Navy Nexus

Shortly after the article that follows was drafted, I was notified that I had been nominated for promotion to vice admiral and assignment as Superintendent of the U.S. Naval Academy. This unexpected set of orders will cause me to depart the Naval War College after only one year as its President. Still, and although much remains to be done to keep the college at the top of its game, the organizational and administrative changes its faculty and staff have accomplished over the past twelve months have refined its educational and research programs in significant ways. The article (which collects and elaborates on material that, in some cases, has already appeared in print, including the “President’s Forums” of the Spring and Summer 2014 issues of the Review) serves as evidence of what dedicated professionals can do when motivated by an unrelenting commitment to excellence. If it’s important to the Navy, it is on the agenda at the Naval War College! This is a bold statement, but it is one that can be rather quickly substantiated by even a casual review of what is happening on the busiest educational and research complex in the Navy—the Newport, Rhode Island, campus of the U.S. Naval War College (NWC). Since 1884, the Naval War College has existed as a place to study conflict and to produce leaders who are critical thinkers. As it celebrates its 130th anniversary, the college continues to refine its educational and research programs to meet the demands of the Navy and the national security community. While some of our more traditional offerings, such as our highly regarded Joint Professional Military Education (JPME) programs, are fairly well-known, other programs and initiatives are regaining their intended direct linkage to and support to the fleet. The primary purpose of this article is to highlight the ways in which the Naval War College is helping to prepare and shape the Navy of Tomorrow and how it is significantly supporting the Navy of Today without forgetting the lessons of history

Proceedings of 2012 Annual Meeting of the Academy of International Business-US North East Chapter: Business Without Borders

Proceedings of the 2012 Academy of International Business-US North East Chapter Fairfield, Connecticut, October 11-13, 2012. Business Without Borders. Host, John F. Welch College of Business, Sacred Heart University. Editor, Jang\u27an Tang. AIB-NE 2012 Conference Co-Chairs, Khawaja Mamun, Ph.D. and Jang\u27an Tang

On Wargaming

Wargames are as old as civilization—and perhaps older. In his informative and entertaining Public Broadcasting series Connections, James Burke argued that the first invention, the one that enabled all later inventions, was the plow. It allowed agriculture, and as agriculture permitted denser populations, the frequency of inventions increased, due either to “connecting” with new applications or combining with other inventions to create one that was greater than the sum of its parts.https://digital-commons.usnwc.edu/usnwc-newport-papers/1043/thumbnail.jp

Abstracts: HASTAC 2017: The Possible Worlds of Digital Humanities

The document contains abstracts for HASTAC 2017

Games for a new climate: experiencing the complexity of future risks

This repository item contains a single issue of the Pardee Center Task Force Reports, a publication series that began publishing in 2009 by the Boston University Frederick S. Pardee Center for the Study of the Longer-Range Future.This report is a product of the Pardee Center Task Force on Games for a New Climate, which met at Pardee House at Boston University in March 2012. The 12-member Task Force was convened on behalf of the Pardee Center by Visiting Research Fellow Pablo Suarez in collaboration with the Red Cross/Red Crescent Climate Centre to “explore the potential of participatory, game-based processes for accelerating learning, fostering dialogue, and promoting action through real-world decisions affecting the longer-range future, with an emphasis on humanitarian and development work, particularly involving climate risk management.” Compiled and edited by Janot Mendler de Suarez, Pablo Suarez and Carina Bachofen, the report includes contributions from all of the Task Force members and provides a detailed exploration of the current and potential ways in which games can be used to help a variety of stakeholders – including subsistence farmers, humanitarian workers, scientists, policymakers, and donors – to both understand and experience the difficulty and risks involved related to decision-making in a complex and uncertain future. The dozen Task Force experts who contributed to the report represent academic institutions, humanitarian organization, other non-governmental organizations, and game design firms with backgrounds ranging from climate modeling and anthropology to community-level disaster management and national and global policymaking as well as game design.Red Cross/Red Crescent Climate Centr

Building Tomorrow's Primary Schools Today: Using Future Studies to Anticipate How Increased Techonology Use in Education Might Effect Current Primary School Design

Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends.Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends.Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends.Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends.Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends.Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends.Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends.Technology is ubiquitous in today’s society and has been slowly working its way in to classrooms and educational facilities for over half a century. Over the last 10-15 years the rate at which the internet, computers, and other tools have been used for educational purposes in the classroom has increased (though still not at the rate many suspected it would). Unfortunately, the majority of existing primary schools and even “schools of the future” that do attempt to incorporate solutions for technological use generally optimize the building for today’s already widespread technology. The average primary school is expected to last for forty years. A school built today still needs to be effective and functional as it approaches the world of 2050. Given the current rate of technological change this is too short-sighted. While education theorists have given quite a bit of thought as to how technology might improve a child’s ability to learn, there seems to be a lack of literature on how future technology may affect the requirements of a school building or even allow the building itself to aid in instruction. Much of the research dealing with technology in education also seems to be coming from educators and less so from futurists. This is important as educators seem less confident in making predictions about technology and its effect the farther they look in to the future. This project is two-fold: 1) use a Futures Studies lens to lay out the path of governance, economics, environment, culture, and technology over the next forty years time to forecast a future scenario that makes clear how technology is likely to influence education, and 2) show how those pedagogical changes substantially alter the architectural design requirements from the current norm over the course of a school building’s lifespan. In order to maximize a school building’s effectiveness over time, architects should be well-versed in current and projected trends in education and technology; this will also minimize costly retrofits or additions. The goal of this project is not visioning or backcasting in order to bring about a preferred future by changing the present, but merely to consider what steps designers should be taking in current primary school design to account for these anticipated trends. Based on a historical analysis, a brief review of current design guidelines, and case studies, this project shows that current primary school architecture fails to take in to account the concurrent plausible scenarios of rapid advances in technology, its continued introduction in to the classroom, and how to best plan for that assuming a resource-constrained future society using a new set of revised design trends

Metaverse for advancing government: Prospects, challenges and a research agenda

A number of government agencies have started deploying the Metaverse to connect better with their constituents. The Metaverse provides a rich interaction environment and has the potential to engage with, especially, the younger generation. However, the Metaverse's potential impact on the government sector has been given limited attention. This discussion paper aims to fill this void by reviewing the state of the art, analyzing possible roles of the Metaverse for governments and providing research directions. We found six facilitators and nine barriers and risks. The Metaverse offers much more than a virtual presence or copy of the physical world; significant transformations are needed in government to reap the benefits. Given the evolution of the Metaverse, government presence also needs to evolve, and different governments make different decisions about their Metaverse presence. We recommend more research into the nature, use, applications, transformations, and implications of the Metaverse on government functioning

Department Publications 2007

This publication is a list of staff papers, extension publications, Center for International Food and Agricultural Policy papers, The Food Industry Center working papers, Economic Development Center papers, Center for Farm Financial Management papers, Minnesota Council on Economic Education publications, International Science & Technology Practice and Policy publications, journal articles, books, chapters, monographs, speeches, web pages, computer software and theses authored by members of the University of Minnesota Department of Applied Economics in 2007.Teaching/Communication/Extension/Profession,