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MEDIA RELEASE: CAA survey finds cannabis-impaired driving remains a concern in Manitoba
As 4/20 approaches, a survey conducted on behalf of CAA Manitoba reveals a trend: while most drivers in the province recognize the risks of cannabis-impaired driving, a significant number continue to drive after consuming cannabis—often in combination with other substances like alcohol or prescription medication. “Manitobans who decide to drive after consuming cannabis often underestimate the risks associated with this action,” said Ewald Friesen, manager, government relations, CAA Manitoba. “People still seem to believe that they have no alternative but to drive home or that the drive is short enough that it doesn’t matter. We are here to remind Manitobans that while cannabis use is legal and can be safely consumed, you should never do it before driving.” Forty-seven per cent of Manitoba drivers used cannabis in 2024; 36 per cent tried cannabis this year for the first time since legalization. Despite growing awareness of the risks, 18 per cent of Manitoba drivers admit to driving after using cannabis, with the majority doing so within just three hours of consumption. Half of those surveyed are driving within three hours of consumption. The survey also revealed that 53 per cent of recent cannabis-impaired drivers reported driving shortly after consumption, with 36 per cent feeling high while behind the wheel. Alarmingly, 79 per cent expressed confidence in their driving ability while impaired, though 71 per cent expressed concern about being caught. “There is a common misconception on how cannabis affects drivers,” says Friesen, “however, it has been proven that cannabis use can impact a driver’s reaction time, judgement, coordination and decision-making.” Driving after consuming edibles has been a growing trend since last year. While smoking remains the primary mode of cannabis use, the survey highlights a growing trend of driving after consuming edibles, which can have delayed and unpredictable effects. Solid edibles (67 per cent) and joints (61 per cent) are the most used formats, and more than half of cannabis users prefer edibles over any other format. "Unlike other forms of cannabis, edibles often have delayed and unpredictable effects, which can significantly impair judgment and reaction times,” adds Friesen. “It is crucial for individuals to recognize these differences and prioritize safety, not only for themselves but for everyone sharing the road." There is a disconnect between what people believe and how they behave when it comes to cannabis and driving. Although 93 per cent of Manitoba drivers agree that cannabis-impaired driving is a serious road safety issue, many still view it as less dangerous than alcohol or prescription opioids. This disconnect between perception and behaviour underscores the need for continued education and enforcement. The penalties for impaired driving are serious and can include: • Immediate 24-hour licence suspension (up to 60 days pending further testing) • Three-day vehicle impoundment • A $400 fine • Mandatory Impaired Driver Assessment • Additional administrative penalties, ignition interlock program requirements, and possible charges under the Criminal Code of Canada CAA Manitoba encourages all motorists to make safe, informed choices: • Know the rules and understand how different cannabis products affect the body. • Don’t drive impaired—whether by cannabis, alcohol, or any combination of substances. • Plan ahead by arranging a rideshare, taxi, or designated driver, especially if planning to consume cannabis during upcoming events like 4/20. The online survey was conducted by DIG Insights from July 5 to July 18, 2024, with 504 Manitoba drivers aged 19 and older. Based on the sample size of n=504 and with a confidence level of 95%, the margin of error for this research is +/- 3%.)
A final disbursement of $8.8 million completes the $17.8 million grant awarded by the Department of Defense (DoD) to Virginia Commonwealth University’s (VCU) Convergence Lab Initiative (CLI). The funding allows CLI to continue advancing research in the areas of quantum and photonic devices, microelectronics, artificial intelligence, neuromorphic computing, arts and biomedical science. “The Convergence Lab Initiative represents a unique opportunity to drive innovation at the intersection of advanced technologies, preparing our students to tackle the critical challenges of tomorrow,” said Nibir Dhar, Ph.D., electrical and computer engineering professor and CLI director. “By combining cutting-edge research in electro-optics, infrared, radio frequency and edge computing, we are equipping the next generation of engineers with the skills to shape the future of both defense and commercial industries.” Working with Industry Partnership is at the heart of CLI and what makes the initiative unique. CivilianCyber, Sivananthan Laboratories and the University of Connecticut are among several collaborators focusing on cutting-edge, multidisciplinary research and workforce development. The lightweight, low-power components CLI helps develop are capable of transforming military operations and also have commercial applications. The Convergence Lab Initiative has 25 collaborative projects in this area focused on: Electro-optic and Infrared Technologies: Enhancing thermal imaging for medical diagnostics, search-and-rescue operations and environmental monitoring. This improves military intelligence, surveillance and reconnaissance capabilities. Radio Frequency and Beyond 5G Communication: Developing ultra-fast, low-latency communication systems for autonomous vehicles, smart cities and telemedicine. Accelerating advancements in this area also address electronic warfare challenges and security vulnerabilities. Optical Communication in the Infrared Wavelength: Increasing data transmission rates to create more efficient networks that support cloud computing, data centers, AI research and covert military communications. Edge Technologies: Creating low size, weight and low power-consuming (SWaP) computing solutions for deployment in constrained environments, such as wearables, medical devices, internet of things devices and autonomous systems. These technologies enhance real-time decision-making capabilities for agriculture, healthcare, industrial automation and defense. Benefits for Students College of Engineering students at VCU have an opportunity to engage with cutting-edge research as part of the DoD grant. Specialized workforce development programs, like the Undergraduate CLI Scholars Program, provide hands-on experience in advanced technologies. The STEM training also includes students from a diverse range of educational backgrounds to encourage a cross-disciplinary environment. Students can also receive industry-specific training through CLI’s Skill-Bridge Program, which facilitates direct connections between business needs and academic education. Unlike the DoD program for transitioning military personnel, the CLI Skill-Bridge is open to students from VCU and other local universities, creating direct connections between industry needs and academic training. This two-way relationship between academia and industry is unlike traditional academic research centers. With the College of Engineering’s focus on public-private partnerships, VCU becomes a registered partner with the participating businesses, collaborating to design individualized training programs focused on the CLI’s core research areas. This approach ensures students receive relevant, up-to-date training while companies gain access to a pipeline of skilled talent familiar with the latest industry trends and innovations. “The significance of this grant extends beyond immediate research outcomes. It addresses critical capability gaps for both the DoD and commercial sectors,” says Dhar. “This dual-use approach maximizes DoD investment impacts and accelerates innovation in areas that affect everyday life — from healthcare and environmental monitoring to communication networks and smart infrastructure. Breakthroughs emerging from these collaborations will strengthen national security while creating commercial spinoffs that drive economic growth and improve quality of life for communities both locally and globally. Advances in infrared technology, in particular, will position the VCU College of Engineering as a center for defense technologies and new ideas.”
For three decades, Frederik Meijer Gardens & Sculpture Park has grown from a visionary idea into one of America’s most beloved cultural destinations, a place where art, nature, community, and imagination intersect. At the heart of this evolution is Charles Burke, the President and CEO guiding the institution through its 30th anniversary year and helping shape its legacy as a transformative cultural force. Charles Burke is President & CEO of Frederik Meijer Gardens & Sculpture Park. Under his direction, the organization has been recognized as Best Sculpture Park in the United States by USA Today’s 10Best Readers’ Choice Awards in 2023, 2024, and 2025, and consecutively named one of the Best Places to Work in West Michigan, solidifying its reputation as a cultural landmark of international acclaim. View his profile “As a place where art, culture and nature come together, Meijer Gardens offers something truly special for everyone. We look forward to welcoming guests of all ages to discover the joy, beauty and inspiration that await around every corner.” — Charles Burke, President & CEO, Frederik Meijer Gardens & Sculpture Park. The park's legacy and cultural impact was highlighted in a full feature in the Grand Rapids Press and MLive. In the article, journalists conveyed that Meijer Gardens is not just a museum, not just a botanical garden, and not just a sculpture park — it is all of these at once. Since opening in 1995, it has grown into an internationally recognized cultural institution celebrated for its world-class art, immersive natural environments, dynamic programming, and vibrant community engagement. Its influence extends far beyond regional boundaries, attracting millions of visitors, inspiring artists and gardeners, and elevating public appreciation for the arts and environment. The piece underscores how Meijer Gardens has become a cultural home for diverse audiences, blending artistic expression, horticultural beauty, and community connection into a holistic experience that resonates across generations. Celebrating a Cultural Legacy Under Burke’s leadership, Meijer Gardens has: Achieved record attendance and global recognition as a destination for art and nature. Hosted nationally significant sculpture exhibitions alongside beloved botanical showcases. Fostered public access to artistic and environmental education for students, families, and lifelong learners. Created immersive experiences that bring people together — from summer music series to seasonal exhibitions — forging emotional connections to art and landscape. Charles Burke leads Frederik Meijer Gardens & Sculpture Park with a vision that combines artistic ambition and community purpose. Under his direction, the institution has expanded its cultural reach while strengthening educational mission, accessibility, and artistic excellence. His perspective helps journalists cover not just the milestone itself, but the broader significance of what a cultural institution can mean to a region, a generation, and the public imagination. Expert Insight - What Charles Burke Brings to Your News Story or Speaking Roster How the intersection of art, culture and nature builds healthy communities How Meijer Gardens has shaped community identity and regional tourism The role of art institutions in fostering lifelong learning and inclusive engagement The vision and meaning behind three decades of creative stewardship As cultural institutions navigate questions of relevance, community value, and public engagement in the 21st century, Meijer Gardens stands as a compelling example of success. Its 30-year journey, and Burke’s leadership, offers rich context for stories about how art and nature can inspire civic pride, foster cross-generational connection, and elevate the cultural fabric of a community.
Virtual reality training tool helps nurses learn patient-centered care
University of Delaware computer science students have developed a digital interface as a two-way system that can help nurse trainees build their communication skills and learn to provide patient-centered care across a variety of situations. This virtual reality training tool would enable users to rehearse their bedside manner with expectant mothers before ever encountering a pregnant patient in person. The digital platform was created by students in Assistant Professor Leila Barmaki’s Human-Computer Interaction Laboratory, including senior Rana Tuncer, a computer science major, and sophomore Gael Lucero-Palacios. Lucero-Palacios said the training helps aspiring nurses practice more difficult and sensitive conversations they might have with patients. "Our tool is targeted to midwifery patients,” Lucero-Palacios said. “Learners can practice these conversations in a safe environment. It’s multilingual, too. We currently offer English or Turkish, and we’re working on a Spanish demo.” This type of judgement-free rehearsal environment has the potential to remove language barriers to care, with the ability to change the language capabilities of an avatar. For instance, the idea is that on one interface the “practitioner” could speak in one language, but it would be heard on the other interface in the patient’s native language. The patient avatar also can be customized to resemble different health stages and populations to provide learners a varied experience. Last December, Tuncer took the project on the road, piloting the virtual reality training program for faculty members in the Department of Midwifery at Ankara University in Ankara, Turkey. With technical support provided by Lucero-Palacios back in the United States, she was able to run a demo with the Ankara team, showcasing the UD-developed system’s interactive rehearsal environment’s capabilities. Last winter, University of Delaware senior Rana Tuncer (left), a computer science major, piloted the virtual reality training program for Neslihan Yilmaz Sezer (right), associate professor in the Department of Midwifery, Ankara University in Ankara, Turkey. Meanwhile, for Tuncer, Lucero-Palacios and the other students involved in the Human-Computer Interaction Laboratory, developing the VR training tool offered the opportunity to enhance their computer science, data science and artificial intelligence skills outside the classroom. “There were lots of interesting hurdles to overcome, like figuring out a lip-sync tool to match the words to the avatar’s mouth movements and figuring out server connections and how to get the languages to switch and translate properly,” Tuncer said. Lucero-Palacios was fascinated with developing text-to-speech capabilities and the ability to use technology to impact patient care. “If a nurse is well-equipped to answer difficult questions, then that helps the patient,” said Lucero-Palacios. The project is an ongoing research effort in the Barmaki lab that has involved many students. Significant developments occurred during the summer of 2024 when undergraduate researchers Tuncer and Lucero-Palacios contributed to the project through funding support from the National Science Foundation (NSF). However, work began before and continued well beyond that summer, involving many students over time. UD senior Gavin Caulfield provided foundational support to developing the program’s virtual environment and contributed to development of the text-to-speech/speech-to-text capabilities. CIS doctoral students Fahim Abrar and Behdokht Kiafar, along with Pinar Kullu, a postdoctoral fellow in the lab, used multimodal data collection and analytics to quantify the participant experience. “Interestingly, we found that participants showed more positive emotions in response to patient vulnerabilities and concerns,” said Kiafar. The work builds on previous research Barmaki, an assistant professor of computer and information sciences and resident faculty member in the Data Science Institute, completed with colleagues at New Jersey Institute of Technology and University of Central Florida in an NSF-funded project focused on empathy training for healthcare professionals using a virtual elderly patient. In the project, Barmaki employed machine learning tools to analyze a nursing trainee’s body language, gaze, verbal and nonverbal interactions to capture micro-expressions (facial expressions), and the presence or absence of empathy. “There is a huge gap in communication when it comes to caregivers working in geriatric care and maternal fetal medicine,” said Barmaki. “Both disciplines have high turnover and challenges with lack of caregiver attention to delicate situations.” UD senior Rana Tuncer (center) met with faculty members Neslihan Yilmaz Sezer (left) and Menekse Nazli Aker (right) of Ankara University in Ankara, Turkey, to educate them about the virtual reality training tool she and her student colleagues have developed to enhance patient-centered care skills for health care professionals. When these human-human interactions go wrong, for whatever reason, it can extend beyond a single patient visit. For instance, a pregnant woman who has a negative health care experience might decide not to continue routine pregnancy care. Beyond the project’s potential to improve health care professional field readiness, Barmaki was keen to note the benefits of real-world workforce development for her students. “Perceptions still exist that computer scientists work in isolation with their computers and rarely interact, but this is not true,” Barmaki said, pointing to the multi-faceted team members involved in this project. “Teamwork is very important. We have a nice culture in our lab where people feel comfortable asking their peers or more established students for help.” Barmaki also pointed to the potential application of these types of training environments, enabled by virtual reality, artificial intelligence and natural language processing, beyond health care. With the framework in place, she said, the idea could be adapted for other types of training involving human-human interaction, say in education, cybersecurity, even in emerging technology such as artificial intelligence (AI). Keeping people at the center of any design or application of this work is critical, particularly as uses for AI continue to expand. “As data scientists, we see things as spreadsheets and numbers in our work, but it’s important to remember that the data is coming from humans,” Barmaki said. While this project leverages computer vision and AI as a teaching tool for nursing assistants, Barmaki explained this type of system can also be used to train AI and to enable more responsible technologies down the road. She gave the example of using AI to study empathic interactions between humans and to recognize empathy. “This is the most important area where I’m trying to close the loop, in terms of responsible AI or more empathy-enabled AI,” Barmaki said. “There is a whole area of research exploring ways to make AI more natural, but we can’t work in a vacuum; we must consider the human interactions to design a good AI system.” Asked whether she has concerns about the future of artificial intelligence, Barmaki was positive. “I believe AI holds great promise for the future, and, right now, its benefits outweigh the risks,” she said.
Measuring how teachers' emotions can impact student learning
University of Delaware professor Leigh McLean has developed a new tool for measuring teachers’ emotional expressions and studying how these expressions affect their students’ attitudes toward learning. McLean uses this tool to gather new data showing emotional transmission between teachers and their students in fourth-grade classrooms. McLean and co-author Nathan Jones of Boston University share the results of their use of the tool in a new article in Contemporary Educational Psychology. They found that teachers displayed far more positive emotions than negative ones. But they also found that some teachers showed high levels of negative emotions. In these cases, teachers’ expressions of negative emotions were associated with reduced student enjoyment of learning and engagement. These findings add to a compelling body of research highlighting the importance of teachers’ and students’ emotional experiences within the context of teaching and learning. “Anyone who has been in a classroom knows that it is an inherently emotional environment, but we still don’t fully understand exactly how emotions, and especially the teachers’ emotions, work to either support or detract from students’ learning,” said McLean, who studies teachers’ emotions and well-being in the College of Education and Human Development’s School of Education (SOE) and Center Research in Education and Social Policy. “This new tool, and these findings, help us understand these processes more precisely and point to how we might provide emotion-centered classroom supports.” Measuring teacher and student emotions McLean and Jones collected survey data and video-recorded classroom observations from 65 fourth-grade teachers and 805 students in a Southwestern U.S. state. The surveys asked participants to report their emotions and emotion-related experiences — like feelings of enjoyment, worry or boredom — as well as their teaching and learning behaviors in mathematics and English language arts (ELA). Using the new observational tool they developed — the Teacher Affect Coding System — McLean and Jones also assessed teachers’ vocal tones, body posturing, body movements and facial expressions during classroom instruction and categorized outward displays of emotion as positive, negative or neutral. For example, higher-pitched or lilting vocal tones were categorized as positive, while noticeably harsh or sad vocal tones were categorized as negative. Overall, McLean and Jones found that teachers spent most of their instructional time displaying outward positive emotions. Interestingly though, they did not find any associations between these positive emotions and students’ content-related emotions or learning attitudes in ELA or math. “This lack of association might be because outward positivity is the relative ‘norm’ for elementary school teachers, and our data seem to support that,” McLean said. “That’s not to say that teachers’ positivity isn’t important, though. Decades of research has shown us that when teachers are warm, responsive and supportive, and when they foster positive relationships with their students, students do better in almost every way. It could be that positivity works best when done in tandem with other important teacher behaviors or routines, or it could be that it is more relevant for different student outcomes.” However, they did find that a small subset of teachers — about 10% — displayed notable amounts of negative emotions, with some showing negativity during as much as 80% of their instructional time. The students of these teachers reported reduced enjoyment and engagement in their ELA classes and reduced engagement in their math classes. “We think that these teachers are struggling with their real-time emotion regulation skills,” McLean said. “Any teacher, even a very positive one, will tell you that managing a classroom of students is challenging, and staying positive through the frustrating times takes a lot of emotional regulation. Emotion regulation is a particularly important skill for teachers because children inherently look to the social cues of adults in their immediate environment to gauge their level of safety and comfort. When a teacher is dysregulated, their students pick up on this in ways that can detract from learning.” Recommendations for supporting teacher well-being Given the findings of their study, McLean and Jones make several recommendations for teacher preparation and professional learning programs. As a first step, they recommend that teacher preparation and professional learning programs share information about how negative emotions and experiences are a normal part of the teaching experience. As McLean said, “It’s okay to be frustrated!” However, it is also important to be aware that repeated outward displays of negative emotion can impact students. McLean and Jones also suggest that these programs provide specific training to teachers on skills such as mindfulness and emotion regulation to help teachers manage negative emotions while they’re teaching. “Logically, these findings and recommendations make complete sense,” said Steve Amendum, professor and director of CEHD’s SOE, which offers a K-8 teacher education program. “After working with many, many teachers, I often see teachers' enthusiasm or dislike for a particular activity or content area transfer to their students.” McLean and Jones, however, emphasize that supporting teacher well-being can’t just be up to the teachers. Assistant principals, principals and other educational leaders should prioritize teacher wellness across the school and district. If teachers’ negative emotions in the classroom result in part from challenging working conditions or insufficient resources, educational leaders and policymakers should consider system-wide changes and supports to foster teacher well-being. To learn more about CEHD research in social and emotional development, visit its research page. To arrange an interview with McLean, connect with her directly by clicking on the contact button found on her ExpertFile profile page.
Post-Pandemic Changes in Higher Ed
Provost Emeritus and the Lawrence Herbert Distinguished Professor Herman A. Berliner was featured in The Chronicle of Higher Education‘s Daily Briefing on March 14 about what has changed in higher education since the Covid-19 pandemic five years ago.
Summary: The article explores the Fear of Running Out (FORO), a psychological phenomenon that stems from anxiety about resource scarcity, particularly in retirement. FORO is especially common among seniors who fear depleting their financial, physical, or emotional resources as they age. Unlike FOMO (Fear of Missing Out), FORO focuses on the depletion of existing assets, often leading to cautious decision-making, delayed spending, or self-sabotaging behaviours like excessive frugality or social withdrawal. While some instances of FORO are valid—such as retirees who underestimated their living expenses—others are more psychological, with financially secure individuals still feeling paralyzed by fear and unable to enjoy their retirement fully. There are practical solutions, but they require more than just emotional support. We also need to address the lack of formal retirement planning and literacy. Most retirees have insufficient knowledge about tax-efficient asset drawdowns, and the limited guidance from financial institutions exacerbates these fears. We’ve all heard of FOMO (fear of missing out)—that nagging anxiety when everyone else seems to be at a fabulous party while you’re at home scrolling through social media, eating last night’s leftovers straight from the container. As we age, the fears we carry evolve—and for some, they get a little louder, quirkier, and much more challenging to ignore. A unique set of acronyms has emerged for older adults to describe these creeping anxieties. Allow me to introduce you to the unholy trinity of aging fears: FOGO (Fear of Getting Old): This one typically kicks in around our mid-to-late 50s when the realization hits and panic sets in: "Wait... I’m not young anymore?" Have I saved enough? Have I experienced enough? Am I running out of time? Cue the classic symptoms: splurging on bright red sports cars, embarking on bucket-list trips to exotic locales, or dating someone who knows what "Netflix and chill" really means, not cozying up with a movie. And yes, sometimes while still married. It’s all part of the "midlife crisis" package—a desperate attempt to outrun Father Time. But let’s be honest: The comb-over isn’t fooling anyone. FOBO (Fear of Being Old): This stage sneaks in during your 70s, as your "best before" date blinks ominously on life’s metaphorical packaging. Many enter into a state of "defensive denial," refusing to acknowledge their age or any limitations, insisting they are still as capable as ever, even when struggling with specific tasks. In this stage, people can demonstrate "overcompensation - Desperately trying to prove they’re still youthful. Many will refuse to use mobility aids or decline assistance from family or caregivers out of pride. Others will shut down anyone who dares to suggest they are old. “Me? Old? Please. I just got a brand-new hip last year!” FORO (Fear of Running Out): Now we get to the show's real star. FORO enters the spotlight as you thoughtfully consider retirement and suddenly takes over the plot. It’s the fear of running out—of money, energy, time, or maybe even snacks at movie night. This one’s a relentless buzz in the background of every decision, from how you spend your savings to whether you should buy name-brand peanut butter or settle for the generic jar. If left unchecked, FORO can steal the joy out of today by worrying too much about tomorrow. We have all heard the stories of people passing away with millions of dollars in the bank, yet they lived in squalor, afraid to spend their money. Now, FORO can manifest in all kinds of ways. Some are almost funny in hindsight. Remember the pandemic toilet paper wars of 2020? Or that panic at a party when you’re convinced you don’t have enough food for your guests, only to find yourself drowning in leftovers? But for seniors in retirement, FORO often takes on a much more serious tone—like running out of money, energy, or health as the years go by. These thoughts can be terrifying for the aged. And sometimes, this fear is warranted. Imagine a retiree who underestimated their living expenses, burned through savings too quickly, and now faces the stark reality of financial insecurity. That’s a legitimate case of FORO that demands attention, planning, and maybe a shift in lifestyle. But other times, FORO is more like a shadow in the dark—unsettling at first glance but harmless once illuminated. For example, some seniors with reasonable pensions, savings, and even supplemental income streams might still be too paralyzed by the fear of running out to take that dream vacation or help their grandchildren with school. In this situation, it is doubtful that there will ever be enough. This type of FORO can cause harm through neglect. This unfounded FORO can keep people from genuinely thriving during their golden years. There are well-documented cases of individuals who have perished from thirst in the desert while carrying full bottles of water. They were too frightened of running out of water to save their lives by drinking it. Most of us shake our heads and think we would never do that, but FORO represents a compelling fear that can lead to self-sabotaging behaviours. If FORO could result in death in the aforementioned desert scenario, how might it influence decisions regarding our significant assets, such as our homes? Unfortunately, many retirees pinch pennies and go without while living in homes with considerable equity, refusing to access it for fear of running out (FORO). So, how do we know when FORO is a valid warning signal and when it’s just a psychological hurdle? And, more importantly, how can we tackle this fear to ensure it doesn’t stand in the way of living a joyful, fulfilled retirement? Read on; we’ll dive deeper into the concept of FORO—why it exists, how it can sneak into our decision-making, and, most importantly, actionable strategies to manage it. Remember, your golden years shouldn’t be ruled by fear—they should be a time to shine. The Fear of Running Out (FORO) is a psychological concept rooted in anxiety about scarcity or insufficiency, particularly concerning essential resources like money, time, or opportunities. It's akin to FOMO (Fear of Missing Out), but instead emphasizes the anxiety of depleting one's existing resources rather than worrying about missed experiences. While FORO has not been as widely studied as FOMO in academic circles, the term has gained traction in financial and psychological contexts, particularly regarding retirement planning, economic behaviour, and decision-making. Although it’s unclear who explicitly popularized the term “Fear of Running Out,” it has become a recurring theme in financial planning discussions and among behavioural psychologists studying how individuals manage uncertainty and risk. The Psychology of FORO FORO is deeply rooted in psychological concepts of scarcity and loss aversion, both key ideas in behavioural economics. Loss aversion, central to Daniel Kahneman and Amos Tversky’s prospect theory, highlights that the pain of losing something outweighs the joy of gaining an equivalent amount. In the context of retirement, the fear of running out of money reflects this principle—financial depletion carries the weight of losing essential aspects like security, independence, and quality of life, making it feel particularly distressing. The work of researchers like Eldar Shafir and Senthil Mullainathan on the scarcity mindset further illuminates this phenomenon. They suggest that when people are preoccupied with avoiding resource depletion, they often develop tunnel vision, focusing narrowly on the immediate issue. For seniors worried about outliving their savings, this can manifest as excessive caution or hesitation in deciding to spend or draw down resources, even when such concerns may not be warranted. Faced with this dilemma, some seniors develop inertia, choose to do nothing, and ignore the situation altogether. According to a 2024 report by the Ontario Securities Commission, 13% of pre-retirees and 19% of retirees among Canadians aged 50 and older have a formal written retirement plan, which is a significant cause for concern. This reflects a widespread lack of structured financial and retirement literacy. Without a clear strategy, many individuals may not fully understand how to manage their resources effectively throughout retirement, particularly when it comes to de-accumulating (spending) assets in a tax-efficient manner. We can quickly start to see why many older Canadians have FORO. One key issue is that minimal accessible information exists on strategies for drawing down retirement savings to minimize taxes while ensuring long-term financial security. For example, the timing and order in which individuals withdraw from registered accounts like RRSPs, TFSAs, non-registered investments, or access their home equity can dramatically impact their overall tax burden and available income in retirement. Unfortunately, this type of guidance is often overlooked in financial planning resources, leaving most retirees guessing how much money is enough. The financial industry also contributes to this gap. Banks and many financial advisors are primarily compensated through commissions tied to the sale and management of investments, such as mutual funds or other financial products. This model does not incentivize them to provide comprehensive advice on strategically spending down savings. As a result, many seniors are left without the critical guidance they need to navigate the complexities of de-accumulation, leading to suboptimal emotionally driven decisions and increased financial stress. This lack of tailored advice is particularly problematic for Canadians who rely on paying off their homes as their primary financial plan. While homeownership is a valuable asset, it is not liquid, and converting it into usable retirement income can be challenging without proper planning. The fear of running out of money (FORO) becomes especially acute for these individuals, as they may not have the financial and retirement literacy or tools to make informed decisions about how to fund their retirement, especially concerning using home equity. In short, the low prevalence of formal retirement plans, insufficient education on tax-efficient de-accumulation, and the misaligned incentives of financial institutions significantly disadvantage seniors. This gap exacerbates financial insecurity and leaves many retirees vulnerable to the psychological and practical challenges of FORO, particularly those who rely on home equity, an illiquid asset, as their primary financial safety net. Addressing these issues requires a broader emphasis on financial and retirement literacy and unbiased, accessible advice tailored to retirees' unique needs. Key Components of FORO: 1. Scarcity Mindset—Seniors facing FORO might develop a scarcity mindset, which can lead to overly frugal behaviours. For example, they may reduce spending on essential support services or forego social activities to protect their savings, even when financially secure. 2. Emotional Triggers—FORO is tied to deeper emotional needs like safety, independence, and legacy. At its core is the fear that people will have nowhere to live, won’t have enough money to care for themselves, and will not have any money left to leave a legacy. 3. Decision Paralysis - FORO can cause retirees to delay allocating resources, from downsizing a home to sourcing pension-type income. This indecision can lead to missed opportunities or unnecessary sacrifices. 4. Overcompensation—In some cases, the fear of running out can lead to self-sabotage behaviours like hoarding money or withdrawing from social activities. These behaviours reduce quality of life and increase feelings of isolation. The Solution: A comprehensive approach that combines emotional support, practical planning, and mindset adjustments is essential to helping retirees overcome FORO. By addressing their fears and financial realities, they can gain the confidence to enjoy their retirement years without worrying about running out of money. 1. Acknowledgement and Understanding - Listen and empathize: Begin by genuinely listening to the retiree's concerns, recognizing that FORO is an emotional issue tied to deep-seated fears about security and independence. Normalize the fear: Reassure them that the fear of running out of money is common, especially in retirement. Explain the reasons behind this fear: Retirees often can’t return to work to supplement income. Lifespans and healthcare costs are unpredictable, creating uncertainty. The transition from accumulating wealth to spending it feels unnatural to many. 2. Develop a Retirement Spending Plan—Create a tailored plan. Outline a sustainable spending strategy aligning with the client's lifestyle, goals, and resources: Leverage expertise: Collaborate with their bank manager or financial advisor to develop a realistic budget covering essential and discretionary expenses. Focus on balance: Establish a balance between meeting current needs and maintaining future security. 3. Generate Pension-Like Income - Explore income solutions: Help them research ways to create predictable income streams, such as: Purchasing an annuity to convert part of their savings or equity into guaranteed income. Consider equity mortgage products for additional cash flow if they have sufficient home equity. Address misconceptions: Explain how these tools can reduce uncertainty and provide peace of mind. 4. Emergency Fund - Health care may be needed later in life and can be costly. Setting money aside for unexpected expenses will offer great comfort and peace of mind. 5. Mindset Shifts - Reframe perspectives: Encourage retirees to focus on the opportunities their resources provide rather than fixating on worst-case scenarios: Promote enjoyment: Remind them that retirement is a time to enjoy the fruits of their labour, not live in constant fear. Highlight the importance of self-care and experiences that bring joy and fulfillment. 6. Legacy Planning - Address legacy concerns: Help them create an estate plan or designate resources for loved ones and causes they care about, ensuring their wishes are honoured: Provide clarity: Show how planning for a legacy can reduce anxiety about leaving something behind while meeting their current needs. The Fear of Running Out is more than just a financial concern—it’s a deeply emotional and psychological issue for seniors facing the unpredictability of retirement. By addressing this fear in practical and empathetic ways, we can give retirees the tools and confidence to enjoy their golden years without worrying about depletion or feeling like they need to stockpile financial "water bottles" for a drought that may never come. And there you have it—FORO might be a formidable guest at the retirement table, but it doesn’t have to steal the show. By addressing the emotional roots of this fear, creating practical plans, and shifting the focus to what’s possible, retirees can turn their golden years into precisely that: golden. Remember, retirement isn’t about tiptoeing around scarcity; it’s about celebrating a lifetime of hard work and savouring the moments that make life rich. So, let’s leave FORO in the shadows where it belongs and step confidently into a retirement that truly shines. And let’s be honest, no one wants their legacy to read: "Lived frugally, died rich, and missed the Boat to the Caribbean." Don't retire---Re-Wire! Sue
A Bumpy Ride Ahead for HigherEd
A confluence of political, economic, and social challenges is threatening the very fabric of US universities. In both red and blue states, the political and economic headwinds facing institutions are fierce, public skepticism is high, and social media has become a polarizing battleground of filter bubbles filled with mis/disinformation. Universities find themselves squeezed by funding cuts, scrutinized by lawmakers, and caught in cultural crossfire. This presents a unique challenge for communications professionals. In this era of declining trust and “alternative facts,” they need to be hyper-informed, adapt quickly, and boldly emphasize the critical value institutions have in society. Communications should function as a vital link, bridging this growing divide between town and gown. In red and blue states, the political and economic headwinds hitting higher education are fierce, public skepticism is high, and social media has become a polarizing battleground of filter bubbles filled with mis/disinformation. It's important to note that throughout history, universities often emerge stronger and more deeply connected to the public during times of turbulence. Universities played a key role in partnering with the government to implement Roosevelt's New Deal, helping with emergency relief and agricultural programs. They helped democratize education with the GI Bill after World War II. They responded to societal demands during the civil rights era. Most recently, they played a key role in public health amidst the COVID-19 pandemic. Campus communicators have a unique set of skills and a vital responsibility to steer their institutions through these tough times. But the road ahead will be hard. The New Reality for Campus Communicators Cuts to Research Funding The lifeblood of academic innovation—research dollars—is under threat. The new political regime in Washington is looking to cut billions in federal research funding. A sudden cap on NIH indirect costs (slashed to 15% from an average of 28%) will have a profound impact on programs. Many researchers report that major grants are frozen or are expected to shrink. This “budget axe” isn’t theoretical for research universities—it’s biting right now. Communicators must convey what’s at stake: essential contributions such as groundbreaking science, community health programs, and innovation pipelines that fuel the economy hang in the balance as money gets tighter. Increasing State Oversight & Regulation In state capitals, politicians are muscling into campus affairs like never before. Republican-controlled statehouses are overhauling higher education governance, introducing over 150 bills in 35 states aimed at tightening control over public institutions. Even tenure is threatened. In the past year, lawmakers in seven states moved to eliminate or curb tenure and impose stricter post-tenure reviews – an unprecedented encroachment on academic freedom. New laws and proposals are creating oversight committees, mandating changes to the curriculum, and even threatening funding for programs out of political favor. The message from some state capitols is clear: “We’re watching you.” This surge in oversight and regulatory meddling means university communicators must navigate an increasingly fine line, demonstrating transparency and accountability at every turn to appease regulators while fiercely defending their institution’s academic autonomy. Political Pressure and DEI Backlash Diversity, equity, and inclusion initiatives are under open attack. What began as partisan rhetoric has evolved into concrete threats – and actions – against campus diversity efforts. Dozens of states have passed or proposed laws to defund DEI offices, ban diversity training, or restrict teaching about race and gender. The result? An “inconsistent and confusing landscape” for colleges as they respond to swelling political pressure. The campaign against campus DEI has dramatically accelerated in 2025, turbocharged by signals from the Trump administration pushing to eliminate DEI efforts across government and higher ed. According to The Chronicle of Higher Education 270 campuses in 38 states have already scaled back or dismantled some DEI programs under this pressure. For communications teams, the DEI backlash creates a messaging minefield. They must affirm institutional values of inclusion and support for marginalized groups, even as those very programs face hostile scrutiny from powerful critics. Threats to the Federal Department of Education In Washington, the unthinkable is suddenly on the table: the U.S. Department of Education itself is in the crosshairs. President Trump has made good on campaign promises by signing an executive order to dismantle the Department of Education. While outright abolition requires Congress, the administration has already laid off nearly half of the department’s staff and moved to strip the agency to its bare bones. “We’re going to shut it down… it’s doing us no good,” Trump declared. This unprecedented move could upend federal support and guidelines for universities – from financial aid administration to civil rights enforcement – leaving states to fill the void. Communications professionals must reassure students, faculty, and the public that education won’t grind to a halt if federal oversight wanes. It’s a communications tightrope: acknowledging the potential for massive change while conveying stability in the university’s core mission. After all, even if Washington pulls back, universities still answer to accreditation bodies and the public trust. The Misinformation Deluge on Social Media The information ecosystem has never been more chaotic – or more dangerous. Universities are grappling with viral misinformation and disinformation that can ignite campus controversies overnight. In the age of TikTok rumors and politicized Twitter (or “X”) feeds, false narratives spread like wildfire before facts can catch up. Recent campus incidents have shown how quickly truth gets muddled: one university saw fake reports about a protest spread widely. At the same time, another dealt with a gross misinterpretation of a student gathering that went viral. Photos and videos are routinely ripped out of context or deliberately edited with misleading labels. The public, meanwhile, is “bombarded with misinformation” online and growing distrustful of experts. For higher ed communicators, countering misinformation means fighting a two-front war: rapidly correcting falsehoods about their institution and proactively pushing out accurate, compelling content to capture attention before the rumors do. Economic Uncertainty and Budget Turbulence. Even aside from targeted funding cuts, universities are feeling economic whiplash. Inflation, endowment fluctuations, and post-pandemic enrolment dips have collided to squeeze campus finances. Many institutions face structural deficits and tough choices about programs and staffing. In fact, according to the Chronicle of Higher Education, two-thirds of colleges now show at least one sign of financial stress – a startling statistic that underscores how widespread the budget crunch has become. From flagship public universities to small private colleges, hiring freezes and spending cuts are the order of the day. Every dollar is scrutinized by trustees and legislators alike. Communications pros must now operate in a climate of fiscal anxiety, where messages about any new initiative or expense can trigger questions about priorities. The task at hand is to highlight the university’s economic stewardship and continued value to students and the community, even as belts tighten. It’s critical to communicate that the institution is navigating the storm responsibly—protecting its academic core and maximizing the impact of every precious dollar. Demands to Prove Real-world Impact “What is higher ed really doing for society?” In 2025, that question echoes from state capitols, donors’ boards, and kitchen tables across America. Universities are under intense pressure to demonstrate the real-world value of their research and teaching like never before. Lawmakers openly discuss ROI (return on investment) for degrees and research grants, seeking data on graduates’ earnings and innovations spawned per taxpayer dollar. Public confidence in higher education has been shaken – a recent Gallup survey found Americans’ confidence in colleges has plummeted to 36%, down from 57% in 2015. Many believe in personal value (a college degree for better jobs) but doubt that higher education delivers for the greater good. In short, the public is skeptical whether campus research and scholarship are worth the cost. University communicators must do more than publicize exciting discoveries – they must connect the dots for people. Every media release, story, or tweet should answer: Here’s how this university’s work benefits you, your community, and the world. Whether it’s a medical breakthrough, a tech startup from the lab, or a student project solving a local problem, the mandate is clear: show impact or risk losing support. In my next post, I'll provide a detailed blueprint to help communications professionals proactively plan and organize their teams for the road ahead. This actionable framework will help you better identify where you can add value for your institution where it needs it the most and confirm your critical role as a trusted resource. To your success! Upcoming Speaking Events April 23 PRSA Virtual Workshop "Cutting Through the Noise: What Thought Leadership Strategies are Working in Today’s Environment” Register Here June 8 IABC World Conference, Vancouver “The Thought Leadership Blueprint: Why & How to Build a High-Impact Program” Register Here Sept. 12-13 PRSA East Central Conference, Cleveland “The New Comms Leadership Skillset” Register Here About ExpertFile ExpertFile is revolutionizing how organizations connect their experts to journalists, podcasters, and conference organizers who need to find credible experts on tight deadlines…fast. Featuring experts on over 50,000 topics, our free Apple and Android mobile app is the go-to resource for journalists at media outlets such as the New York Times, CNN, NPR Radio, Fox News, BBC, The Guardian, ABC News, CBC, AXIOS and Time Magazine. For over a decade, our award-winning software platform has been helping marketing departments better manage and promote their online thought leadership to reach a wider audience. Clients include Carnegie Mellon University, ChristianaCare Health, Villanova University, Aston University and Emory University. Learn more at: expertfile.com/getstarted
The hidden consequences of school suspensions: Insights from 'Suspended Education'
School suspensions have long been a traditional disciplinary strategy used by educational institutions to address behavioral issues. Often perceived as a straightforward solution to handle disruptive conduct, suspensions remove the student from the school environment, theoretically allowing learning to proceed unhindered. University of Delaware sociology professor Aaron Kupchik explores school suspensions in his new book ‘Suspended Education: School Punishment and the Legacy of Racial Injustice.' He looks at how this practice is intrinsically tied to racial inequality and can have negative long-term impacts on students. He notes that beneath this seemingly effective measure, a multitude of unintended consequences lurk, some of which profoundly affect both the individual student and the broader community. And often, there is more harm than good done by this measure, particularly for students of color. Kupchik has appeared in a number of outlets including Time magazine and Delaware Public Media. He can be reached by clicking on his profile.
Hundreds of nurses and their colleagues at ChristianaCare gathered in a conference room at Christiana Hospital and listened through a livestream across the organization’s campuses and practices for an announcement they’ve been anticipating for many months. “For your commitment to nursing excellence and quality care, we are thrilled to recognize ChristianaCare with its fourth consecutive Magnet designation,” said David Marshall, JD, DNP, RN, chair of the American Nurses Credentialing Center’s Commission on Magnet Recognition. “This accomplishment is a powerful testament to your dedication to the nurses who practice there, the entire health care team, and — most importantly — the patients you serve.” Shouts erupted, balloons and streamers floated up and, in the happy commotion, there was even a little cowbell. As the only four-time Magnet-designated health care organization in Delaware, ChristianaCare has achieved this global recognition — the highest honor in nursing practice — for continued dedication to excellence and innovation, high-quality patient care and experience, nurse engagement and work culture. “Magnet designation recognizes ChristianaCare nurses are simply the best!” said ChristianaCare President and CEO Janice E. Nevin, M.D., MPH. “A fourth Magnet designation is an incredible achievement and reflects the vital importance and commitment of our nurses as we serve together with love and excellence.” ChristianaCare has more than 3,000 nurses, and they make up the largest segment of ChristianaCare’s workforce. ChristianaCare is the largest nonprofit organization and private employer in the state of Delaware. This most recent designation for ChristianaCare includes Christiana Hospital, Wilmington Hospital, ChristianaCare HomeHealth and Community Care Services, through early 2029. What it means to be Magnet “Our fourth consecutive Magnet designation means that our nurses and all of our caregiver colleagues have upheld the ANCC’s very high standards in patient care since our first recognition in 2010,” said ChristianaCare Chief Nurse Executive Danielle Weber, DNP, RN. “That is a long time to bring your ‘A’ game every day — through 15 years of change, including a pandemic — and to sustain growth in professional practice, innovation and culture. Magnet recognition raises the bar for patient care and inspires every member of our team to achieve excellence every day.” The Magnet Recognition Program — administered by the American Nurses Credentialing Center, the largest and most prominent nurses credentialing organization in the world — identifies health care organizations that provide the very best in nursing care, exceptional nurse engagement and professionalism in nursing practice. The Magnet Recognition Program serves as the gold standard for nursing excellence and provides consumers with the ultimate benchmark for measuring quality of care. The ANCC Magnet Recognition Program® has conferred Magnet status to less than 10% of hospitals and health systems in the United States. There are 621 Magnet-designated health organizations internationally. ChristianaCare was the first in Delaware to achieve Magnet designation, in 2010. For nurses, Magnet Recognition means education and development through every career stage, which leads to greater autonomy at the bedside. For patients, it means the very best care, delivered by nurses who are supported to be the very best that they can be. While Magnet is a nursing-led initiative, the designation reflects the work of caregivers across the organization. Magnet redesignation itself is a rigorous process. Health care organizations must reapply for Magnet status every four years and demonstrate adherence to the Magnet concepts for nursing excellence and engagement and measurable improvements in patient care and quality. The ANCC commended ChristianaCare on these exemplars: Advocacy for and acquisition of organizational resources specific to nurses’ well-being. particularly through the Nursing Integrative Care Program. An innovative strategy to address the shortage of certified registered nurse anesthetists in Delaware through a partnership program between ChristianaCare and Wilmington University to launch the state’s first Nurse Anesthesiology program. Outstanding nursing research engagement and growth of the nursing research enterprise especially through the Nursing Research Fellowship in Robotics and Innovation.
