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Hopkinton High School 2017 Science & Engineering Fair Part 3

University of Toronto Division of Engineering Science ESC102-20061 Engineering Science Praxis II Lecture 01 - introduction to the course - syllabus - schedule - design notebook assignment

Nehemiah Engineering Orbital Science is a collection of orbital science experiments aimed at prolonged station keeping. Homepage: http://forum.kerbalspaceprogram.com/index.php?showtopic=149298 Repository: https://github.com/mwerle/OrbitalMaterialScience License(s): GPL-3.0

at Braden River High School, Manatee County, FL\r METV Show #2305

#Science vs #engineering. I prefer engineering because everybody has #ducttape +you can pick up the glass w -engineering! Science looks cool-OJT5qMPwYzg.mp4 Science vs engineering I prefer engineering because everybody has ducttape you can pick up the glass w engineering Science looks cool OJT5qMPwYzg mp4 Science engineering ducttape

#Science vs #engineering. I prefer engineering because everybody has #ducttape +you can pick up the glass w -engineering! Science looks cool-OJT5qMPwYzg.mp4 Science vs engineering I prefer engineering because everybody has ducttape you can pick up the glass w engineering Science looks cool OJT5qMPwYzg mp4 Science engineering ducttape

2015Aug19 - Becoming a Better Student, Human Relations and Study Skills - Orientation Programme for the 1st Year B. Tech. Students of Sri G. Pulla Reddy Engineering College, Autonomous, Kurnool. As a part of 5 Day Orientation Programme for the 1st Year B. Tech. Students of the College, I had the good opportunity of speaking to the batch of Computer Science and Engineering Students on the topics: Becoming a Better Student, Human Relations and Study Skills. Three power point presentations were used, along with a video clipping.  Those who are interested in having a copy of the same are requested to drop a line: [email protected]. You are most welcome to give your valuable feedback.

This data brief reviews the financial obligations of federal agencies for academic sciences and engineering activities in fiscal year 1997. Federal agencies were obligated more than 4% above the fiscal year 1996 levels. When adjusted for inflation, federal academic science and engineering activities support was up 2% in fiscal year 1997. This information was based on the latest statistics from the National Science Foundation's (NSF) annual survey of federal science and engineering support to universities, colleges, and nonprofit institutions. (CCM)

Over the past eight years or so, educators have struggled to make sense of the many views and definitions of science, technology, engineering, and mathematics (STEM) education and what constitutes quality in STEM practices. The multitude of recent STEM funding opportunities has done little to create a common understanding about how to best engage students, schools, districts, and states in STEM education. This document offers an overview of the role of STEM in current educational improvement efforts. It offers a brief history of STEM initiatives and publications and attempts to capture important trends and dispel confusion over the goals and approaches of STEM initiatives. The authors also present several important considerations for state and district educators developing STEM programs that serve the needs of their students. They do not advocate for one STEM approach, but provide some thinking tools and rationale for states and districts to compare and contrast the available STEM approaches. (Contains 2 figures and 1 footnote.)

Aggregate measures of labor market conditions for recent science and engineering Ph.D. recipients changed only slightly between April 1993 and April 1995. The unemployment rate for all recent Ph.D.s rose from 1.7% in 1993 to 1.9% in 1995. The rate of recent Ph.D.s involuntarily working outside the field of their degree similarly rose slightly from 4.0% in 1993 to 4.3% in 1995; however, the aggregate numbers mask much larger positive and negative changes in labor market conditions within individual disciplines. Most individuals who complete the rigors of a doctorate in science or engineering do not do so simply to find steady employment with a good salary. Their technical and problem solving skills make them highly employable, but the opportunity to do the type of work for which they have trained is also important. No single measure can well describe the science and engineering labor market. This issue brief provides an overview of labor market indicators for recent recipients of science and engineering Ph.D.s from institutions in the United States. It uses data from the 1993 and 1995 Survey of Doctorate Recipients, a biennial NSF (National Science Foundation) survey of holders of Ph.D.s from U.S. institutions up to age 75. This brief also discusses variations by field or sector of items such as unemployment rates, involuntarily working outside of field, percentage in tenure track positions, and salaries. (Author/DKM)

The accumulated technologies and practices of general computer science and software engineering have failed to impact the productivity gridlock in scientific programming. Resolving this “productivity crisis” will require that the scientific programming communities relax their unending pursuit of 100% resource utilization and that the computer science and software engineering communities understand and appreciate the difference in goals between the two domains. Lessons learned from the great strides in general computing can then be adapted to scientific computing. ©2008 Microsoft Corporation. All rights reserved.

Situational influences on self-confidence and assertiveness in female and male graduate students in science and engineering were studied, based on responses from 328 Stanford University students (155 males and 173 females). Two dependent variables were used: an index of items measuring an individual's self-confidence in the ability to perform academic and professional work, and an index measuring an individual's sense of personal ability to act assertively in doing academic work. Three independent variables represented potentially supportive aspects of the environment: an index measuring perceptions of the quality of relations with the adviser, an index measuring perceptions of the availability of support from peers and faculty, and a global assessment of the amount of stress experienced in graduate school. Enrollment in a master's or Ph.D. program was also considered. Separate regressions were performed for men and women. The results suggest that women are sensitive to supportive features of the academic environment but fail to generally support such a conclusion about men. The supportiveness of the academic department failed to be a significant predictor. The perceived level of stress in graduate school was the strongest predictor of both assertiveness and self-confidence for women. (SW)

The role of the National Science Foundation (NSF) in supporting college science and engineering education at the undergraduate level is discussed, along with important factors in the national environment, including economic challenges facing the country, and the foundation's relationship to research and education. Because of a shift to a global economy in which there is sharp international competition, it is in the nation's interest to strengthen science education; however, there is a shortage of engineers, scientists, and mathematicians with advanced degrees to staff colleges and government and industry laboratories. Attracting students into these fields is an important policy issue. NSF has a new program to provide instructional equipment to colleges. To develop scientific and technical talent, NSF sponsors the Research in Predominantly Undergraduate Institutions Program. For faculty, there are opportunities to join an existing NSF-supported project or to serve on NSF review panels, advisory committees, and rotator program officer positions. A special committee of NSF is conducting public hearings on the state of undergraduate science and engineering education. The federal research and development budget for the mid-1980s is briefly discussed. (SW)

This study guide is part of a program of studies entitled the Science and Engineering Technician (SET) Curriculum developed to provide a framework for training technicians in the use of electronic instruments and their applications. This interdisciplinary course of study integrates elements from the disciplines of chemistry, physics, mathematics, mechanical technology, and electronic technology. This guide provides the content for the chemistry component of the curriculum including: (1) solutions and concentrations; (2) chemical equations; (3) electrochemistry; (4) gas laws; and (5) organic materials. (Author/SK)

This is the third in a biennial series of reports designed to furnish a comprehensive overview of the status of United States scientific and technological efforts as they relate to the employment and other characteristics of science and engineering (S/E) personnel. Chapter I discusses the utilization patterns of scientists and engineers, examining current employment and trends, the character of science and technology activities (from industrial, academic and federal government perspectives), and women, racial minorities, Hispanics, and the physically handicapped in S/E. Chapter II examines labor market indicators, focusing on labor force participation, unemployment rates, S/E employment rates, S/E underemployment rates, S/E underutilization rates, salary trends, and other indicators. Chapter III examines the dynamics of S/E labor markets. Areas considered include precollege science and mathematics education (focusing on achievement levels and coursetaking habits which may influence students' decisions to enter S/E careers), postsecondary science and mathematics education, and sources of flow in the S/E market (including projected supply/demand conditions). Also included are highlights of major findings and (in an appendix) 35 tables which provide a comprehensive summary of data on S/E personnel. (JN)

The Visiting Professorship for Women (VPW) program was initiated by the National Science Foundation (NSF) in 1982 to address the under representation of women in science. This summary which draws on a study completed in 1993 considers the effects of the VPW program and the nature of the participants. Both strengths and limitations of the existing program are highlighted. The study employed both quantitative and qualitative methods, using surveys with closed- and open-ended items. Responses to the open-ended items were extensively analyzed through the "Ethnograph" computer program to yield a set of qualitative data for analysis. Short case studies were conducted with eight of the awardees to confirm the findings and add richness to the study. The study focused on the 233 women receiving VPW awards between 1982 and 1990. The findings address profiles of participants, career barriers and facilitators, experiences of participants, and program impacts. Using traditional indicators of academic promotion and generation of publications, the VPW awardees were found to be highly successful and there is compelling evidence to suggest that VPW made a significant contribution to the success of the awardees. (LZ)

This book contains statistical data on the gaps related to gender and ethnicity on the entrance and attainment of postsecondary science and engineering education. The report analyzes the gender differentiation and female participation in science and engineering education beginning from early childhood. Self-esteem is one of the focus points of this study and it finds that self-confidence is related to women's major selection of courses and careers. (Contains 85 references.) (YDS)

This document represents the second volume of the seventeenth in the series of biennial Science Indicators reports, "Science and Engineering Indicators, 2006." The National Science Board submits this report in accordance with Sec. 4(j)1 of the National Science Foundation Act of 1950, as amended. The Science Indicators series was designed to provide a broad base of quantitative information about U.S. science, engineering, and technology for use by public and private policymakers. With each new edition the Board seeks to continually expand the data sources and pertinence to the broad user community. "Science and Engineering Indicators, 2006" contains analyses of key aspects of the scope, quality, and vitality of the Nation's science and engineering enterprise and global science and technology. The report presents information on science, mathematics, and engineering education at all levels; the scientific and engineering workforce; U.S. and international research and development performance and competitiveness in high technology; and public attitudes and understanding of science and engineering. Finally, the report hopes school administrations and Congress will find the new quantitative information and analysis in the report useful and timely for informed thinking and planning on national priorities, policies, and programs in science and technology. "Science and Engineering Indicators" is released in printed and electronic formats. The printed version is published in 2 volumes: Volume 1 provides the main text content and Volume 2, presented in this document, provides the detailed tabular data. (For Volume 1, see ED490851.)

This document reports the statistical data of Federal Science and Engineering Support to Universities, Colleges, and Nonprofit Institutions for Fiscal Year 1998, in accordance with the National Science Foundation (NSF) Act of 1950. The data presented in these tables cover all categories of direct federal science and engineering (S&E) support to institutions of higher education, including federally funded research and development centers in the United States for science and engineering activities. This document also provides technical information on data collection methods and changes in the report. (YDS)

The eight science and engineering practices outlined in the Next Generation Science Standards (NGSS) are key to student science learning. However, there is limited guidance for teachers on what these practices "look like" in instruction across different grade ranges and topic areas. Further, there is little existing guidance for teachers on how to make the practices in the NGSS accessible to all students, particularly those from groups that have traditionally been underserved in science education. This paper describes the development of a primer that operationalizes the science practices for different grade levels and content areas. This work is part of a larger study aimed at developing survey items to measure teachers' use of the science practices.

In spite of numerous calls for action, e.g., Executive Office of the President (2010), there have been few efforts nationally to promote engineering education in the elementary grades. Of these, hardly any have targeted underrepresented populations (National Academy of Engineering, 2009, p. 74). The collaboration described in this paper is a significant exception, which could provide important lessons for those seeking to broaden the reach and scope of K-5 engineering education. We will argue for an interdisciplinary approach, which integrates engineering, math, science, literacy and art, and that engages a school and a university as equal partners. Neither of these components has been prominent in the literature on K-12 engineering education.

In spite of numerous calls for action, e.g., Executive Office of the President (2010), there have been few efforts nationally to promote engineering education in the elementary grades. Of these, hardly any have targeted underrepresented populations (National Academy of Engineering, 2009, p. 74). The collaboration described in this paper is a significant exception, which could provide important lessons for those seeking to broaden the reach and scope of K-5 engineering education. We will argue for an interdisciplinary approach, which integrates engineering, math, science, literacy and art, and that engages a school and a university as equal partners. Neither of these components has been prominent in the literature on K-12 engineering education.

In spite of numerous calls for action, e.g., Executive Office of the President (2010), there have been few efforts nationally to promote engineering education in the elementary grades. Of these, hardly any have targeted underrepresented populations (National Academy of Engineering, 2009, p. 74). The collaboration described in this paper is a significant exception, which could provide important lessons for those seeking to broaden the reach and scope of K-5 engineering education. We will argue for an interdisciplinary approach, which integrates engineering, math, science, literacy and art, and that engages a school and a university as equal partners. Neither of these components has been prominent in the literature on K-12 engineering education.

In spite of numerous calls for action, e.g., Executive Office of the President (2010), there have been few efforts nationally to promote engineering education in the elementary grades. Of these, hardly any have targeted underrepresented populations (National Academy of Engineering, 2009, p. 74). The collaboration described in this paper is a significant exception, which could provide important lessons for those seeking to broaden the reach and scope of K-5 engineering education. We will argue for an interdisciplinary approach, which integrates engineering, math, science, literacy and art, and that engages a school and a university as equal partners. Neither of these components has been prominent in the literature on K-12 engineering education.

In spite of numerous calls for action, e.g., Executive Office of the President (2010), there have been few efforts nationally to promote engineering education in the elementary grades. Of these, hardly any have targeted underrepresented populations (National Academy of Engineering, 2009, p. 74). The collaboration described in this paper is a significant exception, which could provide important lessons for those seeking to broaden the reach and scope of K-5 engineering education. We will argue for an interdisciplinary approach, which integrates engineering, math, science, literacy and art, and that engages a school and a university as equal partners. Neither of these components has been prominent in the literature on K-12 engineering education.

There is currently a great deal of interest in using response surfaces in the optimization of aircraft performance. The objective function and/or constraint equations involved in these optimization problems may come from numerous disciplines such as structures, aerodynamics, environmental engineering, etc. In each of these disciplines, the mathematical complexity of the governing equations usually dictates that numerical results be obtained from large computer programs such as a finite element method program. Thus, when performing optimization studies, response surfaces are a convenient way of transferring information from the various disciplines to the optimization algorithm as opposed to bringing all the sundry computer programs together in a massive computer code. Response surfaces offer another advantage in the optimization of aircraft structures. A characteristic of these types of optimization problems is that evaluation of the objective function and response equations (referred to as a functional evaluation) can be very expensive in a computational sense. Because of the computational expense in obtaining functional evaluations, the present study was undertaken to investigate under-determinined approximations. An under-determined approximation is one in which there are fewer training pairs (pieces of information about a function) than there are undetermined parameters (coefficients or weights) associated with the approximation. Both polynomial approximations and neural net approximations were examined. Three main example problems were investigated: (1) a function of one design variable was considered; (2) a function of two design variables was considered; and (3) a 35 bar truss with 4 design variables was considered.

Multifunctional methodologies and analysis procedures are formulated for interfacing diverse subdomain idealizations including multi-fidelity modeling methods and multi-discipline analysis methods. These methods, based on the method of weighted residuals, ensure accurate compatibility of primary and secondary variables across the subdomain interfaces. Methods are developed using diverse mathematical modeling (i.e., finite difference and finite element methods) and multi-fidelity modeling among the subdomains. Several benchmark scalar-field and vector-field problems in engineering science are presented with extensions to multidisciplinary problems. Results for all problems presented are in overall good agreement with the exact analytical solution or the reference numerical solution. Based on the results, the integrated modeling approach using the finite element method for multi-fidelity discretization among the subdomains is identified as most robust. The multiple method approach is advantageous when interfacing diverse disciplines in which each of the method's strengths are utilized.

Multifunctional methodologies and analysis procedures are formulated for interfacing diverse subdomain idealizations including multi-fidelity modeling methods and multi-discipline analysis methods. These methods, based on the method of weighted residuals, ensure accurate compatibility of primary and secondary variables across the subdomain interfaces. Methods are developed using diverse mathematical modeling (i.e., finite difference and finite element methods) and multi-fidelity modeling among the subdomains. Several benchmark scalar-field and vector-field problems in engineering science are presented with extensions to multidisciplinary problems. Results for all problems presented are in overall good agreement with the exact analytical solution or the reference numerical solution. Based on the results, the integrated modeling approach using the finite element method for multi-fidelity discretization among the subdomains is identified as most robust. The multiple method approach is advantageous when interfacing diverse disciplines in which each of the method's strengths are utilized.

The transmission and the reflection of Fiber Bragg grating (FBG) are calculated theoretically under ocean. The nonlinear effects appear on the reflectivity and the transmitivity of traveling signals. A full study for the performance of the nine apodization profiles for the FBG under the effect of temperature, pressure and water depth are investigated. Then, schedules have been done for the optimum values for the reflectivity of all types, selecting the appropriate profile which is the Sinc one giving about 99% reflectivity for the grating.

Engineering and Computer Science Career Fair 2005 � Carmen Systems

News release announcing a short list of candidates for the position of Dean of the Faculty of Engineering and Computer Science.

This report provides data on the participation of women, minorities, and persons with disabilities in science and engineering education and employment. The data and analyses can be used to track progress, inform the development of policies to increase participation in science and engineering, and evaluate the effectiveness of such policies. The report consists of an introduction, five chapters, and two appendices. The chapters concern undergraduate enrollment, undergraduate degrees, graduate enrollment, graduate degrees, and science and engineering employment. The appendices contain technical notes and statistical tables. (SAH)

This paper is a summary of the use of the Technology Engineering in K-12 education that integrates science and technology to positively impact students and teachers. The Technology Enhanced Learning in Science Center (or "TELS") is a research consortium that uses dynamic and innovative technology-based solutions combined with science & mathematics curricula in an innovative way to empower teachers and enhance student learning. As a best practice, the TELS model can provide academicians with new teaching strategies that seamlessly integrate technology into the classroom to increase student retention and transfer of science and mathematics concepts.

MENTOR's newest resource takes the cornerstone best-practice guide for mentoring, the "Elements of Effective Practice for Mentoring™," and offers research-backed and practice-based tips specifically for STEM mentoring programs. "The STEM Supplement to the Elements of Effective Practice for Mentoring™" provides additional research-informed recommendations for youth mentoring programs with a science, technology, engineering, or mathematics focus, made possible by generous support from Genentech. [For the full report, see ED594036.]

This study examines the post-graduation plans of international science and engineering doctoral students at a public research-intensive university, and the extent to which graduate school experiences influence post-graduation plans. The study is grounded in Tinto's Integration Model as well as Berry's Acculturation Model. Study findings highlight the variety of challenges international doctoral students go through such as adapting to a new culture, experiencing English language difficulties, and cultural, social, and academic adjustment barriers. Using survey data collected in 2013-2014, this study reveals the complexity of factors that affect post-graduation plans and need for institutional initiatives to provide socio-cultural and academic support, and recommends changes in immigration policies to sustain the retention of talented international scientists and engineers upon degree completion.

This study guide is part of an interdisciplinary course entitled the Science and Engineering Technician (SET) Curriculum. The course integrates elements from the disciplines of chemistry, physics, mathematics, mechanical technology, and electronic technology, with the objective of training technicians in the use of electronic instruments and their applications. This guide provides that part of the mathematics content related to functions, analytic geometry, probability, and statistics. The following topics are included: (1) variation; (2) polynomial equations of higher degree; (3) analytic geometry; (4) graphs of the trigonometric functions; (5) counting and probability; and (6) statistics and curve fitting. (Author/SK)

This study guide is part of a program of studies entitled Science and Engineering Technician (SET) Curriculum. The SET Curriculum integrates elements from the disciplines of chemistry, physics, mathematics, mechanical technology, and electronic technology with the objective of training technicians in the use of electronic instruments and their applications. The following topics are included: (1) welding; (2) soldering and brazing; (3) plastics fabrication; (4) tubing and piping fabrication; (5) materials, properties and testing; (6) heat treating; and (7) finishes. (Author/SK)

The programs developed by the U.S. Department of Energy and the National Laboratories to lure an untapped well of students into scientific fields and to increase the number of qualified scientists coming into the research environment are described. The witnesses of this hearing are from the Department of Energy and the National Labs; the outside organizations who will develop and administer the programs; teachers who face a lack of resources, materials, and interest on the part of students; other educators; and students who are currently participating in Department of Energy and Oak Ridge National Laboratory Programs. Witnesses include: (1) Alvin W. Trivelpiece, director, Oak Ridge National Laboratory, Oak Ridge, Tennessee; (2) Robert W. Springer, director, Division of Educational Programs, Argonne National Laboratories, Argonne, Illinois; (3) Manuel Perry, human resources planning and development, Lawrence Livermore National Laboratory, Livermore, California; (4) William F. Willis, chief operating officer, Tennessee Valley Authority, Chattanooga, Tennessee; (5) Marjorie G. Bardeen, program director, Friends of Fermilab, Fermi National Accelerator Laboratory, Batavia, Illinois; (6) Jon M. Veigel, president, Oak Ridge Associated Universities, Oak Ridge, Tennessee; (7) Lee L. Reidinger, director, the Science Alliance and Professor of Physics, University of Tennessee, Knoxville, Tennessee; (8) Bernard W. Benson, Tennessee Academy of Sciences, director of the Center for Environmental, Energy, and Science Education, University of Tennessee, Chattanooga, Tennessee; (9) Ronald B. Cox, dean, School of Engineering, University of Tennessee, Chattanooga, Tennessee; (10) Vivian Prentice Brown, science teacher, Model High School, Rome, Georgia; (11) Robert Rogers, Hamilton County Department of Education, Chattanooga, Tennessee; (12) Geraldine T. Farmer, science consultant, Tennessee Department of Education, Nashville, Tennessee; (13) Jennifer A. Ethridge, student, Roanoke College, Salem, Virginia; (14) Teresa E. Kowalski, student, California University of Pennsylvania; and (15) Miguel Rodriguez-Velez, student, University of Puerto Rico. (KR)

Effective policy formulation depends on an assessment of the current situation and of recent trends in science and engineering participation rates of all segments of U.S. society. This volume, the sixth in a series, is designed to provide such an assessment. It has been prepared for the Congress, the administration, and others who influence the direction of the U.S. science and engineering effort and who are concerned with maintaining equal opportunity and equal treatment for women and minorities as they participate in this undertaking. The chapters in this book are: (1) Women in Science and Engineering; (2) Education and Training of Women in Science and Engineering; (3) Minorities in Science and Engineering; (4) Education and Training of Minorities in Science and Engineering; and (5) Persons with Physical Disabilities in Science and Engineering. (PR)

Recent developments in science and engineering indicate the need for systems approach to problem solving in the widest sense. Following the explication of the concept of a system, the scope of system theory and systems engineering is discussed and operationally defined, with characteristic features of the methodology of systems science and engineering investigated. The state-of-the-art in systems science and engineering education is reviewed. The impact of systems science on engineering curricula, interdisciplinary and intradisciplinary study and research programs and on the structure of academic institutions is discussed. A method for identifying what constitutes the core of systems science and engineering programs, based on the factor analysis of catalogue descriptions of systems science and engineering courses and other relevant data, is proposed. The proposed method is demonstrated and tested on a sample population of such course descriptions, with the model curriculum based on the subject areas in the core being compared with other models of systems science and engineering curricula. The proposed method is also shown as being usable in identifying scope and orientation of academic curricula in general and of systems science and engineering curricula in particular. The feasibility of developing a technique for matching student's background and interests with program orientation is also demonstrated. (Author/PR)

This background paper focuses on the end point of educational preparation for science and engineering careers--undergraduate and graduate study. It places the issue of the supply of scientists and engineers in the broad cultural context of changing demographics, labor market adjustments, and intervention policies. The first chapter discusses the diversity of students and institutions. The second chapter focuses on undergraduate education, including its importance, students' characteristics, federal roles, and institutional settings. Graduate education is discussed in the next chapter. The nature of graduate study, markets for doctorates, finance, federal support trends, and the future of graduate education are described. The final chapter focuses on engineering education, including the areas of supply and demand, quality issues, use and upgrade of the work force, and roles of the Federal Government. Appendices include: (1) a mathematics intervention project; (2) productivity ratios for 100 undergraduate institutions; (3) graduate education in foreign countries; (4) reports on engineering education; and (5) contractor reports. (YP)

Trends in science and engineering (S/E) bachelor's, master's, and doctoral degrees awarded from 1950 to 1970 are summarized in this report. Major findings demonstrate that: (1) the number of S/E degrees awarded annually is now below the levels reached in the early to mid-seventies and that this recent decline follows a long uptrend that began in the mid-fifties; (2) the S/E share of all degrees fell during the last decade in all degree levels and whereas S/E fields accounted for about 60% of all doctorates until 1969, they now account for only 50%; (3) women have earned an increasingly large share of S/E degrees at all levels since 1950; and (4) the trends in the number of degrees are affected by changes in the relevant populations (demographic factors) and also non-demographic factors. (Author/JN)

A ten-part questionnaire was administered to deans and directors of all engineering programs of the University of California, California State University, University of the Pacific, and Loyola Marymount University. This seven-part report is based on responses obtained by the questionnaires. The first part describes differing opinions about shortages or surpluses of supply of engineers, computer scientists, and other technologically skilled workers. The second identifies engineering and computer science programs in California colleges/universities, reports their enrollments, and discusses major problems regarding enrollments. The third describes the shortage of engineering and computer science faculty nationally and in California, with particular emphasis on the California State University and the University of California. The fourth identifies pressing problems of equipment and facilities, including not merely deferred maintenance and replacements but also the lack of technologically-advanced equipment already used in industry. The fifth points to sources of inadequate preparation of students, both nationally and in California. The sixth notes incentives that industry are providing universities and that states are providing to their public universities to develop technological expertise. And the seventh summarizes the report by pointing to the educational and financial implications of issues discussed in previous sections for educational policy makers in California. (Author/JN)

The major goal of the Educational Modules for Materials Science and Engineering (EMMSE) project is to experiment with a means for developing, indexing, and disseminating instructional materials in materials science and engineering. This document is the updated final report of the project. Key accomplishments discussed (presented in order of completion) include: (1) socialization--gaining of acceptance and involvement of the national/international communities; (2) a "revolutionary" model for dissemination of materials by on-site, on-demand printing from a new hybrid journal-textbook; (3) utilization of a state-of-the-art review system writing/presentations/evaluation workshops to produce clusters of modules in selected areas; (4) the beginning of adaptation of digitized production, storage, and dissemination of modules and appropriate data bases; and (5) analysis of curriculum and course content, user needs, and internal/external linkages of content. Supporting documentation, provided in appendices, includes EMMSE tasks for the third phase of the project; cumulative index to volumes I and II of the Journal of Educational Modules for Materials Science and Engineering, arranged by topic and materials class; guide for locating teaching aids in all media; priority topic list (with author guidelines); and other information. (JN)

Warnings are coming from business leaders on a critical labor shortage, especially in information technology; however, representation of women, minority groups, and persons with disabilities in the U.S. science, engineering, and technology (SET) workforce could be improved. Preparing the nation for the evolving nature of work is important as well as providing an adequate number of SET workers. This document presents the recommendations of the Commission on the Advancement of Women and Minorities in Science, Engineering and Technology Development which are based on examinations of the barriers that exist for underrepresented minority groups, people with disabilities, and women in different levels of the SET pipeline. The recommendations focus on these points: (1) Precollege Education; (2) Access to Higher Education; (3) Professional Life; (4) Public Image; and (5) Nationwide Accountability. (Contains six pages of endnotes.) (YDS)

This report is about both progress in increasing the representation of Hispanics in the science and engineering professions and the many efforts that are needed to continue that progress towards more equal representation in these important professions. The supply side throughout the education pipeline is examined from early childhood education through elementary and secondary school, to high school completion and enrollment in--and completion of--college, and on to graduate education. The need for assistance of various kinds along the way and the importance of persistence of Hispanic youth in completing their education and continuing on at critical points in the education pipeline is discussed. Looking into this future requires examining the demand and anticipated supply for these important occupations and addressing the question of whether the economy can absorb an increased supply of Hispanic scientists and engineers. (Author/MVL)

This document contains data from the National Science Foundation (NSF) that detail the geographic distribution of the 1993 U.S. research and development (R&D) spending total ($165 billion). The data include R&D performance by industry, academia, and the Federal Government and the federally funded activities of nonprofit institutions. Substantial state-specific information is also included on the Federal agency sources of R&D support and on the R&D-performing sectors that receive Federal funding. These statistics are compiled in a set of 51 State Science and Engineering Profiles. Indicators include doctoral scientists and engineers, science and engineering doctorates awarded, science and engineering graduate students and post-doctorates, federal R&D obligations by agency and performer, total and industrial R&D expenditures, academic R&D indicators, population, civilian labor force, per capita personal income, Federal expenditures, higher education expenditures, patents, small business innovation research awards, and gross state product originating in manufacturing, agriculture, trade, government, and services. (JRH)

This data brief features statistical data related to total science and engineering graduate enrollment in the United States for the year 1997. Featured are data on enrollment by enrollment status: 1975-1997; by sex, citizenship, and race/ethnicity: 1990-1997; and by field: 1990-1997. (DDR)

Research Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.

Research Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.