scholarly journals The Impact of College Diversity on Behavior toward Minorities

2019 ◽  
Vol 11 (4) ◽  
pp. 159-182
Author(s):  
Scott E. Carrell ◽  
Mark Hoekstra ◽  
James E. West
Keyword(s):  
Peer Group ◽  
White Men ◽  
Air Force Academy ◽  
Racially Diverse ◽  
White Males ◽  
Us Air Force ◽  
The Us ◽  
Subsequent Behavior ◽  
High School Performance ◽  
The Impact

This paper estimates the impact of racially diverse peers on white males’ subsequent behavior toward minorities. To overcome selection bias, we exploit data from the US Air Force Academy where students are randomly assigned to autonomous peer groups. A randomly assigned increase in freshman black peer ability causes white men to more frequently choose a black roommate in their sophomore year, after reassignment to a new peer group with a different set of black peers. We also find increased exposure to black students from the middle and top of the high school performance distribution, but not the bottom, increases future interactions. (JEL I23, J15)

Interests Aligned but Not Integrated

2020 ◽  
pp. 134-150
Author(s):  
Howard G. Coombs
Keyword(s):  
Cold War ◽  
Professional Learning ◽  
Air Force ◽  
Graduate School ◽  
Educational Institutions ◽  
Air Force Academy ◽  
Us Air Force ◽  
The Us ◽  
Cold War Era ◽  
The Cold War

This chapter explores the inception of the USAF's two educational institutions: the Air University (AU), and the US Air Force Academy (USAFA). The chapter shows that the AU, building on the interwar experience of the ACTS (Air Corps Tactical School), was able as a graduate school to go beyond expectations by becoming a fertile hub for professional learning. Conversely USAFA by mirroring Army and Navy institutions, established an undergraduate school with a solid curriculum, if not innovative in its approach. Tied to the rise of an independent air force service, the establishment of AU and USAFA sponsored by important military figures such as Billy Mitchell and Dwight Eisenhower heralded the rise of airpower theory in the Cold War era.

Effects of equivalent sea-level and altitude training on VO2max and running performance

1975 ◽  
Vol 39 (2) ◽  
pp. 262-266 ◽  
Author(s):  
W. C. Adams ◽  
E. M. Bernauer ◽  
D. B. Dill ◽  
J. B. Bomar
Keyword(s):  
Sea Level ◽  
Altitude Training ◽  
Air Force Academy ◽  
Distance Runners ◽  
Us Air Force ◽  
The Us ◽  
Improved Performance ◽  
Group 2 ◽  
Equivalent Distance ◽  
Similar Intensity

Twelve middle-distance runners, each having recently completed a competitive track season, were divided into two groups matched for maximal oxygen uptake (VO2max), 2-mile run time and age. Group 1 trained for 3 wk at Davis, PB = 760 mmHg, running 19.3 km/day at 75% of sea-level (SL) VO2max, while group 2 trained an equivalent distance at the same relative intensity at the US Air Force Academy (AFA), PB = 586 mmHg. The groups then exchanged sites and followed a training program of similar intensity to the group preceding it for an additional 3 wk. Periodic near exhaustive VO2max treadmill tests and 2-mile competitive time trials were completed. Initial 2-mile times at the AFA were 7.2% slower than SL control. Both groups demonstrated improved performance in the second trial at the AFA (chi = 2.0%), but mean postaltitude performance was unchanged from SL control. VO2max at the AFA was reduced initially 17.4% from SL control, but increased 2.6% after 20 days. However, postaltitude VO2max was 2.8% below SL control. It is concluded that there is no potentiating effect of hard endurance training at 2,300-m over equivalently severe SL training on SL VO2max or 2-mile performance time in already well conditioned middle-distance runners.

Do Capstone Students Really Understand the Needs of the Customer?: Observations on Students’ Blind Spots Left by Early Program Curriculum

2019 ◽  
Author(s):  
Matthew Goodson ◽  
Carl Sorensen ◽  
Michael Anderson ◽  
Christopher Mattson
Keyword(s):  
Air Force ◽  
Air Force Academy ◽  
Structured Interviews ◽  
Apparent Lack ◽  
Brigham Young University ◽  
Project Outcomes ◽  
Us Air Force ◽  
The Us ◽  
And Performance ◽  
Blind Spots

Abstract Student capstone teams have varying degrees of success in meeting the expectations of their project sponsors. Keeping sponsors happy is important to these programs in order to ensure continued support from these industry representatives, so finding ways to improve project outcomes is critical. In order to find blind spots that students may have been left with after their first 6–7 weeks of instruction, we conducted structured interviews with students in capstone programs at Brigham Young University and the US Air Force Academy. These interviews were then transcribed, coded, and analyzed for themes that may have been well understood or misunderstood by students. We found that a significant number of students had not understood concepts such as a design being more than a prototype, that sponsors have expectations for the tradeoffs between product cost and performance, or that they need to be thinking about how their designs might be deployed. It was also interesting to note that most students also reported feeling confident in their understanding despite their apparent lack thereof, indicating that these could represent major blind spots for students. We propose that developing methods for teaching these principles early on will help students see more clearly what their end goals need to be, and thus help them be more successful in delivering desirable designs.

Conclusion

2017 ◽  
Author(s):  
Brian D. Laslie
Keyword(s):  
High School ◽  
Air Force ◽  
Air Force Academy ◽  
Special Collections ◽  
Us Air Force ◽  
The Us

The Kuters collectively wrote hundreds of letters during their life together. Beyond their letters to each other, they routinely wrote long missives to their families keeping them appraised of current goings-on. These letters began during Larry’s time in the Presidio and ran through his time as commander of NORAD and beyond. Beyond the letters, there were the scrapbooks, photographs, and numerous other materials that Ethel and Larry kept before donating the entirety of the collection to the Special Collections Branch of the US Air Force Academy library. Amassed together, the collection constitutes an almost daily entry of their activities from high school through retirement....

scholarly journals A's from Zzzz's? The Causal Effect of School Start Time on the Academic Achievement of Adolescents

2011 ◽  
Vol 3 (3) ◽  
pp. 62-81 ◽  
Author(s):  
Scott E Carrell ◽  
Teny Maghakian ◽  
James E West
Keyword(s):  
Academic Achievement ◽  
Causal Effect ◽  
Air Force Academy ◽  
Start Time ◽  
Daily Schedule ◽  
Us Air Force ◽  
Early School ◽  
The Us ◽  
School Day ◽  
School Start Times

Recent sleep research finds that many adolescents are sleep-deprived because of both early school start times and changing sleep patterns during the teen years. This study identifies the causal effect of school start time on academic achievement by using two policy changes in the daily schedule at the US Air Force Academy along with the randomized placement of freshman students to courses and instructors. Results show that starting the school day 50 minutes later has a significant positive effect on student achievement, which is roughly equivalent to raising teacher quality by one standard deviation. (JEL I23, J13)

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