Accelerated Queue-Positioned Educational System (Aq-PEs)

By: Luke Ingalls Liska

Abstract

The purpose of this study is to evaluate an alternative to the traditional school system based on increasing human energy while maintaining individualism, social collaboration, and humanness.

Introduction

Nikola Tesla originally analyzed the question of ‘The Problem of Increasing Human Energy’ in the early 1900s. Tesla noted that in order to increase the energy of humans, we needed to both increase the mass and velocity. Human Energy is equal to the growth of population times the square of the velocity at which we increase (Energy= ½*Mass* Velocity^2) (Tesla 2007). In essence, velocity as described by Tesla is the rate of increased/decreased intelligence and scientific discovery at which the human race advances forward. In considering the future additions to human energy, the impact will be increased at a substantially greater rate by increasing velocity alongside mass. Graph 1.0 illustrates this effect. The amount of energy (y) increased at a rate of x+z^2 where x=m. The colored lines indicate the slope of increased energy (y) in relation to the mass (x) where z=ratio of increased energy. Graph 1.0 illustrates the importance of the velocity at which human population increases and its relationship to increasing human energy.  At m=1, total human energy does not increase at z=0, increases by a total of 8 at z=1 and 24 by z=2. By doubling the velocity rate of 1 to 2, human energy is tripled. Furthermore, increasing the velocity from 0 to 2 dramatically increases human energy. Based on these observations, it is important to consider the effect of our current educational system on increasing human energy.

Traditional Education System

Educational systems in the 21st century have largely been debated. Scholars and academics ponder over the best approach to design and run an educational system that has remained largely unchanged in the past century. Furthermore, politicians consistently imply that the current educational system is flawed and have developed numerous bills to adjust the educational system to ‘better educate’ the youth and develop the next generation to lead America. Unfortunately, politicians are developing fixes to the problem based on flawed ideology and majorly base decisions on addressing the wants of the majority of human society instead of on increasing human energy. No Child Left Behind Act (2001) is an example of such a fix. This act ultimately resulted in lower educational standards so that the middle and top 80, 10 percent of students learned less but the lower 10 percent of students learned more. The results of this act based on increasing human energy can be seen in Table 1. Table 1 is based on the total of 49.484 million students in Public PK-12 schools in 2010 (U.S. Department of Education 2012) and uses the same formula as discussed above. As the velocity of the lower 10 percent is increased by 0.25 and the middle and top 80, 10 percent are reduced by 0.25 the amount of increased human energy drops 35 percent.

Furthermore, if we analyze the situation on a best-case scenario, with the velocity of the lower 10 percent increasing by 0.75 and the middle and top 80, 10 percent decreasing by only 0.1 we still see a reduction in the amount of increased human energy of 8 percent. These results are displayed in Table 2.

As displayed in Tables 1 and 2, the lack of policy objectives result in an educational system that ultimately fails at increasing human energy. At a minimum, an educational reform should be focused on increasing human energy, among others agendas. The need for an educational system developed on the basis of increasing human energy while maintaining individualism, social collaboration, and humanness is increasingly prominent.

Accelerated Queue-Positioned Educational System (Aq-PEs)

[To be Described]

References:

Tesla, N. (2007). The Problem of Increasing Human Energy: With Special Reference to the Harnessing of the Sun’s Energy. Cosimo, Inc..

http://nces.ed.gov/programs/projections/projections2021/tables/table_01.asp, Accessed 4/7/14

Original Citation: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “State Nonfiscal Survey of Public Elementary/Secondary Education,” 1996–97 through 2010–11; Private School Universe Survey (PSS), selected years 1997–98 through 2009–10; and National Elementary and Secondary Enrollment Model, 1972–2010. (This table was prepared January 2012.)

http://www2.ed.gov/policy/elsec/leg/esea02/index.html,The Elementary and Secondary Education Act (The No Child Left Behind Act of 2001) Accessed 4/7/14

• No Child Left Behind Act of 2001. Public Law No. 107–110, 115 Stat. 1425. (2002).