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How Philadelphia Eagles' head coach achieves Super success with 'Ted Lasso' management style
Not long after Nick Sirianni was hired by the Philadelphia Eagles in 2021, fans started noticing similarities between the head coach and TV’s Ted Lasso. The University of Delaware's Kyle Emich can discuss how Sirianni's team approach compares to the more top-down structure favored by Kansas City Chiefs coach Andy Reid. Like Lasso – a high school football coach on the Apple TV show of the same name who takes over an English soccer club with no prior experience – Sirianni is responsible for the culture, first and foremost. He relies on his coordinators, who call the plays. In essence, he is a more collaborative leader. By contrast, Reid is a top-down coach who currently calls the plays and always has, dating back to his time as coach of the Eagles. Philadelphia fans became more than a little weary of him saying "that's on me" at post-game press conferences following disappointing losses. With back-to-back Super Bowl titles under his belt with the Chiefs, it's difficult to argue with the success of Reid's style now. This could be fodder for sports talk radio, but it's also something Emich, a professor of management, can discuss from an academic perspective. The professor says there's advantages and disadvantages to both: • "The main advantages for the top-down approach are speed of decision-making and extreme novelty (you can do whatever pops into your head). The advantages of the coordinator approach are a larger information base to draw from and specialized knowledge." • "The more team-based approach has a lot of potential, but is difficult to execute well because it requires coordination." Emich, who has discussed management and sports teams several times in the past (including Super Bowl LII, when the Eagles defeated the New England Patriots), is available for interviews.
The ethics of using AI in academic writing: Opportunities and challenges in education
A major topic buzzing around educational circles right now is the use of AI in academic writing. With AI tools becoming more sophisticated, students and educators find themselves navigating a new academic landscape. It’s both exciting and daunting. Joshua Wilson, an associate professor of education at the University of Delaware, can discuss this landscape. Drawing on his research in automated writing evaluation (AWE), Wilson explores how AI tools – particularly generative AI – can transform the teaching and learning of writing by supporting critical thinking and knowledge transformation. He emphasizes that AI can help writers overcome lower-level constraints, such as grammar and organization, enabling deeper reflection and metacognitive engagement. Additionally, AI tools hold promise for helping students structure their thoughts and ideas, serving as valuable aids in organizing ideas before they begin writing. Thus, making writing more accessible and less intimidating for learners at all levels. However, he cautions that the value of AI depends on its thoughtful integration into educational practices, alignment with learning theories, and addressing challenges such as equity, feedback accuracy, and ethical use. He provides actionable insights for educators, researchers, and policymakers on how AI can enhance writing instruction, critical thinking and accessibility while avoiding potential pitfalls. Wilson has appeared in publications including The Washington Post, The Baltimore Sun and The Philadelphia Inquirer. To speak with Wilson further about AI and writing, click on his profile.
Researchers looked at trust in scientists in 68 countries and found relatively high levels of trust everywhere The TISP Many Labs study of 71,922 people included those living in under-researched nations of the Global South The majority of survey participants believe that scientists should be more involved in society and policymaking. Public trust in scientists is still high, according to a survey carried out in 68 countries by an international team of 241 researchers, led by Dr Viktoria Cologna (Harvard University, ETH Zurich) and Dr Niels Mede (University of Zurich). The study found no evidence of the oft-repeated claim of a crisis of trust in science. The team, which included Aston University School of Psychology’s Dr James Reynolds and Dr Charlotte Pennington, also found that the majority of survey participants believed that scientists should be more involved in society and policymaking. This study is the result of the Trust in Science and Science-Related Populism (TISP) Many Labs study, a collaborative effort that allowed the authors to survey 71,922 people in 68 countries, including many under-researched countries in the ‘Global South’. For the first time since the COVID-19 pandemic, the study provides global, representative survey data on the populations and regions of the world in which researchers are perceived to be most trustworthy, the extent to which they should engage with the public and whether science is prioritising important research issues. Dr Mede said: “The study is the most comprehensive post-pandemic snapshot of trust in scientists, societal expectations of their involvement in society and policymaking and public views on research priorities.” Across 68 countries, the study finds that the majority of the public has a relatively high level of trust in scientists (mean trust level = 3.62, on a scale of 1 = very low trust to 5 = very high trust). The majority of respondents also perceive scientists as qualified (78%), honest (57%) and concerned about people’s wellbeing (56%). However, the results also reveal some areas of concern. Globally, less than half of respondents (42%) believe that scientists pay attention to the views of others. Additionally, many people felt that the priorities of science are not always well-aligned with their own priorities. The researchers call upon scientists to take the results seriously and find ways to be more receptive to feedback and more open to dialogue. The findings confirm the results of previous studies that show significant differences between countries and population groups. In particular, people with right-wing political views in Western countries tend to have less trust in scientists than those with left-wing views. This suggests that attitudes toward science tend to polarise along political lines. In most countries, however, political orientation and trust in scientists were not related. A majority of respondents want science to play an active role in society and policymaking. Globally, 83% of respondents believe that scientists should communicate with the public about science, providing an impetus for increased science communication efforts. Only a minority (23%) believe that scientists should not actively advocate for specific policies. 52% believe that scientists should be more involved in the policymaking process. Participants gave high priority to research to improve public health, solve energy problems and reduce poverty. On the other hand, research to develop defence and military technology was given a lower priority. In fact, participants explicitly believe that science is prioritising the development of defence and military technology more than they would like, highlighting a potential misalignment between public and scientific priorities. Dr Cologna said: “Our results show that most people in most countries have relatively high trust in scientists and want them to play an active role in society and policymaking”. Dr Reynolds, a senior lecturer at Aston University School of Psychology, said: “This research demonstrates that people from all around the globe still have high trust in science and want scientists involved in policymaking. When we face great challenges, such as threats to public health or energy crises, the public recognise the importance that scientists can play and want us involved. This is also true of the UK where levels of public trust in science is one of the highest globally.” Dr Pennington, a senior lecturer at Aston University School of Psychology, said: “This project showcases the importance and power of big team science to answer fundamental questions about human behaviour. By pooling our expertise and resources, we were able to reach over 70,000 people and improve sample diversity and representation by recruiting from 68 countries. Overall, the study resulted in an optimistic finding – that people generally trust scientists and agree that they should engage more in society and policymaking. Such trust is important because it allows people to make research-informed decisions about their own lives.” Find out more about the research in Nature Human Behaviour by visiting https://www.nature.com/articles/s41562-024-02090-5.
The Staff Wellbeing (SWell) project was carried out in conjunction with Birmingham Children’s Hospital and NHS England Paediatric critical care (PCC) staff experience high levels of moral distress, post-traumatic stress disorder and burnout Two simple, low-resource wellbeing sessions can be delivered by staff for staff without specialist training. The Staff Wellbeing (SWell) project, led by Aston University researchers in collaboration with Birmingham Children’s Hospital and NHS England, has developed two simple, easy-to-deliver sessions to improve the wellbeing of staff in paediatric critical care (PCC) units in UK hospitals. PCC staff are known to experience high levels of moral distress, symptoms of post-traumatic stress disorder (PTSD) and burnout, but often feel little is offered to help them with their mental health. The SWell team at Aston University, led by Professor Rachel Shaw from the Institute of Health and Neurodevelopment, realised following a literature review that there are no existing, evidence-based interventions specifically designed to improve PCC staff wellbeing. Initial work by SWell identified the ‘active ingredients’ likely to create successful intervention designs. Together with a team from NHS England, the Aston University researchers set up the SWell Collaborative Project: Interventions for Staff Wellbeing in Paediatric Critical Care, in PCC units across England and Scotland. The aim of the project was to determine the feasibility and acceptability of implementing wellbeing interventions for staff working in PCC in UK hospitals. In total, 14 of the 28 UK PCC units were involved. One hundred and four intervention sessions were run, attended by 573 individuals. Professor Shaw said: “The significance of healthcare staff wellbeing was brought to the surface during the COVID-19 pandemic, but it’s a problem that has existed far longer than that. As far as we could see researchers had focused on measuring the extent of the problem rather than coming up with possible solutions. The SWell project was initiated to understand the challenges to wellbeing when working in paediatric critical care, to determine what staff in that high-pressure environment need, and what could actually work day-to-day to make a difference. Seeing PCC staff across half the paediatric critical care units in the UK show such enthusiasm and commitment to make the SWell interventions a success has been one of the proudest experiences in my academic career to date.” The two wellbeing sessions tested are low-resource and low-intensity, and can be delivered by staff for staff without any specialist qualifications. In the session ‘Wellbeing Images’, a small group of staff is shown images representing wellbeing, with a facilitated discussion using appreciative inquiry - a way of structuring discussions to create positive change in a system or situation by focusing on what works well, rather than what is wrong. In the ‘Mad-Sad-Glad’ session, another small group reflective session, participants explore what makes them feel mad, sad and glad, and identify positive actions to resolve any issues raised. The key ingredients in both sessions are social support – providing a psychologically safe space where staff can share their sensitive experiences and emotions without judgement, providing support for each other; self-belief – boosting staff’s self-confidence and ability to identify and express their emotions in response to work; and feedback and monitoring – encouraging staff to monitor what increases their stress, when they experience challenging emotions, and what might help boost their wellbeing in those scenarios. Feedback from staff both running and participating in the SWell interventions was very positive, with high satisfaction and feasibility ratings. Participants like that the session facilitated open and honest discussions, provided opportunities to connect with colleagues and offered opportunities for generating solutions and support. One hospital staff member responsible for delivering the sessions said: “Our staff engaged really well, and it created a buzz around the unit with members of the team asking if they could be ‘swelled' on shift. A really positive experience and we are keeping it as part of our staff wellbeing package.” The team concluded that even on busy PCC units, it is feasible to deliver SWell sessions. In addition, following the sessions, staff wellbeing and depression scores improved, indicating their likely positive impact on staff. Further evaluations are needed to determine whether positive changes can be sustained over time following the SWell sessions. The work was funded by Aston University Proof of Concept Fund and NHS England. Donna Austin, an advanced critical care practitioner at University Hospital Southampton paediatric intensive care unit, said: “We were relatively new to implementing wellbeing initiatives, but we recognised the need for measures to be put in place for an improvement in staff wellbeing, as staff had described burnout, stress and poor mood. SWell has enabled our unit to become more acutely aware of the needs of the workforce and adapt what we deliver to suit the needs of the staff where possible. Staff morale and retention has been the greatest outcomes from us participating in the SWell study and ongoing SWell related interventions.” Read the paper about the SWell interventions in the journal Nursing in Critical Care at https://onlinelibrary.wiley.com/doi/10.1111/nicc.13228. For more information about SWell, visit the website.
Education specialist tips: How to support displaced families
The California wildfires have devastated the Los Angeles region as families have lost their homes, places of work and schools. With expertise in housing insecurity and social work, University of Delaware faculty in the College of Education and Human Development (CEHD) explain how community members can support these families. Ann Aviles and Ohiro Oni-Eseleh, both CEHD faculty, share resources for displaced families and guidance for parents, educators and other community members who want to support them. Aviles, an associate professor, said an unexpected displacement can be unsettling for anyone, but they can have greater impacts on certain populations. "Populations that are especially vulnerable include those from low-income families, families of color (in particular, Black and Latiné communities), unaccompanied youth and undocumented families," she said. "These families often have less access to economic resources for temporary housing such as hotels or short-term rentals." She notes that the main way educators and community members can assist these populations is to first and foremost treat them with respect and dignity. "Priority should be given to short-term solutions that are informed directly by the people most impacted. Educators, community leaders and others wanting to provide families support should ask them what is most important and needed, and then respond accordingly," she said. Oni-Eseleh, an assistant professor and director of the master of social work program at UD, notes that there are multiple hotlines and community groups dedicated to assisting families that are displaced. "Many communities have emergency hotlines that provide immediate support and connect individuals to social workers or mental health professionals. These hotlines often operate 24/7 and can be a valuable resource during a crisis," he said. For more tips from both of these experts, please reach out to mediarelations@udel.edu.
Richard Turner Conducts Workshop on Florida’s Shallow-Water Echinoderms
Richard Turner, professor emeritus of biological sciences, ran the Florida Association of Aquatic Biologists’ Fall 2024 Marine Taxonomy Workshop in November alongside Janessa Fletcher from the Florida Fish and Wildlife Conservation Commission. Over four days, they taught attendees how to identify Florida’s many shallow-water echinoderms. Florida’s coastal areas host more than 210 species of shallow-water echinoderms, which are seafloor animals such as starfish, sea urchins and sand dollars. They are often a dominant presence in marine ecosystems, Turner said. The workshop included six presentations that broke down the characteristics of each individual species followed by a chance to examine and practice identifying both Turner’s and Fletcher’s collections of specimens. Attendees came from a variety of workplaces, including environmental consulting firms, museums and state agencies responsible for identifying seafloor animals collected in surveys and for conducting dietary studies of marine fish. The workshop, which happened at University of Tampa Marine Science Center, was organized by Florida Tech alum David Karlen ‘93. While Turner wasn’t his advisor, he said he hired Karlen to help study echinoderms that were collected off the east coast of Florida during Project SEAMAP in the 1980s. If you're interested in learning more about shallow-water echinoderms like starfish, sea urchins and sand dollars or a reporter looking to speak with Richard Turner - simply contact Adam Lowenstein, Director of Media Communications at Florida Institute of Technology at adam@fit.edu to arrange an interview today.
Return to Office Mandates: Top 3 Challenges for Employers and Employees
Full time return-to-office (RTO) mandates – most recently from JPMorgan Chase, Amazon and now the U.S. federal government – have made headlines across the country and caused consternation among remote and hybrid employees. Whether one is – or is not – a supporter of remote and hybrid work, the challenges that arise with RTO and with remote/hybrid arrangements are important to consider from both sides – employers and employees. Baylor University management expert Sara Jansen Perry, Ph.D., who studies employee stress and well-being, including the role of remote/hybrid work and leadership, said working from home has existed in some form for decades, and research suggests it will continue to be an option for many workers and organizations. "We know many employees value remote work so much as a benefit that they will choose jobs based on whether it is an option,” Perry said. “Fortunately, we have seen many benefits of remote work as well, including employee productivity, cost savings, enhanced work-life balance and well-being, to name a few. Even if employees return to the office a few days a week, these benefits can still be realized, including longer term organizational benefits in terms of retention and applicant attraction. However, if an organization is set on returning to office full time, there are some challenges they should consider and proactively address.” Perry highlights 3 key challenges about Return to Office mandates from the perspectives of both employers and employees, applying foundational topics in organizational psychology, among them leadership, trust, culture, performance management and retention. Those three key challenges are a must read and part of the entire article attached below: Are you a journalist looking to know more? The let us help. Sara Jansen Perry, Ph.D., The Ben Williams Professor of Management in the Hankamer School of Business at Baylor University, is a nationally recognized researcher on employee stress and well-being, including the role of remote/hybrid work and leadership. Sara is available to speak with media about the recent Return to Work announcement for the federal bureaucracy. Simply click on her icon now to arrange an interview today.
Trump, Trade and Tariffs What to Expect, Will They Work and Who Benefits?
The threat of 25 % tariffs on Canada and Mexico had newsrooms buzzing, politicians scrambling and economists calculating who wins and who loses when trade wars break out among usually amicable neighbors. Factor in Greenland and China - and the story went global. It was a topic that headlined the news as many have watched and waited since the election for President Trump's first days in office to see what the country can expect with incoming policy changes. President Donald Trump said in an Oval Office signing ceremony Monday evening that his administration will impose 25% tariffs on Mexico and Canada on February 1, an extraordinary change in North American trade policy that could raise prices for American consumers. Trump still outlined his broader trade policy for his second term in an executive action Monday. But that action — described by sources as a “placeholder” — doesn’t institute new global tariffs that Trump promised on Day One. As a candidate, Trump proposed sweeping and across-the-board tariffs: up to 20% on imports from all countries, with a 25% tax on goods from Mexico and Canada, plus a punishing 60% levy on goods from China. He also pledged to use tariffs as a negotiating tool on other countries, including, for example, Denmark — putting pressure on the European nation to give control of Greenland to the United States. Asked Monday at an Oval Office signing ceremony about tariffs on China, Trump noted extensive tariffs he imposed during his first administration were still in effect after former President Joe Biden largely left them in place. And on universal tariffs, Trump punted, saying, “We may, but we’re not ready for that just yet.” The executive action signed Monday directed the secretaries of Commerce and Treasury and the United States Trade Representative to investigate the causes of America’s trade deficits with foreign nations, to determine how to build an “External Revenue Service” to collect tariffs, to identify unfair trade practices and to review existing trade agreements for potential improvements. It also directs the government agencies to analyze how the US-Mexico-Canada trade agreement (the USMCA) signed by Trump in his first term is affecting American workers and businesses — and whether America should remain in the free trade agreement. January 21 - CNN As business and political leaders in many countries, especially North America wait for what's ahead, there are questions to be asked: What industries will be targeted? Will tariffs cause higher prices for consumers and increased inflation? Who wins if an all-out trade war happens? How will interwoven sectors like the auto industry and agriculture be impacted? If you're a journalist covering this ongoing story - then let us help. William J. Luther, Ph.D., is an associate professor of economics at Florida Atlantic University, director of the American Institute for Economic Research’s Sound Money Project, and an adjunct scholar with the Cato Institute’s Center for Monetary and Financial Alternatives William is available to speak with media. Simply click on his icon now to arrange an interview today.
Researchers Seek Understanding of Early Life on Earth Following Chilean Expedition
In a discovery that may further our understanding of the early evolution of life on Earth, a research team, including associate professor Andrew Palmer and master’s student Caitlyn Hubric, identified Chile’s deepest and most northern cold seeps—openings in the ocean floor that emit gases and fluids— about 100 miles off the Chilean coast and thousands of feet below the surface. This most terrestrial of discoveries may also yield insights that could benefit future space exploration, Palmer said. Palmer, who runs the astrobiology and chemical ecology lab at Florida Tech, and Hubric, who has studied with him for the last three years, represented the university on Schmidt Ocean Institute’s (SOI) expedition through the Atacama Trench. The trench is a nearly 5-mile-deep oceanic trench in the eastern Pacific Ocean that has remained at the same latitude for the last 150 million years, suggesting an extremely stable and potentially ancient ecosystem. The trench’s seeps, found at a depth of 2,836 meters (9,304 feet), provide chemical energy for deep sea animals living without sunlight, according to SOI. Seeps like this one can help astrobiologists understand how life developed on Earth and how those survival strategies and chemical conditions might sustain life on other planets. Palmer and Hubric were members of the expedition’s microbiology team and were specifically searching for biosignatures. That meant looking out for novel microbes and chemical signatures, like proteins or carbohydrates, which may have existed in the region for millions of years. The benefits of their research extend beyond life on Earth. They could also shape future space exploration. A big part of why they’re investigating water ecosystems is because of the popularity around Saturn’s moon Enceladus and Jupiter’s Europa, Hubric said. She said it’s not a perfect analog, but it’s close enough that they can look for patterns in how life’s chemical processes might operate at these sites. “We hope that some of the questions we answer here find will help us in future endeavors when we do finally go explore the solar system,” Hubric said. Back on campus after the expedition, which ran from May 24 to June 6, they’ve started working to solve those questions by both identifying molecules that guide the search for life and by understanding the limitations of the instruments that can detect metabolites, or early signatures of life, Palmer said. “If [the instruments] can’t successfully identify traces of life on Earth, where we know there’s lots of life, how are they going to be successful in a place where it’s less likely than a needle in a haystack?” Palmer said. “It’s the bigger question of, what do we need to do in order to be successful in the search for life?” For Palmer and Hubric, research has only just begun. They’ll test water and sediment samples and the filtrate that they’ll remove from their water filters and investigate for microbes of interest. Searching for novel metabolisms will be an even more extensive process, Palmer said. “It’s weird doing something where you won’t be able to see the results for weeks or months,” Palmer said. “This is just the beginning.” Looking to know more about the Schmidt Ocean Institute’s (SOI) expedition through the Atacama Trench and Dr. Palmer's research? Then let us help. Dr. Andrew Palmer is an associate professor of biological sciences at Florida Tech and a go-to expert in the field of Martian farming. He is available to speak with media regarding this and related topics. Simply click on his icon now to arrange an interview.
Astrobiologist Manasvi Lingam, assistant professor of aerospace, physics and space sciences at Florida Tech, authored a new astrobiology textbook to serve as a resource for the rapidly growing multidisciplinary field. “From Stars to Life: A Quantitative Approach to Astrobiology,” published by Cambridge University Press, is primarily geared toward upper-level undergraduate and graduate students studying astrobiology, Lingam says. Co-authored by astrophysicist Amedeo Balbi (University of Rome), the book’s 15 chapters cover topics from the Big Bang theory to planetary habitability to the future of humankind. The book also includes practice problems that involve modern developments like GenerativeAI (e.g., ChatGPT). Lingam explained how he came up with the new textbook and why it can help shape astrobiology programs like Florida Tech’s. What inspired this textbook? Manasvi Lingam: [Florida Tech] was the first university in the whole world to start an undergraduate astrobiology major. We have a strong connection to the field. But it turns out, every time I teach the subject, I don’t have a textbook to use. I have my first book, which is “Life in the Cosmos,” but it’s 1,100 pages. It’s for graduate students. It’s not going to work for them. Every time I was trying to cobble together resources from different places. My co-author has the same problem except that he’s been teaching [astrobiology] for even longer, for 20 years. He doesn’t have a textbook either. There’s this old saying in English: if you want something done right, do it yourself. We decided, well, might as well just try to write it ourselves. That’s how it came to be. How does this textbook bridge the gap between introductory readings and graduate-level material? ML: Right now, there’s pretty much only one class of textbooks for astrobiology, and those are written for freshman- or sophomore-level undergraduates. There’s this emphasis on a broad overview but at an extremely qualitative level and sometimes offering somewhat weak explanations for various specific phenomena, such as, “Why did Mars lose its atmosphere? It just got eroded over time.” These kinds of limitations. Graduate literature is very specialized, oriented towards whatever subfield one is studying in astrobiology. You can have a whole book on the origin of life. You can have a whole book on just Mars. You can have a whole book on Titan and so on. The aforementioned introductory textbooks that exist are very broad, but they don’t really offer a tool to actually get started doing research in the more specialized field. There was this vital need to bridge the gap. That’s what this book is meant to do. How did you decide what content to include and what not to include? ML: This field begins almost with the Big Bang – the start of the universe – which is when the first elements were formed, including elements that are widespread in life like hydrogen. This tale begins almost with the beginning of the universe. It is a tale that is still ongoing and is going to unfold for trillions of years into the future. But, there was so much material to include in principle. We had to be quite selective about what topics to include. There are a number of courses that are taught around the world on this topic. We looked at dozens of them to find the common core within all of them, and then expanded on that core. That’s what constitutes our table of contents. While writing the textbook, how did you grow as a researcher and an educator? ML: There’s this implicit understanding in academia that if you can write something down clearly, and if you can articulate something clearly, that’s when you can really say you understand it. Often you can’t articulate what you need to say coherently and succinctly if it’s something very big. That’s what, of course, astrobiology is. In the process of writing the book as an educator, I think I was really able to see how various domains linked to each other. For instance, modulations of, say, the Earth’s climate that were driven not just by changes on Earth (including life itself!), but also by changes in the sun, by changes in the orbits of other solar system planets, but also phenomena that were taking place hundreds of light years away in the galaxy. You really see that everything is connected – there are hidden links to each other. I think that helped me discover the magic of the universe, so to speak, even more. From a research standpoint, there were some areas that I have not worked in a lot, but by writing this book, I’ve gotten a better understanding of those areas, like, say, Mars, and also certain microbiological and astrophysical aspects as well. I think that has provided new ideas that I hope to explore in the future. What do you want readers to learn throughout the book, and what should they walk away with? ML: What we want to do is build a holistic integrated understanding of different phenomena pertaining to life in the universe, but at a quantitative level, and still retain breadth without sacrificing depth in the process. It won’t necessarily make students ready for research because it’s still primarily an undergrad textbook, but it will give them a comprehensive understanding of how various processes are intertwined with each other. We want people to see the big picture without missing out on the detail, and to appreciate the beauty of life, Earth, the solar system, the Milky Way and the universe. Lingam plans to start teaching from this textbook in Spring 2025. The textbook is available for purchase on Amazon. Looking to know more about Astrobiology and the work Manasvi Lingam is doing at Florida Tech? Then let us help. Astrobiologist Manasvi Lingam, assistant professor of aerospace, physics and space sciences at Florida Tech and author is available to speak with media regarding this and related topics. Simply click on his icon now to arrange an interview.
