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This history documents a watershed event within the United States Air Force -- the creation of the Air Force Research Laboratory (AFRL). As the "high technology" service, the Air Force has always searched for ways to continuously improve its science and technology enterprise. In that context, the making of AFRL was not a bureaucratic accident. Rather, it was the product of a complex mixture of historical forces and pressures at work that convinced people at all levels that the time was ripe to bring about fundamental reform in how the Air Force conducts its business of science and technology. In terms of significance, a wealth of past studies has focused on almost every aspect of the "operational" side of the Air Force. But there has been a scarcity of available scholarly studies that address the far-reaching implications of science and technology. This book is a major contribution that helps fill that gap. Organization and infrastructure are critically important components of the total science and technology picture. Thus, the manner in which its laboratory system is organized is a critical factor in the Air Force's ability to assure that it is investing in and delivering the most relevant technologies possible. This book documents how the Air Force moved from 13 separate labs to one consolidated lab. The narrative is divided into two parts. Part one addresses the reasons why the Air Force decided to consolidate its far-flung science and technology enterprise into one lab. How the new lab was implemented is the focus of part two. This study is especially revealing because the reader is given access to the inner workings and struggles of a major Air Force organizational restructuring through interviews with key individuals who participated directly in the decision-making process to establish a single lab. A chronology of the lab's creation is included. (19 tables, 22 figures, 19 photographs).
Presents the Air Force Research Laboratory, based at Wright-Patterson Air Force Base in Ohio. Posts contact information via mailing address and e-mail. Lists the staff members and discusses the organizational structure. Offers information on symposiums, seminars, and conferences. Highlights Laboratory publications, as well as other U.S. Department of Defense publications.
Tells the story of how Dayton, Ohio and Wright-Patterson Air Force Base became America's "Cradle of Aviation".
This guide is prepared by the Air Force Research Laboratory (AFRL) Wright Site Technical Editing Office at Wright-Patterson Air Force Base (WPAFB), Ohio. The guide explains the process of editing and publishing scientific and technical reports and other documents. Instructions and examples of required forms and/or letters help in-house AFRL scientists, inhouse engineers, and contractors to the Department of Defense (DoD) in the preparation of technical publications. The primary goal of this guide is to provide information that aids in the creation of high quality publications. An effort is not complete until it is documented and the results distributed to the appropriate people.
Imagining the universities of the future. How can we re-envision the university? Too many examples of what passes for educational innovation today—MOOCs especially—focus on transactions, on questions of delivery. In Alternative Universities, David J. Staley argues that modern universities suffer from a poverty of imagination about how to reinvent themselves. Anyone seeking innovation in higher education today should concentrate instead, he says, on the kind of transformational experience universities enact. In this exercise in speculative design, Staley proposes ten models of innovation in higher education that expand our ideas of the structure and scope of the university, suggesting possibilities for what its future might look like. What if the university were designed around a curriculum of seven broad cognitive skills or as a series of global gap year experiences? What if, as a condition of matriculation, students had to major in three disparate subjects? What if the university placed the pursuit of play well above the acquisition and production of knowledge? By asking bold "What if?" questions, Staley assumes that the university is always in a state of becoming and that there is not one "idea of the university" to which all institutions must aspire. This book specifically addresses those engaged in university strategy—university presidents, faculty, policy experts, legislators, foundations, and entrepreneurs—those involved in what Simon Marginson calls "university making." Pairing a critique tempered to our current moment with an explanation of how change and disruption might contribute to a new "golden age" for higher education, Alternative Universities is an audacious and essential read.