Improvement, Founding Chapter, San Antonio, TX, August 27, 2014
Texas Association of State Systems for Computing and Communications, The Future is Here: IT Prime Time, Jim Brazell, Venture Ramp, Inc.August 3-5, Houston, Westin Galleria, Final Speech
This document discusses the need to improve science, technology, engineering, and math (STEM) education in the United States. It notes that changing workforce needs mean students will require more sophisticated skills in STEM subjects. Several trends are driving changes in education and work, including global science and technology advancements, demographic shifts, and concerns about competitiveness similar to those following the Soviet launch of Sputnik. The document discusses strategies for merging academic, technical, and workforce education to better prepare students for life, work, and continued learning. Examples of emerging models include integrating liberal arts, STEM, and career technical education.
This document discusses emerging technologies and their implications for future jobs and skills. It begins by describing miniaturized smart dust devices being developed at Berkeley as small as 11.7 mm3 and 6.6 mm3. It then discusses how the rate of technological progress is doubling every decade, meaning a century of progress will occur over the next 25 years. The document outlines how fields like biomedicine, nanotechnology and information technology are converging and creating new types of jobs that require integrated skills from multiple domains. It provides several examples of new career opportunities and wages in areas like allied health, renewable energy, and advanced manufacturing that combine technical skills with other areas like mechanics, electronics, and computing. The document advocates developing both strong academic
- The document discusses emerging technologies like nanotechnology, biotechnology, robotics and their implications for jobs and education.
- It presents strategies for schools to better prepare students for future jobs through mergers of STEM, CTE and liberal arts in integrated curricula.
- Models are discussed like Maryland's comprehensive high schools and TEAMS schools that blend academics, CTE and real-world applications through transdisciplinary approaches.
This document discusses emerging technologies, jobs, and strategies for education and workforce development. It describes how simulation and games can be used for healthcare training, disaster response, and other serious applications. It also outlines new types of high-skill jobs in areas like renewable energy, advanced manufacturing, and allied health, as well as strategies for K-12 and post-secondary institutions to integrate career and technical education with liberal arts to prepare students.
- The document discusses emerging technologies like nanotechnology, biotechnology, robotics and their implications for jobs and education.
- It presents strategies for integrating academic subjects like STEM with career and technical education to prepare students for in-demand jobs that require both skills and knowledge.
- Models are discussed that merge disciplines through integrated curricula and involve faculty collaboration between high schools, career and technical centers, and universities.
This document outlines the architecture of a medical leadership trainer scenario authoring engine. It includes components like a scenario editor, simulation manager, graphics engine, assessment engine, and learning management system. The architecture allows instructional designers to create scenarios for learners to participate in virtual field exercises through a 3D game engine, with lessons stored in a scenario repository within the learning management system. Learners' paths take them from a tactics operation center for planning through to the 3D game simulation and back for after action review.
AppSec PNW: Android and iOS Application Security with MobSFAjin Abraham
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Mobile Security Framework - MobSF is a free and open source automated mobile application security testing environment designed to help security engineers, researchers, developers, and penetration testers to identify security vulnerabilities, malicious behaviours and privacy concerns in mobile applications using static and dynamic analysis. It supports all the popular mobile application binaries and source code formats built for Android and iOS devices. In addition to automated security assessment, it also offers an interactive testing environment to build and execute scenario based test/fuzz cases against the application.
This talk covers:
Using MobSF for static analysis of mobile applications.
Interactive dynamic security assessment of Android and iOS applications.
Solving Mobile app CTF challenges.
Reverse engineering and runtime analysis of Mobile malware.
How to shift left and integrate MobSF/mobsfscan SAST and DAST in your build pipeline.
In the realm of cybersecurity, offensive security practices act as a critical shield. By simulating real-world attacks in a controlled environment, these techniques expose vulnerabilities before malicious actors can exploit them. This proactive approach allows manufacturers to identify and fix weaknesses, significantly enhancing system security.
This presentation delves into the development of a system designed to mimic Galileo's Open Service signal using software-defined radio (SDR) technology. We'll begin with a foundational overview of both Global Navigation Satellite Systems (GNSS) and the intricacies of digital signal processing.
The presentation culminates in a live demonstration. We'll showcase the manipulation of Galileo's Open Service pilot signal, simulating an attack on various software and hardware systems. This practical demonstration serves to highlight the potential consequences of unaddressed vulnerabilities, emphasizing the importance of offensive security practices in safeguarding critical infrastructure.
Dandelion Hashtable: beyond billion requests per second on a commodity serverAntonios Katsarakis
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This slide deck presents DLHT, a concurrent in-memory hashtable. Despite efforts to optimize hashtables, that go as far as sacrificing core functionality, state-of-the-art designs still incur multiple memory accesses per request and block request processing in three cases. First, most hashtables block while waiting for data to be retrieved from memory. Second, open-addressing designs, which represent the current state-of-the-art, either cannot free index slots on deletes or must block all requests to do so. Third, index resizes block every request until all objects are copied to the new index. Defying folklore wisdom, DLHT forgoes open-addressing and adopts a fully-featured and memory-aware closed-addressing design based on bounded cache-line-chaining. This design offers lock-free index operations and deletes that free slots instantly, (2) completes most requests with a single memory access, (3) utilizes software prefetching to hide memory latencies, and (4) employs a novel non-blocking and parallel resizing. In a commodity server and a memory-resident workload, DLHT surpasses 1.6B requests per second and provides 3.5x (12x) the throughput of the state-of-the-art closed-addressing (open-addressing) resizable hashtable on Gets (Deletes).
In our second session, we shall learn all about the main features and fundamentals of UiPath Studio that enable us to use the building blocks for any automation project.
đ Detailed agenda:
Variables and Datatypes
Workflow Layouts
Arguments
Control Flows and Loops
Conditional Statements
đť Extra training through UiPath Academy:
Variables, Constants, and Arguments in Studio
Control Flow in Studio
Discover the Unseen: Tailored Recommendation of Unwatched ContentScyllaDB
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The session shares how JioCinema approaches ""watch discounting."" This capability ensures that if a user watched a certain amount of a show/movie, the platform no longer recommends that particular content to the user. Flawless operation of this feature promotes the discover of new content, improving the overall user experience.
JioCinema is an Indian over-the-top media streaming service owned by Viacom18.
Northern Engraving | Nameplate Manufacturing Process - 2024Northern Engraving
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Manufacturing custom quality metal nameplates and badges involves several standard operations. Processes include sheet prep, lithography, screening, coating, punch press and inspection. All decoration is completed in the flat sheet with adhesive and tooling operations following. The possibilities for creating unique durable nameplates are endless. How will you create your brand identity? We can help!
What is an RPA CoE? Session 2 â CoE RolesDianaGray10
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In this session, we will review the players involved in the CoE and how each role impacts opportunities.
Topics covered:
⢠What roles are essential?
⢠What place in the automation journey does each role play?
Speaker:
Chris Bolin, Senior Intelligent Automation Architect Anika Systems
Getting the Most Out of ScyllaDB Monitoring: ShareChat's TipsScyllaDB
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ScyllaDB monitoring provides a lot of useful information. But sometimes itâs not easy to find the root of the problem if something is wrong or even estimate the remaining capacity by the load on the cluster. This talk shares our team's practical tips on: 1) How to find the root of the problem by metrics if ScyllaDB is slow 2) How to interpret the load and plan capacity for the future 3) Compaction strategies and how to choose the right one 4) Important metrics which arenât available in the default monitoring setup.
From Natural Language to Structured Solr Queries using LLMsSease
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This talk draws on experimentation to enable AI applications with Solr. One important use case is to use AI for better accessibility and discoverability of the data: while User eXperience techniques, lexical search improvements, and data harmonization can take organizations to a good level of accessibility, a structural (or âcognitiveâ gap) remains between the data user needs and the data producer constraints.
That is where AI â and most importantly, Natural Language Processing and Large Language Model techniques â could make a difference. This natural language, conversational engine could facilitate access and usage of the data leveraging the semantics of any data source.
The objective of the presentation is to propose a technical approach and a way forward to achieve this goal.
The key concept is to enable users to express their search queries in natural language, which the LLM then enriches, interprets, and translates into structured queries based on the Solr indexâs metadata.
This approach leverages the LLMâs ability to understand the nuances of natural language and the structure of documents within Apache Solr.
The LLM acts as an intermediary agent, offering a transparent experience to users automatically and potentially uncovering relevant documents that conventional search methods might overlook. The presentation will include the results of this experimental work, lessons learned, best practices, and the scope of future work that should improve the approach and make it production-ready.
As AI technology is pushing into IT I was wondering myself, as an âinfrastructure container kubernetes guyâ, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefitâs both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
Keywords: AI, Containeres, Kubernetes, Cloud Native
Event Link: https://meine.doag.org/events/cloudland/2024/agenda/#agendaId.4211
Lee Barnes - Path to Becoming an Effective Test Automation Engineer.pdfleebarnesutopia
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So⌠you want to become a Test Automation Engineer (or hire and develop one)? While thereâs quite a bit of information available about important technical and tool skills to master, thereâs not enough discussion around the path to becoming an effective Test Automation Engineer that knows how to add VALUE. In my experience this had led to a proliferation of engineers who are proficient with tools and building frameworks but have skill and knowledge gaps, especially in software testing, that reduce the value they deliver with test automation.
In this talk, Lee will share his lessons learned from over 30 years of working with, and mentoring, hundreds of Test Automation Engineers. Whether youâre looking to get started in test automation or just want to improve your trade, this talk will give you a solid foundation and roadmap for ensuring your test automation efforts continuously add value. This talk is equally valuable for both aspiring Test Automation Engineers and those managing them! All attendees will take away a set of key foundational knowledge and a high-level learning path for leveling up test automation skills and ensuring they add value to their organizations.
Session 1 - Intro to Robotic Process Automation.pdfUiPathCommunity
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đ Check out our full 'Africa Series - Automation Student Developers (EN)' page to register for the full program:
https://bit.ly/Automation_Student_Kickstart
In this session, we shall introduce you to the world of automation, the UiPath Platform, and guide you on how to install and setup UiPath Studio on your Windows PC.
đ Detailed agenda:
What is RPA? Benefits of RPA?
RPA Applications
The UiPath End-to-End Automation Platform
UiPath Studio CE Installation and Setup
đť Extra training through UiPath Academy:
Introduction to Automation
UiPath Business Automation Platform
Explore automation development with UiPath Studio
đ Register here for our upcoming Session 2 on June 20: Introduction to UiPath Studio Fundamentals: https://community.uipath.com/events/details/uipath-lagos-presents-session-2-introduction-to-uipath-studio-fundamentals/
What is an RPA CoE? Session 1 â CoE VisionDianaGray10
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In the first session, we will review the organization's vision and how this has an impact on the COE Structure.
Topics covered:
⢠The role of a steering committee
⢠How do the organizationâs priorities determine CoE Structure?
Speaker:
Chris Bolin, Senior Intelligent Automation Architect Anika Systems
Conversational agents, or chatbots, are increasingly used to access all sorts of services using natural language. While open-domain chatbots - like ChatGPT - can converse on any topic, task-oriented chatbots - the focus of this paper - are designed for specific tasks, like booking a flight, obtaining customer support, or setting an appointment. Like any other software, task-oriented chatbots need to be properly tested, usually by defining and executing test scenarios (i.e., sequences of user-chatbot interactions). However, there is currently a lack of methods to quantify the completeness and strength of such test scenarios, which can lead to low-quality tests, and hence to buggy chatbots.
To fill this gap, we propose adapting mutation testing (MuT) for task-oriented chatbots. To this end, we introduce a set of mutation operators that emulate faults in chatbot designs, an architecture that enables MuT on chatbots built using heterogeneous technologies, and a practical realisation as an Eclipse plugin. Moreover, we evaluate the applicability, effectiveness and efficiency of our approach on open-source chatbots, with promising results.
Introducing BoxLang : A new JVM language for productivity and modularity!Ortus Solutions, Corp
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Just like life, our code must adapt to the ever changing world we live in. From one day coding for the web, to the next for our tablets or APIs or for running serverless applications. Multi-runtime development is the future of coding, the future is to be dynamic. Let us introduce you to BoxLang.
Dynamic. Modular. Productive.
BoxLang redefines development with its dynamic nature, empowering developers to craft expressive and functional code effortlessly. Its modular architecture prioritizes flexibility, allowing for seamless integration into existing ecosystems.
Interoperability at its Core
With 100% interoperability with Java, BoxLang seamlessly bridges the gap between traditional and modern development paradigms, unlocking new possibilities for innovation and collaboration.
Multi-Runtime
From the tiny 2m operating system binary to running on our pure Java web server, CommandBox, Jakarta EE, AWS Lambda, Microsoft Functions, Web Assembly, Android and more. BoxLang has been designed to enhance and adapt according to it's runnable runtime.
The Fusion of Modernity and Tradition
Experience the fusion of modern features inspired by CFML, Node, Ruby, Kotlin, Java, and Clojure, combined with the familiarity of Java bytecode compilation, making BoxLang a language of choice for forward-thinking developers.
Empowering Transition with Transpiler Support
Transitioning from CFML to BoxLang is seamless with our JIT transpiler, facilitating smooth migration and preserving existing code investments.
Unlocking Creativity with IDE Tools
Unleash your creativity with powerful IDE tools tailored for BoxLang, providing an intuitive development experience and streamlining your workflow. Join us as we embark on a journey to redefine JVM development. Welcome to the era of BoxLang.
Introducing BoxLang : A new JVM language for productivity and modularity!
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Super Systems: The Role of Education, Workforce and Economic Development Collaboration in U.S. Competitiveness - STEM INNOVATION
1. Super Systems: The Role of
Education, Workforce and
Economic Development
Collaboration in U.S.
Competitiveness
Texas Workforce Commission, Dallas, TX,
November 28, 2012
JIM BRAZELL
jimbrazell@ventureramp.com
2. General Bernard
Schriever
Feb. 19, 1957
Inaugural Air Force Office of
Scientific Research
Astronautics Symposium in
San Diego.
Commander of Western
Development Division
Headquarters
Charles Wilson
7. ROBOTS
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9. What is the role of education, workforce, and
economic development in U.S.
competitiveness?
QUALITY
WEALTH
OF
JOBS
LIFE
Cultivating
innovation and
innovators.
SURVIVAL
OF SPECIES
SECURITY/
SAFETY
10. Massachusetts Governor William Douglas appointed a Commission on
Industrial and Technical Education that later became known as the
Douglas Commission. The Commission reported:
1. There was a widespread interest in the subject of industrial education.
2. The lack of skilled workmen was not chiefly a want of manual dexterity
but a want of what what may be called industrial intelligence.
3. There was a growing feeling of inadequacy of the existing public school
system to fully meet the needs of modern industrial and social conditions.
The schools were too exclusively literary in their spirit, scope, and
methods.
4. To the question of who should bear the expense of technical education,
the common answer was the state.
11. Vocational Education, 1826-1917
On June 7, 1905, Massachusetts Governor William Douglas appointed a
Commission on Industrial and Technical Education that later became known as the
Douglas Commission. The Commission reported:
1. There was a widespread interest in the subject of industrial education.
2. The lack of skilled workmen was not chiefly a want of manual dexterity but a
want of what what may be called industrial intelligence.
3. There was a growing feeling of inadequacy of the existing public school system
to fully meet the needs of modern industrial and social conditions. The schools
were too exclusively literary in their spirit, scope, and methods.
4. To the question of who should bear the expense of technical education, the
common answer was the state.
(Barlow, 2001 Years of Education 1776-1976, Feb. 1976)
12. â...all too
often, the
focus on
âcollege
readinessâ
and âcareer
readinessâ
remains in
two distinct
silos...â
Common Core State Standards & Career and Technical Education: Bridging the Divide between
College and Career Readiness was prepared for Achieve by Hans Meeder and Thom Suddreth of
the Meeder Consulting Group, with the Association for Career and Technical Education and the
National Association of State Directors of Career Technical Education Consortium.
13. How do we cultivate innovation
and innovators?
Academics
CTE
Classical
Contemporary
Education
Health
Arts
14. What is the role of education, workforce, and
economic development in U.S.
competitiveness?
QUALITY
WEALTH
OF
JOBS
LIFE
You,
championing
next generation
CTE!
SURVIVAL
OF SPECIES
SECURITY/
SAFETY
41. A Pacemaker the
Size of a Tic Tac Medtronic is using
microelectronics to
make a pacemaker so
small it can be
injected. Technology
Review
http://www.technologyreview.com/biomedicine/32436/?
nlid=4177
45. The increasing footprint of automation in cars, trains, planes, and heavy
equipment has necessitated a shift from mechanic to âtechnician.â
What are the
implications for work?
http://www.calcars.org/photos.html
46. The structure of technology is evolving from
informational to cyber physical.
Electronics
Computers
Cyber physical systems utilize
information technology
(computers, software, and
networks, âcyberâ) to direct
the communication and
control of physical processes
and systems (or vice versa).
Software
Motors
47. âSuperior is about precision... high quality and high tolerance...
Tolerances are within thousandths of an inch.â --Randy DeBolt,
Co-founder, Superior Extrusion
48. âSuperiorâs processes are all automated. Technicians work at the
intersection of mechanical, computer, and electrical processes.â -Randy DeBolt, Co-founder, Superior Extrusion
50. âDigital control systems require
people who have theory and
skill... Most new employees
have associates or university
degrees.â --Troy Sarles,
Administrator for Employee
Relations, HR, Cliffs Natural
Resources
51. âWe never physically
touch product... We
support safety, people,
process and
machines...â --Troy
Sarles, Administrator
for Employee
Relations, HR, Cliffs
Natural Resources
53. D-J Engineering
Engineering Design
$50K - $180K
Machinists & Sheet Metal
$22K - $42K
--Razaul A. Chowdhury, President
Butler Community College
April 7 to 11, 2008
55. âIn most industries you
have electricians,
mechanics and IT, in
wind, you are expected
to do everything.â
-- Bryan Gregory, Jr.
11.1.2006, TSTC West TX, Sweetwater
59. The technicians who work at the intersection
of cyber and physical systems and processes
are referred to as âmulti-craft technicians,â
âmulti-skill technicians,â âintegrated systems
technicians,â âmechatronics technicians,â
âengineering technicians,â âinstrumentation
and control systems technicians,â âprocess
control technicians,â and âScience and
Technology R&D techniciansâ among other
names.
60. Cyber physical systems extend computer control into the
realms of biology and chemistry.
Electronics
Computers
Bio
Chemistry
Cyber
Physical
Systems
Neuro
Software
Physics
Motors
62. ââŚ.we had to
upgrade our basic
mechanic skills to
include
programmable
logic controllers
and electrical
systems.â--Dr. Ron
Lentsch, Allergan
4.16.2007, TSTC Waco
63. âIn 2006, demand was off the charts.
Every graduate had a job 6 months
before graduation. Chemical
Technology Graduates typically start
at $35K and it is not uncommon for
them to make $60K-to-$70K per year.â
âRobert Hernandez, TSTC
68. The role of workforce, education, and
economic development collaboration in
U.S. competitiveness is to enable
innovation.
Similar to space in 1957, cyberspace is
now the the platform and engine of
education, workforce, and economic
innovation, while simultaneously
representing an emerging domain of
warfare, terrorism, and crime.
The integration of computers, networks,
software, and machines (cyber physical
systems) has given birth to a new
generation of work, education, and
economic development.
70. Morrill Act, July 2, 1862
Liberal
Arts
S&T
Motivates
New
Ed
Practical
Arts
â...promote the liberal and practical education of the
industrial classes.â (Barlow, 2001 Years of Education
1776-1976, Feb. 1976)
71. St. Louis Manual Training
School, 1880
Steam-driven threshing machine near Hallock, Minnesota. Photo from
1882, scanned from H. Arnold Barton, A Folk Divided: Homeland
Swedes and Swedish Americans, 1840â1940, Uppsala: Acta
Universitatis Upsaliensis, 1994. Held by Nordiska Museet, Stockholm.
Public domain by reason of age in Wikipedia.
Hail the skillful
cunning hand!
Hail to the
cultural mind!
Contending for
the worldâs
command,
Here let them
be combined.
(Barlow, 2001 Years of
Education 1776-1976, Feb.
1976)
72. Understanding the
structure of technology
Defining STEM in the
context of workforce and
economic development
Education pathways to
innovation
80. 5.5% STEM JOBS
5.5% of U.S. Workforce,
7.6MM STEM Jobs in
2010
David Langdon, George McKittrick, David Beede, Beethika Khan, and Mark Doms, âSTEM: Good Jobs Now and for
the Future.â US Department of Commerce, Economics and Statistics Administration last accessed online October 28,
2012 http://www.esa.doc.gov/sites/default/ďŹles/reports/documents/stemďŹnalyjuly14_1.pdf
81. David Beede, Tiffany Julian, David Langdon, George McKittrick, Beethika Khan, and Mark Doms, OfďŹce of the Chief
Economist, âWomen in STEM: A Gender Gap to Innovation.â US Department of Commerce, Economics and Statistics
Administration last accessed online October 28, 2012 http://www.esa.doc.gov/sites/default/ďŹles/reports/documents/
womeninstemagaptoinnovation8311.pdf
82.
83. David Beede, Tiffany Julian, David Langdon, George McKittrick, Beethika Khan, and Mark Doms, OfďŹce of the Chief
Economist, âWomen in STEM: A Gender Gap to Innovation.â US Department of Commerce, Economics and Statistics
Administration last accessed online October 28, 2012 http://www.esa.doc.gov/sites/default/ďŹles/reports/documents/
womeninstemagaptoinnovation8311.pdf
84. 5.5% STEM JOBS
½ of STEM Jobs are
Network and
Information Tech
David Langdon, George McKittrick, David Beede, Beethika Khan, and Mark Doms, âSTEM: Good Jobs Now and for
the Future.â US Department of Commerce, Economics and Statistics Administration last accessed online October 28,
2012 http://www.esa.doc.gov/sites/default/ďŹles/reports/documents/stemďŹnalyjuly14_1.pdf
85. There are between 3.8 (DOL) and 5.8
(OECD) million people in the US
employed in NIT.
Computer and mathematical occupations
are projected to add 785,700 new jobs from
2008 to 2018.
As a group, these jobs are forecast to grow
more than twice as fast as the average for
all occupations in the economy.
http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-nitrd-report-2010.pdf
86. August 2012
DEFENSE HORIZONS
National Defense University
David J. Kay is a Research Analyst
in the Center for Technology and
National Security Policy (CTNSP), Institute for National Strategic Studies,
at the National Defense University.
Terry J. Pudas is a Senior Research
Fellow in CTNSP. Brett Young was a
Research Assistant in CTNSP.
Key Points
There is widespread agreement in
the public and private sectors that
U.S. educational institutions are unable to meet the growing demand
for cyber workforce professionals.
It is difficult to measure the true
size and requirements for the cyber
workforce due to the lack of com-
Preparing the Pipeline:
The U.S. Cyber Workforce
for the Future
by David J. Kay, Terry J. Pudas, and Brett Young
I
n 2008,
Therethe Comprehensive National Cybersecurity Initiative listed âexpanded
is widespread agreement in
cyber educationâ as one of its key recommendations. In 2009, the Partnership
the public produced aprivatethat the current pipeline of cyberfor Public Service and report stating sectors that
security workers into the government
U.S.Robert Gates stated that thewas inadequate. In the same year, Secretary of
educationalmilitary was âdesperately short of people who
institutions are unDefense
ablecapabilities [to operate in cyberspace].â And in 2011, the Inspector Genhave the to meet the growing demand
eral of the Federal
for investigatingBureau ofsecurity cyber-intrusion cases 35 percent of thetraining
cybernational Investigation reported that lacked necessary special
workforce professionals.
agents
1
2
L SECURITY POLICY
About the Authors
87. âIn this report, we
deďŹne STEM jobs to
include professional
and technical support
occupations in the
ďŹelds of computer
science and
mathematics,
engineering, and life
and physical
sciences.â
David Langdon, George McKittrick, David
Beede, Beethika Khan, and Mark Doms,
âSTEM: Good Jobs Now and for the Future.â
US Department of Commerce, Economics and
Statistics Administration last accessed online
October 28, 2012 http://www.esa.doc.gov/
sites/default/ďŹles/reports/documents/
stemďŹnalyjuly14_1.pdf
87
88. ANTHONY P. CARNEVALE NICOLE SMITH MICHELLE MELTON, âScience,
Technology, Engineering & Mathematicsâ, Georgetown University, Center on
Education and the Workforce, October 20, 2012 last accessed October 28,
2012 at http://cew.georgetown.edu/stem/.
89. Note: STEM does
not include medical
and health jobs or
many of the middle
skill jobs
transformed by
technology in the
past decade across
industry sectors.
ANTHONY P. CARNEVALE NICOLE SMITH MICHELLE MELTON, âScience,
Technology, Engineering & Mathematicsâ, Georgetown University, Center on
Education and the Workforce, October 20, 2012 last accessed October 28,
2012 at http://cew.georgetown.edu/stem/.
90. While STEM
accounts for
7.6MM jobs,
there are 29
million middle
skills jobs
62% of middle
skills job pay
$35K plus
2 out of 5
middle skill
jobs pay $50k
plus
CTE - Five Ways That Pay, Center for Education and the Workforce, Georgetown University, Sep 2012,
Last accessed online October 28, 2012 at http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/
CTE.FiveWays.FullReport.pdf
91. US Department of Labor and US Bureau of the Census in National Skills Coalition
92. 5.5% STEM JOBS
U.S. Department of Commerce,
Economics and Statistics Administration,
STEM Jobs Now and for the Future,
7.6MM STEM Jobs in 2010, 5.5% of U.S.
Workforce
Technology impacts all jobs and academic
disciplinesâall aspects of life.
97. Since going public on August 8, 2008, the
companyâs stock has soared from $12.50 a share to
more than $56 a share today. The company has a
market capitalization of $6.5 billion.
2008
http://www.siliconhillsnews.com/2012/03/23/rackspace-and-graham-westons-impact-on-silicon-hills/
100. 2005
SFBR is home to the world's
largest computer cluster devoted
to statistical genetic analysis.
Home of military
medicine.
Richard V. Butler, Ph.D.
Mary E. Stefl, Ph.D.
Trinity University
105. General Bernard
Schriever,
Father of the U.S. Air Force
space and missile program
Feb. 19, 1957
Inaugural Air Force Office of
Scientific Research Astronautics
Symposium in San Diego.
Commander of Western
Development Division
Headquarters
107. What do we mean when
we say STEM?
WEALTH
LIFE
QUALITY
JOBS
Technological
transformation of
existing situations into
new situations (work,
learning, play, civil
society, economy).
SURVIVAL
OF SPECIES
SECURITY/
SAFETY
109. Understanding the
structure of technology
Defining STEM in the
context of workforce and
economic development
Education pathways to
innovation
110.
111. How do we cultivate innovation
and innovators?
Academics
CTE
Classical
Contemporary
Education
Health
Arts
112. TE(a)MS Model Schools
Classical Contemporary Education
⢠High degree of faculty interaction across disciplines
and grades (systems)
⢠Integrating CTE, Arts and Academics (systems)
⢠Learning laboratories and worldly experience with
industry-standard tools, processes and problems
(systems)
⢠Emerging P-20 systems (P-20) -- Sequenced,
integrated and transferable courses HS to CTC to
University (systems)
⢠Transdisciplinary culture (systems) -- Context and
frame for learning is real world, purpose driven and
action oriented.
117. ITSA, San Antonio, TX
http://www.mysanantonio.com/default/article/Students-hoping-to-ridethe-cybersecurity-wave-1043235.php#ixzz1IBe4Gqls
118. The key literacy of the 21st century
is transdisciplinarity.
World
Knowledge
Applied
Problem
Solving
119. Transdiscipline
Transdiscipline is the organization of
people across academia and
institutional silos to innovate.
Innovation is the creation of new
knowledge, tools, processes, and
systems.
143. Learn more about TX cyber
today at the Texas Cyber
Education, Workforce, and
Economic Development
session from 2:00-3:15.
144. Understanding the
structure of technology
Defining STEM in the
context of workforce and
economic development
Education pathways to
innovation
145. Common Core State Standards & Career and Technical Education: Bridging the Divide between
College and Career Readiness was prepared for Achieve by Hans Meeder and Thom Suddreth of
the Meeder Consulting Group, with the Association for Career and Technical Education and the
National Association of State Directors of Career Technical Education Consortium.
âThe goal of
ensuring that all
students graduate
from high school
ready for college,
careers and life has
taken hold in every
state across the
nation. Yet all too
often, the focus on
âcollege readinessâ
and âcareer
readinessâ remains
in two distinct
silos...â
146. What is the role of education, workforce, and
economic development in U.S.
competitiveness?
QUALITY
WEALTH
OF
JOBS
LIFE
Cultivating
innovation and
innovators.
SURVIVAL
OF SPECIES
SECURITY/
SAFETY
147. What is the role of education, workforce, and
economic development in U.S.
competitiveness?
QUALITY
WEALTH
OF
JOBS
LIFE
You,
championing
next generation
CTE!
SURVIVAL
OF SPECIES
SECURITY/
SAFETY
148. Super Systems: The Role of
Education, Workforce and
Economic Development
Collaboration in U.S.
Competitiveness
Texas Workforce Commission, Dallas, TX,
November 28, 2012
JIM BRAZELL
jimbrazell@ventureramp.com