Science and Technology
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Jeffrey R. Cooper is an SAIC Technical Fellow, Vice President for Technology, and Chief Science Officer of SAIC Strategies, Simulation & Training Business Unit at Science Applications International Corporation (SAIC). He received his undergraduate and graduate education at The Johns Hopkins University, where he was later Professorial Lecturer in Arms Control and Defense Analysis at the School of Advanced International Studies (SAIS). In addition to long-standing focus on strategic analysis and military transformation, his core interest is using information to improve intelligence analysis, decision making, C2, and operational effectiveness in order to enhance U.S. national security. Cooper served in a range of senior government positions, including White House Staff and Assistant to the Secretary of Energy.

For the past several years, Cooper's focus has been largely on intelligence matters, with particular emphasis on analytic failures and methods to improve all-source analysis capabilities. Most recently, he chaired the Panel on Unexpected Threats for the DNI's Quadrennial Intelligence Community Review (QICR). Cooper was a Professional Staff Member of the Presidential Commission on Future Intelligence Capabilities (Silberman-Robb Commission) and has been actively involved in work on the Revolution in Intelligence Affairs and Intelligence Transformation. His monograph on "Curing Analytic Pathologies" will be published shortly by CIA's Center for the Study of Intelligence.

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Jeffrey Cooper Speaker Science Applications International Corporation
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In his State of the Union address in January, President Bush stressed the importance of improving math education. He proposed to "train 70,000 high school teachers to lead advanced placement courses in math and science, bring 30,000 math and science professionals to teach in classrooms, and give early help to students who struggle with math."

But where will these teachers come from? And will the training of teachers be sufficient to increase the number of students choosing math and science careers? And why does all this matter?

Because mathematics is the foundation of the natural sciences. It is no coincidence that Isaac Newton, the man who formulated the law of gravitational attraction that revolutionized our understanding of the universe, was also the man who popularized the calculus. And the natural sciences, however pure, are what give us airplanes, cable TV and the Internet.

In the 2003 Program for International Student Assessment, a test that measures math literacy, American 15-year-olds performed worse than their peers in 23 countries, as well as those in Hong Kong. It's not hard to see why. According to the National Council of Teachers of Mathematics, 40 percent of the nation's middle school math teachers do not have the equivalent of an undergraduate minor in math. The average starting salary of a teacher is only $30,000, whereas the average starting salary for a recent college graduate in computer science or engineering is $50,000.

Short of following the British, who have proposed paying experienced math teachers more than $100,000, with a guaranteed minimum of $70,000, where will we find a way to attract the thousands of teachers George Bush wants?

New York State initiated an innovative program to bring teachers from Jamaica for two or four years to teach in New York schools. Jamaica, a developing nation where one U.S. dollar equals 65 Jamaican dollars, is nonetheless a stable, English-speaking nation with an unbroken democratic tradition; it stands poised to beat the United States in establishing the world's first Institute for Mathematical Methods in Counterterrorism. When teachers for the New York program were recruited on the campus of the University of the West Indies, recruiters found more experienced math and science teachers than they ever dreamed they would.

But you can have all the teachers in the world and still not inspire kids to learn math. My friend Autumn e-mailed me about her nephew, Joshua: "He's upset because he's asked several of the math teachers why math is important or what are certain formulas used for -- there has to be a use, correct?"

Autumn told her nephew about my work in counterterrorism and for the television crime drama "Numb3rs." Autumn reported, "He's told his math teachers about you as well, and about the show 'Numb3rs.' He's informing them that through something called lattice theory you are managing to fight terrorists -- all with math."

Mathematics is art, and should be appreciated for its beauty, not simply for its utility. But we cannot expect 11 year-olds to cherish totally order-disconnected topological spaces as much as professional mathematicians do.

As I first proposed in January 2005, television shows like "Numb3rs" (or "Medium") -- where the main characters are mathematicians -- could work with the National Council of Teachers of Mathematics to show kids how math is really used; the council and Texas Instruments are now working together to use "Numb3rs" to promote math literacy in schools.

Another way to inspire kids is to relate mathematics to something they see every day. In order to excite students and draw funding to his school, school superintendent Ronald Ross of Roosevelt, N.Y., has begun looking into the idea of creating a curriculum involving math and counterterrorism. What kinds of topics would students learn?

The opening line of the Oscar-winning movie "A Beautiful Mind" is "Mathematicians won the war." During World War II, the mathematics underlying cryptography played an important role in military planning. Winston Churchill admired Alan Turing, the mathematician who had mastered the German codes, recognizing him as the man who had perhaps made the single greatest individual contribution to defeating Hitler.

At Los Alamos, the lab that built the atomic bomb, Cliff Joslyn uses lattice theory to mine data drawn from thousands of reports of terrorist-related activity to discover patterns and relationships that were previously in shadow.

Lattice theoretical methods developed at MIT tell us the probability that we have disabled a terrorist cell, based on how many men we have taken out and what rank they hold in the organization. Lauren McGough, a Massachusetts high school student, tested the accuracy of this model by getting her classmates to pretend they were terrorists, passing orders down a fictitious chain of command, essentially confirming what the theory predicts.

High school students could learn algebra, trigonometry, calculus and logic while also learning concrete applications involving homeland security. No longer would students yawn and ask, "What is math good for?" Beauty could defeat both terror and boredom.

Whatever you may think of the State of the Union address, when it comes to supporting math education, we should all see pi to pi. President Bush is correct when he says that mathematics education in America must improve if the United States is to stay economically competitive, but the stakes are much higher than that. During the Cold War, the United States would not have tolerated a military gap between itself and its adversaries. Yet today, with 61 percent of all U.S. doctorates in math going to foreigners (15 percent to Chinese), we readily accept a "math gap."

Dollar for dollar, the best defense against our adversaries' weapons of mass destruction may be our allies in the Americas, armed with weapons of math instruction.

Improving math education is not merely a smart idea. It is a matter of national security. Algebra is one revolutionary Islamic concept we cannot afford to neglect or ignore.

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For almost 20 years the Energy Department has been investigating and developing Nevada's Yucca Mountain as the site for a deep underground repository to accept spent fuel from all the power reactors and high level waste left over from bomb programs. The future of US nuclear energy is widely thought to be tied to the success of the project. In 2002 Congress gave DOE the green light to take the next step to submit an NRC license application demonstrating compliance with applicable standards. DOE promised such an application in December 2004. It delayed and delayed and now DOE no longer has a date for submitting an NRC application, but it will be no earlier than 2008.

What's holding it up? What is the history of the project? What are its technical and managerial and legal problems? What has been the effect of Nevada's opposition? How will recent project changes and the administration's new nuclear policy (GNEP) affect Yucca Mountain? What are the prospects for project licensing and completion? Is Yucca Mountain the only option for dealing with the country's spent fuel?

Dr. Victor Gilinsky is a Washington, D.C.-based consultant on energy. He has been active on proliferation issues for many years, going back to his early work at RAND in Santa Monica, California. He joined RAND soon after receiving a PhD in physics from the California Institute of Technology in 1961. In 1971 he moved to the Atomic Energy Commission in Washington, D.C., where he was assistant director for policy and program review. From 1973 to 1975, he was head of the RAND Physical Sciences Department. From 1975 to 1984, he served on the Nuclear Regulatory Commission (NRC), having been appointed by President Gerald Ford and reappointed by President Jimmy Carter. During his NRC tenure, Dr Gilinsky was heavily involved in nuclear-export issues. In 1982 he received Caltech's Distinguished Alumnus Award.

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Victor Gilinsky Former NRC Commissioner Speaker
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One of the fundamental challenges facing the United States Department of Homeland Security is the determination of what is critical in critical infrastructure systems such as water, Internet, power, energy, and transportation. Current practice is focused on single-point security audits of things like power plants, airport terminals, and refineries. But this approach does not identify the most vital components of any infrastructure which leads to an inadequate strategy and wasted funding. We show that single-point audits lead to the wrong conclusions and do not provide sufficient national security relative to the effort and money being spent. Instead, we propose an approach similar to social network analysis whereby a critical infrastructure is modeled as a network and then analyzed to identify the critical nodes and links. We present models and software to analyze such networks to obtain optimal resource allocation such that network risk is minimized. In the parlance of network science, our approach extends the theory of scale free networks to incorporate damage estimates for nodes and links. By exploiting the structure inherent in a network, we are able to allocate resources in the most optimal manner, which leads to a fundamentally different strategy than currently practiced.

Rudolph Darken is the Director of the Institute for Modeling, and Simulation (MOVES) and an Associate Professor of Computer Science at the Naval Postgraduate School in Monterey, California. He is the Chair of the MOVES Curriculum Committee and is also the Associate Director for Research for the Center for Homeland Defense and Security. His personal research has been primarily focused on human factors and training using virtual environments and computer gaming media with emphasis on navigation and wayfinding in large-scale virtual worlds. He is a Senior Editor of PRESENCE Journal, the MIT Press journal of teleoperators and virtual environments. He received his B.S. in Computer Science Engineering from the University of Illinois at Chicago in 1990 and his M.S. and D.Sc. degrees in Computer Science from The George Washington University in 1993 and 1995, respectively.

Ted Lewis is Professor of Computer Science and Academic Associate of the Homeland Security curriculum at the Naval Postgraduate School. He served as Sr. Vice President of Eastman Kodak Company, President and CEO of DaimlerChrysler Research, North America, Editor-in-Chief (twice) of IEEE Computer magazine and IEEE Software magazine, and has authored more than 100 papers and 30 books over the past 35 years on subjects ranging from software engineering, parallel processing, to hi-tech business. Currently, he teaches the Critical Infrastructure Protection course at NPS and does research in the application of network science to strategy and policy questions for the US Department of Homeland Security. Dr. Lewis' textbook, "Critical Infrastructure Protection in Homeland Security: Defending a Networked Nation" will be published by John Wiley & Sons, in April 2006.

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Rudolph Darken Director, Institute for Modeling and Simulation; Associate Professor of Computer Science Speaker Naval Postgraduate School
Ted Lewis Professor of Computer Science; Academic Associate of the Homeland Security Curriculum Speaker Naval Postgraduate School
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Tarak Barkawi Postdoctoral Fellow, CISAC; University Lecturer in International Security Speaker the Centre of International Studies, Cambridge University
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Missile defense capabilities play a key role in regional and international security issues. Assessing the impact that different missile defense architectures can have on regional and global stability requires both a technical understanding of the systems and political knowledge of current and past security relationships. CISAC's scientists and social scientists bring the necessary range of disciplinary expertise to the study of these pressing issues. (Papers and presentations in this field can also be found on this website's research section under 'Science and technology.')

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The disarmament euphoria of the first post-Cold War years has been replaced with enhanced attention to nuclear weapons. In the place of traditional missions assigned to nuclear weapons during the Cold War, new ones have emerged or became relatively more prominent--limited use in primarily conventional conflicts. The enhanced role of nuclear weapons is likely a result of the emergence of a new international system following the hiatus of the post-Cold War period. With the end of the Cold War, the primary mission of nuclear weapons, mutual strategic deterrence of two opposing poles of the international system, largely exhausted itself, leading to hopes that nuclear weapons would lose relevance. The disarmament momentum has, however, largely exhausted itself, at least in its traditional forms and priorities, as the emerging new international system is giving rise to threats and challenges that seem to require a "nuclear response". The emergence of a new, limited-use mission assigned to nuclear weapons increases the likelihood of actual use of nuclear weapons. The increase is modest--perhaps from effectively zero in the last years of the Cold War to maybe 2-3 percent in the future--but an increase nonetheless.

Nikolai Sokov is a senior research associate at the Center for Nonproliferation Studies, Monterey Institute of International Studies. He graduated from Moscow State University in 1981 and subsequently worked at the Institute of USA and Canadian Studies and the Institute of World Economy and International Relations in Moscow. From 1987-92 he worked at the Ministry of Foreign Affairs of the Soviet Union and Russia, dealing with nuclear arms control; he participated in START I and START II negotiations as well as in a number of summit and ministerial meetings. Sokov has a Ph.D. from the University of Michigan (1996) and a Soviet equivalent of a Ph.D. (Candidate of Historical Sciences degree) from the Institute of World Economy and International Relations (1986). Sokov has published extensively on international security and arms control; he is the author of "Russian Strategic Modernization: Past and Future" (Rowman and Littlefield in 2000) and co-author and co-editor of the first college-level textbook on nuclear nonproliferation regime in Russian (PIT-Center, 2000 and 2002).

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Nikolai Sokov Senior Research Associate Speaker the Center for Nonproliferation Studies, Monterey Institute
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