
Close your eyes and visualize the sun setting over a beach.
How detailed was your image? Did you envision a bland orb sinking below calm waters, or did you call up an image filled with activity -- palm trees swaying gently, waves lapping at your feet, perhaps a loved one holding your hand?
Now imagine you're standing on the surface of Pluto. What would a sunset look like from there? Notice how hard you had to work to imagine this
scene. Did you picture a featureless ball of ice with the sun a speck of light barely brighter than a star along the horizon? Did you envision frozen lakes of exotic chemicals or icy fjords glimmering in the starlight?
What you conjured illuminates how our brains work, why it can be so hard to come up with new ideas -- and how you can rewire your mind to open up the holy grail of creativity. Recent advances in neuroscience, driven by functional magnetic resonance imaging (fMRI) that lets scientists watch brain activity as never before, have changed what we know about key attributes of creativity. These advances, for example, have swept away the idea that there is a pleasure center in the brain that somehow acts as an accelerator to the engine of human behavior. Rather, chemicals such as dopamine shuttle between neurons in ways that look remarkably like the calculations modern robots perform.
Creativity and imagination begin with perception. Neuroscientists have come to realize that how you perceive something isn't simply a product of what your eyes and ears transmit to your brain. It's a product of your brain itself. And iconoclasts, a class of people I define as those who do something that others say can't be done -- think Walt Disney, Steve Jobs, or Florence Nightingale -- see things differently. Literally. Some iconoclasts are born that way, but we all can learn how to see things not for what they are, but for what they might be.
Perception and imagination are linked because the brain uses the same neural circuits for both functions. Imagination is like running perception in reverse. The reason it's so difficult to imagine truly novel ideas has to do with how the brain interprets signals from your eyes. The images that strike your retina do not, by themselves, tell you with certainty what you are seeing. Visual perception is largely a result of statistical expectations, the brain's way of explaining ambiguous visual signals in the most likely way. And the likelihood of these explanations is a direct result of past experience.
Entire books have been written about learning, but the important elements for creative thinkers can be boiled down to this: Experience modifies the connections between neurons so that they become more efficient at processing information. Neuroscientists have observed that while an entire network of neurons might process a stimulus initially, by about the sixth presentation, the heavy lifting is performed by only a subset of neurons. Because fewer neurons are being used, the network becomes more efficient in carrying out its function.
The brain is fundamentally a lazy piece of meat. It doesn't want to waste energy. That's why there is a striking lack of imagination in most people's visualization of a beach sunset. It's an iconic image, so your brain simply takes the path of least resistance and reactivates neurons that have been optimized to process this sort of scene. If you imagine something that you have never actually seen, like a Pluto sunset, the possibilities for creative thinking become much greater because the brain can no longer rely on connections shaped by past experience.
In order to think creatively, you must develop new neural pathways and break out of the cycle of experience-dependent categorization. As Mark Twain said, "Education consists mainly in what we have unlearned." For most people, this does not come naturally. Often, the harder you try to think differently, the more rigid the categories become.
Most corporate off-sites, for example, are ineffective idea generators, because they're scheduled rather than organic; the brain has time to predict the future, which means the potential novelty will be diminished. Transplanting the same mix of people to a different location, even an exotic one, then dropping them into a conference room much like the one back home doesn't create an environment that leads to new insights. No, new insights come from new people and new environments -- any circumstance in which the brain has a hard time predicting what will happen next.
Fortunately, the networks that govern both perception and imagination can be reprogrammed. By deploying your attention differently, the frontal cortex, which contains rules for decision making, can reconfigure neural networks so that you can see things that you didn't see before. You need a novel stimulus -- either a new piece of information or an unfamiliar environment -- to jolt attentional systems awake. The more radical the change, the greater the likelihood of fresh insights.
Some of the most startling breakthroughs have had their origins in exactly these types of novel circumstances. Chemist Kary Mullis came up with the basic principle of the polymerase chain reaction, or PCR -- the fundamental technology that makes genetic tests possible -- not hunched over his lab bench, but on a spring evening while he was driving up the northern California coast. Walt Disney was a decent illustrator, but he didn't imagine the possibilities of animation until he saw his advertising illustrations projected onto the screen in a movie theater. In an extreme example, the preeminent glass artist Dale Chihuly didn't discover his sculptural genius until a car accident led to the loss of an eye and literally forced him to see the world differently. Only when the brain is confronted with stimuli that it has not encountered before does it start to reorganize perception. The surest way to provoke the imagination, then, is to seek out environments you have no experience with. They may have nothing to do with your area of expertise. It doesn't matter. Because the same systems in the brain carry out both perception and imagination, there will be cross talk.
Novel experiences are so effective at unleashing the imagination because they force the perceptual system out of categorization, the tendency of the brain to take shortcuts. You have to confront these categories directly. Try this: When your brain is categorizing a person or an idea, just jot down the categories that come to mind. Use analogies. You will find that you naturally fall back on the things you are familiar with. Then allow yourself the freedom to write down gut feelings, even if they're vague or visceral, such as "stupid" or "hot." Only when you consciously confront your brain's shortcuts will you be able to imagine outside of its boundaries.
Adapted from the book Iconoclast, by Gregory Berns, by permission of Harvard Business Press. Copyright 2008 Harvard Business School Publishing Corp. All Rights Reserved.
Detroit (WWJ) -- Detroit Public Schools have a serious financial problem and a state review team will examine the district's finances, according to state schools Superintendent Mike Flanagan.
The designation could eventually lead to an emergency financial manager being appointed to make decisions for the district.
Flanagan says he's confident Michigan's largest school district can get back on track financially, however if no agreement is reached between a review team and the school board, Flanagan could ask Gov. Jennifer Granholm to appoint a financial manager.
The decision was announced one day after Flanagan met with Detroit Superintendent Connie Calloway and some Detroit School Board members in Lansing to outline a deficit elimination plan.
Detroit Public Schools spokesman Steve Wasko tells WWJ the district "thoroughly welcomes" the move. Wasko said the move is an extension of a strong partnership between DPS and the Michigan Department of Education.
Detroit Public Schools submitted a two year deficit elimination program that would eliminate a 408 million dollar deficit, however Wasko says the deficit would balloon to 525 million dollars at the end of two years. Wasko said the deficit was the result of past administrations not "rightsizing" the district over several years.
Wasko and Flanagan both stressed the action isn't a state takeover of the district like one that happened during the Engler Administration.
"This is an opportunity to help get the district on-track financially,” Flanagan said. “We see positive things being done in the classrooms that are focused on student achievement, and need to secure the financial stability of the district.
“I firmly believe that the actions being taken are going to make the Detroit Public Schools stronger for the children of Detroit,” Flanagan said.
The Governor will appoint the Review Team, which by law must consist of the State Superintendent of Public Instruction, State Treasurer, State Budget Director, and nominees of the Speaker of the Michigan House of Representatives and Senate Majority Leader.
The group has a month to examine the financial condition of the district and report its findings to the Governor and Flanagan as to whether a financial emergency exists in the district.
To avoid a financial emergency being declared, the Review Team and the local board of education can enter into an agreement that outlines direct actions the district must take to resolve the problem.
If no agreement can be reached, the State Superintendent has the authority to determine that an emergency financial condition exists and submit to the Governor three names from which to appoint an Emergency Financial Manager.
An Emergency Financial Manager would assume authority over all fiscal matters of the school district and makes all fiscal decisions for the district.
When faculty members at the State University of New York at Albany were searching for answers as to why so few undergraduates were completing degrees in science and mathematics, they looked at students’ struggles right out of the gate.
Many freshmen, they found, were flunking or dropping out of the introductory biology, chemistry, and calculus courses that are the foundations of those studies.
University officials are now moving to help those college newcomers with increased tutoring and mentoring. But they also plan to begin earlier, by counseling high school students and families about the potential benefits of a math or science major—and what the expectations are for studying those subjects at the college level.
A new federally funded program at the State University of New York at Albany seeks to increase students’ preparation for, and persistence in, college-level math and science. Figures for the university show that freshmen and other new students struggle mightily in those courses upon reaching the university.
The New York university is just one of many postsecondary institutions that have sought to forge stronger bonds with K-12 schools in their communities as a strategy for increasing the flow of students majoring in math and science and completing degrees.
Those efforts include not only outreach to students and parents, but also preparing students academically for college math and science, recruitment programs, and the immersion of high schoolers in independent, postsecondary-style research projects.
The Albany university has received a $1 million grant from the National Science Foundation to create the new Center for Achievement, Retention, and Student Success, which will be housed on campus. The university’s goal is to support programs that have shown promise to date in reducing attrition in math and science studies, such as more intensive tutoring in math for new undergraduates, said Rabi A. Musah, an associate professor of organic chemistry who will help direct the program.
But the center will also make a new attempt to reach out to the K-12 community. It plans to launch a summer camp in which rising high school seniors in Albany and their parents will be invited onto campus to learn about college-level math and science, and careers in those areas.
“We’re going to try to work with counselors and administrators, and try to identify students who may not be at the top of their class,” Ms. Musah said. “Most of the [center’s work] is focused on getting kids through the transition to college.”
The center is one of many projects across the country funded through an NSF program that focuses on increasing the movement from high school to college of students through the so-called STEM fields of science, technology, engineering, and math. Known as “STEP,” which stands for STEM Talent Expansion Program, it funds about $26 million in projects on two- and four-year campuses across the country.
Projects funded through that NSF program can begin in college or late in high school, and last up to five years, said Russell Pimmel, director of the step effort.
The federal government invests heavily in projects aimed at increasing the pool of available STEM talent. It spends roughly $3 billion a year on STEM education across agencies. About $943 million is devoted to undergraduate education, particularly recruitment and retention of students in math and science.
In addition, it spends another $574 million at the K-12 level, in areas such as teacher training and increasing student engagement and interest in STEM subjects. Critics say there is scant evidence that those programs are effective in increasing student achievement or enthusiasm for science and math. ("Federal Projects’ Impact on STEM Remains Unclear," March 27, 2008.)
Corporate and philanthropic entities also play a major role in forging stronger links between schools and colleges in encouraging students to stick with science and math. For instance, the Howard Hughes Medical Institute, in Chevy Chase, Md., has awarded an estimated $750 million in grants over the past 20 years to both strengthen science instruction at colleges and lure more students into those studies and careers.
The medical institute has provided funding not only to large research universities, but to historically black colleges and universities, liberal arts colleges, and religious institutions. That money has supported the training of current and future teachers, funded academic-preparation programs, and sought to raise student enthusiasm for math and science.
One of the science programs funded by the medical institute is run by Georgetown University in Washington. The program recruits cohorts of 50 students in cycles from Brown Middle School, in the nation’s capital, and arranges to have them take part in academic programs covering math, science, English literacy, and other subjects for four hours every Saturday during the school year, as well as during an extensive summer program.
“Once they get here, they understand how committed the program is to them,” said Joseph H. Neale, a biology professor at Georgetown, who directs the program, funded with a $1.8 million grant. As a result, “on Saturday mornings, they show up,” he said.
A study of the first cohort of students taking part in the Georgetown program showed that 35 out of 50 completed it, with many of the losses resulting from students leaving the area, Mr. Neale said. All of the 35 students finished high school and went to college. Some struggled in their postsecondary studies, so Georgetown is now focusing more intently on the bridge between high school and college, Mr. Neale said.
Many college math and science faculty members are used to covering course material that is far more challenging than high school content. But those scholars nonetheless have a strong interest in working with K-12 students, and have special insight into their academic strengths and shortcomings in science, said David Asai, the program director for pre-college and undergraduate science at the institute.
College faculty members work with many students who are well prepared for postsecondary material—and many others who are not, he said.
“There is a huge range in what [those students] know, and what they don’t know,” said Mr. Asai, who taught biology at the college level. “We see that our challenge is to make them even better.”
Daniel L. Wulff, a professor of biological sciences at SUNY-Albany, sees that same motivation in the postsecondary math and science community. He directs the Science Research in the High School Program, an effort that pairs college scholars with high school students working on independent, multiyear research projects.
Participating students enroll in a three-year course at their high schools, in which they immerse themselves in original scientific research on a topic of their choosing. They receive guidance from high school teachers and mentoring from college researchers or professionals working in fields relevant to their topic.
The program draws students from a broad range of ability levels; many high-achieving students have said their schedules are too packed with advanced classes to take part, Mr. Wulff noted. The project, which is not connected to the new science and math center at the Albany university, is a fixture in 110 high schools across New York state, Mr. Wulff said.
A key element of the program is that students are expected to take the initiative in working with college faculty at every step, from making initial contact with scholars to working with them to organize the project. When high school students approach academic faculty directly and ask for their help, scholars tend to see it as “a form of flattery that’s hard to refuse,” Mr. Wulff observed.
Recent projects have spanned many topics and scientific disciplines, from the behavior of mosquitoes to a linguistic study of Spanish-speaking infants to a scientific approach to determining whether the media is biased in covering the Israeli-Palestinian conflict. The program gave Kendra L. Potasiewicz a glimpse of college-level science at an early age. Ms. Potasiewicz created a system for “spoofing” a fingerprint sensor, security devices found on computers or buildings, to see if they could be fooled. One of her adult mentors was a fingerprint expert with the state police.
The biggest benefit of the program is that it steels high schoolers to work on their own and face demanding in-class expectations—both of which are challenges they will face in college-level math and science study, said Ms. Potasiewicz, now a 19-year-old engineering and management major at Clarkson University, in Potsdam, N.Y.
“The class is a lot of work, and a lot of it you set for yourself,” she said. “It teaches you how to talk to people professionally. It gives you a sense of responsibility and develops you mentally and scholastically.”
Coverage of mathematics, science, and technology education is supported by a grant from the Ewing Marion Kauffman Foundation, at www.kauffman.org.
ConnecTech meeting tackles disruptive technologies
The disruptive technologies of tomorrow will change the way we live and work every bit as much as the Internet has the past 15 years.
Thursday night, nearly 200 people packed the lobby of the Fox Theatre in Detroit to hear from Gartner analyst Jackie Fenn and other local and national tech figures talk cloud computing, security, three-dimensional printing and more. The event was sponsored by ConnecTech, Automation Alley's organization for technology professionals.
Fenn kicked off the event with a 50-minute presentation on several disruptive technologies.
First, cloud computing: Fenn said it's an evolution of a trend ongoing for many years, the desire to not own IT assets but to get IT servies as needed from an outside source.
Also disruptive: social platforms and virtual worlds. Fenn siad virtual worlds like Second Life and Club Penguin and social networking sites like MySpace and Facebook represent "the most successful collaboration tools we've ever seen," becuase they've replaced e-mail among the young. She said they'd also influence future user interfaces for other applications. There are also other advances in the user interface for the first time in years, chiefly touch-screen tabletop computing.
She also said that other industries may become disintermediated from consumers, the way Craigslist has hurt local classified advertising. One possibility -- peer to peer lending sites, that may do the same to banks.
Fenn said we're headed for a "Real World Web" with the ability to get the information a user wants wherever a use needs it, which depends on devices that know identification, location, their owners, history, safety and envrionment.
There's also a trend toward "augmented reality," information overlaid on actual pictures -- for example, a cell phone that overlays directions or other information on a picture you're taking with the phone in real time. "You could point it at a movie theater and the phone would tell you what movies are playing there," Fenn said.
Users of all these technologies will also leave more and more data trails that could be used to track them, Fenn said.
Fenn also mentioned three-dimensional printing -- devices that bulild three-dimensional objects one thin layer at a time using powder and glue shot out by the same technology that powers a two-dimensional printer. It's been used in industrial prototyping for a decade, but is now coming down in price -- from $200,000 to $10,000. Eventually, Fenn said, "we'll all have these things in our basements" and our kids' kids will be trading three-dimensional representations of their online avatars.
The devices also have lots of implications for retailing -- why go to a store when you can build that replacement part yourself from CAD-CAM data?
Finally, Fenn mentioned human augmentation, technologies that don't just bring an injured person back to normal human function -- but which, like those artificial legs that look like leaf springs, put function over form and make a person improved over normal human function.
Allison Mefford describes herself as a “recovering lawyer” who makes a living these days as a fitness instructor. But this school year, the parent from western Kentucky is stepping into another role—as an ambassador for math and science education.
Ms. Mefford is one of 32 mothers and fathers from around the state who are taking part in an unusual effort to encourage parents to take a more active role in promoting those topics in their local schools.
They’ve joined the Commonwealth Institute for Parent Leadership, which tries to help adults work with teachers and administrators, and muster support from other parents, to strengthen student achievement in science, technology, engineering, and math, or STEM topics.
In reaching out to parents, the program is targeting a population that traditionally plays a crucial role in raising student interest and performance in those subjects. Yet, according to many educators and policymakers, parents are often ambivalent about the importance of that mission.
Many parents express satisfaction with their children’s math and science education—even more so now—based on surveys taken in 2006 and 1994.
Most parents say their child takes enough math and science now.
Do you think that your child’s school should be teaching him/her a lot more math and science, less, or are things fine as they are?
Parents’ concerns about math and science education have fallen since the mid-1990s.
How serious a problem is each of these in your own community’s public schools ... kids are not taught enough math and science?
The institute is sponsored by the Prichard Committee for Academic Excellence, a Lexington, Ky.-based organization that seeks to improve schools and the public’s involvement in education. Since 1997, the organization has arranged institutes to promote parent involvement in other subjects, but it launched a program specifically focused on math and science this year in response to growing state and national interest in those topics, said Bob Sexton, the director of the Prichard Committee.
A few states have programs aimed at boosting parents’ involvement in STEM education, though those ventures are focused more on public outreach campaigns than targeting individual mothers and fathers, according to the Education Commission of the States, a Denver-based research organization. Local attempts to encourage parents to become involved in those subjects, through activities such as parents’ math or science nights, are common, though such efforts are typically confined to a single school or district.
The goal of the Kentucky initiative is to help parents understand what it takes to raise students’ achievement in math and science, and to have them rally other parents to the cause, said Mr. Sexton, who is also a member of the board of trustees of Editorial Projects in Education, the corporate entity of Education Week.
“A lot of it is legwork,” he said of parents’ involvement. “It’s like organizing a [political] precinct, one vote at a time. It’s making sure that the school has programs in place that welcome parents—is the school open to them?”
Ms. Mefford already tries to nurture a love of science in her son, Owen, a 1st grader at Cumberland Trace Elementary School in Bowling Green. She sat with him earlier this year to watch a replay of a space-shuttle launch, which feeds into his career ambition to become an astronaut. She talks with him about the behavior of the turkeys, deer, and other animals that live near their rural home.
But she wanted to become more involved in her son’s school, and so when she saw a notice about the STEM institute, she signed up. Ms. Mefford attended a two-day workshop, led by teachers and college faculty members from around the state, on Aug. 14-15, and she will go to four more days of training later this fall.
Parents who take part in the institute are taught strategies on leadership and working collaboratively with school officials and other parents. They are also given an overview of Kentucky’s state academic standards and lessons on how to examine student-achievement data at their schools, such as test scores in math and science.
Participants are expected to work with school officials to design STEM-related projects that focus on raising student and parent understanding and appreciation for STEM-related subjects.
Influencing parents’ perceptions of math is “huge,” Ms. Mefford said. “There are practical applications for math. It’s not just for people who want to be engineers. It’s for everyday things. It’s for balancing your checkbook. Math is part of everyday life.”
Ms. Mefford has met with the principal of her son’s school, Mary Evans, to hash out ideas for a project. One option is staging some sort of family “math celebration” after school hours, during which parents and their children could talk about and work on math activities. Another possibility is to include tips on how to expose children to everyday math—such as lessons about cars’ miles per gallon gas usage or prices at the grocery store—in the school’s weekly newsletter to parents, Friday Notes, the principal said.
The prospect of having a corps of mothers and fathers who have a strong interest in touting math and science is both appealing and highly unusual, Ms. Evans acknowledged. She says she has grown used to hearing parents recount their own struggles in math and science to their children, an admission that does little to inspire students.
“I’m thinking, ‘Oh my, that’s not what we want children to hear,’?” Ms. Evans said.
Research shows that parents can have a strong influence on whether their children develop an interest and confidence in math and science. One recent study showed that fathers, in particular, hold especially strong sway over their daughters’ interest in math and that they tend to encourage boys more than girls in that area. ("When It Comes to Math and Science, Mom and Dad Count," Oct. 24, 2007.)
The National Mathematics Advisory Panel, a White House-commissioned group charged with studying effective classroom strategies in that subject, made a similar point in a report released this year. Children’s goals and beliefs about learning affect math performance, the authors noted, yet many parents cling to the “erroneous idea that success is largely a matter of inherent talent or ability, not effort.”
While raising student performance in math and science has emerged as a top priority among education policymakers in recent years, many parents do not appear to share this concern. A 2006 nationwide survey by Public Agenda, a nonpartisan New York City research organization, found that many parents were satisfied with the level of math and science at their children’s schools and that public concern about those subjects has actually fallen since the mid-1990s.
Although parents can have a well-documented influence on children’s interest and performance in math and science, the long-term impact of efforts like the Kentucky STEM institute are less clear, said Andrew W. Shouse, a senior program officer at the National Academies, a congressionally chartered research entity. School success will be tied much more strongly to other factors, such as curriculum and professional development, said Mr. Shouse, who is also the associate director of the newly created Institute for Science and Mathematics Education at the University of Washington, in Seattle.
Even so, the Kentucky program’s potential to cultivate a group of parents who doggedly press for better math and science education in their school should not be underestimated, Mr. Shouse said. “If you’ve got parents who show up and say, ‘We have strong expectations,’ it will have an effect,” he said.
To recruit parents to the institute, organizers sent out mailings to school districts inviting mothers and fathers to participate and advertised in newspapers and on radio, said Sheila Cruse Johnston, who helped with that undertaking as a community-support coordinator for the program. Fifty-eight parents applied to take part in the STEM institute, which plays out over six sessions this summer and fall; space was available for 32 participants. There is no cost.
In addition to looking at state and school learning goals, parents are being given suggestions on how to work cooperatively with school administrators and to offer themselves as a “resource” to teachers and administrators considering new approaches to math- and science-centered subjects.
“We encourage them not to go in as all-knowing,” Ms. Cruse Johnston said of the parents.
For one parent taking part, Glenn Edelen, the biggest challenge is finding math- and science-related activities that can be molded to the needs of his 8-year-old daughter’s school, Huntertown Elementary in Versailles. Mr. Edelen, an electrical engineer, says he would like to help the school devise projects on alternative energy, but is struggling to figure out how to make it fit Kentucky’s state science curriculum. He has begun discussing options with a teacher at his daughter’s school.
Another hurdle, he predicted, will be to foster a sustained interest among parents, so that if the school arranges out-of-school science activities, many mothers and fathers will take part. He makes his living in a science field, but he knows that many parents approach the subject more hesitantly.
“Having a lot of parents involved” is crucial, Mr. Edelen said. “It usually comes down to two or three parents, or two or three parents carry most of the load. There has to be broad support.”
Coverage of mathematics, science, and technology education is supported by a grant from the Ewing Marion Kauffman Foundation, at www.kauffman.org.

| Posted: Sunday, 07 September 2008 2:33PM NY Times' Friedman To Focus On Green Revolution In Ypsi Speech |
| Three-time Pulitzer Prize winner and New York Times columnist Thomas Friedman will offer the keynote at a day-long event focused on making green power the next great global industry. The event, bringing together and recognizing Michigan's leading alternative energy companies, features remarks by University of Michigan President Mary Sue Coleman and Michigan State University President Lou Anna Simon in addition to Friedman. The program begins at 12:20 p.m.; registration starts at 10:30 a.m. Friedman's No. 1 bestseller "The World is Flat: A Brief History of the 21st Century," changed the national discussion on the opportunities and challenges of a global economy. His newest book, "Hot, Flat and Crowded: Why We Need a Green Revolution -- and How it Can Renew America" is the topic of his address, as energy has become one of the top election year issues. The event is being organized by the Washtenaw Economic Club, the Michigan Business Review and Michigan's University Research Corridor. Friedman's talk is part of a day-long focus on Michigan-based innovations forming the seeds of a growing green energy industry, including Michigan Business Review Innovation, bringing together Michigan's most innovative companies utilizing and supplying alternative energy. The University Research Corridor will also make available a new report offering a break-out on Michigan's opportunities for developing green technologies. Friedman's new book contends America has been overwhelmed with articles about "easy ways to go green'' and notes "green'' was the single-most trademarked word in 2007 but he complains the over-abundance of such articles shows the makings of "a party -- not a revolution.'' The real changes, he contends, will be hard, not easy, and most are yet to come. Despite the increasing need for new green technologies, U.S. venture capital funds invested just $5 billion in green revolution investments last year compared to $100 billion invested in IT in 2000, the peak of the dot-com boom, Friedman notes. "Anyone who looks at the growth of middle classes around the world and their rising demands for natural resources, plus the dangers of climate change driven by our addiction to fossil fuels, can see that clean renewable energy -- wind, solar, nuclear and stuff we haven't yet invented -- is going to be the next great global industry,'' Friedman wrote in a recent column. "It has to be if we are going to grow in a stable way. Therefore, the country that most owns the clean power industry is going to most own the next great technology breakthrough -- the E.T. revolution, the energy technology revolution -- and create millions of jobs and thousands of new businesses, just like the IT revolution did." Friedman, the Times' foreign affairs columnist who has done his research in many countries around the world, argues that a population explosion, a "flattening world'' with China, India and their rising middle classes, as well as climate change have all converged. Calling it a hopeful book, he argues that "if America seizes the opportunity to solve these problems it will be a huge engine propelling our economy in the 21st century." The University Research Corridor, an alliance of Michigan State University, the University of Michigan and Wayne State University, was formed to transform, strengthen and diversify the state's economy. The universities are working together to leverage their collective assets and encourage collaboration with business, government and communities to help accelerate innovation and economic growth. A limited block of 1,000 free tickets for the speech only are available to MSU, U-M and WSU students, faculty and staff. They are available at the URC campuses: At U-M, call (734) 763-5554 or visit the Michigan Union Ticket Office. University ID required (limit two tickets per person). At MSU, call (517) 353-9000. At WSU, call (313) 577-5284. Tickets to the general public are $30. Premium business tickets (including lunch and premium seating) are $120. For more information, contact Ashley Robinson, (734) 302-1726 or Karen Koziel, (734) 302-1719 for table sponsorships. For more details visit: www.mlive.com/innovation or www.washtenaweconclub.com/tix.php |
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