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UF researchers aim to improve nutrition for cancer patients
A new study and first-of-its-kind food pharmacy at UF aim to help patients with cancer access and eat nutritious foods, giving them the best possible shot at a healthy future. As many as a third of cancer patients face food challenges, particularly in rural areas. Good nutrition can improve outcomes during and after treatment. With a grant from the Florida Department of Health, a team of researchers at the University of Florida Health Cancer Center and Sylvester Comprehensive Cancer Center will first assess the community’s nutritional needs. Then they’ll test the usefulness of a food-focused digital tool designed to connect patients to helpful resources. An on-site food pharmacy will help patients not only get the food they need to thrive but also provide tools for lasting change. “We’re taking a community-based approach to holistic cancer care,” said Dejana Braithwaite, Ph.D., associate director for population sciences at the UF Health Cancer Center. “Patients consistently express that nutrition is an important issue for them during cancer treatment. We want to address nutritional needs from treatment through survivorship with a sustainable intervention. ASCENT brings science and community together to make that a reality in Florida.” Braithwaite, a professor and division chief in the UF Department of Surgery, is leading the multi-institution study with Tracy Crane, Ph.D., R.D.N., director of lifestyle medicine, prevention and digital health and co-lead of the Cancer Control Program at Sylvester, part of the University of Miami Health System. Researchers from the UF colleges of Journalism, Medicine, and Public Health and Health Professions and UF/IFAS Extension are participating. The Florida Partnership for Adding Social Context to Address Cancer Survivorship Outcomes study, which the researchers have nicknamed ASCENT, will focus on those affected by the most prevalent cancers in Florida, including breast, lung, colorectal, prostate and blood cancers. “Cancer survivors who follow a healthy dietary pattern have a lower risk of recurrence and death,” said Cora Best, Ph.D., R.D.N., an assistant professor of nutritional sciences in the UF College of Agricultural and Life Sciences and study team member. “Some cancer therapies have long-term or late side effects that increase the risk for chronic conditions, like osteoporosis, which can be alleviated with good nutrition. That means a healthy diet during and after oncologic treatment can enhance lifespan and quality of life.” Researchers will start by conducting interviews with patients, providers and community-based organizations. They want to understand how to best use resources to meet the nutritional needs of those with cancer, such as food security and diet quality. “Community outreach and engagement with various groups is a cornerstone of the study,” said Francis Dalisay, Ph.D., an associate professor in the UF College of Journalism and Communications who helped develop the interview guides. The team will use the information to build a diet intervention with online surveys and patient navigator support, which they will test in a randomized clinical study at UF Health and Sylvester. Patient navigators will connect patients with resources like community programs or specialist referrals. The food pharmacy, located at the UF Clinical and Translational Sciences Metabolic Kitchen, will help cancer patients get healthy, whole nutrient-dense foods like high-protein items, fruits, vegetables and pantry staples. It will also provide workshops, personalized recipes and meal plans. Although the United States is a wealthy nation, food insecurity remains common, including in Florida, Best said. “The ASCENT study pairs evidence-based dietary guidance for cancer survivors with innovative strategies to overcome barriers like food insecurity,” she said. Ultimately, the study aims to empower patients so they can address lifestyle factors in their control, boosting their well-being. “I am hopeful this study will provide patients with appropriate resources to improve their overall nutrition, especially those who are malnourished,” said Paul Crispen, M.D., the Cancer Center’s associate director for clinical research and a study adviser.
Inside the Italian art heist: Experts explain the global fight to protect cultural heritage
A lightning-fast art heist in Italy has reignited global concerns about museum security and the protection of cultural heritage. As investigators search for stolen works by some of history’s most celebrated artists, University of Delaware experts are available to help journalists unpack the broader implications. Earlier this month, thieves executed a highly coordinated robbery at the Magnani-Rocca Foundation, stealing paintings by Pierre-Auguste Renoir, Paul Cézanne and Henri Matisse in a matter of minutes. Authorities say the operation was swift, targeted and likely premeditated – highlighting the evolving sophistication of art crime. The theft adds to a growing pattern of high-value art crimes across Europe, raising urgent questions about how institutions safeguard collections and what happens when culturally significant works disappear into illicit markets. UD experts are available to provide context, analysis and on-the-record commentary: Debra Hess Norris Chair, Department of Art Conservation A globally recognized leader in art conservation, Norris specializes in the protection, preservation and recovery of cultural heritage. She can speak to: How museums assess and mitigate security risks What happens after a major art theft The challenges of recovering stolen works in international markets How conservation science supports authentication and repatriation Jessica Horton Associate Professor of Art History Horton’s research examines global art histories and the movement of cultural objects across borders. She can discuss: Why stolen artworks matter beyond their monetary value Cultural ownership, repatriation and ethical considerations How art theft disrupts historical narratives and public access The broader cultural consequences of illicit art trafficking While headlines focus on the dramatic nature of art heists, the deeper story is about the fragility of cultural heritage – and the global effort required to protect it. To speak with Norris or Horton, email mediarelations@udel.edu.
Target Can’t Seem to Escape the Crosshairs
The on-again-off-again nationwide boycott of Target has the retailer’s new chief executive, Michael Fiddelke, officer facing relentless pressure from activists on both sides of the issue. David Primo, a professor of political science and business administration at the University of Rochester, says Fiddelke can’t seem to move Target from the crosshairs despite slashing prices on thousands of products and investing in stores, workers, and technology. “Target remains a battleground for activists on the left and the right, and its new CEO hasn’t yet figured out how to extricate the company from this role,” Primo recently told USA Today. “Fiddelke already faces a huge challenge in turning around a company with significant operational issues. This certainly doesn’t help matters.” Target has reported 13 straight quarters of sluggish sales. Company officials have admitted that shopper anger has contributed. Activists in Minneapolis, where Target is based, organized a nationwide boycott last year over the company’s rollback of diversity, equity, and inclusion policies. From church pulpits to community gatherings, the policy about-face was widely viewed as a betrayal of Black Americans who had propped up the retail giant’s bottom line. Primo studies corporate political strategies, among other areas, and regularly shares his insights with business journalists and political reporters. His essays have appeared in The New York Times and The Wall Street Journal, and he’s been interviewed by many radio and television outlets, including Bloomberg and National Public Radio. Contact him by clicking on his profile.
One year after his pioneering flight aboard Blue Origin’s New Shepard rocket, University of Florida space biologist Rob Ferl, Ph.D., is still processing what it meant — not just for his career, but for science itself. “What stands out the most is just the overwhelming gratitude,” Ferl said. “It was such an amazing opportunity for a scientist to go to space and actually do science.” Ferl, a professor in UF’s Horticultural Sciences Department, Director of the Astraeus Space Institute, and Assistant Vice President of Research, became one of the first space biologists to fly alongside his own experiment — a moment that marked a new era in researcher-led missions. His suborbital journey provided a rare opportunity to study how terrestrial biology responds to the very first moments of spaceflight. “For decades, space biology has relied on professional astronauts to carry out experiments designed by scientists on Earth,” Ferl explained. “But to truly understand how biology works in space, I believe you - as the scientist - have to be there. You have to feel the environment.” This September, Ferl and longtime collaborator Anna-Lisa Paul, Ph.D., will be back at Blue Origin’s West Texas launch site, continuing their work with a new series of plant experiments. Ferl and Paul, who directs UF’s Interdisciplinary Center for Biotechnology Research and is a professor in Horticultural Sciences, are tracking fluorescently tagged genes in Arabidopsis plants to study how gene expression changes during the rapid shift from Earth’s gravity to the microgravity of spaceflight and back again. It’s a full-circle moment for Ferl, who remains deeply engaged in the same questions that sent him to space a year ago. Unpacking the Transition from Earth to Space Ferl’s experiment focused on the early metabolic responses of plants during the critical transition from Earth’s gravity to the weightlessness of space. “The scientific community has accumulated plenty of data comparing biology in orbit with that on Earth,” he said. “But we’ve known almost nothing about what happens in those first few minutes as organisms enter space and are exposed to microgravity.” Initial results from the flight reveal intense metabolic changes in the early moments of spaceflight. These changes are distinct from, but connected to, the long-term adaptations seen in orbit. Early Findings, Future Impact While the data from Ferl’s experiment are still on the way to being published, the findings are already shaping the direction of ongoing research. The work contributes to a growing understanding of how terrestrial life, from plants to humans, shares fundamental pathways in responding to the space environment. “This has real implications for the future of space missions,” Ferl noted. “As we send more people and more biology into space in support of exploration, we need a comprehensive understanding of how living systems adapt — right from the start.” Ferl and his team will return to Blue Origin’s launch site in Texas in September to continue their research, sending an uncrewed payload of plants into suborbital space. The flight carries no humans—but it does carry an automated experiment designed to advance their understanding of plant biology in space. It’s part of a broader effort to refine what Ferl calls “researcher-tended missions.” A New Course for UF Space Science The mission has not only shaped the trajectory of Ferl’s research, it has also energized Astraeus and the university’s space biology efforts. “This is about building a new kind of science culture,” Ferl said. “One where the scientists are embedded in every part of the mission, from experiment design to the moment of launch.” As the one-year anniversary of his flight approaches, Ferl remains focused on pushing the boundaries of what science in space can be. But he hasn’t forgotten the magnitude of the moment. “Even a year later,” he said, “the most powerful thing I feel is just: thank you. Thank you for the chance to go, to see it for myself, and to bring that knowledge back to Earth.”
It's Sports Science Week on The Academic Minute -- an entire week dedicated to UConn experts
The Academic Minute is a two-and-a-half minute daily brief featuring researchers from colleges and universities around the world, keeping listeners abreast of what’s new and exciting in the academy. A different professor is featured each day, offering updates on groundbreaking research and how it helps us better understand the world around us. Hosted by Dr. Lynn Pasquerella, president of the American Association of Colleges and Universities, The Academic Minute airs on 70 stations around the United States and Canada, and twice daily on it's home station WAMC - Northeast Public Radio. This week, the entire program was focused on the science of sport with a new featured UConn expert each day. Monday Julie P. Burland, director of research at the Institute for Sports Medicine, examines how to predict in-season injuries for athletes. Tuesday Jennifer B. Fields, Assistant Professor in the Department of Nutritional Sciences, investigates why so many young athletes are flunking nutrition. Wednesday Dimitris Xygalatas, associate professor of anthropology, looks at sports fans for clues on how social rituals bind us together. Thursday Rebecca L. Stearns, associate professor-in-residence in the Department of Kinesiology, details potential strategies to prevent sudden deaths in sports. Friday Robert Huggins, assistant professor in the Department of Kinesiology, examines why there aren’t more athletic trainers on-hand at sporting events.
Workplace jargon hurts employee morale, collaboration, study finds
You’ve probably heard it before in a meeting: “Let’s touch base offline to align our bandwidth on this workflow.” Corporate jargon like this is easy to laugh at — but its negative impact in the office can be serious. According to a new study, using too much jargon in the workplace can hurt employees’ ability to process messages, leading them to experience negative feelings and making them feel less confident. In turn, they’re less likely to reach out and ask for or share information with their colleagues. “You need people to be willing to collaborate, share ideas and look for more information if they don't understand something at work,” said Olivia Bullock, Ph.D., an assistant professor of advertising at the University of Florida and co-author of the new study. “And jargon might actually be impeding that information flow across teams.” Age made a difference, though. Older workers had a harder time processing jargon, but were more likely to intend to ask for more information to clarify the message. Younger employees were less likely to seek and share information when confused by jargon. “It gives credence to the idea that younger people are more vulnerable to these workplace dynamics,” Bullock said. “If you're onboarding younger employees, explain everything clearly.” Bullock and her co-author, Tiffany Bisbey, Ph.D., an assistant professor at George Washington University, published their findings Aug. 25 in the International Journal of Business Communication. An expert in communication research, Bullock has long studied jargon’s negative effects for talking about health and science. Then, faced with jargon in her own work, she started to ask how these arcane, technical words might get in the way of a smooth workplace. To find out, Bullock surveyed nearly 2,000 people who were told to imagine they had just started a new job and received an email with important directions. Half had to navigate a jargon-filled message about “intranets” and “EFT” payments. The other half had that jargon translated back into plainer language. The message packed with jargon, not surprisingly, made it harder for people to process the information, which can throw off an entire workday. “It doesn't just make them feel bad about the information they've been given. It makes them feel bad about themselves,” Bullock said. The study then asked people how they would respond to the jargon. The impenetrable language made them feel insecure and less likely to ask for help right when they needed it the most. “They weren’t as willing to collaborate,” Bullock said. “If you can’t ask for more information or share that information downstream, you’re creating silos, and that’s disrupting your workflow and environment.” Having studied jargon for so long, Bullock has one piece of advice for employers and employees alike. “Always reduce jargon,” she said. “The benefit of using jargon doesn’t outweigh the cost.”
Georgia Southern University expert available to provide geopolitical analysis on the Iran war
The Middle East has entered an active state of war marked by a cycle of retaliatory strikes across Iran and the Persian Gulf. Three major uncertainties now dominate the global outlook: the long-term survival of the Iranian government, the fate of Iran’s nuclear infrastructure, and the security of critical oil transit routes. Georgia Southern University Professor of Political Science and International Studies Jacek Lubecki, Ph.D., is available to speak about the military operation in Iran and its implications for regional stability and global security. Lubecki is an expert in comparative politics and military security studies, with a focus on the Middle East and Eastern Europe, particularly Poland. His research examines terrorism, counterinsurgency and military strategy. His work has been published in journals including Europe-Asia Studies, East European Politics and Societies, The Polish Review, The New Ukraine and The Armchair General. He has co-authored several books, including Globalization, Nationalism, and Imperialism: A New History of Eastern Europe (2023), which examines domestic and global security challenges, and Defending Eastern Europe: The Defense Policies of New NATO and EU Member States (2021). Lubecki speaks Polish, English, French, Russian, Spanish, Italian, German and Arabic with varying levels of fluency. Lubecki is available for interviews in person at Georgia Southern’s Statesboro Campus or virtually.
Covering the War in Iran? TCU has Experts that Are Getting National Coverage
As the war against Iran continues to unfold, global media coverage has intensified, with major news organizations providing near-constant reporting on the conflict and its geopolitical implications. From live battlefield updates to analysis of regional alliances, energy markets, and international diplomacy, the story has become one of the most closely followed developments in international affairs. Networks such as CBS News are dedicating significant airtime to helping audiences understand the rapidly evolving situation and the broader implications for global stability. To provide credible context and insight, these outlets often turn to academic experts who specialize in Middle East politics and international relations. Experts like Ralph Carter from Texas Christian University (TCU) are among those providing research-based analysis that helps explain the historical roots of the conflict, the motivations of the key actors involved, and what developments could come next. Their expertise allows journalists to translate complex geopolitical dynamics into clear, accurate information for audiences trying to make sense of a fast-moving global crisis. Professor Ralph Carter teaches introductory courses in political science and international politics as well as advanced courses in Middle East conflicts, U.S. foreign policy and Russian foreign policy. He is the author or editor of eight books and the author or co-author of over 50 journal articles, book chapters, and other professional publications. His research agenda focuses on the making of U.S. foreign, trade, and defense policy, with a particular emphasis on the roles played by members of Congress. Recently, Professor Carter's expertise was sought out by CBS News in Dallas/Fort Worth as journalists were updating Americans on the current situation in the war in Iran. Ralph Carter is available to speak with the media about the ongoing war in Iran - simply click on his icon now to arrange an interview today.
ESPN Star Suggests Plan to Run for President
Meena Bose, Hofstra University professor of political science, executive dean of the Public Policy and Public Service program, the Kalikow Chair in Presidential Studies and director of the Kalikow Center for the Study of the American Presidency, talked to Newsday about ESPN star Stephen A. Smith expressing interest in running for president of the United States.
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.
