Suchergebnisse

China has achieved major scientific accomplishments since embarking in 2001 on a journey to harness the vast potential of quantum mechanics in information security and military applications. Chinese scientists claimed success in satellite-based entanglement distribution in June 2017. Three months later, in September 2017, the 2,000-kilometer Quantum Communication Line between Shanghai and Beijing opened the world's first trunk line of secure quantum telecommunications. China's political leadership has demonstrated its interest and support in this very expensive endeavor, owing to the strategic and military applications of quantum cryptography, quantum computing, and quantum metrology for highly secure communications, stealth submarine operations, and military code breaking. This article explores the rapid development and evolution of research in quantum communications in China, the critical role of political leadership, and the immense opportunities it holds in the military domain. (China J/GIGA)

Education in the United States, specifically higher education institutions, concentrate their efforts on preparing students for standardized exams and on gaining entrance into prestigious colleges and universities, while the workplace concentrates their efforts on the prestige of the institution that the students attended rather than whether or not the graduates possess the right skills. Together, higher education institutions and the workplace resemble a pivot away from Competency-Based Education (CBE), posing the the question of, "How much money (in United States Dollars, or USD) of its available federal resources has the United States allocated towards Competency-Based Education, and what effect(s) can the proper allocation of the available federal resources for Competency-Based Education have on youth career outcomes?" Archival literature was used to answer the research question. Furthermore, a combination of qualitative and quantitative methods were adopted to answer the two respective parts of the research question. Results found that the United States government allocates $720.9 billion on education. However, there is insufficient research conducted and therefore a lack of evidence to quantify the amount of money that the United States government allocates towards Competency-Based Education. It is postulated that the lack of research is attributed to the fact that the United States Office of Education recognized Competency-Based Education in the early 1970s. There is a need for transparency regarding the budget of the United States Department of Education on Competency-Based Education to determine whether or not the United States government is properly allocating its resources.

Education in the United States, specifically higher education institutions, concentrate their efforts on preparing students for standardized exams and on gaining entrance into prestigious colleges and universities, while the workplace concentrates their efforts on the prestige of the institution that the students attended rather than whether or not the graduates possess the right skills. Together, higher education institutions and the workplace resemble a pivot away from Competency-Based Education (CBE), posing the the question of, "How much money (in United States Dollars, or USD) of its available federal resources has the United States allocated towards Competency-Based Education, and what effect(s) can the proper allocation of the available federal resources for Competency-Based Education have on youth career outcomes?" Archival literature was used to answer the research question. Furthermore, a combination of qualitative and quantitative methods were adopted to answer the two respective parts of the research question. Results found that the United States government allocates $720.9 billion on education. However, there is insufficient research conducted and therefore a lack of evidence to quantify the amount of money that the United States government allocates towards Competency-Based Education. It is postulated that the lack of research is attributed to the fact that the United States Office of Education recognized Competency-Based Education in the early 1970s. There is a need for transparency regarding the budget of the United States Department of Education on Competency-Based Education to determine whether or not the United States government is properly allocating its resources.