Many pundits argue the biggest problem facing America today is income inequality. But the important question is, how much is this disparity growing? If inequality is growing at a massive rate--with the wealthy getting virtually all the gains of a growing economy--then policies aimed at simply “growing the pie” are unlikely to be successful.
House lawmakers unanimously passed legislation Monday to require all Indiana public schools to offer a computer science course. Nearly half of all Indiana public schools currently offer computer science classes.
A research team led by Michigan Technological University set out to find what makes STEM integration tick.
Independent and Western observers have not yet verified the claim. But the Russian program does exist. Last April, Almaz-Antey general designer Pavel Sozinov told Russian news agency Ria Novosti that Russian leadership had ordered the company to develop weapons that could interfere electronically with or achieve “direct functional destruction of those elements deployed in orbit.”
I’m skeptical of arguments that technology will have severe detrimental effects on employment for many reasons. But one reason is this: If artificial intelligence (AI) turns out to be as powerful as the worriers say, won’t it be good at finding new nonobvious tasks for humans and also training them for these new occupations?
How do you stack up against the wealthiest Americans? To be a 1 percenter, you need to have an adjusted gross income of at least $480,930, according to the latest data from the IRS, which looked at income statistics for tax year 2015.
Perhaps it’s the natural human aversion to bad news -- sometimes known as the “ostrich effect” -- but few opinion leaders on U.S. economic policy appear willing to take a cold, hard look at the state of U.S. manufacturing. If they did, they wouldn’t be happy. First, U.S.
Four years ago, planners at the Pentagon reviewed estimates of China’s growing military investments with what one called a “palpable sense of alarm.” China, the planners determined, was making advances that would erode America’s military might--its ability to project power far from its shores. [wsj subscription required]
Our educational institutions struggle to change at the same pace as technology, creating a gap between the skill sets required for today’s economy and the skills sets acquired in our learning institutions. An excellent point made by Daggett is that it is not that schools are failing it is that they are not keeping up with change.
To make it in today’s economy, workers must have skills that employers value. With technology seemingly ubiquitous in virtually every field today, advanced degrees in STEM (science, technology, engineering, and math) would appear to be the hottest demand.