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AI in the classroom: What parents need to know

As students return to classrooms, Maya Israel, professor of educational technology and computer science education at the University of Florida, shares insights on best practices for AI use for students in K-12. She also serves as the director of CSEveryone Center for Computer Science Education at UF, a program created to boost teachers’ capabilities around computer science and AI in education. Israel also leads the Florida K-12 Education Task Force, a group committed to empowering educators, students, families and administrators by harnessing the transformative potential of AI in K-12 classrooms, prioritizing safety, privacy, access and fairness. How are K–12 students using AI in classrooms? There is a wide range of approaches that students are using AI in classrooms. It depends on several factors including district policies, student age and the teacher’s instructional goals. Some districts restrict AI to only teacher use, such as creating custom reading passages for younger students. Others allow older students to use tools to check grammar, create visuals or run science simulations. Even then, skilled teachers frame AI as one tool, not a replacement for student thinking and effort. What are examples of age-appropriate tools that enhance learning? AI tools can be used to either enhance or erode learner agency and critical thinking. It is up to the educators to consider how these tools can be used appropriately. It is critical to use AI tools in a manner that supports learning, creativity and problem solving rather than bypass critical thinking. For example, Canva lets students create infographics, posters and videos to show understanding. Google’s Teachable Machine helps students learn AI concepts by training their own image-recognition models. These types of AI-augmented tools work best when they are embedded into activities such as project-based learning, where AI supports learning and critical thinking. How do teachers ensure AI supports core skills? While AI can be incredibly helpful in supporting learning, it should not be a shortcut that allows students to bypass learning. Teachers should design learning opportunities that integrate AI in a manner that encourages critical thinking. For example, if students are using AI to support their mathematical understanding, teachers should ask them to explain their reasoning, engage in discussions and attempt to solve problems in different ways. Teachers can ask students questions like, “Does that answer make sense based on what you know?” or “Why do you think [said AI tool] made that suggestion?” This type of reflection reinforces the message that learning does not happen through getting fast answers. Learning happens through exploration, productive struggle and collaboration. Many parents worry that using AI might make students too dependent on technology. How do educators address that concern? This is a very valid concern. Over-reliance on AI can erode independence and critical thinking, that’s why teachers should be intentional in how they use AI for teaching and learning. Educators can address this concern by communicating with parents their policies and approaches to using AI with students. This approach can include providing clear expectations of when AI is used, designing assignments that require critical thinking, personal reflection and reasoning and teaching students the metacognitive skills to self-assess how and when to use AI so that it is used to support learning rather than as a crutch. How do schools ensure that students still develop original thinking and creativity when using AI for assignments or projects? In the age of AI, there is the need to be even more intentional designing learning experiences where students engage in creative and critical thinking. One of the best practices that have shown to support this is the use of project-based learning, where students must create, iterate and evaluate ideas based on feedback from their peers and teachers. AI can help students gather ideas or organize research, but the students must ask the questions, synthesize information and produce original ideas. Assessment and rubrics should emphasize skills such as reasoning, process and creativity rather than just focusing on the final product. That way, although AI can play a role in instruction, the goal is to design instructional activities that move beyond what the AI can do. How do educators help students understand when it’s appropriate to use AI in their schoolwork? In the age of AI, educators should help students develop the skills to be original thinkers who can use AI thoughtfully and responsibly. Educators can help students understand when to use AI in their school work by directly embedding AI literacy into their instruction. AI literacy includes having discussions about the capabilities and limitations of AI, ethical considerations and the importance of students’ agency and original thoughts. Additionally, clear guidelines and policies help students navigate some of the gray areas of AI usage. What guidance should parents give at home? There are several key messages that parents should give their children about the use of AI. The most important message is that even though AI is powerful, it does not replace their judgement, creativity or empathy. Even though AI can provide fast answers, it is important for students to learn the skills themselves. Another key message is to know the rules about AI in the classroom. Parents should speak with their students about the mental health implications of over-reliance on AI. When students turn to AI-augmented tools for every answer or idea, they can gradually lose confidence in their own problem-solving abilities. Instead, students should learn how to use AI in ways that strengthen their skills and build independence.

VCU College of Engineering receives $600,000 for AI-driven cybersecurity research

To advance AI-enabled cybersecurity research, the National Science Foundation (NSF) presented Kemal Akkaya, Ph.D., professor and chair of the Department of Computer Science, with a $600,000 grant through the organization’s Cybersecurity Innovation for Cyberinfrastructure program. Akkaya’s three-year project will explore how large language models (LLMs) can automate packet labeling for intrusion detection systems. “From transportation and healthcare to finance, improving the accuracy of machine learning algorithms used to defend the networks that underpin these sectors’ cyberinfrastructure is critical for protecting them from cyberattacks. Strengthening these defenses helps ensure the reliability and security of the essential services people rely on every day,” said Akkaya. Intrusion detection systems monitor network traffic to identify suspicious or malicious activity. These systems rely on machine learning models trained on large volumes of accurately labeled data. Producing those datasets, however, is time intensive and often requires expert cybersecurity knowledge. As digital systems increasingly power transportation, health care, finance and communication, the volume and sophistication of cyber attacks continue to grow. At the same time, artificial intelligence is reshaping how both attackers and defenders operate. Improving how quickly and accurately security systems can be trained is critical to protecting the infrastructure that supports daily life. Akkaya’s project will investigate how generative AI can help address this challenge. The team will fine tune open-source large language models using network data, threat signatures and expert annotations. Model accuracy will be strengthened through retrieval-augmented refinement, ensemble modeling and human-in-the-loop verification. Labeled datasets will be released in stages to support the development and evaluation of cybersecurity models. Using data from AmLight, an international research and education network operated by Florida International University (FIU), the project includes collaboration with researchers from FIU. The award strengthens VCU’s growing leadership in AI-enabled cybersecurity research and provides hands-on research training for graduate students. Resulting datasets from this work will support machine learning education for undergraduate students.

My MBA at 69: Q1 Results Are In. And Nobody Is More Surprised Than Me

When I wrote my first post about starting an MBA at 69, I was running on caffeine, stubbornness, and a mild identity crisis. I was drowning in software platforms, APA formatting, and the humbling reality that open-book quizzes could still make me sweat. Fast forward to today. I am now 25% complete. Even typing that makes me sit up straighter. More surprising? I am maintaining an A average. Yes. An A. Let that land for a moment. Before anyone faints, let me be clear. I am not retiring my original mantra. "Even C's Get Degrees" still lives on a sticky note in my brain. I repeat it whenever the ego starts strutting around like it owns the place. The goal was never perfection. The goal was sustainable progress and full nights of sleep. The A average is delightful. The mantra is protective. My dog Dottie approves of both.  She now perches on the back of the couch while I work, casting supervisory glances in my direction like a very small, very opinionated board member. We are in a much better place emotionally. The household has stabilized. What I did not anticipate was how much this experience would reveal about me. Lesson #1: Experience Is the Assignment Nobody Grades The content is strong. The business frameworks and systems I am learning are elegant. But the real gift has been realizing that my decades of experience give depth to everything I read. When the textbook discusses competitive positioning or industry cycles, I do not see abstract diagrams. I see real businesses. I hear boardroom conversations. I remember decisions that worked beautifully — and others that required creative explanations and, occasionally, some very careful walking back. The theories have texture because I have lived them.  This MBA is not separate from my work. It is sharpening it. Every case study filters through the same question: How does this apply to retirees? I cannot turn that lens off. Frankly, I would not want to. At the same time, not every concept survives intact outside the classroom. We are taught that firms must choose clearly between cost leadership and differentiation. Tidy in theory. Messier in practice, where most organizations stumble through imperfect hybrids while real-world pressures refuse to behave according to the textbook. I learn the models thoroughly. I cite them properly. I demonstrate mastery. And yes, after nearly losing my mind over whether a journal article published in 2019 requires a DOI or a retrieved-from URL, I can now format an APA 7th edition reference in my sleep. Whether I want to is another conversation entirely. But maturity lets me see where the models bend. Lesson #2: Selective Excellence Is Not Laziness. It's Wisdom. One of the biggest lessons this term has been prioritization.  At 29, I wanted to prove myself. At 69, I want to improve myself.  Earlier in life I would have tried to ace everything equally. Today, I allocate energy strategically. Marketing excites me. Strategy energizes me. Organizational behaviour feels like coming home. Those subjects get my full intellectual investment. Accounting gets solid, disciplined, B-minus effort.  I say that proudly. Retirement is also selective excellence. You do not need to be good at everything anymore. You get to double down on what lights you up. Coursework. Careers. Life. All of it.  But growth is not without discomfort. Lesson #3: The Classroom Has No Hallways Anymore My program is entirely virtual. No hallway conversations. No accidental coffee chats that turn into the best part of your week. Everything happens on screens, and group projects test my patience more than any midterm ever could. I even considered removing my photo from my profile to avoid immediate age assumptions.  Then I took a breath and remembered who I am.  If someone sees my age and quietly categorizes me as someone's grandmother, so be it. They have never met Aunt Equity when she puts her purse down.  For the record: I do not own a purse. In one recent group assignment, a teammate gently pointed out that I had used an em dash in a formal case report. A rookie mistake, apparently. Instead of bristling, I thanked them for the compliment. If I am still making rookie mistakes, I am still capable of growth. That exchange meant more to me than the grade. Lesson #4: The Advantage of Having Nothing Left to Prove Age has given me something powerful: detachment. I am not chasing internships. I am not competing for promotions. I am here because I want to be here, and that freedom changes everything. I can question thoughtfully. I can log off at a reasonable hour. I can engage with students young enough to be my grandchildren without an ounce of ego about it. Mostly. And still, whenever I feel the ego creeping back in about that A average, I whisper: "Even C's Get Degrees."  It works every time. Lesson #5: Curiosity Does Not Come With an Expiry Date The deeper curriculum of this MBA has little to do with GPA. It has taught me that humility sharpens thinking. That curiosity does not expire. That stretching intellectually at 69 feels remarkably similar to climbing toward Everest Base Camp at 60. You question your sanity. You adapt. You keep moving. When I look at my latest grades, I do not feel relief. I feel possibility. If I can adapt to new technology, academic writing standards, and Zoom calls at 7 AM, then reinvention is not reserved for youth.  It is available to anyone willing to risk being a beginner again. Are You Putting Your Experience To Work? If you are over 60 and thinking about taking a course, writing a book, starting a business, or learning something that scares you a little — here is the truth: Your experience is not a liability. It is leverage.  Your decades are not dead weight. They are the whole point.  And if you are willing to risk being a beginner again, reinvention will meet you exactly where you are. I am 25% done. Seventy is approaching. The mantra still stands.  Remember, even C's Get Degrees. But when you bring seven decades of lived experience into the classroom, the curve has a way of bending in your favour. Now, if you will excuse me, Dottie has just planted herself directly on my laptop and is staring at me with the quiet authority of someone who has already read the syllabus on Google Scholar. Eighteen courses to go. Multiple pots of extra-strong coffee. A carefully curated cocktail of patience, tolerance, and self-care. The honeymoon is officially over. What lies ahead is a full marathon: War and Peace-length reading lists, spreadsheets that test the limits of human endurance, and enough group projects to make a grown woman question everything she knows about herself. Dottie remains unbothered. She has seen me do hard things. She knows I finish what I start. She also knows the whining, complaining, and pleading will eventually stop. (insert slow, world-weary head shake from a very wise ten-pound dog who has heard it all before). Don’t Retire… ReWire! Sue Want to become an expert on serving the senior demographic? Just message me to be notified about the next opportunity to become a "Certified Equity Advocate" — mastering solution-based advising that transforms how you work with Canada's fastest-growing client segment. Here's the link to sign up.

Solving for X: Expert highlights importance of algebra in middle and high school

Math educators agree that Algebra is a critical course for middle and high schoolers, often serving as a gateway to more advanced math courses and influencing students’ academic trajectories in STEM pathways. Yet, many students struggle in this important course. Since May 2025, University of Delaware Associate Professor Erica Litke has partnered with the University of Pennsylvania Graduate School of Education and the School District of Philadelphia in a $5 million, three-year initiative to improve algebra teaching in the district. The project offers algebra teachers professional development through a year-long fellowship. With expertise in improving instructional quality in math and supporting algebra teaching, Litke leads the design and delivery of the professional development with Penn GSE experts. Close to 80 teachers participated in the first cohort of the fellowship, which includes a four-day summer institute. Litke’s research in math education has connected instructional quality to broader policy issues in education and focused on teacher knowledge and professional development. “The focus on algebra content and key features of algebra teaching that support students in learning algebra content helps teachers translate their learning from the fellowship directly into their teaching practice,” said Litke. “Being able to translate my research findings into usable knowledge for teachers and contribute to the design of this kind of comprehensive professional learning has been really exciting.” Litke can speak to her role in the Algebra Fellowship project, the importance of Algebra 1 in the trajectory of students’ STEM education and strategies for supporting teaching learning at the school and district levels. ABOUT ERICA LITKE Erica Litke is an associate professor specializing in mathematics education in the School of Education at the University of Delaware. Her research focuses on understanding and improving instructional quality in mathematics for students in the elementary and secondary grades. Her research has described and analyzed instructional practice in mathematics using observation instruments, connected instructional quality in mathematics to broader policy-related issues in education, and focused on teacher knowledge and professional development. She has appeared in The Philadelphia Inquirer, Daily Pennsylvanian and other publications. To speak with Litke or to learn more, email mediarelations@udel.edu.

Expert Q and A: Understanding "Punch," The Baby Monkey That Captured The World's Heart

A tiny Japanese macaque named Punch has unexpectedly become one of the internet’s most talked-about animals. Born at a zoo in Japan and rejected by his mother shortly after birth, the young monkey was hand-raised by staff and given a stuffed toy for comfort—an image that quickly ricocheted across social media worldwide. Videos showing Punch tentatively approaching other macaques, sometimes being pushed away or corrected as he tried to socialize, struck an emotional chord. What began as a local zoo update rapidly turned into international headlines, with audiences from North America to Europe weighing in on what they saw as loneliness, resilience and the universal need for belonging. But experts say the story is more nuanced than a viral clip suggests. The interactions that many viewers interpreted as bullying are, in fact, typical components of macaque social development, part of how young primates learn boundaries, hierarchy and group norms. While Punch’s early maternal separation makes his integration more delicate, gradual acceptance into the troop is a positive sign. As internet users continue to share and comment, the moment has sparked broader conversations about animal emotion, anthropomorphism and the realities of wildlife behavior in managed care settings. Florida Tech's Catherine Talbot offered insight into the complexities of animal behavior.  Catherine F. Talbot is an assistant professor in the School of Psychology at Florida Tech and co-director of the Animal Cognitive Research Center at Brevard Zoo. Her overarching research goal has been to study the ultimate (evolutionary) and proximate (behavioral, biological, and developmental) mechanisms underlying sociality. Q: Is it normal for mother macaques to abandon their babies, or is this an unusual occurrence? What circumstances can cause this to happen?  It’s not necessarily normal, but also not that uncommon in primates, unfortunately. It’s more common in first time mothers that are inexperienced and sometimes lower ranking mothers. A number of factors can increase the likelihood of abandonment including stress on the mother and unfavorable conditions such as limited resources. Q: How does abandonment affect development in young macaques?  Early maternal contact is critical for normal behavioral and emotional development. Infants rely on their mothers for nutrition, warmth, protection and learning how to navigate social dynamics. When infants do not have their mothers during critical developmental periods like infancy, in the short term, they tend to have elevated stress responses and difficulty with emotional regulation. In the long-term, it depends on whether the infant is able to form other types of attachment. In the worst-case scenario, they may have increased aggression, abnormal and/or self-injurious behavior, digestive issues and may lack social skills. But primates are resilient, and with social support and gradual integration into a troop, Punch can form new attachments, learn socially appropriate behavior and ultimately live a fairly normal monkey life. Q: Is it obvious to the rest of the troop when a young macaque has no mother? How does this affect integration?  Japanese macaques have really complex social worlds, so they are really in tune with the relationships they have with one another and recognize the relationships between other individuals. That can certainly make it more difficult for Punch to be accepted back into the troop – he needs to find some friends and possibly even a surrogate parent. With social support, he should be able to recover from the absence of a mother. It’s really great to see that the care staff stepped in to support Punch as he begins to recovery from the stress of this experience. It’s even more important that Punch is around other monkeys of the same species so that he can continue to learn from them and respond appropriately to social communication cues. I’m thrilled to see that Punch is now making friends. Q: Punch is obviously attached to his stuffed orangutan. We can understand how this happens from our own human experience, but can you explain, on a biological level, how he bonded with this stuffed animal? Primates, including humans, are neurobiologically wired to form strong social bonds with a caregiver very early in life. In many primate species, infants are born highly dependent on their mother. Punch’s attachment to the stuffed orangutan reflects this need for attachment. That physical touch – warmth, softness, graspable limbs, a stable physical presence – can partially activate those same calming biological pathways, including the release of oxytocin which regulates stress and promotes feelings of safety. Without activation in those pathways, Punch would likely experience stronger feelings of separation or loneliness and ultimately social withdrawal. These biological pathways are crucial to proper social and emotional development of any primate species. Any way we can help mitigate those effects for Punch is crucial for successful integration back into his troop. Q: How does sociality among Japanese macaques compare to that of similar species? Japanese macaques live in large multi-male, multi-female social groups that can range from roughly 50 to 150 individuals. Like many macaques species, they form stable, female-bonded societies. Females remain in their natal group (or the group they were born into) for life, inherit their mother’s rank, and form strong kin- based alliances whereas males emigrate to a new group at adolescence. Their societies are organized around matrilines or extended female family lines in which rank is very important. They have strong dominance hierarchies and generally high levels of aggression, but levels of aggression and tolerance can vary a good amount from group to group. Entire matrilines can outrank others, which dictates access to food, grooming partners, and coalitions. Within a single troop, you often see multiple matrilines with long-standing dominance competitions. I sometimes compare it to a Romeo and Juliet-style Montague and Capulet dynamic, where beneath the surface of daily grooming and foraging is a complex political landscape structured by kinship and status. Q: What behaviors can Punch expect from the rest of the monkeys as he continues to integrate with the troop? What behaviors can the troop expect to see from him? As Punch continues to integrate into his troop, I would expect to see some social testing by other members of the group to see how Punch responds- they may use mild aggression like open mouth threats or direct stares (which arethreatening is macaques), brief chases, and displacement from resources like food/resting spots. These will help clarify Punch’s rank and help form and maintain a stable hierarchy. Therefore, I hope to see Punch make at least a few strong social bonds (friends), to help defend him against more intense aggression. As long as he makes a few friends, he should begin to receive more affiliative behavior. Integration is usually gradual as these bonds form and strengthen and these skills develop. I would expect to see more play and grooming with conspecifics and less reliance on his stuffed orangutan as real social bonds start to form. Grooming is especially important for forming and maintaining social bonds and there are already videos showing Punch receiving some grooming from older monkeys, which bodes well for him. He also needs to respond in socially appropriate ways, like grooming others and showing submission to higher ranking individuals. Essentially, he needs to understand and follow the rules of Japanese macaque society. Q: What message do you have as people continue to root for Punch?  It's uplifting to see how much support Punch has gained across the world. And while Punch is clearly adorable and so vulnerable that you just want to love him and give him (or other monkeys like him) a home, it’s important to remember that more than anything else, he needs to live with other monkeys so that he can live a life that is true to his species and nature. Unfortunately, many people still have monkeys as pets. The illegal wildlife trade is a multi-billion-dollar industry, ranking as the fourth largest illegal trade after drugs, arms, and human trafficking. Within the United States, it is estimated that there are more than 15,000 nonhuman primates living in unsuitable conditions. Primates are intelligent, sentient beings that need complex communities and relationships to thrive. There currently is no federal legislation that protects primates from private ownership, but the Captive Primate Safety Act (H.R.3199/ S.1594) has been proposed to prohibit the private possession of nonhuman primates and the sale or transportation of nonhuman primates for the wild pet trade. If you're interested in connecting with Catherine and learning more about animal behavior,  let us help. Contact  Adam Lowenstein, Assistant Vice President for External Affairs at Florida Institute of Technology, at adam@fit.edu to arrange an interview today.

Rethinking AI in the classroom: A literacy-first approach to generative technology

As schools nationwide navigate the rapid rise of generative artificial intelligence, educators are searching for guidance that goes beyond fear, hype or quick fixes. Rachel Karchmer-Klein, associate professor of literacy education at the University of Delaware, is helping lead that conversation. Her latest book, Putting AI to Work in Disciplinary Literacy: Shifting Mindsets and Guiding Classroom Instruction, offers research-based strategies for integrating AI into secondary classrooms without sacrificing critical thinking or deep learning. Here is how she is approaching the complex topic.  Q: Your new book focuses on AI in disciplinary literacy. What is the central message? Karchmer-Klein: Rather than positioning AI as a shortcut or replacement for student thinking, the book emphasizes a literacy-first approach that helps students critically evaluate, interrogate, and apply AI-generated information. This is important because schools and universities are grappling with rapid AI adoption, often without clear guidance grounded in learning theory, literacy research, or classroom practice. Q: What inspired this research? Karchmer-Klein: The book grew directly out of my work with preservice teachers, practicing educators, and school leaders who were asking practical but complex questions about AI: How do we use it responsibly? How do we prevent over-reliance? How do we teach students to question what AI produces? I also saw a gap between public conversations about AI which often focused on fear or efficiency and what teachers actually need: research-informed strategies that support deep learning. My long-standing research in digital literacies provided a natural foundation for addressing these questions. Q: What are some of the key findings from your work? Karchmer-Klein: AI is most effective when it is embedded within strong instructional design and disciplinary literacy practices, not treated as a stand-alone tool. The research and classroom examples illustrate that AI can support student learning when it is used to prompt reasoning, reveal misconceptions, provide feedback for revision, and encourage multiple perspectives. Another important development is the emphasis on teaching students to evaluate AI outputs critically by recognizing bias, inaccuracies, and limitations, rather than assuming correctness. Q: How could this work impact schools, teacher education programs and the broader public? Karchmer-Klein: For educators, this work provides concrete, evidence-based literacy strategies coupled with AI in ways that strengthen, not dilute, student thinking. For teacher education programs and school districts, it offers a research-based framework for professional development and policy conversations around AI use. More broadly, the work speaks to a public concern about how emerging technologies are shaping learning, helping to reframe AI as something that requires human judgment, ethical consideration, and strong literacy skills to use well. ABOUT RACHEL KARCHMER-KLEIN Rachel Karchmer-Klein is an associate professor in the School of Education at the University of Delaware where she teaches courses in literacy and educational technology at the undergraduate, graduate, and doctoral levels. She is a former elementary classroom teacher and reading specialist. Her research investigates relationships among literacy skills, digital tools, and teacher preparation, with particular emphasis on technology-infused instructional design. To speak with Karchmer-Klein further about AI in literacy education, critical evaluation of AI-generated content and teacher preparation in the era of generative AI, reach out to MediaRelations@udel.edu.

Young magmas on the moon came from much shallower depths than previously thought, new study finds

New research on the rocks collected by China's Chang'e 5 mission is rewriting our understanding of how the moon cooled. Stephen Elardo, Ph.D., an assistant professor of Geological Sciences with the University of Florida, has found that lava on the near side of the moon likely came from a much shallower depth than previously thought, contradicting previous theories on how the moon produced lavas through time. These samples of basalt, an igneous rock made up of rapidly cooled lava, were collected from the near side of the moon by the Chang’e 5 mission and are the youngest samples collected on any lunar mission, making them an invaluable resource for those studying the geological history of the moon. In order to get an estimate of how deep within the moon the Chang’e 5 lava came from, the team conducted high-pressure and high-temperature experiments on a synthetic lava with an identical composition. Previous work from Chinese scientists has determined that the lava erupted about 2 billion years ago and remote sensing from orbit has showed it erupted in an area with very high abundances of potassium, thorium and uranium on the surface, all of which are radioactive and produce heat. Scientists believe that, in large amounts, these elements generate enough heat to keep the moon hot near the surface, slowing the cooling process over time. “Using our experimental results and thermal evolution calculations, we put together a simple model showing that an enrichment in radioactive elements would have kept the Moon's upper mantle hundreds of degrees hotter than it would have been otherwise, even at 2 billion years ago,” explained Elardo. These findings contradict the previous theory that the temperature of the moon’s outer portions was too low to support melting of the shallow interior by that time and may challenge the hypothesis about how the moon cooled. Prior to this study, the generally-accepted theory was that the moon cooled from the top down. It was presumed that the mantle closer to the surface cooled first as the surface of the moon gradually lost heat to space, and that younger lavas like the one collected by Chang’e 5 must have come from the deep mantle where the moon would still be hot. This theory was backed by data from seismometers placed during the Apollo moon landings, but these findings suggest that there were still pockets of shallow mantle hot enough to partially melt even late into the moon’s cooling process. “Lunar magmatism, which is the record of volcanic activity on the moon, gives us a direct window into the composition of the Moon's mantle, which is where magmas ultimately come from,” said Elardo. “We don't have any direct samples of the Moon's mantle like we do for Earth, so our window into the composition of the mantle comes indirectly from its lavas.” Establishing a detailed timeline of the moon’s evolution represents a critical step towards understanding how other celestial bodies form and grow. Processes like cooling and geological layer formation are key steps in the “life cycles” of other moons and small planets. As our closest neighbor in the solar system, the moon offers us our best chance of learning about these processes. “My hope is that this study will lead to more work in lunar geodynamics, which is a field that uses complex computer simulations to model how planetary interiors move, flow, and cool through time,” said Elardo. “This is an area, at least for the moon, where there's a lot of uncertainty, and my hope is that this study helps to give that community another important data point for future models.”

What "Super Agers" Are Teaching Us About Growing Older

When I think about aging well, I don't see a number on a birthday cake. I see capacity. The ability to think clearly. To move with confidence. To stay curious. To laugh easily. To remember where I put my keys. (Okay, that last one is still aspirational.) That's why I teach 4 fitness classes a week and pay close attention to how I fuel my body. Not because I'm chasing youth, but because I've learned, both personally and professionally, that the way we move, eat, sleep, and cope influences how we feel... and how we show up for the people we care about. I don't want to live forever. I just want to live well while I'm here. Like many Boomers, I've been interested in the growing research on longevity. And let's be honest: Boomers have never been good at accepting "no" for an answer. Why would we start now, just because it's mortality asking? We're the generation that refused to compromise. Retirement? Optional. Slowing down? Negotiable. Death? We'd like to speak to the manager. This leads us to a fascinating group of scientists known as "Super Agers." Who Are Super Agers, Really? In research terms, Super Agers are adults over 80 whose cognitive abilities, especially memory, perform at levels expected of people in their 50s or 60s (Rogalski et al., 2013). But here's what I love most: they aren't superhuman. They're not top athletes. They're not biohackers living on kale foam and cold plunges at dawn. (Though if that's your thing, carry on.).  They're everyday people who never disconnected from life. A striking Canadian example is Morry Kernerman, a Toronto violinist who kept on learning, hiking, and performing well into the ripe age of 101. His story embodies the spirit of Super Aging: it's not about dodging age, it's about refusing to stop living. In a CBC interview, Maury Kernerman doesn't sound like someone "trying to live longer." He talks like someone who's still interested in living, fascinated by the world, hungry for learning, and unwilling to stand still just because he might do something imperfectly. He also admits something that matters to a lot of readers: he wasn't always an exercise person. He started taking it seriously later in life and describes it as a "rear guard action" that hasn't stopped aging, but has helped him keep his capacity. One of the most poignant lessons: when we're afraid of doing the wrong thing, afraid of failing or being embarrassed, we stop.  And standing still is what really costs us. Haven't you heard? Sitting is the new Smoking!! What the Science Is Showing Us Canadian and U.S. researchers, at Western University and Northwestern University, are discovering something significant. Not a pill. Not a quick fix. A system. Angela Roberts (Western University) explained that the Canadian arm of the research isn't relying only on lab snapshots. Participants are sent home with wearable devices so researchers can monitor real-world activity patterns continuously (24 hours a day) over multi-week periods (CBC News, 2024 - https://www.cbc.ca/news/health/superager-centenarians-brain-second-opinion-9.7049411). That design matters because it turns "healthy aging" from a vague concept into measurable behaviours: how much movement you get, how intense it is, how consistent it is, and how it fits into the rhythm of normal life. Super Agers typically stay active, remain mentally sharp, maintain close relationships, handle stress effectively, sleep well, and keep a generally positive attitude (Rogalski et al., 2013 - https://doi.org/10.1162/jocn_a_00300; Sun et al., 2016 - https://doi.org/10.1523/JNEUROSCI.1492-16.2016) Their brains display thicker cortical areas linked to attention and memory, experience slower atrophy rates, have fewer Alzheimer's markers, and show stronger neuronal connections (Gefen et al., 2015 - https://doi.org/10.1523/JNEUROSCI.2998-14.2015; Harrison et al., 2012 - https://doi.org/10.1017/S1355617712000847) A Data Point Worth Remembering When It Comes to Longevity From the wearables, the research study observed that many 80-year-olds in the study, both "super agers" and the control group, were averaging about 25 to 30 minutes of exercise a day (roughly aligned with Canadian movement guidelines). The difference wasn't that super agers moved a little more.  The study showed that they got about 30% more of the kind of movement that raises heart rate, what researchers call moderate-to-vigorous physical activity In plain language: it's not just steps. It's getting your engine up into that slightly breathy zone on purpose, most days. There's no single longevity switch. It's a belt-and-suspenders approach: multiple protective habits working together over decades. Let's Talk About Weight (Without Losing Our Minds) People often ask: Should Super Agers be skinny? Or a little plump? The research answer is surprisingly dull (and comforting): Neither. Super Agers come in all sizes. There is no evidence that they share a specific body weight or BMI. What matters much more than the scale is stability, strength, and body composition (Stenholm et al., 2008). Obesity Shows Up Consistently in the Research Midlife obesity is associated with an increased risk of dementia later in life. Several large studies indicate that obesity (BMI ≥30) during midlife raises dementia risk by 33 to 91% compared to individuals of normal weight (Kivipelto et al., 2005; Qizilbash et al., 2015) However, in older age, unintentional weight loss often signals frailty or illness. Weight loss in later life is linked to faster cognitive decline and higher risk of death (Diehr et al., 2008) Being underweight increases the risk of death. Studies consistently indicate that underweight older adults (BMI <20) have 2 to 3 times the all-cause mortality risk compared to those with a normal weight, with one study reporting a 34% higher risk of dementia (Diehr et al., 2008). A slightly higher BMI in later life may actually be protective, especially if muscle mass is maintained. The "obesity paradox" demonstrates that overweight and mild obesity in older adults (ages 65+) are often linked to a lower risk of mortality, particularly from non-cardiovascular diseases (Natale et al., 2023). So, the prescription is clear: avoid extremes. Not so skinny you could use a Cheerio as a hula hoop, and not so plump that tying your shoes feels like a full-contact sport. Here's What Truly Matters: Muscle Mass Strength defends the brain, maintains balance, boosts metabolism, and offers resilience during illness or stress (Peterson & Gordon, 2011) "Skinny-fat", low muscle, higher fat, is actually worse for aging than carrying a bit more weight with muscle beneath (Prado et al., 2012). Super Aging isn't about shrinking yourself. It's about supporting the structure you live in. Sleep: The Quiet Superpower If movement is the main act, sleep is the stage crew ensuring the entire show runs smoothly. Sleep isn't just one thing. It's a cycle (Walker, 2017). The Stages of Sleep (a quick, non-boring tour) Light sleep: The warm-up. Easy to wake from. Necessary, but not enough by itself. Deep sleep: The body's main repair mode. This is where physical repair occurs: muscle recovery, immune support, hormone regulation (Scullin & Bliwise, 2015) (Walker, 2017). REM sleep: The brain's spa. Memory consolidation, emotional regulation, creativity, and learning all occur here (Scullin & Bliwise, 2015) (Walker, 2017). Missing deep sleep leaves your body feeling exhausted. Missing REM causes your brain to become fragile and foggy (Mander et al., 2017). Super Agers tend to guard their sleep, though not perfectly, deliberately (Mander et al., 2016). Consistent bedtimes, morning sunlight, daily activity, and relaxing evenings appear repeatedly. For some people, slow-release melatonin or magnesium can help improve sleep maintenance (Ferracioli-Oda et al., 2013). However, the greatest benefits often come from simple routines: consistency, darkness, cooler rooms, and avoiding phone use at 10 p.m. Sleep isn't a luxury. It's essential brain maintenance (Mander et al., 2017). Stress: The Real Villain Chronic stress is like kryptonite for cognitive health (McEwen & Sapolsky, 1995). The main source of stress is not accepting what is. We argue with reality, and we lose every time. We revisit conversations. We resist change. We attempt to control others. Super Agers appear more accepting, not resignation, but realism (Sun et al., 2016) Here are some practical strategies to consider: Let them. (Thank you, Mel Robbins.) People will be people. You don't need to manage them. Save your energy for what truly matters. And remember: what people think of you... is none of your business. Calm isn't passive. Calm is protective. Gratitude also plays a role. Many Super Agers exhibit a distinct emotional tone: more grateful, less gripeful (Hill & Allemand, 2011) Life wasn't simpler; they simply didn't let bitterness steer the way. Relationships and Quality of Life: The Real Gold Standard Super Agers don't have more friends; they have deeper ones. Strong relationships are linked to better emotional regulation and preserved brain regions. (Cacioppo & Cacioppo, 2014) (Holt-Lunstad et al., 2010) And this isn't about extending life. It's about quality of life: cognitive, physical, and emotional well-being. Because no one wants a farewell-to-life party where nobody shows up because you've been miserable, bitter, or exhausting to be around (thank you, BR). Strong body. Clear mind. Warm relationships. A sense of humour that endures gravity. That's the win. 3 Practical Takeaways to Steal this Week If you want the super-ager approach without turning your life into a science experiment, here are three low-drama moves: Add intensity, not just activity. Keep your regular walk, but pick one segment to walk faster, take a hill, or add short brisk bursts. Your heart rate is the clue. Keep a learning thread running. Music, audiobooks, a class, a museum habit, a book club, anything that keeps your mind taxed in a good way and makes you feel curious again. Make "don't stand still" a rule. If you're avoiding something because you might look silly (a dance class, a new hobby, a new friend group), that's exactly the place to lean in, gently, but on purpose. Super Agers aren't chasing youth. (No one needs to see me in low-rise jeans again.) They're cultivating engagement. (Do you want to dance?) They move. They learn. They sleep well. They stay positive. They accept what is. They remain connected. They rely on the belt and suspenders. And most importantly, they don't wait for permission to live life to the fullest at any age. Yes, biology will win eventually. None of us gets out of this alive. But the real victory isn't in defeating what we can't control. It's in mastering what we can, for as long as we can, and living fully right up until biology takes its final bow. Don't Retire...ReWire! 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A future in pharmacy, made possible by support and mentorship

A freshman chemistry major from Hinesville, Georgia, Geovanii Pacheco already has his sights set on a career in pharmacy. His ambition is rooted not just in a love for science, but in personal experience. Growing up, his family spent countless hours navigating prescriptions and insurance coverage for his older brother, Devin, who has autism. During those moments, one pharmacist consistently stood out. This was someone who advocated for his family, helped them through paperwork and made sure Devin got the medication he needed. “It really resonated with me,” Pacheco said. “As a pharmacist, I’d like to embody what she did for us, for others as well.” That goal brought Pacheco to Georgia Southern University where he is now supported by the National Science Foundation’s S-STEM Scholarship Program Award. This is a nearly $2 million grant designed to support Pell-eligible students pursuing degrees in biochemistry, biology, chemistry, geosciences, mathematics, physics or sustainability science. For Pacheco, the program has been nothing short of life-changing. “I can say that I’m not going to college with any financial stress,” he said. “I have no money coming out-of-pocket.” Administered through Georgia Southern’s College of Science and Mathematics, the federally funded program provides last-dollar scholarships that cover remaining costs after Pell Grants and other aid are applied. In addition to financial support, the program pairs students with dedicated faculty mentors and offers structured programming aimed at retention, professional development and long-term success. Sara Gremillion, Ph.D., professor of biology and principal investigator on the grant, said the goal is to ensure that students don’t just enroll in college, but that they also thrive once they arrive. “They may not have a strong expectation about what to expect in college,” said Gremillion. “This program not only removes financial barriers, but it also surrounds students with the support they need to navigate college and plan for their future.” Pacheco has felt that impact from day one. Thanks to the program, he moved into his residence hall a week early to attend a one-week Basebamp program to jump start his college experience. There, he met fellow scholarship recipients and connected with his faculty mentor before classes even began. His mentor, Shainaz Landge, Ph.D., associate professor of chemistry, has helped connect Pacheco with opportunities from joining the Student Affiliates of the American Chemical Society to learning about upcoming pre-pharmacy organizations and undergraduate research. “Students such as Geovanii serve as prime examples of the fulfillment derived from mentorship and teaching,” said Landge. “Their growth and engagement highlight the critical role that effective mentorship plays in fostering both academic development.” That blend of mentorship and financial support is exactly what the grant was designed to provide. Over five years, the program will serve dozens of students in eligible majors such as chemistry, biology, biomedical science, biochemistry, physics, mathematics, sustainability science and geoscience. Each student receives individualized scholarship support, up to $15,000 per year, based on need, along with a faculty mentor who stays with them throughout their undergraduate journey. For Pacheco and his family, the scholarship brought immediate relief. He vividly remembers opening the acceptance email with his mother and scrolling down to see the financial aid details. “She was tickled, let me tell you,” he said. “It lifted so much stress off her shoulders. It was life-changing.” Applications to be part of the next cohort of COSM S-STEM Scholars are open until Feb. 1, 2026. Eligibility requirements, necessary documentation and other information can be found at this webpage. Looking to know more about Georgia Southern University or the National Science Foundation’s S-STEM Scholarship Program Award? Simply contact Georgia Southern's Director of Communications Jennifer Wise at jwise@georgiasouthern.edu to arrange an interview today.

The Double-Edged Scroll: Why Passive Screen Time Drains You More Than Active Use

Most conversations about “screen time” focus on hours. But newer research and what clinicians see in practice suggest how you use your phone may matter as much as how much you use it. A 2024 meta-analysis of 141 studies on active vs passive social media use found that, overall, effects are small, but there is a pattern: passive use (just scrolling and watching) is more consistently associated with worse emotional outcomes, while some forms of active use (commenting, messaging, posting) show small links to greater wellbeing and online social support. (OUP Academic) Other work from Frontiers in Psychology suggests that the emotional impact of passive use depends heavily on how you feel about the content: when it triggers envy, comparison or negativity, mental ill-being goes up; when it’s genuinely positive, the effect can be neutral or even slightly protective for some users. (Frontiers) Reviews also point to upward social comparison, FOMO and rumination as key pathways linking passive browsing to lower wellbeing. (ScienceDirect) Psychotherapist Harshi Sritharan, MSW, RSW works with teens and adults who feel “wiped out” by their feeds and draws a sharp line between passive and active tech use: “Don’t do passive tech use — that doom scrolling, or content just being thrown at you,” she says. “I want people to engage in active tech use. Go and search something up, choose the long-form video you actually want, talk to your friends. Don’t let the app decide everything you see — especially for kids, who are getting content they’re not ready for and didn’t sign up for.” She notes that many of her clients describe feeling “numb, anxious or wired” after long passive sessions, a sign that their nervous system is being pulled around by unpredictable, emotionally loaded content rather than chosen experiences. She also discussed the short term recall related to scrolling: "Some of my clients can't even remember what content they consumed right after scrolling. However, we know that what we pay attention to and what we show our brains has an impact on our thoughts, mindset, feelings and overall internal world." Offline.now founder Eli Singer frames this as a design problem, not a moral failing. The platform’s research shows people already spend about 10 of their 16 waking hours on screens; the realistic goal is to upgrade some of that time, not pretend we can all go offline. His advice: instead of vowing to “get off your phone,” start by swapping just 20 minutes a day from passive to active use; for example, messaging a friend to meet up, learning something specific, or planning an offline activity. “When people tell us they feel overwhelmed by their screen habits, it’s not laziness, it’s a crisis of confidence,” Singer says. “We don’t need perfect digital detoxes. We need small, winnable shifts, like taking one block of passive scrolling and turning it into something you actually chose.” For journalists, the story isn’t simply “screens are bad.” It’s that passive, algorithm-driven scrolling is where comparison, FOMO and emotional overload tend to pile up and that helping people change how they use their devices may be more realistic, and more effective, than focusing on raw minutes alone. Featured Experts Harshi Sritharan, MSW, RSW – Psychotherapist specializing in ADHD, anxiety, insomnia and digital dependency. She helps teens and adults understand how doomscrolling and passive feeds hijack dopamine and mood, and teaches practical shifts toward more intentional, “active” tech use. Eli Singer – Founder of Offline.now and author of Offline.now: A Practical Guide to Healthy Digital Balance. He brings proprietary data on digital overwhelm and the “confidence gap,” and shows how 20-minute “micro-wins” like upgrading one chunk of passive screen time can change people’s relationship with their phones without extreme detoxes. Expert interviews can be arranged through the Offline.now media team.