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
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
2013, Cyber Social Studies, Next Level Global Education, & STEM+Humanities by...Jim "Brodie" Brazell
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.
Technological advancement and its impacts on the world of work and societyFernando Alcoforado
Technological progress will inevitably have three consequences: 1) the decline in consumption or general demand for goods and services due to the increase in unemployment and the reduction of the purchasing power of the working population; (2) the decline of the middle class with major implications of a political nature since it acts as an ally of the bourgeoisie; and (3) the weakening of the struggle of the unions for the benefit of the workers and of the class struggle between the bourgeoisie and the proletariat. The political consequences of the end of employment thanks to technological advances are quite serious because the population needs to work to survive. This may open the way for a social revolution with unpredictable consequences, unless a new model of society inspired by Scandinavian social democracy (Sweden, Denmark, Norway, Finland and Iceland) is implemented.
Humans create robots and not robots create humans.
Humans create robots and not robots create humans.
AI and Robots in Workplace: This slide shares some of the spaces where robots are invading(replacing humans), possible job opportunities for the people who would be replaced, other that that what solutions could be for robots overtaking humans.
The Future is Here: Why Science and Technology Change the Kind of Schools We ...Jim "Brodie" Brazell
The document discusses emerging technologies including wearable computers, robots, and video games. It describes how robots are now fundamental to how we live, work and play. It discusses concepts like augmented reality, facial recognition, contact lenses, and how technology is transforming social institutions and personal identity. STEM fields are facilitating changes to time, space, geography, privacy and more. 3D printers may soon be able to print entire houses. Drones may deliver packages in the future.
The Future is Here: The Impact of Data on Society and Our Daily LivesJim "Brodie" Brazell
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
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.
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
2013, Cyber Social Studies, Next Level Global Education, & STEM+Humanities by...Jim "Brodie" Brazell
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.
Technological advancement and its impacts on the world of work and societyFernando Alcoforado
Technological progress will inevitably have three consequences: 1) the decline in consumption or general demand for goods and services due to the increase in unemployment and the reduction of the purchasing power of the working population; (2) the decline of the middle class with major implications of a political nature since it acts as an ally of the bourgeoisie; and (3) the weakening of the struggle of the unions for the benefit of the workers and of the class struggle between the bourgeoisie and the proletariat. The political consequences of the end of employment thanks to technological advances are quite serious because the population needs to work to survive. This may open the way for a social revolution with unpredictable consequences, unless a new model of society inspired by Scandinavian social democracy (Sweden, Denmark, Norway, Finland and Iceland) is implemented.
Humans create robots and not robots create humans.
Humans create robots and not robots create humans.
AI and Robots in Workplace: This slide shares some of the spaces where robots are invading(replacing humans), possible job opportunities for the people who would be replaced, other that that what solutions could be for robots overtaking humans.
The Future is Here: Why Science and Technology Change the Kind of Schools We ...Jim "Brodie" Brazell
The document discusses emerging technologies including wearable computers, robots, and video games. It describes how robots are now fundamental to how we live, work and play. It discusses concepts like augmented reality, facial recognition, contact lenses, and how technology is transforming social institutions and personal identity. STEM fields are facilitating changes to time, space, geography, privacy and more. 3D printers may soon be able to print entire houses. Drones may deliver packages in the future.
The Future is Here: The Impact of Data on Society and Our Daily LivesJim "Brodie" Brazell
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
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.
The document summarizes a presentation by Dr. James Spohrer on the future of manufacturing from a service science perspective. The key points are:
1) Dr. Spohrer's vision is of modular manufacturing as a regional recirculation service system ("MMaaRRSS") with minimal transport costs and a circular economy approach.
2) Trends discussed include servitization, 3D printing, and the "Internet of Things" enabling manufacturing platforms and linking physical products to information.
3) The innovation framework looks at near-term platform technologies and smart service systems, and longer-term concepts like "Utility Fog" to get manufacturing to a circular, service-based model.
The document discusses the history and future of innovation in San Antonio, Texas. It begins with a summary of San Antonio's role in aviation and space innovation dating back to the 1910s. It then discusses more recent developments including the founding of the US Air Force Academy in 1954, advances in cybersecurity and the activation of 24th Air Force in 2009 focused on cyber operations. The document envisions San Antonio's future role in emerging areas like biotechnology, cybersecurity and developing human capital to organize and produce innovation.
Digital Learning Landscapes Conference, Stavanger Economic Development, Lysee...Jim "Brodie" Brazell
“Serious Games—Beyond Games,” “The Age of Science Nonfiction” and “Convergence Technopolei,” Digital Learning Landscapes Conference, Stavanger Economic Development, Lysee Telecom and University of Stavanger, Stavanger, Norway, October 23-25, 2006.
This document discusses emerging technologies and their implications. It begins with a quote about children in Maui not traveling off the island. It then discusses concepts like ahupua'a, an integrated Hawaiian land management system, and ho'ohanalima, learning by doing. Examples are given of local companies and their products, like the first bio-diesel company in the US. Quotes provide insights from local educators about the intersection of technologies and needed skills, like opto-mechatronics technicians. Images show local students gaining hands-on learning through projects like an environmental study of a fishpond.
The document discusses several challenges facing the future workforce, including an aging workforce in many industries, lack of skilled labor applicants, and declining numbers of students gaining necessary skills and education. It notes that over the next decade, most growing jobs will require postsecondary education or training, but demand is outpacing supply. This skills gap can be addressed by shifting education to better align with emerging fields like mechatronics that integrate skills from multiple STEM areas. Examples are given of STEM and career-focused high school programs that aim to prepare more students for in-demand technical careers.
WILL ROBOTS REDUCE OR INCREASE HUMAN EMPLOYMENT OPPORTUNITIES?VARUN KESAVAN
According to Binus Square Student Committee, Technology is disrupting the economy at many levels, and many worry about losing their jobs to automation. The truth is that this isn’t anything new—we’ve been through this already with the Industrial Revolution.
Back then, employees also thought there would be no room for humans at work. Machines were taking over, and their jobs were less valuable every day. But humans are still part of the equation; machines didn’t replace us—we use them to make our jobs more productive.
Today, we can expect a significant change in the way we handle our work, and we’ll probably have to learn new skills to future-proof our lives. The only difference between the previous industrial revolutions and today’s robotics revolution is the speed at which it is taking place.
According to a recent Oxford study, there will be 14 million robots in China’s workforce within the next 11 years. Artificial Intelligence, machine learning and robotics are accelerating the pace of automation in the workspace. However, there will always be jobs for humans. Now, let’s explore whether robots will reduce human employment or not.
Facing the future of technology and learning howard college nov 2021Maria H. Andersen
In the last decade, innovations like adaptive learning, smartphones, learning analytics, OER, and MOOCs have been chipping away at the corners of traditional education – causing us to teach using more technology. The pandemic accelerated technology adoption, but we still haven’t faced the real crisis in curriculum. The next wave of disruption to higher ed will not come from more technology to incorporate into teaching, but will be caused by the existence of advanced technology in the workforce. The existence of technology like AI will force us to regularly alter the curriculum we teach to keep it relevant to the world around us. This talk provides guidance for changing how we design and assess programs, courses, and modalities of delivery in order to stay relevant as educational institutions.
The document discusses trends placing pressure on American industry and education to change, including increasing globalization, rapid changes in science and technology, and demographic shifts. It notes that skills and knowledge in STEM fields are merging, requiring workers and learners to be multi-disciplinary. Examples are provided of technical jobs in various industries that require integrated mechanical, electronic, hydraulic, and pneumatic skills. The document advocates for academic mergers across STEM disciplines and between academic and technical education to prepare students for in-demand jobs in areas like engineering, health care, advanced manufacturing, and information technology.
This document discusses creating an accessible and inclusive mobile experience. It begins by noting that while some devices like the iPhone are popular, they only represent a small portion of the overall mobile device market and user population. It then examines the need to make the mobile web accessible to all users, not just those with certain devices, and provides examples of how usage and capabilities vary greatly across the global mobile landscape. The document advocates for an adaptive approach that considers this diversity and creates an experience optimized for all types of mobile browsers and networks.
A Glimpse of the Future, Laramie Community College 5.17.2011Jim "Brodie" Brazell
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 skepticism around predictions related to automation and AI. It summarizes past predictions that did not come true, such as forecasts of overpopulation, resource depletion, and other crises. It notes that forecasting the future is difficult and linear extrapolation is often inaccurate. Extrapolating based on current trends ignores factors like social and technological change. The document advocates bringing data to the discussion and considering the complexity of social and economic systems when making predictions. It argues that automation is more likely to augment human capabilities than replace jobs. Overall, the document expresses optimism that societies and economies can adapt to technological change.
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.
My talk to the joint OECD/G20 German Presidency conference on digitalization in Berlin on January 12, 2017. Fitness landscapes as applied to technology, business, and the economy. Note that the fitness landscape slides will not be animated in this PDF, which I shared this way so that you could see my narrative in the speaker notes. While it has some slides in common with my White House Frontiers conference talk, it includes a bunch of other material.
“The Age of Science Nonfiction,” Reaching New Horizons: Workforce and Econom...Jim "Brodie" Brazell
This document discusses the changing nature of work and education in an age of rapid technological advancement. It notes that technological change is exponential, not linear, and progress will be much faster this century. It emphasizes the need for societies and organizations to optimize for innovation. Examples show how industries and educational institutions can collaborate better by aligning curriculum with industry needs, offering clear career pathways, and providing work experience opportunities for students. When these types of partnerships occur, it benefits students, educators, industry and the economy. The document advocates for new workforce and education metrics that better measure learning outcomes and career relevance.
WebCongress US 2013 why does superman wear his underwear outside his pants?. ...Ed Fernandez
a 51 slides review of the status of technology, trends and underlying patterns with emphasis on mobile tech & adoption.
Prepared for WebCongress US edition. Presented at James L. Knight Convention Center in Miami, November 2013
Facing the Future of Technology and Learning OLC Nov 2020Maria H. Andersen
In the last decade, innovations like adaptive learning, smartphones, learning analytics, OER, and MOOCs have been chipping away at the corners of traditional education. Then came COVID-19, causing a rapid acceleration of the adoption of these kinds of technology and new pedagogies in under a month. The next wave of disruption to higher ed will not come from more technology to incorporate into teaching, but will be caused by the existence of advanced technology in the workforce. The existence of technology like AI will force us to alter the content we teach, how we assess, and how we design programs, modalities, and curriculum in order to stay relevant as educational institutions.
This Presentation is an abstract of discussion I had during my Session with Participants of a Webinar at Regional Center of IGNOU, Patna on Future Skills & Career Opportunities in POST COVID-19
- 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.
- 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.
Facing the future of technology and learning mizzou jan 2022Maria H. Andersen
The document discusses how technology and the amount of data and information in the world is rapidly changing. It notes that smartphones have transformed how people live and work in just one decade. It also discusses how artificial intelligence and automation may disrupt many jobs and careers. The document argues that curriculum in higher education needs to change and adapt to better prepare students for this changing environment by focusing less on memorization, allowing for more flexible expertise, and enabling students to upgrade their skills more quickly for new careers.
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 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.
The document summarizes a presentation by Dr. James Spohrer on the future of manufacturing from a service science perspective. The key points are:
1) Dr. Spohrer's vision is of modular manufacturing as a regional recirculation service system ("MMaaRRSS") with minimal transport costs and a circular economy approach.
2) Trends discussed include servitization, 3D printing, and the "Internet of Things" enabling manufacturing platforms and linking physical products to information.
3) The innovation framework looks at near-term platform technologies and smart service systems, and longer-term concepts like "Utility Fog" to get manufacturing to a circular, service-based model.
The document discusses the history and future of innovation in San Antonio, Texas. It begins with a summary of San Antonio's role in aviation and space innovation dating back to the 1910s. It then discusses more recent developments including the founding of the US Air Force Academy in 1954, advances in cybersecurity and the activation of 24th Air Force in 2009 focused on cyber operations. The document envisions San Antonio's future role in emerging areas like biotechnology, cybersecurity and developing human capital to organize and produce innovation.
Digital Learning Landscapes Conference, Stavanger Economic Development, Lysee...Jim "Brodie" Brazell
“Serious Games—Beyond Games,” “The Age of Science Nonfiction” and “Convergence Technopolei,” Digital Learning Landscapes Conference, Stavanger Economic Development, Lysee Telecom and University of Stavanger, Stavanger, Norway, October 23-25, 2006.
This document discusses emerging technologies and their implications. It begins with a quote about children in Maui not traveling off the island. It then discusses concepts like ahupua'a, an integrated Hawaiian land management system, and ho'ohanalima, learning by doing. Examples are given of local companies and their products, like the first bio-diesel company in the US. Quotes provide insights from local educators about the intersection of technologies and needed skills, like opto-mechatronics technicians. Images show local students gaining hands-on learning through projects like an environmental study of a fishpond.
The document discusses several challenges facing the future workforce, including an aging workforce in many industries, lack of skilled labor applicants, and declining numbers of students gaining necessary skills and education. It notes that over the next decade, most growing jobs will require postsecondary education or training, but demand is outpacing supply. This skills gap can be addressed by shifting education to better align with emerging fields like mechatronics that integrate skills from multiple STEM areas. Examples are given of STEM and career-focused high school programs that aim to prepare more students for in-demand technical careers.
WILL ROBOTS REDUCE OR INCREASE HUMAN EMPLOYMENT OPPORTUNITIES?VARUN KESAVAN
According to Binus Square Student Committee, Technology is disrupting the economy at many levels, and many worry about losing their jobs to automation. The truth is that this isn’t anything new—we’ve been through this already with the Industrial Revolution.
Back then, employees also thought there would be no room for humans at work. Machines were taking over, and their jobs were less valuable every day. But humans are still part of the equation; machines didn’t replace us—we use them to make our jobs more productive.
Today, we can expect a significant change in the way we handle our work, and we’ll probably have to learn new skills to future-proof our lives. The only difference between the previous industrial revolutions and today’s robotics revolution is the speed at which it is taking place.
According to a recent Oxford study, there will be 14 million robots in China’s workforce within the next 11 years. Artificial Intelligence, machine learning and robotics are accelerating the pace of automation in the workspace. However, there will always be jobs for humans. Now, let’s explore whether robots will reduce human employment or not.
Facing the future of technology and learning howard college nov 2021Maria H. Andersen
In the last decade, innovations like adaptive learning, smartphones, learning analytics, OER, and MOOCs have been chipping away at the corners of traditional education – causing us to teach using more technology. The pandemic accelerated technology adoption, but we still haven’t faced the real crisis in curriculum. The next wave of disruption to higher ed will not come from more technology to incorporate into teaching, but will be caused by the existence of advanced technology in the workforce. The existence of technology like AI will force us to regularly alter the curriculum we teach to keep it relevant to the world around us. This talk provides guidance for changing how we design and assess programs, courses, and modalities of delivery in order to stay relevant as educational institutions.
The document discusses trends placing pressure on American industry and education to change, including increasing globalization, rapid changes in science and technology, and demographic shifts. It notes that skills and knowledge in STEM fields are merging, requiring workers and learners to be multi-disciplinary. Examples are provided of technical jobs in various industries that require integrated mechanical, electronic, hydraulic, and pneumatic skills. The document advocates for academic mergers across STEM disciplines and between academic and technical education to prepare students for in-demand jobs in areas like engineering, health care, advanced manufacturing, and information technology.
This document discusses creating an accessible and inclusive mobile experience. It begins by noting that while some devices like the iPhone are popular, they only represent a small portion of the overall mobile device market and user population. It then examines the need to make the mobile web accessible to all users, not just those with certain devices, and provides examples of how usage and capabilities vary greatly across the global mobile landscape. The document advocates for an adaptive approach that considers this diversity and creates an experience optimized for all types of mobile browsers and networks.
A Glimpse of the Future, Laramie Community College 5.17.2011Jim "Brodie" Brazell
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 skepticism around predictions related to automation and AI. It summarizes past predictions that did not come true, such as forecasts of overpopulation, resource depletion, and other crises. It notes that forecasting the future is difficult and linear extrapolation is often inaccurate. Extrapolating based on current trends ignores factors like social and technological change. The document advocates bringing data to the discussion and considering the complexity of social and economic systems when making predictions. It argues that automation is more likely to augment human capabilities than replace jobs. Overall, the document expresses optimism that societies and economies can adapt to technological change.
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.
My talk to the joint OECD/G20 German Presidency conference on digitalization in Berlin on January 12, 2017. Fitness landscapes as applied to technology, business, and the economy. Note that the fitness landscape slides will not be animated in this PDF, which I shared this way so that you could see my narrative in the speaker notes. While it has some slides in common with my White House Frontiers conference talk, it includes a bunch of other material.
“The Age of Science Nonfiction,” Reaching New Horizons: Workforce and Econom...Jim "Brodie" Brazell
This document discusses the changing nature of work and education in an age of rapid technological advancement. It notes that technological change is exponential, not linear, and progress will be much faster this century. It emphasizes the need for societies and organizations to optimize for innovation. Examples show how industries and educational institutions can collaborate better by aligning curriculum with industry needs, offering clear career pathways, and providing work experience opportunities for students. When these types of partnerships occur, it benefits students, educators, industry and the economy. The document advocates for new workforce and education metrics that better measure learning outcomes and career relevance.
WebCongress US 2013 why does superman wear his underwear outside his pants?. ...Ed Fernandez
a 51 slides review of the status of technology, trends and underlying patterns with emphasis on mobile tech & adoption.
Prepared for WebCongress US edition. Presented at James L. Knight Convention Center in Miami, November 2013
Facing the Future of Technology and Learning OLC Nov 2020Maria H. Andersen
In the last decade, innovations like adaptive learning, smartphones, learning analytics, OER, and MOOCs have been chipping away at the corners of traditional education. Then came COVID-19, causing a rapid acceleration of the adoption of these kinds of technology and new pedagogies in under a month. The next wave of disruption to higher ed will not come from more technology to incorporate into teaching, but will be caused by the existence of advanced technology in the workforce. The existence of technology like AI will force us to alter the content we teach, how we assess, and how we design programs, modalities, and curriculum in order to stay relevant as educational institutions.
This Presentation is an abstract of discussion I had during my Session with Participants of a Webinar at Regional Center of IGNOU, Patna on Future Skills & Career Opportunities in POST COVID-19
- 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.
- 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.
Facing the future of technology and learning mizzou jan 2022Maria H. Andersen
The document discusses how technology and the amount of data and information in the world is rapidly changing. It notes that smartphones have transformed how people live and work in just one decade. It also discusses how artificial intelligence and automation may disrupt many jobs and careers. The document argues that curriculum in higher education needs to change and adapt to better prepare students for this changing environment by focusing less on memorization, allowing for more flexible expertise, and enabling students to upgrade their skills more quickly for new careers.
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 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.
Opening keynote address on "Disruptive Technology and the Calling of Humanities and Social Sciences" at the 11th International Conference on Humanities and Social Sciences, at Prince of Songkla University in Hat Yai, Thailand on 2 May 2019. The conference theme is Global Digital Society: Impacts on Humanities and Social Sciences. The topic of disruptive technology and our calling could not be more suitable for someone who works on international faculty development by leading the World Association for Online Education since 1998. At the same time, the author has worked for the impact to go the other way, from the Humanities and Social Sciences to new technologies, which tend to be rudderless or even dangerous unless guided by ethics, and, in education, pedagogy. In collaboration with Prof. Gráinne Conole (National Institute for Digital Learning, Dublin City University, Ireland), the presentation includes a history of e-learning.
Super Systems: The Role of Education, Workforce and Economic Development Coll...Jim "Brodie" Brazell
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.
Science fiction has influenced many real-world technologies by sparking scientists' interests and envisioning technologies that later became realities, such as communication satellites. Researchers have found that science fiction plays an important and growing role in human-computer interaction by exploring issues like shape-changing interfaces and digital afterlife ethics. For technology and business to progress, innovative methods are needed to integrate emerging converging technologies at large scales through collaboration between businesses, policymakers, and individuals to develop beneficial innovations and adapt to human-machine connections.
1) Social machines are hybrid systems of people and technology that allow for democratization and disintermediation by empowering citizens at scale.
2) They are studied as ecosystems of living, hybrid organisms where the successes and failures of instances inform the design of successors.
3) Stories and narrative play an important role in social machines by facilitating sociality, sustainability, and emergence through collaborative authorship and mixed authority.
David De Roure discusses shifts in scholarly practice towards more open science and use of social machines. Social machines are computational systems where humans and machines work together to achieve goals. De Roure provides examples like citizen science projects and Wikipedia. He argues that social machines can facilitate research that is reproducible, reusable, and re-interpretable. De Roure envisions a future where new forms of social processes are created using computers to enable open innovation at a large scale.
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.
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 history of innovation in San Antonio related to STEM fields from the 1910s to present day. It covers early developments in aviation medicine at Brooks Air Force Base in the 1920s, the growth of aerospace and cybersecurity industries in the city, and emerging areas of convergence between various technologies. The fundamental question is how to continue organizing and producing innovation into the 21st century.
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.
This document discusses critical making and maker spaces in libraries. It begins by defining critical making as productions that are understood as politically transformative by individuals and groups. It then discusses the importance of libraries promoting adult education and critical media literacy. The document advocates developing maker spaces and content in libraries inline with critical literacy, to empower citizens to read and produce media as active participants in democratic society.
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 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.
A talk I gave for the North American Veg Society on social gaming - a key trend in the internet world. Explains relationship between idea spread, behavior change and online gaming. Slides did not translate perfectly, but will give you an idea of concepts nonetheless.
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.
This document summarizes a research paper on China's experiences with technology, trade, and inclusive development in the context of globalization. The research examined China's patterns of trade, technology, and investment to analyze their impact on development. It found that while foreign direct investment, trade, and economic growth were in long-run equilibrium, they also created a wide income inequality gap. The researchers conclude it is important for policymakers to address obstacles and improve absorptive capacity to maximize inclusive development and equality.
Similar to World Affairs Council, 2013, Summer Teacher Institute (20)
300 Years in the Making: How San Antonio Developed the Foundation for a Thriv...Jim "Brodie" Brazell
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
Jim Brazell, CEO and Founder, ventureRAMP, Inc. — Friday, March 12, 2010
Fueled by Washington’s 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 “shop” classes and broadens the market for kits, labs, simulations, and software and “hands-on” 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
Presenter: Jim Brazell, Technology Forecaster, Public Speaker, and Strategist, Radical Platypus group and the Thornburg Center for Professional Development.
Fueled by Washington’s 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
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, STEM—science, technology, engineering, and mathematics. The production is a public service to the City and it’s 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 – The Role of STEM, Humanities and Arts in US Com...Jim "Brodie" Brazell
The Citadel, Sputnik Moment – 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, Butler Community College, Butler and Wichita, Kansas, Feb...Jim "Brodie" Brazell
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
Robot World: How Cyber Physical Systems are Changing Human-Machine Operations, International Society for Performance Improvement, Founding Chapter, San Antonio, TX, August 27, 2014
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.
From STEM to TEAMS a US educational innovation strategy which unifies the hou...Jim "Brodie" Brazell
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 Nation’s P-20 education students & adults from White House.
At issue, contrary to OSTP’s 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), President’s 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-author’s 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 other’s 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 Jim’s redacted response. By comparison, Jim’s 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
US TEAMS Economic Development, S&T R&D, Workforce and Education Strategy for ...Jim "Brodie" Brazell
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 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 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
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Advantages and Disadvantages of CMS from an SEO Perspective
World Affairs Council, 2013, Summer Teacher Institute
1. 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
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
3.
4.
5. “The path of technological innovation is knowable at least
several decades in advance of the future. It is simply not
true that we can not determine the structure, path and
strategy of technology for planning and operations. All we
have to do is lift our eyes up from the ground to look over
the horizon.” October 23, 2010
11. New Value System
and Structure of:
Knowledge
Organizations
Industries
Markets
Technical Systems
Human Capital
Curricula
12. 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.
13. 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)
Vocational Education, 1826-1917
14. Agrarian Age
Input to production
– human labor
Industrial Age
Input to production –
machine labor
American Industrial Revolution
1812-1973
1812
17. Agrarian Age
Input to production
– human labor
Industrial Age
What changed with regard to
education, identity, gender
roles, society, politics, history,
economics, ecology, religion,
geography, anthropology, and
civil society?
What changed in the shift from
agrarianism to industrialism?
1812-1973
1812
18. Morrill Act, July 2, 1862
Practical
Arts
Liberal
Arts
S&T
Motivates
New
Ed
“...promote the liberal and practical education of
the industrial classes.” (Barlow, 2001 Years of
Education 1776-1976, Feb. 1976)
19. Hail the skillful
cunning hand!
Hail to the
cultural mind!
Contending for
the world’s
command,
Here let them
be combined.
(Barlow, 2001 Years of
Education 1776-1976, Feb.
1976)
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, 1840—1940, Uppsala: Acta Universitatis
Upsaliensis, 1994. Held by Nordiska Museet, Stockholm. Public domain
by reason of age in Wikipedia.
37. 37
Origo may be the last
toy you ever have to
buy for your child. The
prototype 3D printer
under development by
Artur Tchoukanov and
Joris Peels allows
children aged ten and
up to design figurines
and shapes on a
computer, and then
print them out to play
with. Instead of buying
your children more
toys, let them make
their own.
Cost: $800.00
http://singularityhub.com/2011/10/12/origos-3d-printer-could-be-the-last-toy-your-ten-year-old-will-ever-need/
52. Control a
pan/tilt/zoom
camera and a
firearm to shoot at
real targets in real
time.
Currently, shooters
will be able to fire 10
(ten) .22 caliber
rounds at paper and
silhouette targets.
$5.95 for 10 shots
and 20 minutes.
New
H2M2Enviro
60. 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
90. A living, breathing lung-on-a-chip has been
developed. As well as mimicking the cellular structure
of the lung, the chip copies its behavior too: it can
"breathe.“About the size of a rubber eraser, the device
was developed by a team from the Wyss Institute for
Biologically Inspired Engineering at Harvard
University, Harvard Medical School and Children's
Hospital Boston. http://www.newscientist.com/article/dn19085-lungonachip-
points-to-alternative-to-animal-tests.html
91. MIT Tech Review, 2005
Sensors
Physical
Chemical
Biological
http://www.rieti.go.jp/en/events/bbl/03102801.pdf , page 16
Actuators
Physical
Chemical
Biological
PhiloMetron™
93. Similar to space in 1957, cyberspace is
now the the platform and engine of
education, workforce, economic
development, and national security.
Cyberspace is a domain of civil society,
commerce, and governance 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 age.
94. Cyber Physical Society
2003 - X
2003
Age of
Robotics
Input to production
– artificial labor,
intelligence, and
design
Post Industrial Age
Input to production
– knowledge, technology, and
information
96. The Bellwether Sounds - The Role of
CTE in S.T.E.M. Education, by Jim
Brazell, Consulting Analyst, The
Schriever Institute, August 2008,
Volume 1, Issue 2
When our predecessors stood at the edge of the world and gazed at
Sputnik orbiting, they did not respond with a narrow focus on science
and mathematics. The vanguard of military strategy-education, strategic
weapons and technology forecasting-responded by advocating the
expansion of military training, education, and learning to include unified
classical and technical education.
Brigadier Gen. Robert F. McDermott, the founding dean of the U.S. Air
Force Academy was the first teacher to use a computer to teach
astronauts space physics. A student of classical education from the K-
12 Latin School in Boston-to-Harvard, McDermott built the U.S. Air
Force Academy programs on the integration of technical, scientific and
mathematical education with classical studies such as philosophy,
history, economics, and the arts.
Gen. Bernard A. Schriever, who gave the famous “space speech” prior
to the launch of the Sputnik, and Francis X. Kane of the U.S. Air Force
supported McDermott’s pursuits. The last survivor, Kane, who is
president of the Schriever Institute, continues to advocate the
importance of both technical and academic learning in his speeches
about Mars and the imperative for an American educational renaissance
to support human development necessary for the mission.
This renaissance, according to Kane, focuses on the integration of
academic disciplines, the integration of thinking and doing in real world
contexts, the integration of vocational and academic practice, and the
integration of a global perspectives and languages into US curricula.
Kane points out that competition is important; however, if there is to be
hope for peace and prosperity-not to mention colonization of Mars-
global collaboration will work hand-in-hand with technological innovation.
97. Activity
Using the blossom
method, please identify
the key characteristics
of student learning and
teaching excellence in
the 21st
century.
101. “There are kids on Maui
who have never been to
the top of the mountain or
to Hana much less have
they traveled off of the
island.”
http://www.flickr.com/photos/fotographis/528878003/sizes/o/
113. Transdiscipline
Transdiscipline is the organization of
people across institutional silos to
innovate. Innovation is the creation of
transformative knowledge, tools,
processes, and systems.
118. The key to Project-based Learning is learner
engagement in the public sphere. The learning theory
flows from Piaget’s constructivism (V word) and is
extended by Papert’s Constructionism (N word):
"Constructionism-the N word as opposed to the V
word- shares contructivism's view of learning as
"building knowledge structures "through progressive
internalization of actions... It then adds the idea that
this happens especially felicitously in a context where
the learner is consciously engaged in constructing a
public entity, whether it's a sand castle on the beach or
a theory of the universe ( Papert, 1991, p.1 in
Ackermann, n.d.)
127. 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.
http://todayinspacehistory.wordpress.com/2007/10/04/october-4-1957-the-russians-launch-sputnik/
LG SPUT IMAGE
« October 3, 1962 - Sigma 7 launches into orbit, Mercury-Atlas 8
October 5, 1929 - Astronaut Richard Gordon, Jr., is born »
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The modern space age was birthed on October 4, 1957 when the Soviet’s launched the first man-made object to orbit the Earth, Sputnik.
Wikipedia says:
“Sputnik 1 was launched on October 4, 1957. The satellite was 58 cm (about 23 in) in diameter and weighed approximately 83.6 kg (about 183 lb). Each of its elliptical orbits around the Earth took about 96 minutes. Monitoring of the satellite was done by Amateur radio operators. The first long-range flight of the R-7 booster used to launch it had occurred on August 21 and was described in Aviation Week. Sputnik 1 was not visible from Earth but the casing of the R-7 booster, traveling behind it, was.”
Quotes:
“Both countries [Russia and the United States] knew that preeminence in space was a condition of their national security. That conviction gave both countries a powerful incentive to strive and compete. The Soviets accomplished many important firsts, and this gave us a great incentive to try harder.
The space program also accomplished another vital function in that it kept us out of a hot war. It gave us a way to compete technologically, compete as a matter of national will. It may have even prevented World War III, with all the conflict and fighting focused on getting to the moon first, instead of annihilating each other. There’s no evidence of that, but as eyewitness to those events, I think that’s what happened.”
- American astronaut Scott Carpenter quoted in Into that Silent Sea (p. 138).
___________________
www.globalsecurity.org/.../imint/u-2_tt.htm
U-2 Product
SS-6 / Sputnik Launch Pad, Baikonur
TOP of LAUNCH
IMAGE
Sputnik on the launch pad being prepared for liftoff
However, another event that occurred in the Soviet Union in 1960 is generally recognized as the single greatest disaster in the history of rocketry. The event was not directly related to manned space flight, but to the development of an intercontinental ballistic missile (ICBM). In the early days of space flight, both the US and Soviet space programs were very much intertwined with the development of ICBMs. These vehicles were designed to launch nuclear warheads over great distances, leaving no part of the world safe from the threat of nuclear destruction. However, the technologies pioneered for these weapons of war served a secondary purpose of providing the first generation of rockets for space exploration.
Sputnik on the launch pad being prepared for liftoff
In fact, the early flights of Sputnik and Yuri Gagarin in the USSR as well as those of Explorer I and John Glenn in the US were all conducted using modified ballistic missiles. The primary Soviet launch vehicle of the period was the R-7 rocket, modified versions of which are still used even today for most Russian space flights. The R-7 was originally developed as an ICBM under the direction of Sergei Korolev, the Soviet Union's pre-eminent rocket designer of the day. The R-7 successfully completed a number of test flights between 1957 and 1959, including launching the first two artificial satellites. While only four examples of the R-7 were ever deployed as ballistic missiles from 1960 to 1968, the same basic design has remained in use throughout the Russian space program. Modern variants of the R-7 continue to launch satellites as well as manned Soyuz flights, and the type had achieved a success rate of nearly 98% in over 1,600 launches by the year 2000.
_____________
Apollo 17
http://www.phys.ncku.edu.tw/~astrolab/mirrors/apod/ap031109.html
Apollo 17 _ 1
http://xpda.com/junkmail/junk162/GPN-2000-001876.jpg
Apollo 17 _ 2
Apollo 17 launch, December 17, 1972:
http://xpda.com/junkmail/junk162/junk162.htm
Mars
http://whyfiles.org/194spa_travel/images/mars.gif
Moon
http://www.rc-astro.com/php/phpthumb/cache/phpThumb_cache_rc-astro.com_srcfadbb9057f0dac8e921d1bffc3590ce0_par0ddf367c5f01d9ba090bf356b6761f52_dat1168633826.jpeg
Kennedy
http://www.historicaldocuments.com/JohnFKennedysLastSpeech.gif
November 21, 1963
Dedication Ceremony of the New Facilities of the School of
Aerospace Medicine at Brooks Air Force Base, Texas
http://www.historicaldocuments.com/JohnFKennedysLastSpeech.htm
SPACE TEAMS
MCD
KANE
Toursit
Russian
http://science.qj.net/Microsoft-billionaire-joins-ISS-bound-Russian-space-flight/pg/49/aid/88814
U.S. software mogul Charles Simonyi became the world's fifth space tourist - "space flight participant," as officials call them - to go into orbit. Simonyi, who helped developed Microsoft Word, paid US$ 25M for the opportunity to join the crew of the Russian spacecraft Soyuz TMA-10.
The 58-year-old Hungary-born billionaire is making a 12-day round trip to the International Space Station (ISS). Joining him on the trip were Russian cosmonauts Fyodor Yurchikhin and Oleg Kotov of the 15th ISS crew. The spacecraft Simonyi and the Russian cosmonauts lifted off from the Bainokur Cosmodrome in Kazakhstan at 11:31 P.M. local time (1:31 P.M. EDT). They are due to dock with the ISS on Monday.
Simonyi will be treating the current occupants of the ISS to a gourmet meal three days after arriving at the space station. The meal will be held in honor of Cosmonauts' Day, the Russian holiday commemorating Yuri Gagarin's historic 1961 space flight. Everybody else mentioned who prepared the meal so we won't. Suffice to say, she's famous, knows her way around a house, and looked good in orange.
In this Associated Press photo: In this image made from NASA-TV, U.S. billionaire Charles Simonyi, front row right, flips upside down during a news conference after he, Fyodor Yurchikhin, left, and Russian cosmonaut Oleg Kotov, front center, docked at the international space station Monday, April 9, 2007. A Russian-built Soyuz capsule carrying the American billionaire who helped develop Microsoft Word docked at the international space station late Monday, to the earthbound applause of Martha Stewart and others at Mission Control. In the back row, Commander Michael Lopez-Alegria can be seen. (AP Photo/NASA TV)
___________
Tito
http://cache.viewimages.com/xc/1310822.jpg?v=1&c=ViewImages&k=2&d=17A4AD9FDB9CF1939057D9939C83F106174681002B4CEC415A5397277B4DC33E
MIR
http://solarsystem.nasa.gov/people/images/inset-LucidS-5-large.jpg
http://csatweb.csatolna.hu/tagok/csa/mars/rover.jpg
RICHS TECHNOLOGY CAMERA - BODY
HAWKING
http://gozerog.com/images/Hawking_001.jpg
Public Domain. Suggested credit: NASA or National Aeronautics and Space Administration via pingnews.
KENNEDY SPACE CENTER, FLA. -- Noted physicist Stephen Hawking (center) enjoys zero gravity during a flight aboard a modified Boeing 727 aircraft owned by Zero Gravity Corp. (Zero G). Hawking, who suffers from amyotrophic lateral sclerosis (also known as Lou Gehrig's disease) is being rotated in air by (right) Peter Diamandis, founder of the Zero G Corp., and (left) Byron Lichtenberg, former shuttle payload specialist and now president of Zero G. Kneeling below Hawking is Nicola O'Brien, a nurse practitioner who is Hawking's aide. At the celebration of his 65th birthday on January 8 this year, Hawking announced his plans for a zero-gravity flight to prepare for a sub-orbital space flight in 2009 on Virgin Galactic's space service. Additional information from source:
No copyright protection is asserted for this photograph. If a recognizable person appears in this photograph, use for commercial purposes may infringe a right of privacy or publicity. It may not be used to state or imply the endorsement by NASA employees of a commercial product, process or service, or used in any other manner that might mislead. Accordingly, it is requested that if this photograph is used in advertising and other commercial promotion, layout and copy be submitted to NASA prior to release.
Source Physicist Stephen Hawking in Zero Gravity (NASA)
Date April 27, 2007 at 22:11
Zero Gravity's price tag for the daylong tour is $2,950, which includes preflight training and a postflight party.
From the Go Zero G Website:
The once-in-a-lifetime opportunity to fly like Superman can now be yours. Train with an expert coach, board our specially modified aircraft, G-FORCE ONE, and experience the unforgettable.
Experience zero gravity the only way possible without going to space. Parabolic flight is the same method NASA has used to train its astronauts for the last 45 years and the same way Tom Hanks floated in Apollo 13.
Book a seat on one of our regular flights conveniently based in Las Vegas, Nevada and at the Kennedy Space Center, near Orlando, Florida. The aircraft is also available for charter flights anywhere in the United States for groups, incentive trips, parties or team building.
http://todayinspacehistory.wordpress.com/2007/10/04/october-4-1957-the-russians-launch-sputnik/
LG SPUT IMAGE
« October 3, 1962 - Sigma 7 launches into orbit, Mercury-Atlas 8October 5, 1929 - Astronaut Richard Gordon, Jr., is born »October 4, 1957 - the Russian’s launch Sputnik
Ads by GoogleSputnik
Huge selection, great deals on
Sputnik items.
Yahoo.com3D Earth Screensaver
Watch Realistic Animated 3D Earth
On Your Desktop. Free Download!
www.CrawlerTools.com/3DEarth
The modern space age was birthed on October 4, 1957 when the Soviet’s launched the first man-made object to orbit the Earth, Sputnik.
Wikipedia says:
“Sputnik 1 was launched on October 4, 1957. The satellite was 58 cm (about 23 in) in diameter and weighed approximately 83.6 kg (about 183 lb). Each of its elliptical orbits around the Earth took about 96 minutes. Monitoring of the satellite was done by Amateur radio operators. The first long-range flight of the R-7 booster used to launch it had occurred on August 21 and was described in Aviation Week. Sputnik 1 was not visible from Earth but the casing of the R-7 booster, traveling behind it, was.”
Quotes:
“Both countries [Russia and the United States] knew that preeminence in space was a condition of their national security. That conviction gave both countries a powerful incentive to strive and compete. The Soviets accomplished many important firsts, and this gave us a great incentive to try harder.
The space program also accomplished another vital function in that it kept us out of a hot war. It gave us a way to compete technologically, compete as a matter of national will. It may have even prevented World War III, with all the conflict and fighting focused on getting to the moon first, instead of annihilating each other. There’s no evidence of that, but as eyewitness to those events, I think that’s what happened.”
- American astronaut Scott Carpenter quoted in Into that Silent Sea (p. 138).
___________________
www.globalsecurity.org/.../imint/u-2_tt.htm
U-2 Product
SS-6 / Sputnik Launch Pad, Baikonur
TOP of LAUNCH
IMAGE
Sputnik on the launch pad being prepared for liftoff
However, another event that occurred in the Soviet Union in 1960 is generally recognized as the single greatest disaster in the history of rocketry. The event was not directly related to manned space flight, but to the development of an intercontinental ballistic missile (ICBM). In the early days of space flight, both the US and Soviet space programs were very much intertwined with the development of ICBMs. These vehicles were designed to launch nuclear warheads over great distances, leaving no part of the world safe from the threat of nuclear destruction. However, the technologies pioneered for these weapons of war served a secondary purpose of providing the first generation of rockets for space exploration.
Sputnik on the launch pad being prepared for liftoff
In fact, the early flights of Sputnik and Yuri Gagarin in the USSR as well as those of Explorer I and John Glenn in the US were all conducted using modified ballistic missiles. The primary Soviet launch vehicle of the period was the R-7 rocket, modified versions of which are still used even today for most Russian space flights. The R-7 was originally developed as an ICBM under the direction of Sergei Korolev, the Soviet Union's pre-eminent rocket designer of the day. The R-7 successfully completed a number of test flights between 1957 and 1959, including launching the first two artificial satellites. While only four examples of the R-7 were ever deployed as ballistic missiles from 1960 to 1968, the same basic design has remained in use throughout the Russian space program. Modern variants of the R-7 continue to launch satellites as well as manned Soyuz flights, and the type had achieved a success rate of nearly 98% in over 1,600 launches by the year 2000.
_____________
Apollo 17
http://www.phys.ncku.edu.tw/~astrolab/mirrors/apod/ap031109.html
Apollo 17 _ 1
http://xpda.com/junkmail/junk162/GPN-2000-001876.jpg
Apollo 17 _ 2
Apollo 17 launch, December 17, 1972:
http://xpda.com/junkmail/junk162/junk162.htm
Mars
http://whyfiles.org/194spa_travel/images/mars.gif
Moon
http://www.rc-astro.com/php/phpthumb/cache/phpThumb_cache_rc-astro.com_srcfadbb9057f0dac8e921d1bffc3590ce0_par0ddf367c5f01d9ba090bf356b6761f52_dat1168633826.jpeg
Kennedy
http://www.historicaldocuments.com/JohnFKennedysLastSpeech.gif
November 21, 1963
Dedication Ceremony of the New Facilities of the School of
Aerospace Medicine at Brooks Air Force Base, Texas
http://www.historicaldocuments.com/JohnFKennedysLastSpeech.htm
SPACE TEAMS
MCD
KANE
Toursit
Russian
http://science.qj.net/Microsoft-billionaire-joins-ISS-bound-Russian-space-flight/pg/49/aid/88814
U.S. software mogul Charles Simonyi became the world's fifth space tourist - "space flight participant," as officials call them - to go into orbit. Simonyi, who helped developed Microsoft Word, paid US$ 25M for the opportunity to join the crew of the Russian spacecraft Soyuz TMA-10.
The 58-year-old Hungary-born billionaire is making a 12-day round trip to the International Space Station (ISS). Joining him on the trip were Russian cosmonauts Fyodor Yurchikhin and Oleg Kotov of the 15th ISS crew. The spacecraft Simonyi and the Russian cosmonauts lifted off from the Bainokur Cosmodrome in Kazakhstan at 11:31 P.M. local time (1:31 P.M. EDT). They are due to dock with the ISS on Monday.
Simonyi will be treating the current occupants of the ISS to a gourmet meal three days after arriving at the space station. The meal will be held in honor of Cosmonauts' Day, the Russian holiday commemorating Yuri Gagarin's historic 1961 space flight. Everybody else mentioned who prepared the meal so we won't. Suffice to say, she's famous, knows her way around a house, and looked good in orange.
In this Associated Press photo: In this image made from NASA-TV, U.S. billionaire Charles Simonyi, front row right, flips upside down during a news conference after he, Fyodor Yurchikhin, left, and Russian cosmonaut Oleg Kotov, front center, docked at the international space station Monday, April 9, 2007. A Russian-built Soyuz capsule carrying the American billionaire who helped develop Microsoft Word docked at the international space station late Monday, to the earthbound applause of Martha Stewart and others at Mission Control. In the back row, Commander Michael Lopez-Alegria can be seen. (AP Photo/NASA TV)
___________
Tito
http://cache.viewimages.com/xc/1310822.jpg?v=1&c=ViewImages&k=2&d=17A4AD9FDB9CF1939057D9939C83F106174681002B4CEC415A5397277B4DC33E
MIR
http://solarsystem.nasa.gov/people/images/inset-LucidS-5-large.jpg
http://csatweb.csatolna.hu/tagok/csa/mars/rover.jpg
RICHS TECHNOLOGY CAMERA - BODY
HAWKING
http://gozerog.com/images/Hawking_001.jpg
Public Domain. Suggested credit: NASA or National Aeronautics and Space Administration via pingnews.
KENNEDY SPACE CENTER, FLA. -- Noted physicist Stephen Hawking (center) enjoys zero gravity during a flight aboard a modified Boeing 727 aircraft owned by Zero Gravity Corp. (Zero G). Hawking, who suffers from amyotrophic lateral sclerosis (also known as Lou Gehrig's disease) is being rotated in air by (right) Peter Diamandis, founder of the Zero G Corp., and (left) Byron Lichtenberg, former shuttle payload specialist and now president of Zero G. Kneeling below Hawking is Nicola O'Brien, a nurse practitioner who is Hawking's aide. At the celebration of his 65th birthday on January 8 this year, Hawking announced his plans for a zero-gravity flight to prepare for a sub-orbital space flight in 2009 on Virgin Galactic's space service. Additional information from source:
No copyright protection is asserted for this photograph. If a recognizable person appears in this photograph, use for commercial purposes may infringe a right of privacy or publicity. It may not be used to state or imply the endorsement by NASA employees of a commercial product, process or service, or used in any other manner that might mislead. Accordingly, it is requested that if this photograph is used in advertising and other commercial promotion, layout and copy be submitted to NASA prior to release.
Source Physicist Stephen Hawking in Zero Gravity (NASA)
Date April 27, 2007 at 22:11
Zero Gravity's price tag for the daylong tour is $2,950, which includes preflight training and a postflight party.
From the Go Zero G Website:
The once-in-a-lifetime opportunity to fly like Superman can now be yours. Train with an expert coach, board our specially modified aircraft, G-FORCE ONE, and experience the unforgettable.
Experience zero gravity the only way possible without going to space. Parabolic flight is the same method NASA has used to train its astronauts for the last 45 years and the same way Tom Hanks floated in Apollo 13.
Book a seat on one of our regular flights conveniently based in Las Vegas, Nevada and at the Kennedy Space Center, near Orlando, Florida. The aircraft is also available for charter flights anywhere in the United States for groups, incentive trips, parties or team building.
Apollo 11 was the spaceflight which landed the first humans, Neil Armstrong and Edwin "Buzz" Aldrin, Jr, on Earth's Moon on July 20, 1969, The Apollo 11 Lunar Module 'Eagle'
The Apollo 11 Lunar Module 'Eagle' begins its ascent to rendezvous with the Command/Service Module 'Columbia' after its successful lunar landing, 21st July 1969. Picture taken from the Columbia. (Photo by Space Frontiers/Getty Images)
The Apollo 11 Lunar Module 'Eagle'
The Apollo 11 Lunar Module 'Eagle' begins its ascent to rendezvous with the Command/Service Module 'Columbia' after its successful lunar landing, 21st July 1969. Picture taken from the Columbia. (Photo by Space Frontiers/Getty Images)
The Apollo 11 Lunar Module 'Eagle'
The Apollo 11 Lunar Module 'Eagle' begins its ascent to rendezvous with the Command/Service Module 'Columbia' after its successful lunar landing, 21st July 1969. Picture taken from the Columbia. (Photo by Space Frontiers/Getty Images)
The Apollo 11 Lunar Module 'Eagle'
The Apollo 11 Lunar Module 'Eagle' begins its ascent to rendezvous with the Command/Service Module 'Columbia' after its successful lunar landing, 21st July 1969. Picture taken from the Columbia. (Photo by Space Frontiers/Getty Images). The Apollo 11 Lunar Module 'Eagle'
The Apollo 11 Lunar Module 'Eagle' begins its ascent to rendezvous with the Command/Service Module 'Columbia' after its successful lunar landing, 21st July 1969. Picture taken from the Columbia. (Photo by Space Frontiers/Getty Images)
http://todayinspacehistory.wordpress.com/2007/10/04/october-4-1957-the-russians-launch-sputnik/
LG SPUT IMAGE
« October 3, 1962 - Sigma 7 launches into orbit, Mercury-Atlas 8
October 5, 1929 - Astronaut Richard Gordon, Jr., is born »
Ads by GoogleSputnik
Huge selection, great deals on
Sputnik items.
Yahoo.com3D Earth Screensaver
Watch Realistic Animated 3D Earth
On Your Desktop. Free Download!
www.CrawlerTools.com/3DEarth
The modern space age was birthed on October 4, 1957 when the Soviet’s launched the first man-made object to orbit the Earth, Sputnik.
Wikipedia says:
“Sputnik 1 was launched on October 4, 1957. The satellite was 58 cm (about 23 in) in diameter and weighed approximately 83.6 kg (about 183 lb). Each of its elliptical orbits around the Earth took about 96 minutes. Monitoring of the satellite was done by Amateur radio operators. The first long-range flight of the R-7 booster used to launch it had occurred on August 21 and was described in Aviation Week. Sputnik 1 was not visible from Earth but the casing of the R-7 booster, traveling behind it, was.”
Quotes:
“Both countries [Russia and the United States] knew that preeminence in space was a condition of their national security. That conviction gave both countries a powerful incentive to strive and compete. The Soviets accomplished many important firsts, and this gave us a great incentive to try harder.
The space program also accomplished another vital function in that it kept us out of a hot war. It gave us a way to compete technologically, compete as a matter of national will. It may have even prevented World War III, with all the conflict and fighting focused on getting to the moon first, instead of annihilating each other. There’s no evidence of that, but as eyewitness to those events, I think that’s what happened.”
- American astronaut Scott Carpenter quoted in Into that Silent Sea (p. 138).
___________________
www.globalsecurity.org/.../imint/u-2_tt.htm
U-2 Product
SS-6 / Sputnik Launch Pad, Baikonur
TOP of LAUNCH
IMAGE
Sputnik on the launch pad being prepared for liftoff
However, another event that occurred in the Soviet Union in 1960 is generally recognized as the single greatest disaster in the history of rocketry. The event was not directly related to manned space flight, but to the development of an intercontinental ballistic missile (ICBM). In the early days of space flight, both the US and Soviet space programs were very much intertwined with the development of ICBMs. These vehicles were designed to launch nuclear warheads over great distances, leaving no part of the world safe from the threat of nuclear destruction. However, the technologies pioneered for these weapons of war served a secondary purpose of providing the first generation of rockets for space exploration.
Sputnik on the launch pad being prepared for liftoff
In fact, the early flights of Sputnik and Yuri Gagarin in the USSR as well as those of Explorer I and John Glenn in the US were all conducted using modified ballistic missiles. The primary Soviet launch vehicle of the period was the R-7 rocket, modified versions of which are still used even today for most Russian space flights. The R-7 was originally developed as an ICBM under the direction of Sergei Korolev, the Soviet Union's pre-eminent rocket designer of the day. The R-7 successfully completed a number of test flights between 1957 and 1959, including launching the first two artificial satellites. While only four examples of the R-7 were ever deployed as ballistic missiles from 1960 to 1968, the same basic design has remained in use throughout the Russian space program. Modern variants of the R-7 continue to launch satellites as well as manned Soyuz flights, and the type had achieved a success rate of nearly 98% in over 1,600 launches by the year 2000.
_____________
Apollo 17
http://www.phys.ncku.edu.tw/~astrolab/mirrors/apod/ap031109.html
Apollo 17 _ 1
http://xpda.com/junkmail/junk162/GPN-2000-001876.jpg
Apollo 17 _ 2
Apollo 17 launch, December 17, 1972:
http://xpda.com/junkmail/junk162/junk162.htm
Mars
http://whyfiles.org/194spa_travel/images/mars.gif
Moon
http://www.rc-astro.com/php/phpthumb/cache/phpThumb_cache_rc-astro.com_srcfadbb9057f0dac8e921d1bffc3590ce0_par0ddf367c5f01d9ba090bf356b6761f52_dat1168633826.jpeg
Kennedy
http://www.historicaldocuments.com/JohnFKennedysLastSpeech.gif
November 21, 1963
Dedication Ceremony of the New Facilities of the School of
Aerospace Medicine at Brooks Air Force Base, Texas
http://www.historicaldocuments.com/JohnFKennedysLastSpeech.htm
SPACE TEAMS
MCD
KANE
Toursit
Russian
http://science.qj.net/Microsoft-billionaire-joins-ISS-bound-Russian-space-flight/pg/49/aid/88814
U.S. software mogul Charles Simonyi became the world's fifth space tourist - "space flight participant," as officials call them - to go into orbit. Simonyi, who helped developed Microsoft Word, paid US$ 25M for the opportunity to join the crew of the Russian spacecraft Soyuz TMA-10.
The 58-year-old Hungary-born billionaire is making a 12-day round trip to the International Space Station (ISS). Joining him on the trip were Russian cosmonauts Fyodor Yurchikhin and Oleg Kotov of the 15th ISS crew. The spacecraft Simonyi and the Russian cosmonauts lifted off from the Bainokur Cosmodrome in Kazakhstan at 11:31 P.M. local time (1:31 P.M. EDT). They are due to dock with the ISS on Monday.
Simonyi will be treating the current occupants of the ISS to a gourmet meal three days after arriving at the space station. The meal will be held in honor of Cosmonauts' Day, the Russian holiday commemorating Yuri Gagarin's historic 1961 space flight. Everybody else mentioned who prepared the meal so we won't. Suffice to say, she's famous, knows her way around a house, and looked good in orange.
In this Associated Press photo: In this image made from NASA-TV, U.S. billionaire Charles Simonyi, front row right, flips upside down during a news conference after he, Fyodor Yurchikhin, left, and Russian cosmonaut Oleg Kotov, front center, docked at the international space station Monday, April 9, 2007. A Russian-built Soyuz capsule carrying the American billionaire who helped develop Microsoft Word docked at the international space station late Monday, to the earthbound applause of Martha Stewart and others at Mission Control. In the back row, Commander Michael Lopez-Alegria can be seen. (AP Photo/NASA TV)
___________
Tito
http://cache.viewimages.com/xc/1310822.jpg?v=1&c=ViewImages&k=2&d=17A4AD9FDB9CF1939057D9939C83F106174681002B4CEC415A5397277B4DC33E
MIR
http://solarsystem.nasa.gov/people/images/inset-LucidS-5-large.jpg
http://csatweb.csatolna.hu/tagok/csa/mars/rover.jpg
RICHS TECHNOLOGY CAMERA - BODY
HAWKING
http://gozerog.com/images/Hawking_001.jpg
Public Domain. Suggested credit: NASA or National Aeronautics and Space Administration via pingnews.
KENNEDY SPACE CENTER, FLA. -- Noted physicist Stephen Hawking (center) enjoys zero gravity during a flight aboard a modified Boeing 727 aircraft owned by Zero Gravity Corp. (Zero G). Hawking, who suffers from amyotrophic lateral sclerosis (also known as Lou Gehrig's disease) is being rotated in air by (right) Peter Diamandis, founder of the Zero G Corp., and (left) Byron Lichtenberg, former shuttle payload specialist and now president of Zero G. Kneeling below Hawking is Nicola O'Brien, a nurse practitioner who is Hawking's aide. At the celebration of his 65th birthday on January 8 this year, Hawking announced his plans for a zero-gravity flight to prepare for a sub-orbital space flight in 2009 on Virgin Galactic's space service. Additional information from source:
No copyright protection is asserted for this photograph. If a recognizable person appears in this photograph, use for commercial purposes may infringe a right of privacy or publicity. It may not be used to state or imply the endorsement by NASA employees of a commercial product, process or service, or used in any other manner that might mislead. Accordingly, it is requested that if this photograph is used in advertising and other commercial promotion, layout and copy be submitted to NASA prior to release.
Source Physicist Stephen Hawking in Zero Gravity (NASA)
Date April 27, 2007 at 22:11
Zero Gravity's price tag for the daylong tour is $2,950, which includes preflight training and a postflight party.
From the Go Zero G Website:
The once-in-a-lifetime opportunity to fly like Superman can now be yours. Train with an expert coach, board our specially modified aircraft, G-FORCE ONE, and experience the unforgettable.
Experience zero gravity the only way possible without going to space. Parabolic flight is the same method NASA has used to train its astronauts for the last 45 years and the same way Tom Hanks floated in Apollo 13.
Book a seat on one of our regular flights conveniently based in Las Vegas, Nevada and at the Kennedy Space Center, near Orlando, Florida. The aircraft is also available for charter flights anywhere in the United States for groups, incentive trips, parties or team building.
http://todayinspacehistory.wordpress.com/2007/10/04/october-4-1957-the-russians-launch-sputnik/
LG SPUT IMAGE
« October 3, 1962 - Sigma 7 launches into orbit, Mercury-Atlas 8October 5, 1929 - Astronaut Richard Gordon, Jr., is born »October 4, 1957 - the Russian’s launch Sputnik
Ads by GoogleSputnik
Huge selection, great deals on
Sputnik items.
Yahoo.com3D Earth Screensaver
Watch Realistic Animated 3D Earth
On Your Desktop. Free Download!
www.CrawlerTools.com/3DEarth
The modern space age was birthed on October 4, 1957 when the Soviet’s launched the first man-made object to orbit the Earth, Sputnik.
Wikipedia says:
“Sputnik 1 was launched on October 4, 1957. The satellite was 58 cm (about 23 in) in diameter and weighed approximately 83.6 kg (about 183 lb). Each of its elliptical orbits around the Earth took about 96 minutes. Monitoring of the satellite was done by Amateur radio operators. The first long-range flight of the R-7 booster used to launch it had occurred on August 21 and was described in Aviation Week. Sputnik 1 was not visible from Earth but the casing of the R-7 booster, traveling behind it, was.”
Quotes:
“Both countries [Russia and the United States] knew that preeminence in space was a condition of their national security. That conviction gave both countries a powerful incentive to strive and compete. The Soviets accomplished many important firsts, and this gave us a great incentive to try harder.
The space program also accomplished another vital function in that it kept us out of a hot war. It gave us a way to compete technologically, compete as a matter of national will. It may have even prevented World War III, with all the conflict and fighting focused on getting to the moon first, instead of annihilating each other. There’s no evidence of that, but as eyewitness to those events, I think that’s what happened.”
- American astronaut Scott Carpenter quoted in Into that Silent Sea (p. 138).
___________________
www.globalsecurity.org/.../imint/u-2_tt.htm
U-2 Product
SS-6 / Sputnik Launch Pad, Baikonur
TOP of LAUNCH
IMAGE
Sputnik on the launch pad being prepared for liftoff
However, another event that occurred in the Soviet Union in 1960 is generally recognized as the single greatest disaster in the history of rocketry. The event was not directly related to manned space flight, but to the development of an intercontinental ballistic missile (ICBM). In the early days of space flight, both the US and Soviet space programs were very much intertwined with the development of ICBMs. These vehicles were designed to launch nuclear warheads over great distances, leaving no part of the world safe from the threat of nuclear destruction. However, the technologies pioneered for these weapons of war served a secondary purpose of providing the first generation of rockets for space exploration.
Sputnik on the launch pad being prepared for liftoff
In fact, the early flights of Sputnik and Yuri Gagarin in the USSR as well as those of Explorer I and John Glenn in the US were all conducted using modified ballistic missiles. The primary Soviet launch vehicle of the period was the R-7 rocket, modified versions of which are still used even today for most Russian space flights. The R-7 was originally developed as an ICBM under the direction of Sergei Korolev, the Soviet Union's pre-eminent rocket designer of the day. The R-7 successfully completed a number of test flights between 1957 and 1959, including launching the first two artificial satellites. While only four examples of the R-7 were ever deployed as ballistic missiles from 1960 to 1968, the same basic design has remained in use throughout the Russian space program. Modern variants of the R-7 continue to launch satellites as well as manned Soyuz flights, and the type had achieved a success rate of nearly 98% in over 1,600 launches by the year 2000.
_____________
Apollo 17
http://www.phys.ncku.edu.tw/~astrolab/mirrors/apod/ap031109.html
Apollo 17 _ 1
http://xpda.com/junkmail/junk162/GPN-2000-001876.jpg
Apollo 17 _ 2
Apollo 17 launch, December 17, 1972:
http://xpda.com/junkmail/junk162/junk162.htm
Mars
http://whyfiles.org/194spa_travel/images/mars.gif
Moon
http://www.rc-astro.com/php/phpthumb/cache/phpThumb_cache_rc-astro.com_srcfadbb9057f0dac8e921d1bffc3590ce0_par0ddf367c5f01d9ba090bf356b6761f52_dat1168633826.jpeg
Kennedy
http://www.historicaldocuments.com/JohnFKennedysLastSpeech.gif
November 21, 1963
Dedication Ceremony of the New Facilities of the School of
Aerospace Medicine at Brooks Air Force Base, Texas
http://www.historicaldocuments.com/JohnFKennedysLastSpeech.htm
SPACE TEAMS
MCD
KANE
Toursit
Russian
http://science.qj.net/Microsoft-billionaire-joins-ISS-bound-Russian-space-flight/pg/49/aid/88814
U.S. software mogul Charles Simonyi became the world's fifth space tourist - "space flight participant," as officials call them - to go into orbit. Simonyi, who helped developed Microsoft Word, paid US$ 25M for the opportunity to join the crew of the Russian spacecraft Soyuz TMA-10.
The 58-year-old Hungary-born billionaire is making a 12-day round trip to the International Space Station (ISS). Joining him on the trip were Russian cosmonauts Fyodor Yurchikhin and Oleg Kotov of the 15th ISS crew. The spacecraft Simonyi and the Russian cosmonauts lifted off from the Bainokur Cosmodrome in Kazakhstan at 11:31 P.M. local time (1:31 P.M. EDT). They are due to dock with the ISS on Monday.
Simonyi will be treating the current occupants of the ISS to a gourmet meal three days after arriving at the space station. The meal will be held in honor of Cosmonauts' Day, the Russian holiday commemorating Yuri Gagarin's historic 1961 space flight. Everybody else mentioned who prepared the meal so we won't. Suffice to say, she's famous, knows her way around a house, and looked good in orange.
In this Associated Press photo: In this image made from NASA-TV, U.S. billionaire Charles Simonyi, front row right, flips upside down during a news conference after he, Fyodor Yurchikhin, left, and Russian cosmonaut Oleg Kotov, front center, docked at the international space station Monday, April 9, 2007. A Russian-built Soyuz capsule carrying the American billionaire who helped develop Microsoft Word docked at the international space station late Monday, to the earthbound applause of Martha Stewart and others at Mission Control. In the back row, Commander Michael Lopez-Alegria can be seen. (AP Photo/NASA TV)
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Public Domain. Suggested credit: NASA or National Aeronautics and Space Administration via pingnews.
KENNEDY SPACE CENTER, FLA. -- Noted physicist Stephen Hawking (center) enjoys zero gravity during a flight aboard a modified Boeing 727 aircraft owned by Zero Gravity Corp. (Zero G). Hawking, who suffers from amyotrophic lateral sclerosis (also known as Lou Gehrig's disease) is being rotated in air by (right) Peter Diamandis, founder of the Zero G Corp., and (left) Byron Lichtenberg, former shuttle payload specialist and now president of Zero G. Kneeling below Hawking is Nicola O'Brien, a nurse practitioner who is Hawking's aide. At the celebration of his 65th birthday on January 8 this year, Hawking announced his plans for a zero-gravity flight to prepare for a sub-orbital space flight in 2009 on Virgin Galactic's space service. Additional information from source:
No copyright protection is asserted for this photograph. If a recognizable person appears in this photograph, use for commercial purposes may infringe a right of privacy or publicity. It may not be used to state or imply the endorsement by NASA employees of a commercial product, process or service, or used in any other manner that might mislead. Accordingly, it is requested that if this photograph is used in advertising and other commercial promotion, layout and copy be submitted to NASA prior to release.
Source Physicist Stephen Hawking in Zero Gravity (NASA)
Date April 27, 2007 at 22:11
Zero Gravity's price tag for the daylong tour is $2,950, which includes preflight training and a postflight party.
From the Go Zero G Website:
The once-in-a-lifetime opportunity to fly like Superman can now be yours. Train with an expert coach, board our specially modified aircraft, G-FORCE ONE, and experience the unforgettable.
Experience zero gravity the only way possible without going to space. Parabolic flight is the same method NASA has used to train its astronauts for the last 45 years and the same way Tom Hanks floated in Apollo 13.
Book a seat on one of our regular flights conveniently based in Las Vegas, Nevada and at the Kennedy Space Center, near Orlando, Florida. The aircraft is also available for charter flights anywhere in the United States for groups, incentive trips, parties or team building.
Cybernetics is a theory of the communication and control of regulatory feedback. The term cybernetics stems from the Greek kybernetes (meaning steersman, governor, pilot, or rudder). Cybernetics is the discipline that studies communication and control in living beings and in the machines built by humans.
A more philosophical definition, suggested in 1958 by Louis Couffignal, one of the pioneers of cybernetics in the 1930s, considers cybernetics as "the art of assuring efficiency of action" (see external links for reference).
Cybernetics is a theory of the communication and control of regulatory feedback. The term cybernetics stems from the Greek kybernetes (meaning steersman, governor, pilot, or rudder). Cybernetics is the discipline that studies communication and control in living beings and in the machines built by humans.
A more philosophical definition, suggested in 1958 by Louis Couffignal, one of the pioneers of cybernetics in the 1930s, considers cybernetics as "the art of assuring efficiency of action" (see external links for reference).
Cybernetics is a theory of the communication and control of regulatory feedback. The term cybernetics stems from the Greek kybernetes (meaning steersman, governor, pilot, or rudder). Cybernetics is the discipline that studies communication and control in living beings and in the machines built by humans.
A more philosophical definition, suggested in 1958 by Louis Couffignal, one of the pioneers of cybernetics in the 1930s, considers cybernetics as "the art of assuring efficiency of action" (see external links for reference).
Cybernetics is a theory of the communication and control of regulatory feedback. The term cybernetics stems from the Greek kybernetes (meaning steersman, governor, pilot, or rudder). Cybernetics is the discipline that studies communication and control in living beings and in the machines built by humans.
A more philosophical definition, suggested in 1958 by Louis Couffignal, one of the pioneers of cybernetics in the 1930s, considers cybernetics as "the art of assuring efficiency of action" (see external links for reference).
On September 6, 1880, the St. Louis Manual Training School of Washington University opened. Calvin Woodward, the director of the school, inscribed the following aspirations for the new venture in American education:
The new school did not tear down the essential parts of the old but merely added a new method of developing ideas based on procedural instruction in the use of tools and the construction of models to demonstrate scientific principles and artistic craftsmanship.
Woodward was careful in stating that the Manual School was not a manual labor school, or an industrial school, or a trade school: The school was designed to connect the new pathways leading to the cultured mind and the skillful hand. Manual training was not without its critics: Technical education was called a deceptive farce by zealous guardians of the liberal education who considered it a threat to the intellect and unacceptable in public schools.
Cybernetics is a theory of the communication and control of regulatory feedback. The term cybernetics stems from the Greek kybernetes (meaning steersman, governor, pilot, or rudder). Cybernetics is the discipline that studies communication and control in living beings and in the machines built by humans.
A more philosophical definition, suggested in 1958 by Louis Couffignal, one of the pioneers of cybernetics in the 1930s, considers cybernetics as "the art of assuring efficiency of action" (see external links for reference).
The goal of the Smart Dust project is to build a self-contained, millimeter-scale sensing and communication platform for a massively distributed sensor network. This device will be around the size of a grain of sand and will contain sensors, computational ability, bi-directional wireless communications, and a power supply, while being inexpensive enough to deploy by the hundreds. The science and engineering goal of the project is to build a complete, complex system in a tiny volume using state-of-the art technologies (as opposed to futuristic technologies), which will require evolutionary and revolutionary advances in integration, miniaturization, and energy management. We forsee many applications for this technology:
Weather/seismological monitoring on Mars
Internal spacecraft monitoring
Land/space comm. networks
Chemical/biological sensors
Weapons stockpile monitoring
Defense-related sensor networks
Inventory Control
Product quality monitoring
Smart office spaces
Sports - sailing, balls
For more information, see the main Smart Dust page at http://robotics.eecs.berkeley.edu/~pister/SmartDust and read our publications (see navigation button above).
Brief description of the operation of the mote:
The Smart Dust mote is run by a microcontroller that not only determines the tasks performed by the mote, but controls power to the various components of the system to conserve energy. Periodically the microcontroller gets a reading from one of the sensors, which measure one of a number of physical or chemical stimuli such as temperature, ambient light, vibration, acceleration, or air pressure, processes the data, and stores it in memory. It also occasionally turns on the optical receiver to see if anyone is trying to communicate with it. This communication may include new programs or messages from other motes. In response to a message or upon its own initiative the microcontroller will use the corner cube retroreflector or laser to transmit sensor data or a message to a base station or another mote.
Longer description of the operation of the mote:
The primary constraint in the design of the Smart Dust motes is volume, which in turn puts a severe constraint on energy since we do not have much room for batteries or large solar cells. Thus, the motes must operate efficiently and conserve energy whenever possible. Most of the time, the majority of the mote is powered off with only a clock and a few timers running. When a timer expires, it powers up a part of the mote to carry out a job, then powers off. A few of the timers control the sensors that measure one of a number of physical or chemical stimuli such as temperature, ambient light, vibration, acceleration, or air pressure. When one of these timers expires, it powers up the corresponding sensor, takes a sample, and converts it to a digital word. If the data is interesting, it may either be stored directly in the SRAM or the microcontroller is powered up to perform more complex operations with it. When this task is complete, everything is again powered down and the timer begins counting again.
Another timer controls the receiver. When that timer expires, the receiver powers up and looks for an incoming packet. If it doesn't see one after a certain length of time, it is powered down again. The mote can receive several types of packets, including ones that are new program code that is stored in the program memory. This allows the user to change the behavior of the mote remotely. Packets may also include messages from the base station or other motes. When one of these is received, the microcontroller is powered up and used to interpret the contents of the message. The message may tell the mote to do something in particular, or it may be a message that is just being passed from one mote to another on its way to a particular destination. In response to a message or to another timer expiring, the microcontroller will assemble a packet containing sensor data or a message and transmit it using either the corner cube retroreflector or the laser diode, depending on which it has. The corner cube retroreflector transmits information just by moving a mirror and thus changing the reflection of a laser beam from the base station. This technique is substantially more energy efficient than actually generating some radiation. With the laser diode and a set of beam scanning mirrors, we can transmit data in any direction desired, allowing the mote to communicate with other Smart Dust motes.
Anti depressant, AIDS and Parkinsons dry mouth effects speech and sleepDentist and engineer
M2M is a category of Information and Computing Technology (ICT) that combines network, computer, software, sensor and power technologies to enable remote human and machine interaction with physical, chemical and biological systems and processes. M2M has many synonyms including “pervasive computing”, “hidden computing”, “invisible computing” and “ubiquitous computing.”
Reach out and touch someone or squeeze someone or…An accelerometer on the wrist-worn device allows rough detection of hand orientation, gesture measurement, and tapping. In the near future researchers will examine simple activity detection as well, such as sitting, walking, and standing.
As in the bus stop example, a person wearing the device can sense simple touching. This sensation is enabled through force-sensing resistors that provide pressure detection over a high-resolution surface array on the top of the device.
A person can also detect rich signals sent from a partner whirling a finger along the surface of his or her device. Researchers provided this effect by time stamping the sensed data.
Motes, such as the one amongst the candy corn above, are at the heart of several Intel research projects.
Not only might a wearer experience the simulated touch of a friend, she might also feel the device grow warm to her skin. Using a Peltier Junction, the device can create a subtle heating or cooling on the wearer’s skin.
“The mapping between the inputs and outputs of paired devices is not literal,” says Paulos. “This is an important part of the design. In the same way people developed a language of numbers around early pagers when they sent messages we believe a similar vocabulary will emerge around physical cues.”
For example, to some wearers a gentle warming on the skin might convey a message of friendship. Others might choose to send good vibes by…well by sending good vibes, literally. Intel researchers used simple flat pancake vibration motors to cause wearers to easily and privately feel vibrations though skin contact. Various vibration patterns and duty cycles provide a number of output possibilities for the device.
And for those times when good vibes just aren’t enough, a wearer of the device can send the equivalent of a wireless handhold, an electronic squeeze.
Through the use of Flexinol, a user can feel a little squeeze that mimics the grasp of a hand as the filament in the wrist-worn device contracts when electrically powered. Flexinol is a simple variant of Nitinol, which is often used in robotic applications and commonly referred to as “muscle wire” for its ability to exert force and return to its original shape.
For all the pleasant thoughts and human analogies there may be a dark side to this device. “Imagine someone incessantly tapping, tapping, tapping. You’d probably feel really annoyed,” says Paulos. “It could be your friend trying to get in touch with you. Or perhaps you’re on the receiving end of a lovers’ quarrel.”
“Yea,” says Paulos, “there is an eerie side to this device. I don’t think anyone want to know what spam feels like.”
As early as 1999, the number of embedded microprocessors found in the average middle-class household in North America was 45 and the number of embedded microprocessors manufactured surpassed the number of microprocessors packaged inside of traditional computers such as PCs by a factor of 100 to 1 (Lewis, 2001, p. 1).
As early as 1999, the number of embedded microprocessors found in the average middle-class household in North America was 45 and the number of embedded microprocessors manufactured surpassed the number of microprocessors packaged inside of traditional computers such as PCs by a factor of 100 to 1 (Lewis, 2001, p. 1).
As early as 1999, the number of embedded microprocessors found in the average middle-class household in North America was 45 and the number of embedded microprocessors manufactured surpassed the number of microprocessors packaged inside of traditional computers such as PCs by a factor of 100 to 1 (Lewis, 2001, p. 1).
As early as 1999, the number of embedded microprocessors found in the average middle-class household in North America was 45 and the number of embedded microprocessors manufactured surpassed the number of microprocessors packaged inside of traditional computers such as PCs by a factor of 100 to 1 (Lewis, 2001, p. 1).
Within a year of their introduction to the market, researchers in Sweden developed the first implantable pacemaker. Medtronic licensed the first implantable pacemaker in the U.S. a few years later.
A Pacemaker the Size of a Tic Tac
Medtronic is using microelectronics to make a pacemaker so small it can be injected.
MONDAY, FEBRUARY 28, 2011
BY EMILY SINGER
E-mail|Audio »|Print
Medtronic, the world's largest medical-device maker, is using microelectronics and chip manufacturing to shrink pacemakers—implanted devices that regulate the heart's rhythm. Whereas current pacemakers are about as big as a silver dollar, Medtronic's device would be smaller than a tic tac. At that size, the device would be small enough to be inserted via catheter, rather than invasive surgery.
The device is still a research instrument, says Stephen Oesterle, Medtronic's senior vice president for medicine and technology, but it could be on the market in five years.
So far, Medtronic has developed most of the components—a circuit board, an oscillator to generate current, a capacitor to store and rapidly dispense charge, memory to store data, and a telemetry system to wirelessly transfer that data. The company has used chip manufacturing technology to assemble these components onto a wafer. Oesterle estimates that 60 to 70 pacemakers can be made from a single six-inch wafer, which the company creates at its own wafer fabrication plant in Arizona.
"What we don't have that is fundamental to a pacemaker is a way to power the chip," says Oesterle. The company is working with startups that make thin-film batteries and other innovative power sources, though Oesterle declined to give further details.
Medtronic's current-generation device houses all of the components in a small case implanted under the clavicle. Jolts of electricity are delivered to the heart via intercardiac leads. Eliminating the need for leads, which Oesterle calls "invasive and inefficient," is one of the major motivators in shrinking the device. Impedance between the wires and biological tissue ups the power requirement for the device. And the leads can cause complications if they fail. "You are stuck with either putting in new leads, which takes up space in the vein, or you can pull the leads out, which can risk tearing the heart or blood vessels," says Emile Georges Daoud, a physician and professor of cardiovascular medicine at Ohio State University.
A system small enough to be placed exactly where the electricity is needed would eliminate these issues. "If you have the pacing element at the area you want to pace, it doesn't take much power," says Oesterle. "All you need to do is stimulate one cell in the heart and create a wave of depolarization."
A smaller device would also be much easier to implant than existing versions. Scientists envision delivering it via the same procedure used in cardiac catheterization, in which a doctor inserts a thin plastic tube into an artery or vein, threading the tube all the way to the heart. The procedure is less invasive than surgical implantation, and more physicians are capable of doing it. "You can almost shoot these things in like bullets," says Oesterle.
The first portable pacemakers were about the size of a small paperback book. Within a year of their introduction to the market, researchers in Sweden developed the first implantable pacemaker. Medtronic licensed the first implantable pacemaker in the U.S. a few years later. (Photo Courtesy of Medtronic)
“For at least the past six years the US Department of Defense, nuclear laboratory sites and other sensitive US civilian government sites have been deeply penetrated, multiple times, by other nation states.
Lung-on-a-chip points to alternative to animal tests
19:00 24 June 2010 by Duncan Graham-Rowe
A living, breathing lung-on-a-chip has been developed that can mimic the boundary between the lung's air sacs and its capillaries.
It's at this boundary that inhaled pathogens and potentially harmful nanoparticles pass into the bloodstream. Reproducing those processes on a chip could one day provide an alternative to animal testing for drug development and toxicity screening.
The coin-sized lung-on-a-chip consists of a simple network of microfluidic channels etched into a rubbery, transparent polymer called polydimethylsiloxane (PDMS). The central channel contains two layers of human cells, separated by a porous membrane (see image).
In the upper layer the cells come from alveoli, the cavities deep inside the lung where gases pass between the lungs and the bloodstream. The lower layer contains endothelium cells from the capillaries that carry oxygen-rich blood away.
Breathe in…
As well as mimicking the cellular structure of the lung, the chip copies its behaviour too: it can "breathe". As air pressure in two channels flanking the main channel is periodically reduced and increased, the central membrane is widened, stretching the cells as it does to, before they contract once more as the pressure is increased, says Donald Ingber, director of the Wyss Institute for Biologically Inspired Engineering at Harvard University, and leader of the lung-on-a-chip team.
Because the device is transparent, it's possible to make real-time measurements of the inflammatory response that occurs when pathogens or silica nanoparticles are introduced into the airflow chamber. The measurements are made using high-resolution fluorescence microscopy. The extent to which these particles pass into the simulated bloodstream can also be recorded, Ingber says.
These measurements show that the "breathing" mechanism appears to encourage the uptake of silica nanoparticles – a result that the team found also occurs when they introduced the same nanoparticles into a mouse lung connected to a ventilator.
Lifelike response
The fact that the lung-on-a-chip behaves so much like the real mouse lung is an encouraging sign that ethically acceptable and cheaper alternatives to animal testing may be on the way. Cell-culture techniques, which are also being investigated as an option, cannot take into account important mechanical influences that help regulate the organs, such as the stretching of lung tissue caused by breathing. "This is something that has been missing from almost all in vitro models," Ingber says.
Anthony Holmes, of the UK National Centre for the Replacement, Refinement and Reduction of Animals in Research in London, agrees. "There's lot of evidence that the normal functions of organs require certain physical stimulations," he says. The lungs are one example but it applies equally to bone, cartilage and other tissues. "It's a nice model and an interesting approach."
"It's wonderful that it breathes, and definitely a step in the right direction," says Kelly BéruBé, a cell biologist at Cardiff University, UK, who acts as scientific adviser to the UK's Safer Medicines Trust. But she warns that the immortalised cell lines used in the lung-on-a-chip tend not to have the same properties as "primary" cells taken from patients. "Unless they can get primary cells, they are not going to be able to replace animal tests."
Journal reference: Science, DOI: 10.1126/science.1188302
By information I mean data processing in the broadest sense; the storage, retrieval, and processing of data becomes the essential resource for all economic and social exchanges... By knowledge, I mean an organized set of statements of facts or ideas, presenting a reasoned judgment or an experimental result, which is transmitted to others through some communication medium in some systematic form. - Daniel Bell (1979)
Daniel Bell is perhaps the most famous sociologist of our time. He put forth the concept of a post-industrial society or information age in his book The Coming of Post-Industrial Society (1973). Later, he re-named this concept the information society, for which he is generally considered as the creator of the term (1979).
By an information society, Bell means that we move from a producer of goods (manufacturing) to service economy and that theoretical knowledge, technology, and information become the major mode of commodity. Information, and those who know how to create, assemble, and disperse, are more valued than labor. Information is normally costly to produce, but cheap to reproduce. That is, the cost of producing the first copy of an information good (such as writing a book or recording a CD) is normally quite costly, but reproducing those goods is often negligible.
In The Coming of Post Industrial Society, he wrote that we need to learn how to predict the future, rather than to forecast it in order to raise the number of possibilities so as to the directions in which society should be changing.
In the coming century, the emergence of a new social framework of telecommunications may be decisive for the way in which economic and social exchanges are conducted, the way knowledge is created and retrieved, and the character of the occupations and work in which men engage. - Daniel Bell in The Social Framework of the Information Society 1980.
http://todayinspacehistory.wordpress.com/2007/10/04/october-4-1957-the-russians-launch-sputnik/
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« October 3, 1962 - Sigma 7 launches into orbit, Mercury-Atlas 8
October 5, 1929 - Astronaut Richard Gordon, Jr., is born »
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The modern space age was birthed on October 4, 1957 when the Soviet’s launched the first man-made object to orbit the Earth, Sputnik.
Wikipedia says:
“Sputnik 1 was launched on October 4, 1957. The satellite was 58 cm (about 23 in) in diameter and weighed approximately 83.6 kg (about 183 lb). Each of its elliptical orbits around the Earth took about 96 minutes. Monitoring of the satellite was done by Amateur radio operators. The first long-range flight of the R-7 booster used to launch it had occurred on August 21 and was described in Aviation Week. Sputnik 1 was not visible from Earth but the casing of the R-7 booster, traveling behind it, was.”
Quotes:
“Both countries [Russia and the United States] knew that preeminence in space was a condition of their national security. That conviction gave both countries a powerful incentive to strive and compete. The Soviets accomplished many important firsts, and this gave us a great incentive to try harder.
The space program also accomplished another vital function in that it kept us out of a hot war. It gave us a way to compete technologically, compete as a matter of national will. It may have even prevented World War III, with all the conflict and fighting focused on getting to the moon first, instead of annihilating each other. There’s no evidence of that, but as eyewitness to those events, I think that’s what happened.”
- American astronaut Scott Carpenter quoted in Into that Silent Sea (p. 138).
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www.globalsecurity.org/.../imint/u-2_tt.htm
U-2 Product
SS-6 / Sputnik Launch Pad, Baikonur
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IMAGE
Sputnik on the launch pad being prepared for liftoff
However, another event that occurred in the Soviet Union in 1960 is generally recognized as the single greatest disaster in the history of rocketry. The event was not directly related to manned space flight, but to the development of an intercontinental ballistic missile (ICBM). In the early days of space flight, both the US and Soviet space programs were very much intertwined with the development of ICBMs. These vehicles were designed to launch nuclear warheads over great distances, leaving no part of the world safe from the threat of nuclear destruction. However, the technologies pioneered for these weapons of war served a secondary purpose of providing the first generation of rockets for space exploration.
Sputnik on the launch pad being prepared for liftoff
In fact, the early flights of Sputnik and Yuri Gagarin in the USSR as well as those of Explorer I and John Glenn in the US were all conducted using modified ballistic missiles. The primary Soviet launch vehicle of the period was the R-7 rocket, modified versions of which are still used even today for most Russian space flights. The R-7 was originally developed as an ICBM under the direction of Sergei Korolev, the Soviet Union's pre-eminent rocket designer of the day. The R-7 successfully completed a number of test flights between 1957 and 1959, including launching the first two artificial satellites. While only four examples of the R-7 were ever deployed as ballistic missiles from 1960 to 1968, the same basic design has remained in use throughout the Russian space program. Modern variants of the R-7 continue to launch satellites as well as manned Soyuz flights, and the type had achieved a success rate of nearly 98% in over 1,600 launches by the year 2000.
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Apollo 17
http://www.phys.ncku.edu.tw/~astrolab/mirrors/apod/ap031109.html
Apollo 17 _ 1
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Apollo 17 _ 2
Apollo 17 launch, December 17, 1972:
http://xpda.com/junkmail/junk162/junk162.htm
Mars
http://whyfiles.org/194spa_travel/images/mars.gif
Moon
http://www.rc-astro.com/php/phpthumb/cache/phpThumb_cache_rc-astro.com_srcfadbb9057f0dac8e921d1bffc3590ce0_par0ddf367c5f01d9ba090bf356b6761f52_dat1168633826.jpeg
Kennedy
http://www.historicaldocuments.com/JohnFKennedysLastSpeech.gif
November 21, 1963
Dedication Ceremony of the New Facilities of the School of
Aerospace Medicine at Brooks Air Force Base, Texas
http://www.historicaldocuments.com/JohnFKennedysLastSpeech.htm
SPACE TEAMS
MCD
KANE
Toursit
Russian
http://science.qj.net/Microsoft-billionaire-joins-ISS-bound-Russian-space-flight/pg/49/aid/88814
U.S. software mogul Charles Simonyi became the world's fifth space tourist - "space flight participant," as officials call them - to go into orbit. Simonyi, who helped developed Microsoft Word, paid US$ 25M for the opportunity to join the crew of the Russian spacecraft Soyuz TMA-10.
The 58-year-old Hungary-born billionaire is making a 12-day round trip to the International Space Station (ISS). Joining him on the trip were Russian cosmonauts Fyodor Yurchikhin and Oleg Kotov of the 15th ISS crew. The spacecraft Simonyi and the Russian cosmonauts lifted off from the Bainokur Cosmodrome in Kazakhstan at 11:31 P.M. local time (1:31 P.M. EDT). They are due to dock with the ISS on Monday.
Simonyi will be treating the current occupants of the ISS to a gourmet meal three days after arriving at the space station. The meal will be held in honor of Cosmonauts' Day, the Russian holiday commemorating Yuri Gagarin's historic 1961 space flight. Everybody else mentioned who prepared the meal so we won't. Suffice to say, she's famous, knows her way around a house, and looked good in orange.
In this Associated Press photo: In this image made from NASA-TV, U.S. billionaire Charles Simonyi, front row right, flips upside down during a news conference after he, Fyodor Yurchikhin, left, and Russian cosmonaut Oleg Kotov, front center, docked at the international space station Monday, April 9, 2007. A Russian-built Soyuz capsule carrying the American billionaire who helped develop Microsoft Word docked at the international space station late Monday, to the earthbound applause of Martha Stewart and others at Mission Control. In the back row, Commander Michael Lopez-Alegria can be seen. (AP Photo/NASA TV)
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MIR
http://solarsystem.nasa.gov/people/images/inset-LucidS-5-large.jpg
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RICHS TECHNOLOGY CAMERA - BODY
HAWKING
http://gozerog.com/images/Hawking_001.jpg
Public Domain. Suggested credit: NASA or National Aeronautics and Space Administration via pingnews.
KENNEDY SPACE CENTER, FLA. -- Noted physicist Stephen Hawking (center) enjoys zero gravity during a flight aboard a modified Boeing 727 aircraft owned by Zero Gravity Corp. (Zero G). Hawking, who suffers from amyotrophic lateral sclerosis (also known as Lou Gehrig's disease) is being rotated in air by (right) Peter Diamandis, founder of the Zero G Corp., and (left) Byron Lichtenberg, former shuttle payload specialist and now president of Zero G. Kneeling below Hawking is Nicola O'Brien, a nurse practitioner who is Hawking's aide. At the celebration of his 65th birthday on January 8 this year, Hawking announced his plans for a zero-gravity flight to prepare for a sub-orbital space flight in 2009 on Virgin Galactic's space service. Additional information from source:
No copyright protection is asserted for this photograph. If a recognizable person appears in this photograph, use for commercial purposes may infringe a right of privacy or publicity. It may not be used to state or imply the endorsement by NASA employees of a commercial product, process or service, or used in any other manner that might mislead. Accordingly, it is requested that if this photograph is used in advertising and other commercial promotion, layout and copy be submitted to NASA prior to release.
Source Physicist Stephen Hawking in Zero Gravity (NASA)
Date April 27, 2007 at 22:11
Zero Gravity's price tag for the daylong tour is $2,950, which includes preflight training and a postflight party.
From the Go Zero G Website:
The once-in-a-lifetime opportunity to fly like Superman can now be yours. Train with an expert coach, board our specially modified aircraft, G-FORCE ONE, and experience the unforgettable.
Experience zero gravity the only way possible without going to space. Parabolic flight is the same method NASA has used to train its astronauts for the last 45 years and the same way Tom Hanks floated in Apollo 13.
Book a seat on one of our regular flights conveniently based in Las Vegas, Nevada and at the Kennedy Space Center, near Orlando, Florida. The aircraft is also available for charter flights anywhere in the United States for groups, incentive trips, parties or team building.
http://todayinspacehistory.wordpress.com/2007/10/04/october-4-1957-the-russians-launch-sputnik/
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« October 3, 1962 - Sigma 7 launches into orbit, Mercury-Atlas 8October 5, 1929 - Astronaut Richard Gordon, Jr., is born »October 4, 1957 - the Russian’s launch Sputnik
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Sputnik items.
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The modern space age was birthed on October 4, 1957 when the Soviet’s launched the first man-made object to orbit the Earth, Sputnik.
Wikipedia says:
“Sputnik 1 was launched on October 4, 1957. The satellite was 58 cm (about 23 in) in diameter and weighed approximately 83.6 kg (about 183 lb). Each of its elliptical orbits around the Earth took about 96 minutes. Monitoring of the satellite was done by Amateur radio operators. The first long-range flight of the R-7 booster used to launch it had occurred on August 21 and was described in Aviation Week. Sputnik 1 was not visible from Earth but the casing of the R-7 booster, traveling behind it, was.”
Quotes:
“Both countries [Russia and the United States] knew that preeminence in space was a condition of their national security. That conviction gave both countries a powerful incentive to strive and compete. The Soviets accomplished many important firsts, and this gave us a great incentive to try harder.
The space program also accomplished another vital function in that it kept us out of a hot war. It gave us a way to compete technologically, compete as a matter of national will. It may have even prevented World War III, with all the conflict and fighting focused on getting to the moon first, instead of annihilating each other. There’s no evidence of that, but as eyewitness to those events, I think that’s what happened.”
- American astronaut Scott Carpenter quoted in Into that Silent Sea (p. 138).
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www.globalsecurity.org/.../imint/u-2_tt.htm
U-2 Product
SS-6 / Sputnik Launch Pad, Baikonur
TOP of LAUNCH
IMAGE
Sputnik on the launch pad being prepared for liftoff
However, another event that occurred in the Soviet Union in 1960 is generally recognized as the single greatest disaster in the history of rocketry. The event was not directly related to manned space flight, but to the development of an intercontinental ballistic missile (ICBM). In the early days of space flight, both the US and Soviet space programs were very much intertwined with the development of ICBMs. These vehicles were designed to launch nuclear warheads over great distances, leaving no part of the world safe from the threat of nuclear destruction. However, the technologies pioneered for these weapons of war served a secondary purpose of providing the first generation of rockets for space exploration.
Sputnik on the launch pad being prepared for liftoff
In fact, the early flights of Sputnik and Yuri Gagarin in the USSR as well as those of Explorer I and John Glenn in the US were all conducted using modified ballistic missiles. The primary Soviet launch vehicle of the period was the R-7 rocket, modified versions of which are still used even today for most Russian space flights. The R-7 was originally developed as an ICBM under the direction of Sergei Korolev, the Soviet Union's pre-eminent rocket designer of the day. The R-7 successfully completed a number of test flights between 1957 and 1959, including launching the first two artificial satellites. While only four examples of the R-7 were ever deployed as ballistic missiles from 1960 to 1968, the same basic design has remained in use throughout the Russian space program. Modern variants of the R-7 continue to launch satellites as well as manned Soyuz flights, and the type had achieved a success rate of nearly 98% in over 1,600 launches by the year 2000.
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Apollo 17
http://www.phys.ncku.edu.tw/~astrolab/mirrors/apod/ap031109.html
Apollo 17 _ 1
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Apollo 17 _ 2
Apollo 17 launch, December 17, 1972:
http://xpda.com/junkmail/junk162/junk162.htm
Mars
http://whyfiles.org/194spa_travel/images/mars.gif
Moon
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Kennedy
http://www.historicaldocuments.com/JohnFKennedysLastSpeech.gif
November 21, 1963
Dedication Ceremony of the New Facilities of the School of
Aerospace Medicine at Brooks Air Force Base, Texas
http://www.historicaldocuments.com/JohnFKennedysLastSpeech.htm
SPACE TEAMS
MCD
KANE
Toursit
Russian
http://science.qj.net/Microsoft-billionaire-joins-ISS-bound-Russian-space-flight/pg/49/aid/88814
U.S. software mogul Charles Simonyi became the world's fifth space tourist - "space flight participant," as officials call them - to go into orbit. Simonyi, who helped developed Microsoft Word, paid US$ 25M for the opportunity to join the crew of the Russian spacecraft Soyuz TMA-10.
The 58-year-old Hungary-born billionaire is making a 12-day round trip to the International Space Station (ISS). Joining him on the trip were Russian cosmonauts Fyodor Yurchikhin and Oleg Kotov of the 15th ISS crew. The spacecraft Simonyi and the Russian cosmonauts lifted off from the Bainokur Cosmodrome in Kazakhstan at 11:31 P.M. local time (1:31 P.M. EDT). They are due to dock with the ISS on Monday.
Simonyi will be treating the current occupants of the ISS to a gourmet meal three days after arriving at the space station. The meal will be held in honor of Cosmonauts' Day, the Russian holiday commemorating Yuri Gagarin's historic 1961 space flight. Everybody else mentioned who prepared the meal so we won't. Suffice to say, she's famous, knows her way around a house, and looked good in orange.
In this Associated Press photo: In this image made from NASA-TV, U.S. billionaire Charles Simonyi, front row right, flips upside down during a news conference after he, Fyodor Yurchikhin, left, and Russian cosmonaut Oleg Kotov, front center, docked at the international space station Monday, April 9, 2007. A Russian-built Soyuz capsule carrying the American billionaire who helped develop Microsoft Word docked at the international space station late Monday, to the earthbound applause of Martha Stewart and others at Mission Control. In the back row, Commander Michael Lopez-Alegria can be seen. (AP Photo/NASA TV)
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Tito
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MIR
http://solarsystem.nasa.gov/people/images/inset-LucidS-5-large.jpg
http://csatweb.csatolna.hu/tagok/csa/mars/rover.jpg
RICHS TECHNOLOGY CAMERA - BODY
HAWKING
http://gozerog.com/images/Hawking_001.jpg
Public Domain. Suggested credit: NASA or National Aeronautics and Space Administration via pingnews.
KENNEDY SPACE CENTER, FLA. -- Noted physicist Stephen Hawking (center) enjoys zero gravity during a flight aboard a modified Boeing 727 aircraft owned by Zero Gravity Corp. (Zero G). Hawking, who suffers from amyotrophic lateral sclerosis (also known as Lou Gehrig's disease) is being rotated in air by (right) Peter Diamandis, founder of the Zero G Corp., and (left) Byron Lichtenberg, former shuttle payload specialist and now president of Zero G. Kneeling below Hawking is Nicola O'Brien, a nurse practitioner who is Hawking's aide. At the celebration of his 65th birthday on January 8 this year, Hawking announced his plans for a zero-gravity flight to prepare for a sub-orbital space flight in 2009 on Virgin Galactic's space service. Additional information from source:
No copyright protection is asserted for this photograph. If a recognizable person appears in this photograph, use for commercial purposes may infringe a right of privacy or publicity. It may not be used to state or imply the endorsement by NASA employees of a commercial product, process or service, or used in any other manner that might mislead. Accordingly, it is requested that if this photograph is used in advertising and other commercial promotion, layout and copy be submitted to NASA prior to release.
Source Physicist Stephen Hawking in Zero Gravity (NASA)
Date April 27, 2007 at 22:11
Zero Gravity's price tag for the daylong tour is $2,950, which includes preflight training and a postflight party.
From the Go Zero G Website:
The once-in-a-lifetime opportunity to fly like Superman can now be yours. Train with an expert coach, board our specially modified aircraft, G-FORCE ONE, and experience the unforgettable.
Experience zero gravity the only way possible without going to space. Parabolic flight is the same method NASA has used to train its astronauts for the last 45 years and the same way Tom Hanks floated in Apollo 13.
Book a seat on one of our regular flights conveniently based in Las Vegas, Nevada and at the Kennedy Space Center, near Orlando, Florida. The aircraft is also available for charter flights anywhere in the United States for groups, incentive trips, parties or team building.
http://www.nwlink.com/~donclark/history_knowledge/bell.html
By information I mean data processing in the broadest sense; the storage, retrieval, and processing of data becomes the essential resource for all economic and social exchanges... By knowledge, I mean an organized set of statements of facts or ideas, presenting a reasoned judgment or an experimental result, which is transmitted to others through some communication medium in some systematic form. - Daniel Bell (1979)
Daniel Bell is perhaps the most famous sociologist of our time. He put forth the concept of a post-industrial society or information age in his book The Coming of Post-Industrial Society (1973). Later, he re-named this concept the information society, for which he is generally considered as the creator of the term (1979).
By an information society, Bell means that we move from a producer of goods (manufacturing) to service economy and that theoretical knowledge, technology, and information become the major mode of commodity. Information, and those who know how to create, assemble, and disperse, are more valued than labor. Information is normally costly to produce, but cheap to reproduce. That is, the cost of producing the first copy of an information good (such as writing a book or recording a CD) is normally quite costly, but reproducing those goods is often negligible.
In The Coming of Post Industrial Society, he wrote that we need to learn how to predict the future, rather than to forecast it in order to raise the number of possibilities so as to the directions in which society should be changing.
In the coming century, the emergence of a new social framework of telecommunications may be decisive for the way in which economic and social exchanges are conducted, the way knowledge is created and retrieved, and the character of the occupations and work in which men engage. - Daniel Bell in The Social Framework of the Information Society 1980.
How can SDPS/SES engage non-computer-software-engineering societies to “create” the “civilizing effect?” Ramamoorthy, Yeh, Weinberg, Tanik and Sadasivam
“What are the essential questions” SDPS/SES must ask related to concentration, creativity, visualization, immersion, formailization, compassion, transformative research and the civilizing effect in order to have a constructive impact in the world? Sadasivam/Tanik
How can this SDPS/SES movement account for “relevant cultural and social value factors” in the next generation? Kozmetsky
What is the “learning[-life] experience” that characterizes transformative and transdisciplinary systems? Ramamoorthy
The Surprise: All science is wrong. There is no such thing as failure—only feedback. We believe in and value intuition. Interpretation of Piaget/Tanik
How will we achieve the “civilizing effect” grand vision while balancing the practical day-to-day expectation and constraints? Weinberg and Yeh