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100 Days at 100 Degrees - How are Big City's Handling it?
This summer was a scorcher. And for some residents living in places like Phoenix, Arizona - it feels like summer will never end. A recent Los Angeles Times piece titled: 100 days of 100-degree misery: A summer of relentless, oppressive heat across the West took a close look at how cities are coping with record breaking heat and heat waves that are stretching longer than three month durations. And when reporters are covering complicated topics like this - it's experts like UC Irvine's Amir AghaKouchak they seek out to help with question and coverage. Amir AghaKouchak studies how climate change and variability influence extreme events (flood/drought/heatwaves) and compound hazards. "The city’s disparity in climate resilience is even visible from neighborhood to neighborhood, Amir AghaKouchak, a UC Irvine civil and environmental engineering professor, said. More affluent areas are better protected from extreme heat with vegetation and shade, while poorer areas have less shade and air conditioning. While people can’t stop heat waves from happening, he added, they can prepare as best they can for the sweltering conditions. “[Having a water bottle] can be the difference between heat stroke or no heat stroke, especially for vulnerable populations,” AghaKouchak said. September 05 - Los Angeles Times Covering climate and the environment is no easy assignment - but if you have a story we can help. Amir AghaKouchak is available to speak with reports on these subjects - simply click on his icon now to arrange an interview today.
Hurricane Season Quiet, But Not Yet Over
Jase Bernhardt, associate professor and director of Sustainability Studies and Meteorology in the Department of Geology, Environment and Sustainability, was interviewed by WNYW-TV Fox 5 about this year’s hurricane season. Though there aren’t any storms currently brewing in the Atlantic, Dr. Bernhardt says we are only midway through hurricane season and should not yet let our guard down. Jase Bernhardt is available to speak with media about this topic - simply click on his icon now to arrange an interview today.
If You Hate University Rankings Here’s One You Might Like
If your university cares about fostering research and innovation and you haven’t heard of the PitchBook Startup Index, you might want to pay closer attention to this data. While it doesn't look like the PitchBook folks are aiming to be a big player in the world of academic rankings, their detailed tracking activity of startup investments, which includes deal size, school affiliation, and employees, gives us a window into how each institution is performing on startup activity. Why This Is a University Ranking We Can Trust It's Objective: These rankings are based on detailed startup data that PitchBook dutifully tracks as part of many paid services it provides for clients that include VC's, Private Equity Funds and government agencies. The investors who pay for access to the underlying data expect accuracy and there is a considerable amount of meta information available for tracking as startups raise money and hire employees. It's Simple: The PitchBook rankings are free of the typical complexity found in other rankings such as the US News & World Report. They simply use a few key metrics including the number of startup founders affiliated with new ventures created at each institution and how much investment capital they have raised. It's Revealing: Ranking this data as a Top 100 Index gives us a good comparative view of which Universities are doing a good job of creating an entrepreneurial environment that stimulates learning and research while attracting investment capital and creating high-value jobs. Universities Need to Tell the Story Behind this Data to Build Support for Their Research & Startups This data is followed closely by University Research and Tech Transfer Offices. However, it should also be actively used by other departments, such as University Marketing and Communications, Government Affairs, Enrolment and Fundraising/Development which need to build support with legislators, policymakers, funding agencies, donors, and corporate partners - and yes, new student prospects. The relevance and accuracy of these rankings make this an important opportunity for you to tell your story and engage these audiences. "Promoting stories about your startups provides the perfect opportunity to demonstrate the relevance of your programs and narrow the gap between "town and gown." It's an opportunity to show how your faculty experts and researchers are nurturing innovation through startups to improve the lives of people in your local community and beyond." Did Your University Make the List? If the answer is yes, congrats! We would be remiss if I didn't recognize our clients who made the Top 100. Take a bow University of Florida, Vanderbilt University, University of Massachusetts, Michigan State University, University of California, Irvine and Rensselaer Polytechnic. Now it's time to get to work. As someone who has worked closely with startups and Universities over the past two decades, I see the immense value they create. That's why I'm surprised whenever I see university marketing teams missing valuable opportunities for promoting their faculty and research through the lens of startup activities. The Benefits of Celebrating Startups Research on startups (Shenkoya, 2023) shows that key factors such as access to research funds, dedicated faculty, size of dedicated staff (academic and non-academic), access to practical entrepreneurship courses, and non-regular curriculum startup activities are key factors responsible for success of University startups. However, proper funding for these programs in a challenging environment requires that Universities more effectively communicate the value they are delivering. Here's where you can shine: Media: This is an obvious opportunity, especially with local outlets. It provides the perfect opportunity to demonstrate the relevance of your programs and narrow the gap between "town and gown." Show how these startups are looking to improve the lives of people in the community. Corporate Partners: Startups are a natural focal point for conversations with industry partners, especially when you can speak to key market sectors and breakthrough research that faculty are focused on. Speak to how you are giving them more direct access to a pool of talented graduates. Also, don't forget to speak to programs you may be running in the areas of internships, mentorship programs, sponsored research, and curriculum development. Don't forget that engaging in educational partnerships helps companies improve their CSR profile, which can enhance their public image and brand. Also, explore how partners can financially support needed infrastructure improvements on the campus with funding for new facilities or new equipment. Students: Giving startups an opportunity to tell their stories and celebrate their achievements is one of the best ways to demonstrate how you are aligning your educational and entrepreneurship programs with industry needs. And don't forget to include your corporate partners. As employers, they are in the best position to show how you are preparing students for next-generation jobs. Show students how they will get direct exposure to the industry through programs you may be running, such as co-op terms, internships, and mentorships, and startup events such as boot camps and pitch competitions. Government: The data clearly shows that startups create high-value jobs and contribute to GDP growth. But governments today need constant reassurance that the funds they put into education and research are generating impact. You have to show the relevance of your startups by outlining how they are solving big societal problems that matter to voters. How are your startups leading socio-economic transformation for local communities and competing effectively on a global stage? Tips for Telling Your Startup Stories Focus on People Humanize your story by speaking directly to how founders and their teams are approaching key market and societal challenges. Focus on important "origin story" elements such as their personal challenges or insights that led them to their first discovery. Focus on notable collaborations they formed. How were faculty members or alumni involved in helping with research and market development or industry relationships? Create a story arc. Give your audience an appreciation for how hard startups are and the amount of uncertainty and risk they face in developing new innovations. Startups are not an overnight success. People are even more inspired by non-linear journeys that show the grit and determination that founders need to bring to their startups. Focus on Programs Always be thinking about how founders and their stories can help boost student enrolment by connecting their origin stories to specific experiences they had on the campus. Ask them how specific courses and programs prepared them for their entrepreneurial journey. Also ask them what other experiences such as campus mentorship programs, hackathons or pitch competitions helped them achieve specific breakthroughs and milestones. Focus on Photos & Videos Startups provide a great opportunity to engage your audience visually. Go beyond boring headshots, monolithic campus buildings, and staged stock images. Instead, use imagery that shows people creating new and exciting things together. This is not a time to be shy about asking founders, faculty, and funders to get in the shot and be recognized for their contributions. While you may think photo ops are overly promotional, they often help your partners communicate back to their constituency the importance of supporting your work. Walk the campus to get behind the scenes and show lab facilities, technology prototypes, and in-field work. Partners Profile notable investors, faculty, foundations, government agencies, alumni and corporate partners who may have invested time, money and other resources that help validate the quality of the startups you are helping build. Remember, startups are like a barn-raising, that involves a larger community. Give these partners an opportunity to be visible part of the story and they will celebrate with you and amplify your message to reach a bigger, more engaged audience. Proof Show evidence that the startups you are supporting are making a difference. Use your startups as an opportunity to speak to the bigger picture of why your institution matters. Speak to how they are tackling bigger challenges in areas such as environment, healthcare, social justice, the economy, physical infrastructure, security, election integrity and social innovation. Also make sure to demonstrate measurable impact in key areas such as: Total Addressable Market Job creation Investment activities Industry Awards Partnerships Patents Customer /Revenue Milestones It's Your Time to Shine In an era where impact is increasingly measured by the ability to translate research into real-world applications, universities have a unique opportunity to show the value of their startup ecosystems. But you need to get the stories out beyond the campus. Use your momentum to build a compelling narrative that makes your startups the heroes of your institution's story.
University of Delaware's Center for Political Communication unveils new vision, goals and leadership
The University of Delaware's Center for Political Communication (CPC) is excited to announce a transformative new chapter with the unveiling of its updated vision, goals and leadership for 2024 and beyond. Since its founding in 2010, the CPC has been at the forefront of innovative public opinion research on politics and media, always with an eye towards protecting and improving American democracy. With this new chapter, the CPC is actively integrating political psychology (the study of how and why people make political judgments and form political beliefs) into the study of public opinion and media effects. “Our vision is responsible democracy-centered journalism informed by our rigorous research on Americans’ thoughts, feelings, knowledge and behaviors,” says Dr. Dannagal Young, incoming Director of the Center for Political Communication. “In a few weeks, will be releasing new data on Americans’ knowledge and beliefs about abortion – an issue on which there are widespread misperceptions. Later this fall we are also launching an interdisciplinary initiative to understand the relationship between Americans’ personal wellbeing and their support for democratic institutions and norms.” By producing high-quality research at the intersection of media, politics and psychology, the CPC strives to elevate public conversations and inform news coverage to improve democratic health. Additionally, the Center seeks to serve as a vital resource for journalists, offering expert commentary and empirical data to encourage democratically responsible journalism. With this new direction comes new leadership, bringing together a team of esteemed scholars from Political Science, Communication and Journalism: Director Dr. Dannagal Young, Professor in the Departments of Communication and Political Science and International Relations, TED speaker, and author of Wrong: How Media, Politics, and Identity Drive our Appetite for Misinformation (Johns Hopkins, 2023) and Irony and Outrage: The Polarized Landscape of Rage, Fear, and Laugher in the U.S. (Oxford, 2020). Areas of Expertise: Misinformation, Political Satire, American Politics, the Psychology of Media Effects. Associate Director Dr. Erin Cassese, Professor in the Departments of Political Science and International Relations, Communication, and Women and Gender Studies, co-author of Abortion Attitudes and Polarization in the American Electorate (Cambridge, 2024). Areas of Expertise: Gender, Abortion, Public Opinion, Campaigns and Elections. Director of Research Dr. Phil Jones, Associate Professor in the Department of Political Science and International Relations, current Editor-in-Chief at Public Opinion Quarterly. Areas of Expertise: Electoral Politics and Public Opinion. Director of Engagement Dr. Lindsay Hoffman, Associate Professor in the Departments of Communication and Political Science and International Relations, and research leader for the American Council of Trustees and Alumni two-year Braver Angels project funded by the John Templeton Foundation. Areas of Expertise: Communication across Difference, Media Technologies, and Political Participation. Delaware Politics Director Dr. Paul Brewer, Professor in the Departments of Communication and Political Science and International Relations, co-author of Science in the Media: Popular Images and Public Perceptions (Routledge, 2021), former editor of the International Journal of Public Opinion Research. Areas of Expertise: Delaware Politics, Media effects, Political and Science Communication, Public Opinion, and Perceptions of Science. Delaware Debate Director: Nancy Karibjanian, Director of the University of Delaware’s Journalism program, faculty member in the Department of Communication, and former Director of the CPC with 30 years of broadcast experience. Areas of Expertise: Broadcast Journalism, and Delaware Debates. The CPC’s goals reflect its commitment to a vibrant and collaborative research environment that engages scholars and students at all levels. The CPC will continue to spearhead interdisciplinary research across the domains of communication, political psychology, public opinion, media effects, and public policy. The Center offers applied research opportunities for both graduate and undergraduate students in communication and political science, as well as an undergraduate minor in political communication, thus mentoring the next generation of scholars and practitioners. The CPC is proud to put its academic research to work in service of American democratic health.
Industry and researchers call for action to tackle climate impact of organic, carbon-based chemicals
Call led by members of Supergen Bioenergy Hub, based at Aston University They highlight that carbon-based chemicals cannot be decarbonised but can be defossilised They want a transition to renewable carbon sources such as biomass, recycled carbon, and carbon dioxide. Director of Supergen Bioenergy Hub, Professor Patricia Thornley Industry experts and university researchers have joined together to ask the government to address the climate impact of organic, carbon-based chemicals. While demand for fossil fuels as energy is expected to fall in the coming decades, the petrochemicals sector is set to grow significantly according to experts and is set out in a 2018 report by the International Energy Agency. Members of the Supergen Bioenergy Hub which is based at Aston University and the Biomass Biorefinery Network believe the issue has yet to receive proper attention and is calling for a strategy that addresses this key component of our greenhouse gas emissions. They want a move to a more circular economy, managing supply and demand levels and transitioning away from fossil feedstocks which are raw materials required for some industrial processes. In their paper Carbon for chemicals How can biomass contribute to the defossilisation of the chemicals sector? they highlight that carbon-based chemicals cannot be decarbonised but can be defossilised through a transition to renewable carbon sources such as biomass, recycled carbon and carbon dioxide. Many products in modern society contain carbon such as pharmaceuticals, plastics, textiles, food additives, cosmetics, and cleaning products. These chemicals are derived from fossil feedstocks, so they are classed as petrochemicals. As a result, they contribute to global greenhouse gas emissions and climate change. Carbon is embedded in organic chemical products and released when they break down at end-of-life, for example through incineration. To address the emissions from carbon in chemicals and accelerate the development of bio-based chemicals, the group want a cross-party consensus to support a sustainable chemical system. Director of Supergen Bioenergy Hub, Professor Patricia Thornley, said: “We need to consider the UK’s future feedstock and chemicals production and use, and how it relates to net zero, agriculture, environment, economy, trade, and just transition policy objectives. There are opportunities here for the UK to lead the way on sustainable chemical production, but we need to carefully plan a roadmap for the transition, that delivers opportunities around jobs and the economy as well as sustainable greenhouse gas reductions. “There is a definite role for biomass here. But it is essential that any future use of biomass in the chemicals sector is underpinned by rigorous, trusted, and enforceable sustainability governance to build confidence, deliver sustainability benefits, and minimise negative impacts. That requires improvements in sustainability governance and regulation. “We think there are real economic and trade opportunities by the UK accelerating sustainable chemicals. At the moment bio-based chemicals, and chemicals derived from other renewable carbon sources, are not being expanded in the UK because there are no explicit incentives that prioritise them over fossil-based production.” The group argues that the UK has significant academic and industrial research expertise to underpin the development of sustainable bio-based products and could be a global leader in bio-based products and sustainability governance. They believe that to date little of this has manifested as UK-based scale-up and manufacturing, whilst there are numerous examples of UK-led research being scaled up elsewhere. The paper was delivered at a webinar on 7 August. Notes to Editors Carbon for chemicals How can biomass contribute to the defossilisation of the chemicals sector? https://www.supergen-bioenergy.net/output/carbon-for-chemicals-how-can-biomass-contribute-to-the-defossilisation-of-the-chemicals-sector-policy-briefing/ Author: Joanna Sparks (formerly Aston University) With contributions from: Cristiane Scaldaferri (formerly Aston University), Andrew Welfle (University of Manchester), Patricia Thornley (Aston University), Ashley Victoria (University of Leeds), Caspar Donnison (Lawrence Livermore National Laboratory), Jason Hallett (Imperial College London), Nilay Shah (Imperial College London), Mirjam Rӧder (Aston University), Paul Mines (Biome Bioplastics), David Bott (Society of Chemical Industry), Adrian Higson (NNFCC), Neil Bruce (University of York) 2018 International Energy Agency report https://www.iea.org/reports/the-future-of-petrochemicals https://www.supergen-bioenergy.net/ The Supergen Bioenergy Hub works with academia, industry, government, and societal stakeholders to develop sustainable bioenergy systems that support the UK’s transition to an affordable, resilient, low-carbon energy future. The Hub is funded jointly by the Engineering and Physical Sciences Research Council (EPSRC) and the Biotechnology and Biological Sciences Research Council (BBSRC) under grant EP/Y016300/1 and is part of the wider Supergen Programme. www.bbnet-nibb.co.uk The Biomass Biorefinery Network (BBNet), a phase II Network in Industrial Biotechnology & Bioenergy funded by the Biotechnology and Biological Sciences Research Council (BBSRC-NIBB) under grant BB/S009779/1. The aim of the Biomass Biorefinery Network is to act as a focal point to build and sustain a dynamic community of industrial and academic practitioners who work together to develop new and improved processes for the conversion of non-food biomass into sustainable fuels, chemicals and materials. About Aston University For over a century, Aston University’s enduring purpose has been to make our world a better place through education, research and innovation, by enabling our students to succeed in work and life, and by supporting our communities to thrive economically, socially and culturally. Aston University’s history has been intertwined with the history of Birmingham, a remarkable city that once was the heartland of the Industrial Revolution and the manufacturing powerhouse of the world. Born out of the First Industrial Revolution, Aston University has a proud and distinct heritage dating back to our formation as the School of Metallurgy in 1875, the first UK College of Technology in 1951, gaining university status by Royal Charter in 1966, and becoming the Guardian University of the Year in 2020. Building on our outstanding past, we are now defining our place and role in the Fourth Industrial Revolution (and beyond) within a rapidly changing world. For media inquiries in relation to this release, contact Nicola Jones, Press and Communications Manager, on (+44) 7825 342091 or email: n.jones6@aston.ac.uk
National Institutes of Health award $1.827 million for research on collective cell migration
Priscilla Hwang, Ph.D., assistant professor in the Department of Biomedical Engineering at Virginia Commonwealth University, has received a National Institutes of Health grant for $1.827 million over five years. The award from the National Institute of General Medical Sciences will support Hwang’s innovative research project “Dissecting mechanisms of collective migration” and provide mentorship for student researchers from the high school to graduate level. Collective migration, where groups of cells move together in a coordinated manner, is critical for the successful development of tissues and plays a vital role in wound healing, metastasis, and other biological processes. Dysregulation in collective migration is often linked to developmental abnormalities and disease progression. Despite its importance, the mechanics and mechanisms driving collective migration remain poorly understood. The project is organized around three primary goals: Investigate the effect of biomechanical cues to activate leader cells and directional collective migration: Understand how biomechanical signals activate leader cells to guide the migration of cell groups. Elucidate which and how leader cell mechanics are responsible for leader cell development: Identify the specific mechanical properties and behaviors that enable leader cells to emerge and lead the collective migration process. Examine the role of cell junctional forces in collective migration: Explore how the forces at cell contacts contribute to the overall migration and coordination among cells. Hwang will leverage her expertise in 3D microphysiological systems to study collective migration in dynamic, physiologically relevant environments. Her work aims to uncover the mechanisms by which leader cells sense and respond to mechanical forces in their environment, driving the collective migration of cells. “Our understanding of collective migration, especially the mechanics and mechanisms driving this phenomenon, is very limited,” Hwang said. “Our proposal will significantly accelerate our progress toward a comprehensive understanding of collective migration and lay the foundation for advancing treatment for developmental abnormalities or diseases.” The NIH grant will also expand student research and mentoring opportunities. “This Maximizing Investigators Research Award (MIRA) only goes to the most highly talented and promising investigators, and Dr. Hwang is most deserving,” said Rebecca L. Heise, Ph.D., Inez A. Caudill, Jr. Distinguished Professor and chair of the Department of Biomedical Engineering . “The award will provide support for undergraduate and predoctoral research opportunities in this important area of fundamental research that has an impact on neonatal development, cancer, and fibrotic disease.” To ensure diverse perspectives are considered throughout the project, Hwang said students from diverse populations will be recruited, including underrepresented minorities, women, and first-generation college students. “Further, we will continue to share our passion for science with the community through developing hands-on outreach activities based on our research findings,” she added.
Florida Tech, Kennedy Space Center to Study Waste Treatment in Space
Associate professor of chemical engineering Toufiq Reza has spent years researching sustainable waste conversion techniques on Earth. When Florida Tech offered him a sabbatical, he took the chance to learn what that conversion process looks like in outer space while further strengthening the university’s already deep ties to NASA. In Fall 2023, Reza became the first professor to leverage school funding to spend a semester at NASA’s Kennedy Space Center. He worked with Annie Meier, who leads a team developing ways to convert astronaut-generated trash into fuel during missions, known as in-situ resource utilization (ISRU). “I wanted to do something different that I haven’t done. I have been doing research in my field; I know who the players are,” Reza said.” I could have easily gone to a research lab at another university and continued my research. But I wanted to learn something new.” His sabbatical prompted a new partnership between NASA Kennedy and Florida Tech. This summer, they signed an annex to their existing Space Act Agreement which will allow Kennedy Space Center (KSC) and the university to conduct joint research regarding logistical waste treatment and ISRU. “At NASA, we want researchers who are doing something that could help us, that could be synergistic, and to not reinvent the wheel,” said Jose Nuñez, university partnerships and small sat capabilities manager at NASA Kennedy. “The goal is to find professors who can benefit the agency in an area that needs more research.” As part of the agreement, KSC will share raw materials, waste simulant samples and information such as gas composition data with Florida Tech. In return, the university will analyze and share findings, such as what useful products can be taken from trash-to-gas waste for use as plant nutrients, and evaluate value-added applications. “I will encourage students to work on some of their technologies, test them in our lab and vice versa. This is a massive thing,” Reza said. “We can learn from each other to help each other.” Already, Reza’s students have visited Meier’s lab, and Meier and her KSC team came to Florida Tech to present her research and visit the university’s research facilities. Meier’s goals are similar to Reza’s: Both researchers want to find sustainable ways to convert trash and waste into energy, materials and chemicals. However, the methods aren’t completely transferrable between the two different environments of Earth and space. On Earth, Reza explained, waste can be burned or stored in a landfill. Neither of those options are viable in space. “You cannot dig up the moon soil and start burying. There is no oxygen or air to actually burn it…there is no water,” Reza explained. Currently, astronaut waste, such as food packaging, clothing, hygiene items and uneaten food, is launched back towards Earth and incinerates on the way there. However, Meier is working to advance waste mitigation technology, which Reza got to see up close. One of her projects, the Orbital Syngas/Commodity Augmentation Reactor (OSCAR), mixes oxygen, heat and trash in a reactor, which burns the trash and collects the gas it creates. Over the course of the semester, Reza assisted in KSC’s Applied Chemistry Lab, where Meier’s research took place. He offered both expertise and extra hands, from helping measure samples to reading through literature. He also took note of innovative technology for potential new research ideas, such as potentially developing a way of protecting metal coatings in space using the tools he learned. Meier’s waste conversion technology is built for a space environment, but Reza said it is unlikely that her complete systems could be used for waste conversion on Earth. Just as water and oxygen are limited resources in space but are plentiful on Earth, vacuums are plentiful resources in space but are expensive to create back home. However, that doesn’t stop the researchers from seeking inspiration through the new partnership. “We can learn from them and then take a part of their technology and integrate it with ours to make our technology more sustainable and vice versa,” Reza said. “They can improve their technology by utilizing part of our technology as well. As Meier said, “I wanted to learn on the terrestrial side how we can infuse some of our technology, and he wanted to learn from us to grow into the space sector, so it was a really cool match.”
Why Japan Issued a "Megaquake" Advisory Following Last Week's Tremor
The magnitude 7.1 earthquake that struck Japan's southern islands on August 8 left some residents of the country in panic. Not from the tremor itself, which caused only a handful of minor injuries and quick-expiring tsunami alerts, but rather the unprecedented advisory from the Japanese Meteorological Agency warning of an elevated risk of a "megaquake" in the region over the coming weeks. A "megaquake," short for a megathrust earthquake, is a type of temblor that occurs at a subduction zone, where one tectonic plate slips under another. A release of the tension that forms the thrust fault where the two plates meet can trigger some of the strongest earthquakes on the planet, measuring 9.0 or higher on the Richter scale, and produce large tsunamis. It may sound a bit alarmist, but Isabel Hong, PhD, assistant professor in Villanova University's Department of Geography and the Environment, assures that "even though it is not possible to predict earthquakes, the advisory comes from a place of prior knowledge." "We can't say for certain [when these earthquakes will happen]," she reiterated. "But probability suggests it could be more likely, in part because this smaller earthquake event occurred." The acute event—last week's earthquake—is indeed the root of the alert, which was issued in the following hours. The quake's epicenter was located close to the end of the Nankai Trough, a subduction zone off the coast of Japan where the Philippine Sea Plate slips under the Eurasian Plate. The Nankai Trough has historically produced strong earthquakes, most recently an 8.0 tremor in 1946. "Oftentimes, a large earthquake event can then trigger subsequent earthquakes," Dr. Hong said. "It can transfer stress to other faults that can make it more conducive for other earthquakes to then rupture, and that's the general belief of what's happening with the Nankai Trough right now." To compound the acute disturbance last week, Japanese government officials had already previously warned of a 70-80 percent likelihood of a Nankai Trough earthquake measuring 8-9 on the scale within the next 30 years. That warning was the product of extensive research into the region's seismic history. "All of the data that goes into [an advisory like that] is pulled from the work of dedicated scientists looking at past earthquake and tsunami deposits," said Dr. Hong, who herself studies prehistoric geohazards by analyzing their geologic trails along coasts. "This allows us to refine our understanding of the frequency of such events in a region. In this case, scientists can say, 'These happen about every 100 years, and it's already been over 70. Therefore, there's a higher probability another will occur in the next 30.'" If it does, officials fear that a strong earthquake could trigger a massive tsunami that would reach the coast of Japan within minutes due to its proximity, threatening the lives of hundreds of thousands of individuals. "Tsunamis occur along active subduction zones like the Nankai Trough," Dr. Hong said. "They do have to be generated by a strong earthquake, yes, but more important in their impact to coastal communities is the shape of the coastline offshore. If they go from deep to shallow water very fast, the tsunami builds tall." So, whether it appears alarmist or not, having the ability to study these seismic events in a way that can warn individuals of heightened risks should not be taken for granted, says Dr. Hong. Early warning signs and advisories for potential geohazards can save lives. "One of the reasons we dig into the geologic past is to help inform people what could happen in the future."
#ExpertSpotlight: What is a Blue Moon?
The phenomenon of a Blue Moon, though rare, captures the imagination and curiosity of the public, making it a prime topic for media coverage. A Blue Moon typically refers to the occurrence of an additional full moon within a specific time frame, usually two full moons in a single calendar month or an extra full moon in a season. This celestial event is not just an astronomical curiosity but also a cultural and symbolic event that resonates deeply with people around the world. The significance of a Blue Moon extends beyond its scientific rarity, touching on themes of folklore, human understanding of time, and the natural world's rhythms. Journalists can explore several angles to connect this event with broader societal interests, including: Astronomical Significance: Explaining the science behind what causes a Blue Moon, how often they occur, and the different types of Blue Moons. Cultural and Historical Context: Delving into the myths, legends, and folklore associated with the Blue Moon across various cultures and how these stories have shaped human perception of time and nature. Impact on Astrology and Horoscopes: Investigating the Blue Moon's influence in astrology, including predictions and interpretations tied to this rare event. Environmental and Ecological Implications: Exploring how lunar cycles, including Blue Moons, affect wildlife, tides, and natural phenomena, contributing to broader discussions on the environment. Art and Literature: Highlighting references to Blue Moons in art, literature, and music, and how this natural phenomenon has inspired creativity throughout history. Public Engagement and Education: Covering events, public viewings, and educational opportunities that allow people to learn more about the moon and other astronomical phenomena. By covering these angles, journalists can provide their audiences with a comprehensive look at the Blue Moon, connecting this celestial event to a wide range of cultural, scientific, and environmental topics that resonate with the public's interests. Connect with an expert about Blue Moons: To search our full list of experts visit www.expertfile.com Photo Credit: Kym MacKinnon
Teacher mindfulness doesn't begin on the first day of classes in the late summer or early fall. It is an invaluable skill that can be practiced and perfected all throughout the year, especially when teachers are on summer break. Leigh McLean is an an associate research professor in the School of Education and Center for Research in Educational and Social Policy at the University of Delaware. In her program of research, she investigates how teachers’ emotions and emotion-related experiences including well-being impact their effectiveness. Her work particularly focuses on how teachers’ emotions impact their instructional practices, and the role that early-career teachers’ emotions play as they transition into the career. She holds expertise in quantitative, mixed-methods, and longitudinal study design and implementation, multileveled data analysis, and classroom observation. Below she gives a few tips on how teachers can begin preparing themselves – and by extension their future students – for all the ups and downs of the upcoming school year. Engage in restorative rest this summer. One of the ways to prepare for the upcoming school year is to get restorative rest. It's important to let your brain disengage for a short time, but it's also beneficial to set aside time, before the school year begins, to think about the past school year. What went well? What might you want to do differently?? What techniques are you hoping to improve in the coming school year? As we as a society still reel from the COVID-19 pandemic, meaningfully reflect on the past four years and ask yourself what you've see with your students. What might they need to succeed this upcoming year? How can you facilitate an environment where students are getting supports for the unique challenges that the pandemic created? Incorporate mindfulness into your daily habit. A mindfulness practice is a daily regime of awareness, contemplation, and processing of all the things going on both within and outside of you. Mindfulness is a key skill when it comes to the larger goal of emotional understanding and regulation, and it has been shown to be a particularly helpful practice for teachers. However, you cannot expect to dive into mindfulness on day one of a new school year, it take practice. A great place to start is to pay attention to your emotions and work on emotional awareness in the weeks leading up to the school year. Shift your thinking fromo "emotions are noise that get in the way" to "My emotions are important signals that I have to pay attention to." This type of shift can be difficult to do for the first time in the heat of teaching so summer is a great time to practice these techniques. As educators, teachers experience the full range of human emotions every day, and they are usually the only adults in the room. While this might at the outset seem intimidating, teachers have the unique opportunity to use their emotions intentionally as cues for their students to pick up on. Dr. Jon Cooper, Director of Behavioral Health for the Colonial School District in New Castle, Delaware noted: "We want teachers to be the emotional thermostat, not the thermometer," and "We want them to intentionally set the emotional tone of the classroom." During the summer, think about how to set classroom norms and expectations to be responsive to your emotions and those of your students in a way that will create a more mindful classroom all around. This could look like including a classroom norm stating that aAll emotions are ok, even the bad ones. It could also look like acknowledging in your classroom management approaches that there is a difference between emotions and behaviors; so while all emotions are ok, not all behaviors that come from those emotions are ok. Take yourself through a school day and anticipate the needs of your students. One major mindfulness practice is taking yourself through a typical school day and identifying parts where students are most likely to have difficulties. Do students have challenging moments during small groups? Is there a lot of math anxiety going on in your class? Try structuring your day, approach, even your expressions so that you set yourself and your students up for success during these moments that are more likely to be challenging. Utilize mindfulness websites and apps. There are websites and apps teachers can use to further incorporate mindfulness into their daily lives, including: The Center for Healthy Minds UCLA's Free Mindfulness App For more tips... McLean is available for interviews and can expound on the ways teachers can set themselves – and their students – up for success. Click on her profile to connect.
