After reviewing the Cox Committee Investigation, what are the descriptive, explanatory, and predictive analytical methods used? What are the policy and operational decisions made as a result of this counterintelligence analysis of the PRC’s threat?
The Cox Committee Investigation was a congressional inquiry into the security of US nuclear weapons systems and technology which resulted in a report detailing its findings. The analysis employed by the committee spanned across three main types of analytical methods, namely descriptive, explanatory and predictive analytics.
Descriptive analytics is used to summarize data and identify patterns or trends. It enables us to gain an overview of the situation at hand and assess current performance levels (Koh & Chiang 2020). For example, as part of their investigation, the committee collected documents from various sources such as government departments and industry reports in order to get an overview of US nuclear weapon programs (Cox et al., 1999). This data was then analyzed descriptively to draw conclusions about how these programs were being managed.
Explanatory analytics seeks to explain why certain phenomena have occurred by exploring relationships between different variables using statistical techniques (Koh & Chiang 2020). Within the context of this inquiry, this approach might involve examining any correlations between changes in policy or funding allocation with changes in personnel behavior or efficiency levels. By doing so it could help uncover insights that may be otherwise difficult to detect.
Finally predictive analytics identifies future outcomes based on historical data (Koh & Chiang 2020). This would have been useful for forecasting potential risks associated with new weapon systems before they enter service. The committee leveraged such techniques for modelling scenarios around hypothetical adversary capabilities so that preventive measures could be taken accordingly.
In summary then, when investigating national security issues like those faced by the Cox Committee Prediction models can prove very useful given their ability to provide real-time feedback on emerging threats while also helping shape preventative strategies going forward.
embed literacy into our lessons not only so students can access the curriculum but apply this knowledge to everyday tasks too. Likewise with being able to count change, if students cannot master the basic literacy skills they may not be able to read signs, fill in forms correctly or even read books to support their own child’s learning later in life.
In my current school, the assessment policy states that ‘all teachers have a role to play in assessing and developing literacy’ (Assessment policy, p.5 2012) which echoes the National Curriculum that fluency in the English language is required to be successful in all subjects (DfE, 2014, p.10). Moreover, in Computer Science there is a lot of key technical terminology students are required to know and react too accordingly and some of these words can be quite difficult. Students should be introduced to language that is relevant to the subject (DfE, 2013, p.11). Throughout the lessons, I need to ensure that I am using these terms consistently to introduce students to them but also to get the students into the habit of using their key terms in verbal and non-verbal responses.
Python is its own language and has its own syntax for programs to execute correctly; likewise in the English language there are correct ways to construct sentences. These are the rules we all follow. Python makes use of grammar students use in every subject, for example brackets and speech marks and often students fall short because they forget that these come in pairs, therefore syntax errors would appear in their work and their programs would not work. Grammar and spellings are just as important in a programming language as well as any other language.
Understanding the importance for numeracy and literacy integration can help to become more inclusive in the classroom. Students must be able to access the lesson content. Florian (2005) describes inclusion as ‘not a denial of individual difference, but an accommodation of it within the structures and processes that are available to all learners’ along with Tomlinson (1997) who says that it is ‘matching the resources we have to the learning styles and educational needs of the students.’ Inclusion is not just about those students with Special Ed