10 Kinesiology Careers To Consider – Forbes Advisor
3rd Combat Aviation Brigade Visits The Georgia Institute Of Technology
FORT STEWART, Ga. — Through partnerships with institutions like Georgia Tech and support for individual educational pursuits, the Army ensures its personnel are equipped with the knowledge and skills to address future challenges and maintain technological superiority on the battlefield.
The United States Army has significantly expanded its educational opportunities for Soldiers, recognizing the importance of advanced learning and innovation in developing a modern, capable force. From partnerships with leading academic institutions to internal innovation centers, the Army invests in education and research to prepare its personnel for future challenges.
One example of this commitment is the Army's collaboration with the Georgia Institute of Technology and its Georgia Tech Research Institute, or GTRI.
Andy Chang, a GTRI researcher, who has been acting as a primary liaison between GTRI, Georgia Tech and the 3rd Infantry Division, said "We've been working with the Marne Innovation Center for the last three years."
U.S. Army 1st Lt. Zachery Young, assigned to 2nd Battalion, 3rd General Support Aviation Battalion, 3rd Combat Aviation Brigade (3rd CAB), 3rd Infantry Division, flies to the Georgia Institute of Technology (Georgia Tech) for a tour of the campus to explore more educational opportunities at Georgia Tech, Atlanta, Georgia, June 21, 2024. By speaking with the Georgia Tech Manufacturing Institute, the young officers build connections between 3rd CAB and problem-solvers at Georgia Tech. (Photo Credit: U.S. Army photo by Spc. Rebeca Soria) VIEW ORIGINAL This partnership has opened up numerous opportunities for collaboration between the military and academia. The relationship between the Army and Georgia Tech goes beyond simple information exchange.
"We have found a whole bunch of different opportunities to collaborate," Chang said. "We've done a bunch of stuff where 3rd Infantry Division has brought issues to Georgia Tech, gotten involved in Capstone programs … done some GTRI-sponsored projects."
This hands-on approach allows Soldiers to engage directly with cutting-edge research and development.
The Army is leveraging these partnerships to expose its leadership to advanced technologies and manufacturing processes; additionally, with 3rd ID's 3rd Combat Aviation Brigade bringing a battalion to Georgia Tech for a leadership professional development tour. The visit was structured around three lines of effort:
"We're viewing and touring the Innovation Center at Georgia Tech," said 1st Lt. Zachary Young, a platoon leader participating in the tour. "Just to provide a greater understanding of where Army acquisitions, as well as innovation labs, are going to help us better give ideas and solutions to interesting, complex problems that we may see on the battlefield."
The impact of such events extends beyond immediate knowledge gain.
"This event was important for educating myself and other junior officers about what is out there — both technologies and opportunities," said Capt. Nicholas Wilde, assigned to 2nd Battalion, 3rd General Support Aviation Battalion. "Whether each of us stays in the Army or gets out, this event will undoubtedly shape our paths down the road."
The Army's commitment to education extends beyond partnerships with external institutions. It also supports individual Soldiers in pursuing advanced degrees that benefit both the individual and the organization. Capt. William Cooper Rider, an active-duty infantry officer and second year master's student in aerospace engineering at Georgia Tech, exemplifies this approach.
"The Army could not have been more supportive, said Rider. "They allowed me to pursue the degree of my choosing, that both supports me and their mission, and it's been an awesome experience."
This investment in human capital allows the Army to develop a cadre of highly educated officers who can bring advanced knowledge and skills back to the force.
The benefits of this educational support extend far beyond the individual Soldier.
"After my program, I'll report to West Point to be a physics and orbital mechanics instructor," stated Rider. "So I'll use my aerospace degree and also the hands-on research I've been able to do with industry while I've been in graduate school to enhance the educational experience of my future cadets in the classroom."
This multiplier effect ensures that the knowledge gained through advanced education is disseminated throughout the organization. The Army's expanded use of education for Soldiers is not limited to traditional academic pursuits. It also includes exposure to innovation centers and advanced manufacturing techniques.
"It gives you a better understanding of capabilities of innovation centers that will continue to pop up around installations," said Young, noting the importance of understanding these capabilities.
By investing in education and fostering partnerships with academic and research institutions, the U.S. Army is preparing its personnel for the complex challenges of modern warfare. From cutting-edge technology development to advanced degree programs, these educational opportunities are shaping the future of the force. As Rider puts it, these experiences are "a testament to what an optimal position in Georgia Tech is, the Aerospace Systems Design Lab, and the culture they've built of always trying to enhance the work."
The importance of these educational initiatives extends to the highest levels of Army strategy.
"Building relationships like these are critical for accomplishing the division's and the Army's priority of 'continuous transformation'. Connecting warfighters to problem-solvers is how we will deal with the complexities of future combat," said Wilde
The Army's commitment to education and innovation creates a more knowledgeable, adaptable and capable force, ready to meet the demands of an ever-changing global security environment. Through partnerships with institutions like Georgia Tech and support for individual educational pursuits, the Army ensures that its personnel are equipped with the knowledge and skills needed to address future challenges and maintain technological superiority on the battlefield.
MIT Technology Review
On July 1, Natalie Lorenz Anderson '84 begins her one-year term as president of the MIT Alumni Association (MITAA). Since graduating from the Institute with a bachelor's degree in electrical engineering, she has remained active in the life of the MIT community through formal volunteer roles as well as aiding in recruitment efforts and promoting collaboration between Institute departments and industry.
Raised in California, Lorenz Anderson is passionate about addressing climate change, having become aware of climate issues at an early age as she witnessed water shortages, learned about endangered species, and lived through the oil embargo and ensuing long lines at gas pumps in the 1970s. However, it was her other interests—in Star Trek, model airplanes, and space (she had her sights set on becoming an astronaut)—that led her to apply to MIT. Back when she was a student, she notes, the Institute didn't offer an environmental major.
Lorenz Anderson has come to deeply appreciate MIT's role at the forefront of efforts to address climate and environmental sustainability issues. As vice president of operations and special projects at MIT spin-off 247Solar—following a 33-year cybersecurity career at Booz Allen Hamilton—she is helping pave the way for the next generation of concentrated solar power.
Natalie has always been a student of life, curious and engaged with the world around her and eager to try new things—and she's applied this mindset while taking on multiple volunteer roles in the 40 years since her graduation. She has served in leadership positions for the Alumni Association (with the MITAA board, the Alumni Association Selection Committee, and the Annual Giving Leadership Circle); at the club level (as director of the MIT Club of Washington, DC); and for her class (as president, vice president, treasurer, class agent, and reunion committee/gift committee member). Honored with both the Harold E. Lobdell '17 Distinguished Service Award and the Henry B. Kane '24 Award, Lorenz Anderson is currently a member of the Corporation Nominating Committee, the Corporation Development Committee, and the Institute for Data, Systems, and Society Visiting Committee.
Natalie, what are some of your big takeaways from your time at MIT? MIT was a place where you could explore many different paths. I started in chemical engineering because of my environmental interests, but then I ended up switching to electrical engineering to study speech recognition and synthesis. I participated in freshman crew, intramural softball, and Ultimate Frisbee. My first year, I learned that MIT had an amazing ballroom dance club, so I picked up ballroom dancing! Having studied hula since I was seven years old, I loved dance. I ended up going all in. We competed on campus, across New England, and as far away as Kansas. Being on a tight budget, I even made my own ballroom dance costumes.
It's so interesting to think back on my years at MIT. The academics were really important, and I did love researching and writing my thesis, but MIT was a place where I got to explore my artistic side as well and have some fun. I sang in a band that played at fraternities and dorms and performed hula with a friend from Hawaii, Class of '86, who is still a best friend.
Did any particular professors have a big impact on you?At one point during my second year at MIT, I was feeling overwhelmed. I ran into Doc Edgerton [the late Institute Professor Harold Edgerton, SM '27, ScD '31] in the hallway outside the Strobe Lab, and we got to talking. I was going through a phase of questioning the path I was on, and he took the time to talk to me, and listen, and care. I didn't even appreciate how famous he was until after college—but I ended up getting really influential advice and support from him.
What made you get involved again with the MIT community after graduating?I went back to campus for my fifth reunion, and although I had stayed in touch with my closest friends, a lot of those friends were from other classes, so I didn't feel as connected to my Class of '84. That reunion in 1989 was a big eye-opener for me. I really enjoyed it! I met so many interesting people and thought, "What a shame I didn't know you while I was on campus." I felt good about being surrounded by people who were curious and focused and motivated and doing interesting things in life. I knew I wanted to connect more, so I thought about how to get involved. As a student, I had grants and loans and still needed to work several jobs to pay my way. Once I learned that by helping the MITAA with fundraising efforts I would be helping bolster student financial aid, I knew that I wanted to get involved. At first, I decided to become a class agent, and my volunteer roles grew from there.
What is one thing you've accomplished as a volunteer that you're proud of? When I was on the board, I met Bruce N. Anderson '69—who would later become my husband—and we got to talking about our mutual interest in climate, sustainability, and renewable energy. We ended up recommending that the MITAA consider forming an energy, environment, and sustainability special interest group. We envisioned three parts: inform, connect, and act. Informing and connecting with other alums, connecting to undergrads and grads, and figuring out what this powerful MIT cohort could accomplish through action. The Energy, Environment, and Sustainability Network (EESN) was formed in 2010 and is still alive today.
Given your passion for climate issues, how did you react to the recent announcement of the Climate Project at MIT? At President Sally Kornbluth's inaugural address, she mentioned that climate would be a priority, so the Climate Project has been an exciting and welcome follow-up. In the brief about the project, the president talks about partners and partnership, and I can see a lot of potential for alumni engagement. There are significant strengths and perspectives that alumni can bring to the table thanks to their roles in government, academia, and industry—even if they're not currently deeply affiliated with MIT—that could have a big impact on this project. As a mother and grandmother, I want to leave the world a better place for generations to come.
The Alumni Association offers many ways to connect and engage. How do you see events playing a role in the coming year? I'm excited about the direction that the MITAA programming has been taking in the last few years, with enriching virtual programming like the MIT Alumni Forum and some novel regional events. I think it's important to try to understand how best to connect with alumni who can't return to Cambridge regularly, and in some cases who live places in the world that the time zone creates a challenge, even virtually.
I recently attended the presidential welcome tour event in DC, and it was wonderful to see our local alums come together. The best thing about this event series is having that time with President Kornbluth, whom I have found to be an excellent listener and authentic communicator. I'm most interested in alumni having the opportunity to get to know her and to communicate how they're feeling to her, and these events are great for that.
What are you most looking forward to about your role as president of the MITAA? I was very happy to see SP26, a three-year strategic plan developed in partnership between AA staff and the AA board to inform strategic decisions for the Association. I love the plan, and I'm excited my term will take place during its second year. I view my role as being a steward of that plan. It's important to me that we continue to ensure that we're meeting the goals to deliver enriching content and benefits to the MITAA community. I also feel strongly about broadening our reach and strengthening our ties with each other and the Institute.
I'm excited that—to use a crew analogy—we're all in the same boat. We're rowing together in the same direction, and we're synchronized. I just don't think there are any limits to what we can do.
Nora Kane Named As One Of The 2024 Recipients Of The Academic Achievement Merit Scholarship
LAS VEGAS--(BUSINESS WIRE)--Jun 24, 2024--
The Daniel G. Calugar Foundation proudly announces that Nora Kane is one of the 2024 recipients of the Academic Achievement Merit Scholarship. As one of 10 scholarship recipients, Nora will receive $10,000 to help further her studies at the California Institute of Technology, where she will be an incoming freshman in the fall of 2024.
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The Daniel G. Calugar Foundation has announced that Nora Kane, who will attend the California Institute of Technology in the fall, is one of the recipients of the Academic Achievement Merit Scholarship. (Photo: Business Wire)
"I'm extremely honored to receive this scholarship and know that it will help me greatly in achieving my goal of becoming a physicist," Nora said.
The Daniel G. Calugar Foundation created the Academic Achievement Merit Scholarship to recognize academic excellence in incoming freshmen for the fall 2024 semester. It seeks to support driven individuals with well-defined career aspirations by fostering their educational and professional journey.
To be eligible for the Academic Achievement Merit Scholarship, applicants had to achieve a minimum score of 1500 on the SAT or 34 on the ACT. In addition, students underwent a comprehensive assessment of their academic achievements, stated goals, and objectives as presented in their application statement.
In her scholarship essay, Nora wrote about how she focused on two things when considering potential colleges: the quality of the school's physics program and the robustness of its community outreach programs.
"I find great joy in sharing my passion for STEM with others, particularly through tutoring, wherein I can ignite a similar interest and level of understanding in others," Nora wrote. "The ability to hire a professional tutor is often outside the scope of a family's financial means (it certainly was for my own family); it has been my privilege to remove that roadblock throughout my high school career in my community and it is something I plan to continue with equal fervor throughout my undergraduate tenure."
Nora added that with the resources Caltech has available, she'll be able to "put my commitment to the betterment of my community into action during my undergraduate tenure. I want my college experience to be so much more than classroom learning, just as high school has been."
Dan Calugar is a financial investor with a background in computer science, law, finance, and business. He majored in computer science at the Air Force Academy, and today, he uses the technical knowledge he gained there to design computer programs that help him identify profitable investment strategies.
The Daniel G. Calugar Foundation's Academic Achievement Merit Scholarship has awarded all ten scholarships for 2024. The foundation is now accepting applications for the 2025 academic year, with the deadline being June 30, 2025.
For more information and to apply, please visit dancalugarscholarship.Com.
View source version on businesswire.Com:https://www.Businesswire.Com/news/home/20240624805249/en/
CONTACT: Name: Dan Calugar
Email:Scholarship@dancalugarfoundation.Org
Organization: Daniel G Calugar Foundation
Address: 1 Hughes Center Drive, Las Vegas, NV 89169
Phone:702-302-3204
https://www.Dancalugarscholarship.Com/
KEYWORD: CALIFORNIA NEVADA UNITED STATES NORTH AMERICA
INDUSTRY KEYWORD: RESEARCH PHILANTHROPY UNIVERSITY OTHER PHILANTHROPY FOUNDATION PRIMARY/SECONDARY OTHER SCIENCE SCIENCE EDUCATION
SOURCE: The Daniel G. Calugar Foundation
Copyright Business Wire 2024.
PUB: 06/24/2024 01:39 PM/DISC: 06/24/2024 01:39 PM
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