Cleveland State University – Leader of Research Oriented Education

January 21st, 2012 by admin No comments »



Degrees and Programs

CSU has a range of education programs from 27 master’s degree programs, 70 academic majors, with two post-master’s degrees, two law degrees and six doctoral degrees. Besides these programs, it offers research facilities in association with the NASA Glenn Research Center. E-learning, 4+1 Accelerated Bachelors and Masters Degree, graduate programs, specialist programs, dual programs and graduate certificate programs are the other available options.

There are over 1000 undergraduate and graduate courses, continuing education programs and professional certificate programs in at least 200 major disciplines. Instructional courses are available in education and human services, business administration, engineering, law, sciences, social sciences, liberal arts and urban affairs.

E-Learning Center

The e-learning center of the university provides media development services, instructional design support, program coordination and student services for the e-learning facility of the university. It explores the scope of more educational opportunities in e-learning and their large access to the learners who get online courses and online degrees through this center.

Campus and Library

In addition to the apartment style student hostels; the university campus has an administration center, a restaurant, and a recreation center. The university also has 150 plus student organizations, NCAA division, athletics department, national fraternities and sororities. A student center and an Education and Human Services College are coming in the campus shortly. A student run radio station operates at the frequency of 89.3, a student newspaper published by the name of ‘The Cauldron’, a few laboratory newspapers are the other highlighting features of the campus life here. Sport lovers can enjoy football which is widely promoted by the university authorities.

Adults Returning to Education

January 19th, 2012 by admin No comments »



Education is essential for every human being. We cannot survive in this world without education. It is in the best interest of the governments of every nation to ensure that at least basic education is provided to all their citizens.

There are several socio-economic reasons that lead many people to discontinue their studies when they are young. Most of them may have had burning desires to continue their education further, but their commitments to their families or their economic status may have been a hindrance to their continuing their studies.

Many of these adults who were dropouts from the schools in their childhood yearn to continue their education at a later and more convenient time. This has lead to the development of several adult education programs worldwide. These adult education programs come as a boon to those adults looking to complete what education they’ve left incomplete.

When the government started these adult education programs, initially there was not a lot of response to such programs from most people. They were very reluctant to join such programs.

Though many of them wanted to make an attempt, they were not sure whether they could pick up their educational threads at that age. The governments had to take a lot of steps to encourage people to join.

There is a saying that is very popular, and can apply to many different situations: “better late than never.” Many adults have realized the importance and necessity of education and have come forward to enroll themselves in the many adult education programs available. They consider it a privilege to be able to educate themselves, even at an advanced stage of their lives.

These educational programs are organized by both government as well as voluntary institutions. Adult education programs not only provide basic education, they also guide their students towards higher education. These programs arrange financial aid and scholarships for students.

Adults can pursue their careers and enroll themselves in these programs simultaneously. This is made possible with the availability of online programs.

The people are provided with coursework that deals with politics, spirituality, self development, and other things. Adults usually tend to find these programs useful and interesting. They normally end up urging their relatives and friends to join these programs.

The Many Benefits of Online Education

January 19th, 2012 by admin No comments »



Honestly, online education has become increasingly popular at colleges and universities in the past few years because of the improved access that it provides students. Online education refers to courses where at least 80 percent of content is distributed online. Students send assignments online and often participate in chat discussions or message boards that pertain to the course subject.

However, while no face to face interaction is found in online degree programs, students are still able to communicate with each other through their computers. A growing number of physical universities, as well as newer online colleges, have begun to offer a select set of academic degree and certificate programs via the Internet at a wide range of levels and in a wide range of disciplines.

While some programs require students to attend some campus classes or orientations, many are delivered completely online. In addition, several universities offer online student support services, such as online advising and registration, counseling, online textbook purchase, student governments and student newspapers. The benefits of online education includes, the ability to earn the same degree as an in class student, study at your own pace, convenience student resource center.

Education

Nevertheless, in higher education especially, the increasing tendency is to create a virtual learning environment which is sometimes combined with a management information system to create a managed learning environment in which all aspects of a course are handled through a consistent user interface standard throughout the institution. E-Learning can also refer to educational web sites such as those offering learning scenarios, worksheets and interactive exercises for children. E-learning services have evolved since computers were first used in education.

The main goal of accreditation is to ensure that education provided by institutions of higher education meets acceptable levels of quality. Accrediting agencies, which are private educational associations of regional or national scope develop evaluation crite. Online learning can be a convenient way of getting your education but its not for everybody. Make sure to find out how much your education is going to cost before enrolling. Most colleges and universities now offer online learning also called distance education.

Request free information about online teaching preparation programs and online education degrees from some of the most respected schools and colleges of education in your country. These highly respected education schools offer accredited education degrees and teaching preparation programs, delivered in a convenient online format. The internet has revolutionized education as we know it and now it is possible to earn a GED, BA, MA and even a PhD virtually without leaving your home and many other degrees are available with online education.

However, the internet has made online education possible in virtually every discipline and for any kind of student. Homework can be handed in electronically and lectures can be watched by downloading video files, online education can replicate the classroom experience and give the student the opportunity to earn a degree while working around job and family responsibilities. Online education is now available for almost every kind of degree.

It has made it possible to find a good school anywhere in the world but some people may need learning institutions close to them because they may want to visit the campus, use the library facilities, get to know other students face to face or take occasional exams which are proctored on campus. However, online education is more characterized by writing than by exams, simply because students who are located all over the world can not take proctored exams.

Learning

E-learning is naturally suited to distance learning and flexible learning, but can also be used in conjunction with face to face teaching, in which case the term blended learning is commonly used. It can also refer to educational web sites such as those offering learning scenarios, worksheets and interactive exercises for children. There is a trend to move toward blended learning services, where computer based activities are integrated with practical or classroom based situations.

This idea is generally seen as being distinct from the use of computers in ways where learning is at least a peripheral element of the experience. Much effort has been put into the technical reuse of electronically based teaching materials and in particular creating or reusing learning objects.

Conclusion

Online education is a way to increase students knowledge in a particular area of study by giving them access to a wide variety of material on the subject. It is rapidly increasing and online doctoral programs have even developed at leading research universities. It is accommodating in this manner, as it permits an individual to work while being enrolled as a full time college student.

Moreover, it is convenient and flexible, allowing you to maintain your professional and personal commitments while pursuing a high quality education. Online education is now available for almost every kind of degree.

Nursing Assistant Education – Develop Your Skills

January 16th, 2012 by admin No comments »



Certified nursing assistants need to have a certification that they have finished the required educational program for the CNA. Nursing assistant education aims to train and educate aspiring nursing assistants on how to properly take care of their patients. Although a nursing assistant is always under the supervision of a registered nurse, it is still important that he is well-trained to avoid mistakes that could be very dangerous for the patient.

Education

An applicant for nursing education must be at least 18 years old. They must also have a high school diploma at the very least or a GED. The requirements mentioned may differ for each state as well as the educational institution. Some institutions accept students that are fresh high school graduates for the graduation even if they are only 16 years old. There are also some states that do not require a high school diploma or GED from the applicants for the education program. Once enrolled in the program, a student must complete the required number of hours in lectures and practical training. After accomplishing that, he is already qualified to apply for the licensure exam or certification.

Prerequisites

Some colleges require their applicants to complete a required number of prerequisite subjects that are related to the job of an assistant to a nurse. Examples of these prerequisite subjects are human anatomy, basic computer skills, medical terminology, first aid and CPR.

Academic and Practical Training

Nursing education is not entirely about sitting in class listening to a professor discuss important points from the book. Aside from the classroom lecture where the students learn about the basic knowledge needed for the job, there is also a practical training where the students get to practice what they have learned in the classroom and from their books. Practical training programs for nursing assistants are usually conducted in hospitals, clinics, mental institutions, elderly homes or rehabilitation facilities.

Skills Taught In School

The skills taught in nursing assistant education are mainly the skills needed to efficiently execute the duties of a nursing assistant. Examples of these skills are giving the patient a bath, dressing, grooming as well as feeding. Taking vital signs and inserting a catheter are the more specialized skills that a nursing assistant has to learn. These skills are taught inside the classroom and the students are given the chance to put their knowledge into practice during the practical training.

Research and Spiritual Research

January 11th, 2012 by admin No comments »



The Oxford Dictionary defines ‘research’ as the systematic study of materials and sources in order to establish facts and reach new conclusions. While the study of a phenomenon from a spiritual viewpoint is just as systematic, it is not in the same dimension as research carried out in modern sciences.

Spiritual research is researching the spiritual dimension or spiritual realm with the help of an advanced sixth sense (ESP). The spiritual realm is that which cannot be perceived through our five senses, mind and intellect. It includes the world of heaven, hell, angels, spirits, auras, ghosts etc.

Spiritual Research is related mainly to what is known as the 4th and 5th dimension. Time is the 4th dimension and invisible space is the 5th dimension.

Spiritual research about the fourth dimension is research about previous lives to find out the events or deeds at that time which now contribute to positive or negative events in this life. For example, ‘Spiritual research into the previous lives of Bill Gates’ unveiled that he had done a lot of spiritual practice in his previous lives that has contributed to his attaining wealth and attitude of philanthropy in this life. Spiritual research about the fifth dimension is research extending into the subtle positive and negative regions of the universe to find the root causes of problems in our lives.

Spiritual research can also be conducted in the first three dimensions in order to aid modern sciences in finding the root cause of various problems.

The aim and objective of the spiritual research

The spiritual dimension can be the cause of up to 80% of our problems in life. This is a statistic that has been substantiated in the 20 years of research in the spiritual dimension and study of the contributing factors for problems in life by the Spiritual Science Research Foundation (SSRF). What it means for us is that if we are not taking into account the spiritual dimension in finding the root cause of our problems and issues in life, we are potentially missing out on 80% of the story.

The aim of the spiritual research can be:

1. To educate humanity on the spiritual dimension and how it affects our lives.

2. To provide tools for people to: Understand and experience the spiritual dimension Understand and overcome problems where the cause is spiritual in nature Achieve everlasting happiness

Cannot use conventional measurement and analysis tools

When one wants to research the subtle world, one cannot use conventional measurement and analysis tools. Just as we cannot use a measuring tape to measure one’s intellect, so also we cannot use physical, psychological or intellectual methods to understand or explore the spiritual realm. This is because of the simple reason that by definition the spiritual dimension is that, which is beyond the understanding of the five senses, mind and intellect.

Conducted through the sixth sense or extrasensory perception (ESP)

Spiritual research can only be undertaken with the means of an advanced sixth sense (ESP)http://www.spiritualresearchfoundation.org/spiritualresearch/spiritualscience/sixthsense/.
We are familiar with gaining knowledge through the medium of the five sense organs (eyes, ears, nose, skin and tongue), mind and intellect. This is the paradigm in which we conduct traditional research of modern sciences. However only about 2% of the spiritual dimension is understood by the medium of the five sense organs (eyes, ears, nose, skin and tongue), mind and intellect. 98% of knowledge can be perceived only through our subtle sense organs. Our subtle sense is commonly known as our sixth sense or ESP. Spiritual research can only be conducted with the help of a highly activated sixth sense (ESP). To experience the all-encompassing world of the science of Spirituality, we have to develop our five subtle sense organs, subtle mind and subtle intellect.


What is not spiritual research

The following will give you a feel for what is not spiritual research:
Trying to verify the authenticity of a religious artifact by using carbon dating technologies. Ascertaining through modern science research methodologies the co-relation between religious practice and some sociological or psychological transformation. Trying to verify whether a place is haunted through advanced technological equipment. In all these instances, one is trying to measure and understand the spiritual realm with modern sciences. This is known as research and not spiritual research. The ability to measure and understand the spiritual realm with modern sciences is so severely restricted that it compromises the accuracy or effectiveness of the analysis. Spiritual dimension is just as systematic and logical as that of the physical world When modern science, for example investigated the cause of Jaundice, it came to the conclusion that one of the causes was infection. They investigated further and found out that the infection was due to the Hepatitis virus. Further they found that there were various types of the Hepatitis virus like Hepatitis A, Hepatitis B etc. In this way, the finer analysis of causes of ailments and problems are being investigated. But the deeper or deepest causes are known only with the help of the science of Spirituality, i.e. spiritual research. Through the spiritual research conducted by SSRF, it can be concluded that the root cause of a problem can be either in the physical, psychological or spiritual realm. Up to 80% of our problems in life have their root cause in the spiritual realm. Isn’t this a reason to ponder over spiritual research as a gateway towards assisting so many people find and apply cure to their ailments?

Special Education Lesson Plans

January 11th, 2012 by admin No comments »



Special education lesson plans are specially designed teaching methods or educational techniques for students of all age groups, with mild to profound disabilities. The lesson plans would vary depending upon the child’s nature, age, and the extremeness and type of disability. These lesson plans are mainly meant to promote student engagements, to prepare students to function independently and to master skills, to build and support social competence, and to help children and their families lead a problem free life. Special education lesson plans include math, science, music, language and art lessons, computers and the Internet, social studies, physical education and health, and other multi-disciplinary lessons.

Special educators should design presentations to cater to different levels of individual disability. Music, dance, and other art forms are great aids to enhance learning in students with disabilities. Reading, writing, and public speaking can be encouraged by special educators. Well thought out lesson plans will enhance the child’s reasoning ability and reading skills, feelings and response, create a sense of personal fulfillment, encourage language development, promote communication, help to achieve motor control and physical wellness, and cultivate positive attitudes towards the school.

The response of disabled students towards the curriculum depends on the nature of the disability, i.e., physical, emotional or cognitive. A good teacher can encourage each student to participate in the learning experience not only with the assistance of well-adapted materials, but also with proper instructional methods which would be practicable in a disabled individual.

One can find sample lesson plans for special education students in books, articles, and on the Internet; however, these lesson plans are to be modified to suit individuals. A special education teacher can design individual activity sheets for each child in consultation with physical therapists, counselors, doctors, occupational therapists, psychiatrists, and social workers.

Education – Public Vs. Private

January 11th, 2012 by admin No comments »



Another continuing battle in the world of education and politics is public versus private education. The arguments for and against each are compelling. This is another one of those debates where there is no winner or loser, right or wrong, though there are those who disagree. We’ll present each side of the argument without taking one side or the other.

The obvious arguments for a private education is the quality of that education itself, or at least so the supporters say. Supposedly, a child who goes to a private school gets better teachers, newer books, individualized attention, smaller classes and the so called better class of person to share his pencil case with. The person who goes to a private school doesn’t have to worry about being picked on by bullies. Private schools are simply the ideal utopia for your young child.

The arguments for public education are not as obvious, especially with all the bad press that most public schools get. But one thing that most people don’t realize about public schools that is not true about private schools is that a teacher must be certified by the local educational association. This is not true about private schools. So while the general theory is that you will get a better quality of teacher in a private school simply because of the nature of the school itself, this is not necessarily true.

But the biggest argument for public education really comes down to money and the community. Unfortunately, the money that is allocated to a public school is based on the attendance of that school. If that majority of students in the area go to private schools then the attendance at public schools drops which causes a drop in their funding. This doesn’t just affect the school system itself but the community as well. The less money the schools get, the less money the community gets. What then happens is that the children who go to the public schools don’t get the education that they are entitled to because they don’t have enough money.

This leaves the parents of the child about to attend school with a difficult decision to make and that’s only if they are even aware of this problem. And that is where the problem itself begins. Parents are not informed. They think that sending their children to private schools doesn’t affect them any more than just the money they have to pay for their education itself. In the process of doing this they are taking money away from their community and ultimately lowering the standard of living in the community.

For everything in life there is always a trade off. The debate between public and private education will continue, with both sides fighting hard to get their share of the pie; public schools fighting for more funding and private schools fighting for vouchers so that more kids can afford to go to private schools. The truth is, until these two institutions can find a way to coexist with each other, there will be no winner in this war.

Education – Basic Necessity For All!

January 7th, 2012 by admin No comments »



No Education, No Life! Just like food, water and air, education has become a basic necessity for everyone to survive in today’s world. Education is a broad concept that refers to all the experiences in which students can learn something to develop and establish them in the society. Education could be formal and informal. Formal education consists of a systematic standard of instruction, teaching and training. This format is derived from many different disciplines of life, i.e., psychology, philosophy, biology, linguistics, sociology, etc. While informal education consists of the general etiquette, decorum, rules and codes of conduct in the society.

Informal education is what you get mostly and largely from your progenitors. Your initial lessons starts from home where you get to learn how to sit, stand, behave and speak in the society with elders, mates, friends and others. When you start learning certain decorum then comes the time to go for formal education which helps in refining your persona further with more useful and powerful knowledge. This formal education helps you achieve your ultimate goal in the society of being a successful man or a satisfied person (depending on your own aspirations). It also helps you be a better human being and a person with refined wisdom.

In contemporary scenario, no child should be without education, as it is almost impossible to survive without it. Now all the nations and states have made it mandatory to provide primary/ elementary education to all kids, unbiased of their caste, creed, race, status and nationality. Special kids who have some difficulty in reading and writing, like other normal kids, also have an absolute access to any normal school for learning things the way others do with a little more care and concern. Various special schools are also available for their better and hassle free growth.

Students, who wish to pursue higher studies from well reputed institutes, are provided with scholarships to help them reach their target in life. Several governments affiliated and private graduate colleges and vocational institutes are also available to their rescue.

What Makes Good Education? The Quality Difference Explained

January 5th, 2012 by admin No comments »



Education is the basis on which the entire rest of a society stands. The quality of our education, from kindergarten all the way to university, is the determining factor in how the people of a society deal with the world and rise to meet its challenges. It is even more important to us now when schools are grossly underfunded. But what does quality mean?

Looking At Results

The best way to see whether our education system is working or not is to look at the results – Are the kids learning? It’s not enough to do standardized testing. We need to see that they’re becoming responsible, socially aware and able to deal with the challenges of making their way in life. One important aspect of this that can’t be measured by testing is critical thinking. This is the ability to think deeply using a variety of skills including rationality, self-awareness, open-mindedness and discipline. It gives kids the ability to solve problems and make good judgments. Quality education teaches kids to think critically and evaluate situations that confront them objectively.

Teacher Support

Good schools offer their teachers lots of support. This comes in the form of praise, but also in the form of criticism that helps the teacher improve their skill. Like their students, teachers must always continue learning. In good schools, there is plenty of classroom observation and discussion among teachers regarding techniques, educational strategies and peer evaluation. If they can identify each other’s strength and weaknesses, this will lead them to being more productive in the classroom. Quality learning requires this kind of teacher support, even when the school system’s funding isn’t enough.

Educational Resources

Another important sign of quality in education is the array of resources available to kids. This includes not only textbooks and other learning materials, but increasingly also means computers. The personal computer has become an essential part of classroom learning. It makes learning fun and interactive, and also gives kids skills they’ll need in the future. As high school students near graduation, learning how to use computers helps them prepare for their future career, since nearly every career uses computers in some capacity. These days, technology in the classroom has become a sign of quality.

Helping Kids With Special Needs

In good schools, teachers and administrators work hard to make sure that every kid has the same chance. This means ensuring that children with disabilities, whether they are of a physical or learning nature, has their needs met. It’s also important for them to identify kids who are “at risk” of slipping in their studies or having problems with other kids. Although it does cost some money, providing quality for special needs kids is something any school can do, no matter how strained its budget.

Quality learning means preparing kids for their future as adults, making sure they have all the materials they need and providing for kids with special needs. It also requires quality teachers, who need peer review in order to develop their teaching skill. Even in tough economic times, schools must maintain the highest level of quality possible.

The Wages of Science

January 1st, 2012 by admin No comments »



In the United States, Congress approved, last month, increases in the 2003 budgets of both the National Institutes of Health and National Science Foundation. America is not alone in – vainly – trying to compensate for imploding capital markets and risk-averse financiers.

In 1999, chancellor Gordon Brown inaugurated a $1.6 billion program of “upgrading British science” and commercializing its products. This was on top of $1 billion invested between 1998-2002. The budgets of the Medical Research Council and the Biotechnology and Biological Sciences Research Council were quadrupled overnight.

The University Challenge Fund was set to provide $100 million in seed money to cover costs related to the hiring of managerial skills, securing intellectual property, constructing a prototype or preparing a business plan. Another $30 million went to start-up funding of high-tech, high-risk companies in the UK.

According to the United Nations Development Programme (UNDP), the top 29 industrialized nations invest in R&D more than $600 billion a year. The bulk of this capital is provided by the private sector. In the United Kingdom, for instance, government funds are dwarfed by private financing, according to the British Venture Capital Association. More than $80 billion have been ploughed into 23,000 companies since 1983, about half of them in the hi-tech sector. Three million people are employed in these firms. Investments surged by 36 percent in 2001 to $18 billion.

But this British exuberance is a global exception.

Even the – white hot – life sciences field suffered an 11 percent drop in venture capital investments last year, reports the MoneyTree Survey. According to the Ernst & Young 2002 Alberta Technology Report released on Wednesday, the Canadian hi-tech sector is languishing with less than $3 billion invested in 2002 in seed capital – this despite generous matching funds and tax credits proffered by many of the provinces as well as the federal government.

In Israel, venture capital plunged to $600 million last year – one fifth its level in 2000. Aware of this cataclysmic reversal in investor sentiment, the Israeli government set up 24 hi-tech incubators. But these are able merely to partly cater to the pecuniary needs of less than 20 percent of the projects submitted.

As governments pick up the monumental slack created by the withdrawal of private funding, they attempt to rationalize and economize.

The New Jersey Commission of Health Science Education and Training recently proposed to merge the state’s three public research universities. Soaring federal and state budget deficits are likely to exert added pressure on the already strained relationship between academe and state – especially with regards to research priorities and the allocation of ever-scarcer resources.

This friction is inevitable because the interaction between technology and science is complex and ill-understood. Some technological advances spawn new scientific fields – the steel industry gave birth to metallurgy, computers to computer science and the transistor to solid state physics. The discoveries of science also lead, though usually circuitously, to technological breakthroughs – consider the examples of semiconductors and biotechnology.

Thus, it is safe to generalize and say that the technology sector is only the more visible and alluring tip of the drabber iceberg of research and development. The military, universities, institutes and industry all over the world plough hundreds of billions annually into both basic and applied studies. But governments are the most important sponsors of pure scientific pursuits by a long shot.

Science is widely perceived as a public good – its benefits are shared. Rational individuals would do well to sit back and copy the outcomes of research – rather than produce widely replicated discoveries themselves. The government has to step in to provide them with incentives to innovate.

Thus, in the minds of most laymen and many economists, science is associated exclusively with publicly-funded universities and the defense establishment. Inventions such as the jet aircraft and the Internet are often touted as examples of the civilian benefits of publicly funded military research. The pharmaceutical, biomedical, information technology and space industries, for instance – though largely private – rely heavily on the fruits of nonrivalrous (i.e. public domain) science sponsored by the state.

The majority of 501 corporations surveyed by the Department of Finance and Revenue Canada in 1995-6 reported that government funding improved their internal cash flow – an important consideration in the decision to undertake research and development. Most beneficiaries claimed the tax incentives for seven years and recorded employment growth.

In the absence of efficient capital markets and adventuresome capitalists, some developing countries have taken this propensity to extremes. In the Philippines, close to 100 percent of all R&D is government-financed. The meltdown of foreign direct investment flows – they declined by nearly three fifths since 2000 – only rendered state involvement more indispensable.

But this is not a universal trend. South Korea, for instance, effected a successful transition to private venture capital which now – even after the Asian turmoil of 1997 and the global downturn of 2001 – amounts to four fifths of all spending on R&D.

Thus, supporting ubiquitous government entanglement in science is overdoing it. Most applied R&D is still conducted by privately owned industrial outfits. Even “pure” science – unadulterated by greed and commerce – is sometimes bankrolled by private endowments and foundations.

Moreover, the conduits of government involvement in research, the universities, are only weakly correlated with growing prosperity. As Alison Wolf, professor of education at the University of London elucidates in her seminal tome “Does Education Matter? Myths about Education and Economic Growth”, published last year, extra years of schooling and wider access to university do not necessarily translate to enhanced growth (though technological innovation clearly does).

Terence Kealey, a clinical biochemist, vice-chancellor of the University of Buckingham in England and author of “The Economic Laws of Scientific Research”, is one of a growing band of scholars who dispute the intuitive linkage between state-propped science and economic progress. In an interview published last week by Scientific American, he recounted how he discovered that:

“Of all the lead industrial countries, Japan – the country investing least in science – was growing fastest. Japanese science grew spectacularly under laissez-faire. Its science was actually purer than that of the U.K. or the U.S. The countries with the next least investment were France and Germany, and were growing next fastest. And the countries with the maximum investment were the U.S., Canada and U.K., all of which were doing very badly at the time.”

The Economist concurs: “it is hard for governments to pick winners in technology.” Innovation and science sprout in – or migrate to – locations with tough laws regarding intellectual property rights, a functioning financial system, a culture of “thinking outside the box” and a tradition of excellence.

Government can only remove obstacles – especially red tape and trade tariffs – and nudge things in the right direction by investing in infrastructure and institutions. Tax incentives are essential initially. But if the authorities meddle, they are bound to ruin science and be rued by scientists.

Still, all forms of science funding – both public and private – are lacking.

State largesse is ideologically constrained, oft-misallocated, inefficient and erratic. In the United States, mega projects, such as the Superconducting Super Collider, with billions already sunk in, have been abruptly discontinued as were numerous other defense-related schemes. Additionally, some knowledge gleaned in government-funded research is barred from the public domain.

But industrial money can be worse. It comes with strings attached. The commercially detrimental results of drug studies have been suppressed by corporate donors on more than one occasion, for instance. Commercial entities are unlikely to support basic research as a public good, ultimately made available to their competitors as a “spillover benefit”. This understandable reluctance stifles innovation.

There is no lack of suggestions on how to square this circle.

Quoted in the Philadelphia Business Journal, Donald Drakeman, CEO of the Princeton biotech company Medarex, proposed last month to encourage pharmaceutical companies to shed technologies they have chosen to shelve: “Just like you see little companies coming out of the research being conducted at Harvard and MIT in Massachusetts and Stanford and Berkley in California, we could do it out of Johnson & Johnson and Merck.”

This would be the corporate equivalent of the Bayh-Dole Act of 1980. The statute made both academic institutions and researchers the owners of inventions or discoveries financed by government agencies. This unleashed a wave of unprecedented self-financing entrepreneurship.

In the two decades that followed, the number of patents registered to universities increased tenfold and they spun off more than 2200 firms to commercialize the fruits of research. In the process, they generated $40 billion in gross national product and created 260,000 jobs.

None of this was government financed – though, according to The Economist’s Technology Quarterly, $1 in research usually requires up to $10,000 in capital to get to market. This suggests a clear and mutually profitable division of labor – governments should picks up the tab for basic research, private capital should do the rest, stimulated by the transfer of intellectual property from state to entrepreneurs.

But this raises a host of contentious issues.

Such a scheme may condition industry to depend on the state for advances in pure science, as a kind of hidden subsidy. Research priorities are bound to be politicized and lead to massive misallocation of scarce economic resources through pork barrel politics and the imposition of “national goals”. NASA, with its “let’s put a man on the moon (before the Soviets do)” and the inane International Space Station is a sad manifestation of such dangers.

Science is the only public good that is produced by individuals rather than collectives. This inner conflict is difficult to resolve. On the one hand, why should the public purse enrich entrepreneurs? On the other hand, profit-driven investors seek temporary monopolies in the form of intellectual property rights. Why would they share this cornucopia with others, as pure scientists are compelled to do?

The partnership between basic research and applied science has always been an uneasy one. It has grown more so as monetary returns on scientific insight have soared and as capital available for commercialization multiplied. The future of science itself is at stake.

Were governments to exit the field, basic research would likely crumble. Were they to micromanage it – applied science and entrepreneurship would suffer. It is a fine balancing act and, judging by the state of both universities and startups, a precarious one as well.

Public Health Education