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Federal watchdog issues scathing report on ed department’s handling of student loans NPR

The department’s own inspector general says student loan companies aren’t following the rules, and that the government isn’t doing enough to hold them accountable

The audit documents several common failures by the servicers, among them, not telling borrowers about all of their repayment options, or miscalculating what borrowers should have to pay through an income-driven repayment plan. According to the review, two loan servicing companies, Navient and the Pennsylvania Higher Education Assistance Agency, better known as FedLoan, repeatedly placed borrowers into costly forbearance without offering them other, more beneficial options.


trump goes beyond cronyism to something far worse

The man who saw this coming

betsy devoss paid for her appointment


A critical new report from the U.S. Department of Education’s Office of Inspector General finds the department’s student loan unit failed to adequately supervise the companies it pays to manage the nation’s trillion-dollar portfolio of federal student loans. The report also rebukes the department’s office of Federal Student Aid for rarely penalizing companies that failed to follow the rules.

Instead of safeguarding borrowers’ interests, the report says, FSA’s inconsistent oversight allowed these companies, known as loan servicers, to potentially hurt borrowers and pocket government dollars that should have been refunded because servicers weren’t meeting federal requirements.

“By not holding servicers accountable,” the report says, “FSA could give its servicers the impression that it is not concerned with servicer noncompliance with Federal loan servicing requirements, including protecting borrowers’ rights.”

How the FBI Conceals Its Payments to Confidential Sources


A classified policy guide creates opportunities for agents to disguise payments as reimbursements or offer informants a cut of seized assets.

For the first time, we can now point to an internal government document that provides the framework for how informants are paid.

The FBI’s Confidential Human Source Policy Guide, a nearly 200-page manual classified secret and obtained by The Intercept, describes how payments to FBI informants are accounted for and authorized and how these payments can quickly become serious money.

The picture that emerges is of an approach that borrows some of the sophistication of modern banking. The bureau has devised a variety of ways to pay informants, including directly, before or after trial; via reimbursements; and through a cut of asset forfeitures.

A special agent-in-charge has the authority to pay each of his office’s informants up to $100,000 per fiscal year. However, informants may earn substantially more as long as each additional $100,000 is approved by successively higher levels within the bureau. With deputy director approval, according to the policy guide, an informant may earn more than $500,000 per year.

In addition to compensation, an informant may be eligible for 25 percent of the net value of any property forfeited as a result of the investigation, up to $500,000 per asset, according to the guide. This can be a particularly lucrative benefit for drug informants, whose cases sometimes result in the forfeiture of planes, boats, cars, and real estate.


The Man Who Saw Trump Coming a Century Ago

Thorstein Veblen, the greatest American thinker you probably never heard of, predicted the rise of a Gilded Business Man and the demolition of democracy.

The Man Who Saw Trump Coming a Century Ago

Veblen got his initial job, teaching political economy at a salary of $520 a year, in 1890 when the University of Chicago first opened its doors. Back in the days before SATs and admissions scandals, that school was founded and funded by John D. Rockefeller, the classic robber baron of Standard Oil. (Think of him as the Mark Zuckerberg of his day.)

from the beginning, Thorstein Veblen was there, prepared to focus his mind on Rockefeller and his cronies, the cream of the upper class and the most ruthless profiteers behind that Gilded Age. He was already asking questions that deserve to be raised again in the 1% world of 2019. How had such a conspicuous lordly class developed in America? What purpose did it serve? What did the members of the leisure class actually do with their time and money? And why did so many of the ruthlessly over-worked, under-paid lower classes tolerate such a peculiar, lopsided social arrangement in which they were so clearly the losers?

Here’s Why Wall Street Bank CEOs Started to Sweat Yesterday about Today’s House Hearing

Here’s Why Wall Street Bank CEOs Started to Sweat Yesterday about Today’s House Hearing

By Pam Martens and Russ Martens: April 10, 2019


At 8:00 a.m. yesterday, Politico’s Ben White and Aubree Eliza Weaver dropped the news nugget that the nonprofit watchdog, Better Markets, would be releasing one day ahead of today’s House hearing with the CEOs of the largest banks on Wall Street a report titled: “The RAP Sheet for Wall Street’s Biggest Banks’ Crime Spree,” which promised to detail, for the first time, “that of the more than $29 trillion in total bailouts, the six biggest banks in the country (Bank of America, Citigroup, Goldman Sachs, JPMorgan Chase, Morgan Stanley, and Wells Fargo) received more than $8.2 trillion, or nearly one-third of the total bailouts provided to the entire financial system.”

Wall Street On Parade has been reporting since 2012 that of the secret $16 trillion bailout loans made at almost zero interest rates by the Federal Reserve during the financial crisis, a handful of mega banks on Wall Street received the lion’s share. (See here and here.)

But what Better Markets has done in its new report is to combine the Fed’s largess with that of TARP (Troubled Asset Relief Program) and support provided by the Federal Deposit Insurance Corporation and other guarantee programs. It comes up with the following:

“At least $29 trillion was lent, spent, pledged, committed, loaned, guaranteed, and otherwise used or made available to bailout the financial system during the 2008 financial crash. The American people were told that this unprecedented rescue was necessary because, if the gigantic financial institutions, mostly on Wall Street, failed and went bankrupt (like every other unsuccessful private business in America), then they would take down the entire financial system, which would take down the U.S. economy, wreaking havoc on Main Street families.

“This has actually been true since the 1930s for traditional commercial and retail banks, primarily because they provide essential financial services like checking and savings accounts as well as loans to individuals and businesses small, medium, and large.  That is the fuel for the American economy, standard of living, and overall prosperity, which is why those banks are insured by the FDIC and backed by the taxpayers.  In addition, those banks were guaranteed because the odds of their failure were minimized—and taxpayers were protected—by numerous banking regulators who policed their activities to promote safe and sound banking practices, making bailouts less likely.

“However, the $29 trillion in bailouts from the Fed, FDIC, and other regulators (in addition to the $700 billion taxpayer dollars made available under the TARP program) were not only or even primarily provided to those regulated banks that take deposits and make loans. Instead, those bailouts were extended to virtually all financial institutions, including those engaging in the most dangerous, high-risk activities that actually caused the financial crash.

Thus, for decades gigantic nonbank financial institutions like Goldman Sachs, Morgan Stanley, AIG, money market funds, and many more were allowed to maximize private profits with little or no regulation, but when their activities triggered the crash, they nonetheless were bailed out.

“This was a stunning violation of the most basic rule of capitalism, applicable to virtually every other business in America:  Failure leads to bankruptcy.”

Now that the researchers have really gotten readers’ blood boiling about the crony regulators and the secret trillions in bailouts, Better Markets delivers the gut punch.

Despite all of that taxpayer support, the mega banks that received it not only continued their crime spree but upped their game. The researchers write:

“In fact, they have engaged in—and continue to engage in—a crime spree that spans the violation of almost every law and rule imaginable.

Taking the breadth and depth of their illegal conduct as a whole, the six biggest banks in the country look like criminal enterprises with RAP sheets that would make most career criminals green with envy.

That was the case not just before the 2008 crash, but also during and after the crash and their lifesaving bailouts…

In fact, the number of cases against the banks has actually increased relative to the pre-crash era.”

Better Markets then proceeds to detail the ghastly RAP sheets of each of the six mega banks. (Read the full report here.)

Against that backdrop, the CEOs of seven of these mega banks will take their seats at a hearing at 9:00 a.m. this morning before the House Financial Services Committee. You can expect to see a lot of their lawyers in the seats behind them.

 CEOs of 7 mega banks challenged by House committee In one of the tensest moments of the hearing, the chief executive of JPMorgan Chase acknowledged his bank benefited from slavery.

In 2005, JPMorgan Chase acknowledged that two of its banking predecessors had received thousands of slaves as collateral before the Civil War and that the bank had also owned hundreds.

Sen. Elizabeth Warren (D-Mass.), a fierce industry critic, has made executive accountability — including making it easier to jail chief executives — one of the central themes of her presidential campaign.


Slime ball Fed proposes easing post-crisis rules for slime ball big banks buddies
The proposal comes as the Trump administration continues to look for ways to curtail the regulatory burden faced by the banking industry, a decade after the global financial crisis. The industry has complained many of the strictest rules are too cumbersome and costly.

Gerard Mourou might be able to reduce nuclear waste from 1000 years to minutes

Zapping Nuclear Waste in Minutes Is Nobel Winner’s Holy Grail Quest 

Gerard Mourou—one of the three winners of the 2018 Nobel Prize for Physics—claims that the lifespan of radioactive waste could potentially be cut to minutes from thousands of years. Although Mourou, 74, is quick to say that the laser option for nuclear waste that he and Irvine, California-based Professor Toshiki Tajima are working on may be years away, its promise has created a flurry of excitement for the sector in France.

Gérard Mourou The Nobel Prize in Physics 2018

Born: 22 June 1944, Albertville, France

Affiliation at the time of the award: University of Michigan, Ann Arbor, MI, USA, École Polytechnique, Palaiseau, France

Prize motivation: “for their method of generating high-intensity, ultra-short optical pulses.”

The Guardian and Scientific American provided simplified summaries of the work of Strickland and Mourou: it “paved the way for the shortest, most intense laser beams ever created”. “The ultrabrief, ultrasharp beams can be used to make extremely precise cuts so their technique is now used in laser machining and enables doctors to perform millions of corrective” laser eye surgeries.

Canadian Prime Minister Justin Trudeau acknowledged the achievements of Mourou and Strickland: “Their innovative work can be found in applications including corrective eye surgery, and is expected to have a significant impact on cancer therapy and other physics research in the future”.

Dear Dr. Gerard,












Gérard Mourou on the development of chirped pulse amplification


“Old white men.” The words separate are sometimes used pejoratively. All together they are considered by many “liberals” and many in the media as a crucial criticism. “Old” creates the most disdain. Rather than being considered an achievement implying future contribution, the years accumulated is considered negative.

Reactionaries often attack “political correctness” as a cover for the attitude and practice of racism, xenophobia, nativism, misogyny, wealth against poor, and disparagement of different gender and sexual practices – in their array of intolerant and discriminatory practices. But beyond all the despicable perspectives, with associated practices, glimmers a point.

Well out of population proportion, Blacks are now omnipresent in most ads, plays, and movies. Obligatory Blacks, generally cast as superior or educated, are featured in almost every dramatic or commercial presentation.. While it is true, there are many aspiring and unemployed actors available, to give preference on the basis on melanin amount should not be a functioning criterion. All actors should be allowed to play different parts. Forrest Whitaker portrays an excellent “Hughie”; Glenda Jackson a riveting “King Lear”, But the converse? – a white performer in “A Raison in the Sun”, Sam Rea as Lady Macbeth? (Shakespeare’s plays, historians say, were only performed by men). A few years back the bourgeoise identity advocate Spike Lee caused a furor to make sure that he, not a white man, direct “Malcolm X” failing to do justice to the charismatic, inspiring, and politically profound leader – who should have continued through old age. (Can you imagine Gershwin writing an opera, called ”Porgy and Bess” about a poor Black community (“Catfish Row”? Who would present it, if written now?)

This color preference, with a sprinkling of Asiatics, neglects Latinos and American Indians. (Indeed, the opposite is true when one watches an Atlanta Braves home game crowd do a publicly guided “tomahawk” while “nock- a-homer” displays an Indian character dancing around a wigwam.) This constant presence has created a backlash, to excite those with conscious or unconscious race resentment, while it satisfies only a select elite with a hope it improves markets or escapes criticism. It is hard to see it justified as “reparations” or “affirmative action” – concepts themselves subject to serious challenge.

The commendable Seth Meyers features a Black, a Puerto Rican Lesbian, and an Asian as writers on his late night show. The Black and Lesbian tell jokes labeled as “Jokes Seth Can Not Tell” with apparent lesbian and Black punchlines. On the other hand, he constantly jokes about “old men.” Most of the media stars including the talented Trevor Noah (bi-racial identifying as Black) do constantly: how they have lost their wits, are politically reactionary, look disgusting in a gym, particularly naked, lost their sexuality and attractiveness, can not do many tasks. Trevor Noah started his interview with Bernie Sanders “Are you too old?” to receive the appropriate reply: “Are you a bigot?” Let us note that his message seems to resonate with the younger voters in current polls putting him first in the current carnival of Democratic candidates.

The “old white men” accusation is frequently leveled at Congress with age complaints about Judges. (Where would the Supreme Court be without Ruth Bader Ginsberg in her mid 80s?). Seniority, in the Republican Party, is a problem endemic to the Rules. But, if we remove “white” from the triad, we all should celebrate the principled leadership from Elijah Cummings and John Lewis in the Congress. We should be delighted with Alexandra Ocasia Cortez for all she says and does, as well as thrilled that she replaced a 9 term Congressman, not because of his age, but because he was a retrograde party hack. An “old white man” has a long history to evaluate while he should have learned and grown politically, practically, and philosophically. Wisdom acquired constitutes a virtue.

Making “old white men” an acceptable criticism anywhere is wrong. Individuals are to be judged on their merits and potentialities. To accept “old white me” automatically as a negative cliche is discrimination wherever it occurs. Accepting the deplorable degradation and/or inequality practiced against “people of color”, women, and the poor, emphasizing the continued damage done to Native Americans, Latinos (now particularly Puerto Rican and Mexicans) and those with “different” sexual preferences requires real action rather than an elitist attack on another group.

The general social conditions are deplorable with poverty, racism, and exclusion of the oppressed from satisfying their needs and fulfilling their potentialities. Such a horror is not reduced by selected public featuring of anointed “people of color”, gender and age, but rather creates an anger for those so stigmatized and an excuse for those who are prejudiced. Occasional fawning obeisance to a “legend” exaggerates rather than minimizes a general “ageist” culture, particularly prominent in the media. Mandatory retirement, particularly in an era with pensions (promises for future payment to forgo present payments) and public benefits destroyed, creates poverty and wastes resources for the work place. The spectacle of the “elderly” serving at fast food places is not ennobling vision.

Nothing is inherently wrong for a human being to be “white”, “old”, or “man” The first, of course, has varied in definition (once including some Italians and Jews), the second an ascription dependent on societal longevity generalities, the third a biological classification. Together the words offer only an irrelevant characterization. Not redeemed by reverse preference, it perpetuates bigotry, pure and simple. Instead of a condemned, as an irrelevant, perspective, this pernicious prejudice is prevalent and reinforced by mass media for a “balance” based a fraudulent fad of “diversity”.

Old white men.” Honor the best of them. Respect all of them.

Social media, infowar, cyber and human security and ethics






From last year’s , but still cogent. With , and .

How hackers pulled off a $20 million bank heist


By Lily Hay Newman

In January 2018 a group of hackers, now thought to be working for the North Korean state-sponsored group Lazarus, attempted to steal $110 million from the Mexican commercial bank Bancomext. That effort failed. But just a few months later, a smaller yet still elaborate series of attacks allowed hackers to siphon off 300 to 400 million pesos, or roughly $15 to $20 million from Mexican banks. Here’s how they did it.

At the RSA security conference in San Francisco last Friday, penetration tester and security advisor Josu Loza, who was an incident responder in the wake of the April attacks, presented findings on how hackers executed the heists both digitally and on the ground around Mexico. The hackers’ affiliation remains publicly unknown. Loza emphasizes that while the attacks likely required extensive expertise and planning over months, or even years, they were enabled by sloppy and insecure network architecture within the Mexican financial system, and security oversights in SPEI, Mexico’s domestic money transfer platform run by central bank Banco de México, also known as Banxico.

STEM NASA Education

Free Education Webinars From NASA Educator Professional Development

The NASA STEM Educator Professional Development Collaborative at Texas State University is presenting a series of free webinars open to all educators. Join NASA education specialists to learn about activities, lesson plans, educator guides and resources that bring NASA into your classroom. Registration is required to participate. To register, simply click on the link provided beneath the webinar description.
Seeing Your Students at NASA: Engineering for Mars — Part 1
Audience: Pre-service, In-service, Home School and Informal Educators of Grades 3-10
Event Date: Sept. 15, 2016, at 4 p.m. EDT
In Part 1 of this series, educators will review two classroom activities in which students work in engineering design teams to test various components of a Mars exploration vehicle. This ready-to-go facilitation guide, Gaining Traction, is aligned to the Next Generation Science Standards and includes a pre-assessment, handouts, rubrics and a post-assessment. In the first two activities of the project, students build batteries and test wheel friction while focusing on the subject areas of engineering, motion and interaction. Register online to participate.https://www.etouches.com/198527
Seeing Your Students at NASA: STEM Careers Exploration Webquest
Audience: Pre-service, In-service, Home School and Informal Educators of Grades 6-12
Event Date: Sept. 19, 2016, at 6 p.m. EDT
Consider using a webquest in your classroom to engage students in guided inquiry. Students will begin to identify STEM career opportunities that they are interested in while clicking on video links about scientists and engineers who work with environmental issues and problems. The webquest and resources may be used by students working independently or for the whole class to stimulate discussion and collaboration.
Link to the webquest:
Register online to participate:
Seeing Your Students at NASA: Rocks From Space and Other Worlds
Audience: Pre-service, In-service, Home School and Informal Educators of Grades 3-8
Event Date: Sept. 20, 2016, at 5 p.m. EDT
Astromaterials scientists at NASA study rocks and “soil” samples from other planetary bodies. Learn how students can use GLOBE materials to study Earth rocks and soils; find out about the Lunar and Meteorite Certification program for educators; and take a tour of the various missions and research NASA has conducted and continues to conduct in our solar system and beyond. Register online to participate.https://www.etouches.com/198916
Virtual Missions and Exoplanets (vMAX): Part 1 — Curriculum Overview
Audience: Pre-service, In-service, Home School and Informal Educators of Grades 6-12
Event Date: Sept. 21, 2016, at 4 p.m. EDT
Learn how to help students study exoplanetary systems through hands-on activities, scenario-based problem solving, and 3-D multiuser virtual world simulations. The vMAX Curriculum (Part 1) webinar gives an overview of exoplanetary system resources that build upon the use of NASA data. These resources are organized for a one-week experience for middle school students but are flexible enough for any formal or informal audience and time period. Register online to participate. https://www.etouches.com/196414
Virtual Missions and Exoplanets (vMAX): Part 2 — Technical Overview
Audience: Pre-service, In-service, Home School and Informal Educators of Grades 6-12
Event Date: Sept. 22, 2016, at 4 p.m. EDT
Learn how to help students study exoplanetary systems through hands-on activities, scenario-based problem solving, and 3-D multiuser virtual world simulations. To prepare teachers to use the vMAX virtual world with students, the vMAX Technical (Part 2) webinar addresses technical requirements to download, install and navigate the virtual world as an avatar. It is suggested that educators participate in BOTH webinars for a complete understanding of how to implement these resources. Register online to participate.https://www.etouches.com/196416
For a full schedule of upcoming webinars, visithttp://www.txstate-epdc.net/events/.
Please direct questions about this series of webinars to Steve Culivan atstephen.p.culivan@nasa.gov.

NASA Goddard Institute for Space Studies Seeks Educators and Students for Climate Change Research Initiative

The NASA GISS Climate Change Research Initiative is an opportunity for high school educators and graduate students to work directly with NASA scientists in a NASA research project associated with the science related to climate change.
High school STEM educators participating in this yearlong opportunity will become associate researchers at the NASA Goddard Institute for Space Studies and STEM education experts. They will integrate NASA education resources and content into their classrooms while improving STEM education within their communities.
For graduate students, this yearlong opportunity will not conflict with the student’s course work and class schedule during the fall and spring. The internship is considered to be a part-time position that supports the graduate student’s major area of study.
All applicants must be U.S. citizens who reside within a 50-mile radius of the Goddard Institute for Space Studies, located in New York City.
Applications are due Sept. 16, 2016.
For more information, visithttp://www.giss.nasa.gov/edu/ccri/.
Please direct inquiries about the NASA GISS Climate Change Research Initiative to Matthew Pearce at matthew.d.pearce@nasa.gov.

Educator Workshop — Comets Close Up

The Rosetta spacecraft is on a 10-year mission to study the comet “67P/Churyumov-Gerasimenko” (C-G) and answer questions about comets. Join lead scientists for the Rosetta mission in an educational workshop that explores hands-on activities and resources for engaging students in the science of comets and small bodies.
In this workshop, Rosetta project scientist Bonnie Buratti and project manager Art Chmielewski will share some of the basic physics of comets and discuss how the Rosetta mission was able to land on one for the first time. Hear about the mission’s latest discoveries, see incredible up-close images of the comet, and get the inside scoop on a second landing on the comet scheduled for Sept. 30, 2016.

The target audience for the workshop is formal and informal educators of grades 6-12, but it is open to all educators.
The event will take place Sept. 24, 2016, from8:30 a.m. to 3 p.m. PDT at the von Kármán Auditorium at NASA’s Jet Propulsion Laboratory in Pasadena, California.
For more information, directions to the workshop location, and instructions for reserving a spot, visithttp://www.jpl.nasa.gov/edu/events/2016/9/24/educator-workshop-comets-close-up.
To learn more about the Rosetta mission, visithttp://rosetta.jpl.nasa.gov/.
Please direct questions about this workshop to Andrea Angrum at 818-354-6775.

Join STEM@NASA Goddard in Celebrating International Observe the Moon Night!

Are you ready to look at the moon in an entirely new way? Join NASA’s Goddard Space Flight Center on Sept. 28, 2016, at 1 p.m. EDT for STEM@NASA Goddard: International Observe the Moon Night. During this 30-minute event, Andrea Jones, education specialist for Planetary Science Institute at NASA Goddard, will share how International Observe the Moon Night encourages appreciation and understanding of our moon and its connection to NASA planetary science and exploration.
The program will stream live on NASA Goddard’s Ustream channel, and participants will be able to submit questions by email and Twitter.
For more information, please contact Erin McKinley at erin.e.mckinley@nasa.gov.

REGISTRATION OPEN: Zero Robotics High School Tournament 2016
The Zero Robotics High School Tournament 2016 will take place this fall.
The tournament will offer U.S. high school students the opportunity to design experiments that will be tested in space. Zero Robotics challenges high school student teams to write their own algorithms to fly the Synchronized, Position, Hold, Engage, Reorient, Experimental Satellites, or SPHERES. The competition starts online where, guided by mentors, teams compete to solve an annual challenge. Students can create, edit, share, save, simulate and submit code from a web browser. After several phases of virtual competition, finalists will be selected to compete virtually in a live championship aboard the International Space Station.
Registration closes on Sept. 28, 2016.
For more information about the tournament and to register your team to participate, visithttp://zerorobotics.mit.edu/.
The competition began with a live webcast kickoff from the Massachusetts Institute of Technology on Sept. 10, 2016. Visit the Zero Robotics website to watch an archived video of the kickoff event.
Please email any questions about this opportunity to zerorobotics@mit.edu.

Celebrate Solar Week — Fall 2016

Solar Week, October 17-21, provides a weeklong series of web-based activities with a focus on the sun-Earth connection. Young people ages 10-14 can learn about solar careers, sunspots, solar eclipses, solar energy and solar storms through a series of cool facts, activities and games.
Solar Week is ideal for young teens or groups wanting to know more about the solar system, the stars or astronomy in general. Many activities are suitable for fun in the computer lab as well. After doing the activities, participants can interact on the bulletin board with leading scientists at the forefront of sun-Earth research. Solar Week is great for learning about our nearest star, the sun.
To learn more and to register to participate, visithttp://www.solarweek.org.
Questions about Solar Week may be emailed tosolarweek@solarweek.org.

Smithsonian’s National Air and Space Museum Presents ‘STEM in 30’ Webcast Series
The Smithsonian’s National Air and Space Museum is presenting a series of free education webcast events called “STEM in 30.” This program consists of live, fast-paced 30-minute webcasts designed to increase interest and engagement in science, technology, engineering and mathematics for students. To enhance the learning experience, students can get involved with the content through the interactive “Cover It Live” feature, which includes poll questions and classroom activities. The webcasts are available live on the National Air and Space Museum website and NASA TV, and they will be archived for on-demand viewing.
Seven Minutes of Terror: The Engineering Behind Landing on Other Planets
Oct. 26, 2016, at 11 a.m. and 1 p.m. EDT
Rocket thrusters, giant airbags and a sky crane: These are just a few ways we have landed on other planets. Join the webcast to explore the engineering behind these different techniques and what is in store for future missions.
Scientist or Guinea Pig: Science on the Station
Nov. 16, 2016, at 11 a.m. and 1 p.m. EST
Do you like being poked, prodded and analyzed? If you said yes, then you may have a future as an astronaut. Astronauts on the International Space Station don’t just conduct scientific experiments — they are part of an experiment themselves. Learning about the human factors of spaceflight is an important element to a future trip to Mars. Join the webcast to explore the effects of space on the humans who travel there.
The Wright Stuff: Flying the Wright Flyer
Dec. 14, 2016, at 11 a.m. and 1 p.m. EST
The birth of aeronautical engineering began in the Wright brothers’ bike shop in Dayton, Ohio. The family tree of airplanes can be traced back to the Wright brothers’ 1903 Flyer. The principles of flight that got the Wrights into the air are the same today. Join the webcast to investigate the principles of flight and how the Wright Flyer made it into the air and then into the history books.
“STEM in 30” webcasts are online learning experiences but are filmed in front of a live audience. If you are interested in bringing your school group to a live filming of “STEM in 30,” please email STEMin30@si.edu for details.
For more information about the Smithsonian’s “STEM in 30” Webcast Series, including a full list of upcoming webcasts, visithttps://airandspace.si.edu/connect/stem-30.
Questions about this series should be directed toSTEMin30@si.edu.