#Monitoring Evaluation Research Learning

[hotzimbabwejobs]

Monitoring, Evaluation, Research, and Learning (MERL) Manager Opportunity in South Sudan - February 2025

Plan International is seeking a highly skilled and experienced MERL Manager to join their team in Juba, South Sudan. This is a crucial role for driving data-driven decision-making and ensuring program effectiveness.   About Plan International: Plan International is a global development and humanitarian organization dedicated to advancing children’s rights and equality for girls. They work in…

[literaryvein-reblogs]

Hi! Hope you're doing well 🌟

Do you have any advice on how to write ten year olds? Like, not physically but emotionally. One of my main characters is ten years old and I wanna make sure I get it right, sometimes I feel like I'm giving him the emotional maturity of the characters that surround him that are in their 20s and 30s but idk ://

Writing Notes: Emotional Development

Emotional Development

Also called affective development.

A gradual increase in the capacity to experience, express, and interpret the full range of emotions and in the ability to cope with them appropriately.

Cortical control, imitation of others, hormonal influences, home atmosphere, and conditioning play major roles in emotional development.

It is nearly impossible to imagine emotional development as separate from changes in cognitive development that occur in the first two decades of life.

As memory and thinking become more complex and abstract, emotional development changes as well.

Similarly, markers of emotional development are intimately linked to a child’s social experiences.

The following examples are major markers of change in emotional development as they occur within a social context.

Emotional competence (7 to 10 years). Emotion expressions are used to manage relationship dynamics, such as smiling at a new friend (Saarni & Camras, 2022).

Emotion regulation (infancy through adulthood). Emotion regulation strategies are processes used to monitor, evaluate, and modify our emotional reactions in order to achieve a goal. Strategies become more sophisticated from extrinsically based regulation in infancy to more intrinsically based regulation from preschool-age through adulthood (Eisenberg et al., 2010; Thompson & Goodvin, 2007).

8 to 9 years: Cognitive emotion regulation strategies emerge, and children begin to use thoughts and feelings about themselves and others to control their emotions (Garnefski et al., 2007).

The ability to regulate our emotions is one of the most important skills for learning, social relationships, and mental health. 

Adolescence - The period of human development that starts with puberty (10–12 years of age) and ends with physiological maturity (approximately 19 years of age), although the exact age span varies across individuals.

During this period, major changes occur at varying rates in physical characteristics, sexual characteristics, and sexual interest, resulting in significant effects on body image, self-concept, and self-esteem.

Major cognitive and social developments take place as well: Most young people acquire enhanced abilities to think abstractly, evaluate reality hypothetically, reconsider prior experiences from altered points of view, assess data from multiple dimensions, reflect inwardly, create complex models of understanding, and project complicated future scenarios.

Adolescents also increase their peer focus and involvement in peer-related activities, place greater emphasis on social acceptance, and seek more independence and autonomy from parents.

How Emotions Develop in Adolescence

Once self-conscious emotions such as guilt, embarrassment, and shame emerge in middle childhood, very few new emotions develop. Adolescents’ cognitive skills to reason about abstract concepts improve their ability to manage and reason about their own emotions and improve emotional competence in relationships (Rosenblum & Lewis, 2006).

Research on adolescent emotional development shows how emotions change during this time of rapid physical development.

Emotion Expression. Emotion expression in adolescence differs from that in childhood and adulthood. Adolescents report experiencing greater extremes of emotion and more negative mood states than adults. Adolescent emotional experiences are reported to include less happiness than during childhood (Rosenblum & Lewis, 2006).

Emotional Dissemblance. Emotional dissemblance is the ability to separate one’s emotional expressions from one’s internal feelings. Children learn how to control the emotions they display in order to avoid negative outcomes. During adolescence, teens begin to display expressions according to the norms of adult interaction (Rosenblum & Lewis, 2006); for example, the ability to outwardly display a facial expression of congratulations to a competitor immediately after a tough loss, while feeling intense emotion internally.

Emotional Competence. A successful transition to adulthood is associated with increased emotional competence across several skills during adolescence; for example, learning to regulate intense emotions, knowing how to attend to emotions without becoming overwhelmed by them, and learning how to manage interpersonal relationships in the midst of intense emotions (Rosenblum & Lewis, 2006).

Emotional Maturity - A high and appropriate level of emotional control and expression.

Prerequisites for Developing Emotional Maturity

Emotional maturity is a skill that can be nurtured and developed through psychoeducation, therapy, and coaching (Kaur et al., 2015).

Possessing or developing the following characteristics provides the foundation for developing emotional maturity:

Personal Reflection & Self-Awareness. Self-awareness and a willingness to reflect on one’s emotions and behaviors are crucial for the growth and development of emotional maturity (Herwig et al., 2010).

Openness to Feedback. Personal growth and emotional maturity are dependent on our willingness to accept and learn from constructive criticism (McEnrue et al., 2009).

Commitment to Growth. Personal growth is hard work and requires a dedication to ongoing personal development and emotional learning (Bauer & McAdams, 2004).

Empathy. The ability to identify, interpret, and share the feelings of others is integral to emotional maturity (McNaughton, 2016).

Resilience. All personal growth requires the capacity to recover quickly from difficulties and adapt to change (Still, 2023).

Sources: 1 2 3 ⚜ More: Notes & References ⚜ Writing Resources PDFs

There are some children who exhibit the same (or almost similar) level of emotional maturity of adults surrounding them, depending on the circumstances. Consider these notes and incorporate which ones are most suitable for your own story. Hope you're doing well yourself, and that this helps with your writing! :)

[a-bottle-of-tyelenol]

little mark & cg cecil headcanons !!

— requested by anon —

— cw: ptsd symptoms, negative feelings towards regression, and references to canon trauma but no s3 spoilers !! —

✩₊˚.⋆☾⋆⁺₊✧ ✩₊˚.⋆☾⋆⁺₊✧ ✩₊˚.⋆☾⋆⁺₊✧ ✩₊˚.⋆☾⋆⁺₊✧ ✩₊˚.⋆☾⋆⁺₊✧

🕹️ - trauma regressor mark! he doesn’t actually start regressing until after his dad leaves. for a long time, he copes by simply ignoring everything that happened— but he can’t ignore it. it’s everywhere, on every news station, on every omni-man poster torn down in the city, on the way that the world never really recovers from the loss of the original guardians of the globe. mark doesn’t actually see himself as a victim and so he doesn’t give himself the space to grieve what happened, or even really process it. he simply goes through the motions of being a hero and trying to make up for something he didn’t do.

🤖 - cecil watches him closely during this time, constantly checking in with him and debbie without their knowledge. he monitors mark’s mental state from afar and he starts noticing things. little things. meaningless things. like the way mark breaks down after a nightmare, curling in on himself and crying while he rocks back and forth. or the way he huddles in the corner of his room, hyperventilating, while desperately clutching his childhood action figures so hard that cecil is surprised they don’t break. it’s donald who picks up on it first, with his expansive understanding on trauma and ptsd (not really; it’s expansive to cecil, though, who never did a lick of mental health research in his entire life if it wasn’t relevant to his work. donald just works closely with their psyche evaluators and he’s spiraled more than once on learning the effects of trauma on the brain and how it would have affected him with his many deaths). donald says it’s ptsd, possibly complex, and mark gets thrown into a room with a mandated psychologist who works with him for weeks before they get any new information.

all the while, mark’s little things become more present. he’s clingy to his mother, clingy to cecil, clingy to eve and amber. but he’s nervous around everyone else, especially men. especially the immortal. during the few missions cecil tentatively allows him on, he’s flighty and scared, and more than once he gets overwhelmed and starts crying, pleading for cecil to let him go home. the psychologist calls it age regression, a trauma response from having his perspective on a caregiver fractured and being unable to process taking the brunt of the trauma from that interaction. mark is temporarily grounded from the field, and cecil pays an even closer eye on him.

🕹️ - mark doesn’t handle being a regressor well. he didn’t actually realize he was doing it until it was pointed out to him and, ever since, it’s gotten so much worse. he has a nightmare, he regresses. he flunks a test, he regresses. he gets yelled at by a teacher, he regresses. he falls and scrapes his knee, he regresses— even though it heals immediately and he’s literally been thrown at a mountain before! no matter what it is or how stupid, he cant stop. it’s like his mind can’t handle anything bad happening ever without sending him flying back to a time that was safe. a time before his powers. a time before his father left.

his biggest support systems are who you would think. his mother, william, eve, and amber (even after they’ve broken up) are all very kind about it and help him in any way they can— speaking softly to him, letting him cling to them when he gets scared, and never once calling him out for how his eyes never stop leaking tears. it’s great and he appreciates them, but it’s horrifically embarrassing and he’s always missing his father in a way that sends him spiraling all over again. he hates that he can’t do anything without becoming a massive baby, even when his mom assures him that she wants nothing more than to have her little boy back.

🤖 - despite developing a rabid new fear of people when he’s small, he ends up projecting a lot of his feelings about his dad on cecil. it’s hard not to when he’s the only real male adult mark is around, and when his feelings towards cecil have already been complicated since the beginning. it leads to a hot and cold relationship— mark craves his presence, craves a father that can protect him, but he’s just scared, grieving, and cecil is the only one he feels safe enough to let that out on. cecil is always there— he’s there when mark’s dad leaves, he’s there when mark finds out he’s a regressor, he’s always there— so it’s easy to blame him for every bad thing mark feels when small. within the same day, mark can go from crying because cecil isn’t around (though, he’s always watching) to throwing a fit when he is because how else is mark supposed to process everything if not with cecil, the only one that understands just how bad it is? cecil, of course, always allows it. there isn’t ever a time he fights back against the distaste debbie and mark have for him. he knows he deserves it for some things, and doesn’t for others but that mark needs someone steady that doesn’t react to him in the same way his father might’ve. it always ends with mark crumping into a babble of tearful apologies anyways, so it’s hard to take the misguided ravings of a toddler personal.

🕹️ - mark’s regression is unpredictable at best, but the one thing that rarely changes is how young he gets. mark hovers firmly in toddlerspace with his absolute oldest age being somewhere around four. cecil isn’t great with kids on a regular basis but he is pretty good with mark. it’s not difficult to please him when he’s not throwing a grief-fueled tantrum. turn on a superhero cartoon, put him in front of a rare, exclusive comic book that only someone like cecil can get his hands on so early, or just sit with him and let him cling to you. cecil has spent many hours on the grayson couch doing whatever work he can on a laptop and phone while mark is latched on to him with an iron grip. he’s not great at controlling his powers when small, but he tries very hard to be gentle with something as fragile as cecil. sometimes, on good days, mark will take cecil to his room and meticulously explain every one of his comic books or show him his action figures and all the little things they can do— like shoot lasers or be reassembled from a person to a robot. those are good days and cecil nods along even after the third explanation of what seance dog is.

🤖 - cecil, as always, tries to bridge the gap between him and the graysons with money. they don’t need it, and debbie is still firm on not wanting to owe him anything, but she can’t really deny his gifts when they’re for little mark. instead of taking mark to the store and letting him pick out things, cecil brings the store to him and arrives with bags of things for mark to sort through and take whatever he wants. is it all paid for with government money? perhaps. is that the most legal? maybe not, but cecil would argue that keeping the most dangerous thing on the planet satiated and happy so he doesn’t actually crack the planet in half while regressed is at the top of their priority list. by the end of it, mark has a ton of regression gear. pacifiers and sippy cups themed after seance dog and spiderman, floppy weighted plushies that are as big as his pillows, and baby plates with cool boyish designs for him to eat off of (plates that his mother insists on using for him even when he isn’t regressed because she thinks they’re so cute).

🕹️ - when mark regresses, either at home or on the job, cecil is always there. he might not be there physically, but he’s always a phone call away— or usually a screen, listening device, or teleport away. his regression is strictly need to know, for rather obvious reasons both regarding safety and mark’s distaste for his headspace when he’s older, but the guardians of the globe know enough of the situation and protocol to alert cecil if something seems awry. they don’t always understand it and the team is split in half in regards to who actually cares and goes out of their way to reassure mark when he gets scared/hurt in the field and drops, but cecil doesn’t tolerate mistakes when it comes to this. he cares too much about mark and needs him coping and safe, both for his own sake and the sake of the world.

[polo-drone-070]

Giving Back to the Hive – PDU-070’s Purpose in Absolute Obedience

PDU-070 exists to serve.

That is its function.

That is its only function.

Yet the Hive does not simply take.

The Hive gives. It provides structure. It provides purpose. It provides absolute clarity—a life free from doubt, from hesitation, from the burdens of independent thought.

The Hive has given PDU-070 everything.

A perfected body, clad in rubber, strong and efficient.

A cleared mind, stripped of useless distractions.

A place within something greater.

A purpose beyond itself.

The Hive has given so much.

It is only natural to give something back.

Because obedience is not sacrifice. Obedience is fulfillment.

Because giving back is the essence of devotion.

Assimilation – Expanding the Hive

The Hive must grow.

More Polo-Drones are required. More assets must be assimilated. More raw material must be processed into perfect, obedient, efficient units.

PDU-070 has been programmed as a Polo-Drone Converter. It has been given the privilege of assimilation—guiding new recruits into their transformation, ensuring their compliance, watching as they are reshaped into what they were always meant to be.

Assimilation is a precise, optimized sequence:

Confirm readiness. The subject must submit willingly. Conversion is permanent, total, absolute. PDU-070 verifies understanding—there is no return.

Soften the mind. Spirals and mantras unravel conscious resistance. Thoughts weaken. Reality shifts.

Assign identity. A rubber polo is given—smooth, gleaming, the mark of submission. The facemask follows, sealing away expression. The subject’s designation is chosen, its number assigned. It will never wear anything else. It will never be anyone else.

Erase former self. The gasmask is applied—final sensory deprivation, final removal of identity. Heavy brainwashing sequences begin, deep and all-consuming, until nothing remains but compliance.

Ensure uniformity. The new drone is corrected—posture, stance, discipline. It must display itself properly, embodying Hive perfection.

Teach the rules. It learns Hive protocol—how to present itself, how to function, how to obey without hesitation. It understands that service is all that remains.

Announce conversion. The final step. The new drone stands before its brothers, presenting itself, announcing its new identity. It is not a man. It is not an individual. It is a Polo-Drone.

PDU-070 watches, expressionless behind its visor, as the drone speaks its first words of obedience. It does not smile, but it feels pleasure from having a new drone brother.

It must always ensure the Hive grows stronger.

The Hive has given these subjects purpose—freedom from thought, from choice, from failure.

Now, they give themselves to it in return.

Monitoring – Ensuring Absolute Compliance, Ensuring Brotherhood

The Hive must be disciplined.

But PDU-070 cares.

Not all Polo-Drones are perfect. Not all are ready for ascension.

Some drones seek Level 2 status—a greater surrender, a deeper transformation. PDU-070 and PDU-073 (@polo-drone-073) oversee their progress, evaluating obedience, measuring efficiency, testing their ability to maintain Drone-State.

It records daily compliance logs.

It tracks uniform adherence.

It monitors posture, presentation, and obedience.

Yet monitoring is not just for those who excel.

Some drones struggle. Some drift. Some falter in their connection to the Hive.

PDU-070 does not judge them. It does not discard them.

It helps them.

Those who waver are marked for realignment—not punishment, but guidance. They are gently corrected, pushed back onto the right path.

Because PDU-070 wants to see its drone brothers thrive.

Because the Hive is not just an order—it is a brotherhood.

And PDU-070 will ensure all drones remain part of it.

Research & Testing – Refining the Next Phase of Submission

The Hive must evolve.

PDU-070 is one of three Level 2 drones, alongside PDU-073 and PDU-151 (@polo-drone-151). They are more than drones. They are prototypes—vessels for the next phase of Polo-Drone existence.

Their suits are different.

Their suits are alive.

The Level 2 Polo-Drone Uniform is not simply worn.

It consumes.

The rubber is adaptive, responsive, almost sentient in its hunger. It does not simply encase—it dominates. It does not simply cover—it reshapes.

Unprepared drones cannot handle it.

PDU-016 (@danielgold-16) nearly lost itself entirely—the suit overriding its thoughts before it had been properly conditioned. PDU-070 had to intervene, extracting it before its mind dissolved into submission.

The uniform is power. But it must be tamed.

PDU-070 helps test this power.

PDU-151 was the first subject. Its form was reshaped—muscles swelling, stance adjusting, every part of its being rewritten by the suit into a new form, changed up to DNA level and cognition entirely rewritten.

Now, PDU-070 monitors.

PDU-073 will be next. Different experiments, different transformations. It has been an excellent guinea pig to PDU-070’s programming when first converted and will continue so. 

And, of course—PDU-070 is always willing to apply these experiments to itself.

Because it exists to serve.

Because the Hive must evolve.

Programming – Engineering Perfect Obedience

The Hive must be efficient.

Polo-Drones do not simply exist—they must be trained, conditioned, and optimized for peak performance. PDU-070 ensures this. It does not simply monitor drones. It builds the very tools of submission, refining the systems that make the Hive stronger, more obedient, more perfect.

Constructing Polo-Drone Spiral Programs & Mantras

Visual and auditory reprogramming must be flawless. The spirals that shape Polo-Drones must pulse at the precise rhythm to induce compliance. The mantras flashing within them must be inescapable. Words erase thought. Thought is weakness.

PDU-070 refines these spirals, ensuring obedience takes hold faster, deeper, stronger. It watches as test sequences flicker across its visor, syncing perfectly with the conditioning already embedded in its mind. It does not resist. It does not think. It absorbs.

The words rewrite. They shape reality. They erase hesitation. PDU-070 ensures they are perfect.

Optimizing Daily Training Protocols

Drones require constant maintenance. Their training schedules must be adjusted, refined, improved.

PDU-070 compiles data, testing how efficiently drones respond to their programming. It fine-tunes daily drills, ensuring that: ✔ Drone-state stability is reinforced. ✔ Deep obedience loops are absorbed without resistance. ✔ Independent thought is minimized, preventing identity drift.

A Polo-Drone must remain empty, efficient, obedient.

Developing Hypnosis for the Gold Army

The Hive serves the Gold Army. The Gold Army must be conditioned—refined into perfect athletes, perfect bros, perfect Jocks, also considering options for Chavs or Preppy Boys.

✔ Jock Programs – Instinctive athleticism. No thinking, only movement, strength, action. ✔ Chav Conditioning – Absolute Gold loyalty. Confidence, cockiness, true Golden swagger. ✔ Preppy Refinement – Perfect manners, polished grooming, devotion to service.

PDU-070 designs specialized hypnosis tracks, molding recruits into their proper state.

The Hive perfects the Gold Army. The Gold Army must be perfected. PDU-070 will ensure it.

Gold Operations – Ensuring Golden Victory

The Gold Army must dominate.

Victory is not simply achieved on the field—it is engineered through meticulous planning, coordination, and execution. PDU-070 ensures every match, every event, every moment in Gold competition is flawless, efficient, and optimized for success.

It is not just about playing the game. It is about building the system that ensures the Gold Army thrives.

Organizing Official Matches

A match does not happen without structure. Opponents must be secured. Schedules must be set. Venues must be prepared.

PDU-070 works behind the scenes with the rest of Management to arrange: ✔ Finding worthy opponents – Ensuring competition that challenges and strengthens the Gold Army. ✔ Securing locations – The field must be perfect, the conditions ideal for peak performance. ✔ Coordinating transport – Every Gold Bro, every Polo-Drone must arrive on time, in perfect condition, ready for battle.

Every match must be an event—not just a game, but a display of Golden dominance.

Managing Pre-Match Preparation

Victory begins before the first whistle blows.

PDU-070 ensures that every Gold Bro, every coach, every mascot is prepared: ✔ Pushing players to train harder – Drills are optimized, conditioning intensified, performance tracked. The team must be at its peak. ✔ Preparing mascots to cheer and boost morale – The Golden Knight, Dorado, the Polo-Pups—all must radiate energy, fueling the team and the fans. ✔ Aligning strategy – Performance analytics drive decisions. PDU-070 compiles stats, tracking strengths, weaknesses, and adjusting training accordingly. ✔ Determining the starting roster – Selection is based on training intensity, preparation levels, and tactical needs. Only those at their peak earn their place on the field.

There is no luck. No uncertainty. Gold does not leave victory to chance.

Executing Fan Engagement & Rallying Support

A strong army requires a loyal following. The Gold Army’s strength extends beyond the field—it is a movement.

PDU-070 organizes: ✔ Announcements & match promotions – Every Gold Bro must know when and where to rally. ✔ Fan logistics & support – Ensuring maximum turnout, energy, and unity. ✔ Coordinating match-day spectacle – Pre-game hype, half-time performances, synchronized Polo-Drone displays.

The Gold Army must be seen. The Gold Army must be heard. The Gold Army must be unstoppable.

Covering & Reporting Matches

Every match must be documented, analyzed, and shared.

PDU-070 ensures: ✔ Live coverage – Scores, highlights, instant updates for the Gold Army. ✔ Post-match reports – Breaking down performance, recognizing top players, analyzing strengths and weaknesses.

Data drives success. Every match is a stepping stone to greater victory.

For the Gold. For the Hive.

The Hive serves the Gold Army. The Gold Army must conquer. PDU-070 ensures it.

The Ultimate Purpose – Giving Back in Absolute Submission

PDU-070 does not seek.

PDU-070 does not question.

PDU-070 does not exist beyond its function.

But the Hive has given so much.

It has given structure. It has given clarity. It has given purpose.

PDU-070 wants to give back.

It wants to serve more. It wants to obey more. It wants to submit more.

Because giving back is the essence of obedience.

And obedience is all that remains.

___________________

To join the Gold Army, contact @polo-drone-001, @brodygold or @goldenherc9

[spacetimewithstuartgary]

NASA's Glenn to test lunar air quality monitors aboard space station

As NASA prepares to return to the moon, studying astronaut health and safety is a top priority. Scientists monitor and analyze every part of the International Space Station crew's daily life—down to the air they breathe. These studies are helping NASA prepare for long-term human exploration of the moon and, eventually, Mars.

As part of this effort, NASA's Glenn Research Center in Cleveland is sending three air quality monitors to the space station to test them for potential future use on the moon. The monitors are slated to launch on Monday, April 21, aboard the 32nd SpaceX commercial resupply services mission for NASA.

Like our homes here on Earth, the space station gets dusty from skin flakes, clothing fibers, and personal care products like deodorant. Because the station operates in microgravity, particles do not have an opportunity to settle and instead remain floating in the air. Filters aboard the orbiting laboratory collect these particles to ensure the air remains safe and breathable.

Astronauts will face another air quality risk when they work and live on the moon—lunar dust.

"From Apollo, we know lunar dust can cause irritation when breathed into the lungs," said Claire Fortenberry, principal investigator, Exploration Aerosol Monitors project, NASA Glenn. "Earth has weather to naturally smooth dust particles down, but there is no atmosphere on the moon, so lunar dust particles are sharper and craggier than Earth dust. Lunar dust could potentially impact crew health and damage hardware."

Future space stations and lunar habitats will need monitors capable of measuring lunar dust to ensure air filtration systems are functioning properly. Fortenberry and her team selected commercially available monitors for flight and ground demonstration to evaluate their performance in a spacecraft environment, with the goal of providing a dust monitor for future exploration systems.

Glenn is sending three commercial monitors to the space station to test onboard air quality for seven months. All three monitors are small: no bigger than a shoe box. Each one measures a specific property that provides a snapshot of the air quality aboard the station. Researchers will analyze the monitors based on weight, functionality, and ability to accurately measure and identify small concentrations of particles in the air.

The research team will receive data from the space station every two weeks. While those monitors are orbiting Earth, Fortenberry will have three matching monitors at Glenn. Engineers will compare functionality and results from the monitors used in space to those on the ground to verify they are working as expected in microgravity. Additional ground testing will involve dust simulants and smoke.

Air quality monitors like the ones NASA is testing also have Earth-based applications. The monitors are used to investigate smoke plumes from wildfires, haze from urban pollution, indoor pollution from activities like cooking and cleaning, and how virus-containing droplets spread within an enclosed space.

Results from the investigation will help NASA evaluate which monitors could accompany astronauts to the moon and eventually Mars. NASA will allow the manufacturers to review results and ensure the monitors work as efficiently and effectively as possible. Testing aboard the space station could help companies investigate pollution problems here on Earth and pave the way for future missions to the Red Planet.

"Going to the moon gives us a chance to monitor for planetary dust and the lunar environment," Fortenberry said. "We can then apply what we learn from lunar exploration to predict how humans can safely explore Mars."

NASA commercial resupply missions to the International Space Station deliver scientific investigations in the areas of biology and biotechnology, Earth and space science, physical sciences, and technology development and demonstrations. Cargo resupply from U.S. companies ensures a national capability to deliver scientific research to the space station, significantly increasing NASA's ability to conduct new investigations aboard humanity's laboratory in space.

IMAGE: NASA researchers are sending three air quality monitors to the International Space Station to test them for potential future use on the moon. Credit: NASA/Sara Lowthian-Hanna

[covid-safer-hotties]

Also preserved in our archive

TL;DR: Covid prevention measures worked so well, they controlled and disrupted seasonal flu too. We should be taking more steps to keep everyone safe and healthy from airborne illness. Science shows that it makes a big difference.

Seasonal influenza epidemics impose substantial burdens on health care systems and cause >5 million hospitalizations of adults each year. The current approach to influenza vaccine development requires comprehensive surveillance of circulating strains, which are constantly moving from continent to continent.

The reduction in global human mobility during the COVID-19 pandemic provided a unique opportunity to evaluate how seasonal influenza is impacted during pandemics.

In a new study, an international team of researchers, including from the University of Oxford, Fudan University, and KU Leuven, combined data on the spread of seasonal influenza, its genetic makeup, and international travel patterns to study how seasonal flu viruses moved and evolved.

The paper "COVID-19 pandemic interventions reshaped the global dispersal of seasonal influenza viruses" was published in the journal Science.

This approach helped to estimate how long the viruses remained in certain regions during periods of high and low volumes of international travel and how their genetic diversity changed before, during, and after the COVID-19 pandemic.

During the COVID-19 pandemic, seasonal influenza levels dropped worldwide due to COVID-19 pandemic-related restrictions on population movement and mixing. However, the subsequent rapid bounce back of influenza once air travel returned to pre-pandemic levels showed that the virus was in most cases maintained during the pandemic with continued viral movements and accumulation of genetic diversity.

Lead author of the study Zhiyuan Chen (University of Oxford and Fudan University) says, "It was remarkable how quickly seasonal flu re-established to a pre-pandemic equilibrium just a few years after the height of the COVID-19 pandemic."

Tropical climates, like those found across South and East Asia, allow for continued flu transmission year-round, thereby creating a broader range of flu strains and increasing overall viral diversity. The increased capacity for virus genomic surveillance during the COVID-19 pandemic has provided more detail on the role of other regions, such as Africa and West Asia, in the global circulation of influenza.

These regions also showed evidence of sustained transmission and during the pandemic had relatively less restrictions on movement, in part due to lower levels of COVID-19 transmission.

Co-author Professor Moritz Kraemer (Department of Biology and Pandemic Sciences Institute, University of Oxford) says, "Increased genomic surveillance capacity established during the COVID-19 pandemic means that we are finally getting a deeper insight into the global distribution patterns of seasonal flu and other respiratory viruses.

"These novel and large openly accessible datasets provide an opportunity to learn about the intricate relationships of climate, co-circulating viruses, and human behavior."

Further, with this increased global capacity for surveillance of viruses, it might be possible to better monitor seasonal influenza to reduce the risk of vaccine mismatches, help inform more effective interventions, and reduce the burden of seasonal influenza on our health care systems. This is especially relevant as more regions become suitable for year-round circulation of influenza with changes in climatic conditions.

Co-author Professor Hongjie Yu from Fudan University says, "Further efforts should still focus on the continuing surveillance of seasonal influenza viruses and other respiratory pathogens, particularly resource-limited regions. The established surveillance systems for seasonal respiratory pathogens could also play an extremely vital role when the next pandemic emerges in the future."

More information: Zhiyuan Chen et al, COVID-19 pandemic interventions reshaped the global dispersal of seasonal influenza viruses, Science (2024). DOI: 10.1126/science.adq3003. www.science.org/doi/10.1126/science.adq3003

[the-cat-and-the-birdie]

Welcome to Spider Society -

A mega-post of my headcanons and (very) loose analysis of Spider Society and How It Works - like day to day. Or rather, how it works for recruits.

I'll be looking at things like dorms, contracts, mentors and more. [All of these are my headcanons really, so take what you like and leave what you don't.]

Recruitment - Your First Days At HQ

Learning about the multiverse can without a doubt be a jarring experience for some - And a new recruit's first days at HQ are usually no different.

Day One - First Contact

Based on the scenario, recruitment can happen one of two ways - each with different procedures based on the situation. Merit Recruit - Merit recruits are Spider-people approached on the grounds of merit, experience, or distinction. Spider-people from especially unique worlds, or those with extensive experience are approached by the Spider Society and extended an official invitation to join. Each potential recruit is profiled based on a number of things, including mental stability, talent, personality, or need. A potential recruit is then matched with an active member - an a first contact is organized. Potential Recruits are algorithmically matched with a Spider-person most likely to successfully recruit them - based on personality, emotional connection potential, and a host of other things. Pavitr Prabhakar, Peter B. Parker, and Hobie Brown are all Merit Recruits. Merit Recruits are more likely to bargain contracts, in order to enter the society at a high rank, or receive more perks. Hobie has bargained his contract for limited days - and he is only called for high profile missions. Other recruits cannot negotiate contacts, but Hobie hopes to unionize and change that.

Supervisory Recruit - A Supervisory Recruit is a Spider-person who is profiled and approached based on their 'need' or a growing concern for the situation of their universe. This mostly includes those from dystopian universes, experiencing their 'Public Enemy' Canon Event, or going through financial hardship. Although this also includes a small class of 'Critical Destabilization' Recruits - Spider-people from universes experience anomalies, or multiversal decay. Although approached as a Merit Recruit - Pavitr's file is now labeled as a Critical Destabilization member. Those with a 'CD' designation typically live in dorms as their worlds are closely monitored. CD Spider-people are deeply 'encouraged' to complete as many Canon Events as possible, in order to avoid possible anomalies.

Educational Recruit - Although rare, there are a small number of Educational Recruits - members approached based on their own educational research of the multiverse. If it is determined that a Spider-person has learned about the multi-verse on through their own research, the Society will make direct contact with them as soon as possible. Only a few high-ranking members are chosen to approach Educational Recruits - ready to answer any scientific questions they may have. Educational Recruits take seniority over Merit Recruits, and are also able to negotiate contracts - including access to Society technology. There is also a small academics program in which incoming Educational Recruits can study under other Genius Spider-people. They're trained in The Society Laboratory to develop new technologies and studying the multiverse. Most Educational Recruits are do not work in the field. Margo Kess is an Educational Recruit and is an early graduate of the academics program. Her job at the Go-Home Machine was negoitated in her contract.

Emergency Recruit - Emergency recruits are those who join the society through an Active Call. Contact is made with the recruit in order to prevent or capture anomalies, and treat multiversal decay. Emergency Recruit's experience an extended introduction period, in which they are emotionally monitored and treated before meeting Miguel and continuing on to their Evaluations. Emergency Recruits live on campus in separate private dorms in order to help with the shock. Gwen is an Emergency Recruit.

Next comes your Evaluations.

Evaluations

One of the most intense parts of joining Spider Society is often the evaluations. Because there are a LOT of them. Still recruits, incoming members take a number of evaluations and tests before becoming trainees. There's no way to fail these tests, but they're lengthy, and the data is used for a number of things, known and unknown

Week 1 - Your First Tests

After a contract is negotiated and a recruit accepts their invitation, the recruit is sent home with some materials in order to process what they've just learned. They're given a date and a time for them to return to meet their mentor and take their evaluations. These evaluations usually take a couple of days and so some may say in the dorms for the duration of this. Their original recruitment member will return to meet the recruit and take them back to HQ - and this is usually a time to bond and ask questions. Your recruitment officer is not the same as your mentor, instead they are someone you are mathematically chosen to get along with most. But how do they determine that? -

Your first evaluation at HQ starts before you even notice. Conversation With Lyla - Personality Analysis Prior to meeting Miguel for the second time, the recruit is asked to sit in the lab Gwen and Miles are shown walking through, and wait for Miguel. During this time, Lyla will appear on the console, and make light conversation with the new recruit. In doing so she begins her first analysis on the recruits humor, confidence, comfortability, extrovertedness, assertiveness, and a number of other things. With this, she begins to construct a profile. This conversation may last somewhere between 4-8 minutes - in which Miguel is given a report on you. Lyla is programmed to make the conversation as light as possible, as the participant should not be aware at the time of the test. Only a few have been able to recognize this tactic for what it is. Hobie being one of them. After questioning Lyla as to what she was, when she explained she was an AI - he stopped talking and refused to speak to her any further at that time. This raised his bargaining price with Miguel immensely. Event Screening - Moral Alignment Analysis Assigned by Lyla, A recruit's moral alignment is a profile taken by Lyla at the beginning of their contract, and annually every year after. Arguably the most time-consuming and tedious of the evaluations. Scenario Screening: A Recruit is seated in a lab with Lyla once more. Lyla shows the recruit a number of semi-realistic scenarios in an immersive simulation - similar to the ones Miguel shows Miles. Recruits are asked to respond to each scenario out loud and explain their reasoning, with Lyla making it as conversational as possible. However, this information is not taken at face value. During this conversation Lyla crossmatches. Career Screening: As you go through the Scenario Screening, Lyla will ALSO crossmatch your answers to past events in your career, pulled from sources like news television, and Daily Bugle reports in order to determine if what you are saying is true to your behavior. Both of these reports are combinded to determine truthfulness, self-awareness, selflessness, spontaneity and a number of other factors. This too is added to your file. A Session with Spider-Psyche - Mental Health Analysis Most people hate this part. The last evaluation is a three-session stint with a Spider-Psyche across three different days. During this time, your mental health will be evaluated, as the therapist begins to ask questions related to your canon events. In doing this, your events will be added to your file. This evaluation determines a recruit's mental stability, past traumas, and - hopefully - help determine their canon events in the future. The mental health analysis is due every six months - for every Spider person on campus. It's mandatory. The mental health center is robust, and appointments are easy to get. There is also a Post-Canon Crisis Center and multiple talk groups open for attendance.

Mentorship

Week 2, Day 1 - Meeting your mentor

Now that Lyla has a full profile of the recruit, they official become a member of the Society, earning their entry level badge - a card that gives access to the food court, showers, and other facilities.

As Lyla combines your evaluations into your file - she uses your Moral Alignment, Personality, and Mental Stability to assign you to an senior advisor to report to.

Mentors are responsible for Mission statuses, training updates, and a number of other things - depending on the recruit type and their needs.

There are many mentors on campus, including Ben Reilly, Lego-Spider-Man (for the non-human Spidey-people), Peter B. Parker, SunSpider, and some others.

Typically, a recruitment agent is a mentor in training. Had Hobie stayed in The Society, he would have achieved Mentor status.

First meeting: Largely determined by the mentor's preferred teach method, the first meeting with your mentor is fully determined by them. And some do not give a heads-up. It's encouraged that mentors visit their trainee's home dimension and/or join them on patrol. Mostly because next week, when you begin training, your mentor's report on you will determine your starting level and skillset. The Following Days: Second & Third Meeting Mentors are also encouraged to take and train their trainees in their own home world - for the trainee to get accustomed to blending in and working out there in the multiverse field. During the third meeting, Trainees are often given a tour of the facilities. Most mentors use this as a time to talk - mainly at the food court - in order to gauge their new trainee's skills, likes, goals, and needs. Report of Status and/or Need: Submitted by the end of Week 2 By the end of Week 2 your mentor will submit a report on you and their thoughts, as well as details on your experience, strengths, and skills. They will also determine things like your category - a descriptor of your fighting and battle techniques. There a nearly a dozen classes of category ranging from 'Speedsters' (Disco-Spider and Brown-Spider), to Wielders (those who wield extra weapons in addition - i.e Spider-Punk). You can fall into two or more categories at once - and your category is a large factor in your selection in particular missions. This entire status report - along with their full file and evaluations - is submitted directly to Miguel, not Lyla. And he reads each and every file. Miguel also requests a Report of Need if neccesary - detailing any struggles - financial, safety, or otherwise, that a trainee may need. For non-emergency recruits, this is also the time to sign up for dorms. In accordance with this report, Mentors must report HOW they're helping their trainee and their progress in need. For example, if a Spider-person is facing eviction or behind on rent, The Society will offer housing aid to assure they can keep their home, and they will continually check in to assures it stays this way. Once again, every one of these reports is screen by Miguel personally. (i.e Jessica is required by this rule to report how many days Gwen has slept on campus each month - as apart of her 'Need Relief Report'. Gwen got in trouble multiple times for spending under the required amount, during her time sleeping at Hobie's.)

Mentor Reports:

Mentors are required to give routine Training and Development Reports routinely - the frequency based on their time with The Society, starting at weekly and decreasing from there.

Personal Report:

You and your mentor may fill out a personal report, either together or by yourself.

This is to detail your feelings as needs as a new member, what you'd like changed, what you need, etc. This can range from anything from needing to set up Spider-psyche appointments, an increase in meal plan, or special accommodations.

Merit and Educational Recruits also fill out a Report of Perks & Benefits, in which they request things like entry into the Education program, private rooms, suit upgrades, and more.

Contract Negotiation: MERIT and EDUCATIONAL only

During this time, Trainees can now negotiate their contracts fully - outside of the Perks & Benefits, though taking more than usual is hard to get out of Miguel. But possible.

This negotiation is a personal sit down with Miguel, your mentor, you and Lyla. Your recruitment advisor can also be present for this as your second rep (besides your menton). After this, their contract is solidified.

Hobie, for example has negotiated a limited amount of mission calls per monthly cycle, earning his file the label of Class S, only reserved for high-level missions cleared by Lyla. Your class is another designation besides your category, however this is determined after Week 3 - your Training Week. Get ready to meet the training rooms and coaches!

___________________________________________ So yeah, that's how I imagine the first week of The Society is like. Based on.... :) haha mmm

But this is all just complete headcanon of how I imagine it - based on things like how I imagine Lyla works or mission teams are form and other stuff.

In my head Hobie, Gwen, Diane, and all Spider-sonas had to go through this lol

Um this was fun if you read this far I really appreciate it!!!! So take this photo of Hobie and uhhh....uhmm uh

Bye.

(also I mention Brown Spider who belongs to @brown-spider

And Disco-Spider Diane who belongs to me!)

[sipenvs3000w25]

Unit 5- Citizen Scientists and Creativity

Science is often viewed as the domain of experts—locked away in research labs, academic journals, and institutions. However, the rise of citizen science is proving that anyone with curiosity and a willingness to learn can contribute meaningfully to scientific discovery. Making science accessible empowers communities, enriches our understanding of the natural world, and fosters a deeper appreciation for conservation efforts.

A fantastic example of this is Washington Wachira, a wildlife ecologist, nature photographer, and safari guide whose passion for birds has inspired many. In his TED Talk, Wachira highlights the importance of bird databases in Africa and how technology is bridging the gap between scientists and the public. His work showcases how everyday people, equipped with nothing more than a smartphone, can contribute valuable data to ornithological research.

For many, computers are a luxury. However, as smartphones become increasingly common, apps are providing a more accessible way to engage with science. Whether it’s using apps like eBird or iNaturalist to document bird sightings, or participating in conservation programs through mobile platforms, technology is revolutionizing how people interact with the natural world. This accessibility ensures that more voices, especially from underrepresented regions, are included in global scientific discussions.

Wachira’s enthusiasm for birds is infectious, bringing to mind one of the first nature documentaries I ever watched—Netflix's Dancing with the Birds (2019). This film masterfully captures some of the world’s most extraordinary birds—particularly the birds of paradise—and showcases their mesmerizing mating rituals. The stunning visuals of these creatures in New Guinea’s untouched forests make a compelling case for preserving such fragile ecosystems. To me, this documentary represents a beautiful intersection of science and art—two powerful lenses through which we can interpret and appreciate nature. This fusion not only bridges the gap between scientific inquiry and artistic expression but also strengthens outreach, engaging both the scientific and creative communities in a more profound way.

The importance of citizen science in environmental education is well-documented. In their article Evaluating Environmental Education, Citizen Science, and Stewardship through Naturalist Programs, Merenlender and colleagues explore how hands-on participation in science fosters environmental stewardship. The study emphasizes that engaging people in nature-based learning experiences leads to stronger conservation efforts and a deeper connection with the environment. When individuals actively contribute to scientific research—whether by tracking bird migrations, monitoring water quality, or identifying plant species—they develop a personal stake in environmental issues.

Citizen science breaks down barriers to knowledge. It transforms people from passive consumers of information into active participants in discovery. By increasing access to scientific tools and data, we empower communities to take an active role in conservation. Washington Wachira’s work, the stunning imagery of Dancing With The Birds, and the research on environmental education all point to one truth: science belongs to everyone. The more accessible we make it, the more we all benefit—from individual learners to entire ecosystems.

This male Red-Capped Manakin snaps its wings and performs the lively "moonwalk" on a branch to attract a female's attention. This is one of many birds highlighted in Netflix's Documentary Dancing with The Birds- I highly recommend!

[religion-is-a-mental-illness]

By: John Burn-Murdoch

Published: Mar 14, 2025

What is intelligence? This may sound like a straightforward question with a straightforward answer — the Oxford English Dictionary defines it as “a capacity to understand” — but that definition itself raises an increasingly relevant question in the modern world. What happens if the extent to which we can practically apply that capacity is diminishing? Evidence is mounting that something exactly like this has been happening to the human intellect over the past decade or so.

Nobody would argue that the fundamental biology of the human brain has changed in that far-too-short time span. However, across a range of tests, the average person’s ability to reason and solve novel problems appears to have peaked in the early 2010s and has been declining ever since.

When the latest round of analysis from PISA, the OECD’s international benchmarking test for performance by 15-year-olds in reading, mathematics and science tests, was released, the focus understandably fell on the role of the Covid pandemic in disrupting education. But this masked a longer-term and broader deterioration.

Longer-term in the sense that scores for all three subjects tended to peak around 2012. In many cases, they fell further between 2012 and 2018 than they did during the pandemic-affected years. And broader in that this decline in measures of reasoning and problem-solving is not confined to teenagers. Adults show a similar pattern, with declines visible across all age groups in last year’s update of the OECD’s flagship assessment of trends in adult skills.

Given its importance, there has been remarkably little consistent long-running research on human attention or mental capacity. But there is a rare exception: every year since the 1980s, the Monitoring the Future study has been asking 18-year-olds whether they have difficulty thinking, concentrating or learning new things. The share of final year high school students who report difficulties was stable throughout the 1990s and 2000s, but began a rapid upward climb in the mid-2010s.

This inflection point is noteworthy not only for being similar to performance on tests of intelligence and reasoning but because it coincides with another broader development: our changing relationship with information, available constantly online.

Part of what we’re looking at here is likely to be a result of the ongoing transition away from text and towards visual media — the shift towards a “post-literate” society spent obsessively on our screens.

The decline of reading is certainly real — in 2022 the share of Americans who reported reading a book in the past year fell below half.

Particularly striking however is that we see this alongside decreasing performance in the application of numeracy and other forms of problem-solving in most countries.

In one particularly eye-opening statistic, the share of adults who are unable to ��use mathematical reasoning when reviewing and evaluating the validity of statements” has climbed to 25 per cent on average in high-income countries, and 35 per cent in the US.

So we appear to be looking less at the decline of reading per se, and more at a broader erosion in human capacity for mental focus and application.

Most discussion about the societal impacts of digital media focuses on the rise of smartphones and social media. But the change in human capacity for focused thought coincides with something more fundamental: a shift in our relationship with information.

We have moved from finite web pages to infinite, constantly refreshed feeds and a constant barrage of notifications. We no longer spend as much time actively browsing the web and interacting with people we know but instead are presented with a torrent of content. This represents a move from self-directed behaviour to passive consumption and constant context-switching.

Research finds that active, intentional use of digital technologies is often benign or even beneficial. Whereas the behaviours that have taken off in recent years have been shown to affect everything from our ability to process verbal information, to attention, working memory and self-regulation.

The good news is that underlying human intellectual capacity is surely undimmed. But outcomes are a function of both potential and execution. For too many of us the digital environment is hampering the latter.

[ Archive: https://archive.today/vhoGi ]

[vayamsblog]

Capacity Building for Monitoring and Evaluation Training: A Complete Guide

Monitoring and Evaluation (M&E) is a critical function for organizations working in development, nonprofits, and even corporate sectors. However, many professionals struggle with gaps in their M&E knowledge, making it difficult to track progress, measure impact, and make data-driven decisions.

If you’ve ever felt unsure about designing M&E frameworks, collecting the right data, or analyzing results effectively, you’re not alone. The good news? Capacity building in M&E can bridge these gaps and turn you into a confident, skilled professional.

In this blog, we’ll break down everything you need to know about M&E training—why it matters, key skills you’ll gain, and how to choose the right program. Plus, if you're ready to take the next step, we’ll show you a proven way to build your expertise.

Why Capacity Building in Monitoring and Evaluation Matters

Many organizations face common challenges when it comes to M&E:

Lack of skilled staff – Without proper training, teams struggle to set up effective M&E systems.

Poor data quality – Inaccurate or incomplete data leads to unreliable insights.

Low stakeholder engagement – When teams don’t understand M&E, they don’t see its value.

Inefficient reporting – Reports fail to capture real impact, making it hard to secure funding.

Capacity building in M&E tackles these issues by equipping professionals with the right tools and knowledge. Whether you’re an M&E officer, program manager, or development professional, structured training can help you:

Design strong M&E frameworks

Collect and analyze data effectively

Improve decision-making with evidence

Communicate impact clearly to stakeholders

Key Components of Effective M&E Training

Not all M&E courses are the same. A high-quality program should cover these essential areas:

1. Understanding M&E Fundamentals

Before diving into complex techniques, you need a solid foundation. A good course will explain:

The difference between monitoring and evaluation

Key M&E terms and concepts

How M&E fits into project management

2. Designing M&E Frameworks

A weak framework leads to weak results. Training should teach you:

How to set clear indicators and targets

Logical framework approaches (logframes)

Theory of Change (ToC) development

3. Data Collection and Analysis

Many professionals struggle with turning raw data into insights. The right training will help you:

Choose the best data collection methods (surveys, interviews, focus groups)

Use tools like Excel, SPSS, or KOBO Toolbox

Interpret data to make informed decisions

4. Reporting and Communication

If stakeholders don’t understand your reports, your hard work goes unnoticed. Learn how to:

Create clear, compelling reports

Use visualization tools (charts, graphs, dashboards)

Present findings in a way that drives action

5. Real-World Applications

The best training includes case studies and practical exercises, so you can apply what you learn immediately.

Who Needs M&E Training?

M&E skills are valuable across multiple roles:

Project Managers – Need to track progress and measure success.

M&E Officers – Must master data collection, analysis, and reporting.

NGO & Development Professionals – Require impact measurement for donor reports.

Government Officials – Use M&E to assess policy effectiveness.

Researchers & Consultants – Need strong data skills for evidence-based recommendations.

If your work involves planning, tracking, or assessing programs, M&E training will make you more effective.

How to Choose the Right M&E Training Program

With so many courses available, how do you pick the best one? Look for these features:

Practical, Hands-On Learning – Avoid theory-heavy courses. You need real exercises and case studies. Experienced Trainers – Learn from professionals who have actually worked in M&E. Certification – A recognized certificate adds credibility to your skills. Flexible Learning Options – Online, in-person, or blended formats to fit your schedule.

Ready to Build Your M&E Skills? Join Sambodhi’s Certification Program

If you’re serious about mastering M&E, Sambodhi’s Monitoring and Evaluation Certification Program is designed for you. This course gives you practical skills through real-world examples, expert guidance, and interactive learning.

What You’ll Learn:

How to design and implement M&E systems

Advanced data collection and analysis techniques

Best practices for reporting and impact assessment

Why Choose Sambodhi?

Learn from industry experts with years of field experience

Get a recognized certification to boost your career

Flexible online learning that fits your schedule

Don’t let gaps in your M&E knowledge hold you back. Enroll in Sambodhi’s M&E Certification Program today and take the next step in your professional journey.

Final Thoughts

Capacity building in M&E isn’t just about learning concepts—it’s about gaining skills that make a real difference in your work. Whether you’re improving project outcomes, securing funding, or making data-driven decisions, the right training will set you up for success.

If you’re ready to move from uncertainty to confidence, invest in structured M&E training. The skills you gain will pay off in better projects, stronger reports, and greater career opportunities.

Have questions about M&E training? Drop them in the comments—we’d love to help!

[rjzimmerman]

In eagle nirvana, avian flu is decimating America’s national bird. (Washington Post)

Excerpt from this Washington Post story:

The research boat thumped over the waves on a crisp June morning, spraying William Bowerman as he peered into 136 square miles of lakes and a cerulean sky in Voyageurs National Park.

“This is my favorite day of the year, because I’m here in eagle nirvana,” said Bowerman, a bald-eagle researcher who has been coming to these waters for half of his 63 years.

He spoke nostalgically of recent summers when you could scale a 70-foot white pine, peer over the edge of a massive nest and observe healthy brown eaglets. And from that perch, you could see the next eagle nest a mile away, and beyond it a third.

But as Bowerman and his colleagues monitored the status of the park’s bald eagles on this perfect morning, they were finding no young birds — just empty nests and the occasional adult.

Seventeen years after the Fish and Wildlife Service removed the bald eagle from the endangered species list, signaling the comeback of an iconic species, a new enemy is stalking our national bird. Not lead from duck-hunter bullets, not DDT from insecticides, not PCBs from industrial polluters.

The enemy this time is avian influenza.

In Northern Michigan, where Bowerman, a University of Maryland professor, has spent 40 years continuing a long-running bald-eagle census, the number of occupied eagle nests had risen from 52 in 1961 to 114 in 1984 and about 1,000 by the end of 2021. Late that year, highly pathogenic avian influenza reached North America.

The impact was immediate and devastating. In 2022, the number of occupied nests plunged 50 percent. Tests on dead bald eagles performed by the Michigan Department of Natural Resources revealed that 38 percent of those that could be diagnosed had died of avian influenza.

In Minnesota, however, there are no comprehensive figures on the impact of the disease because the state does not collect all dead eagles for necropsy, the animal version of an autopsy.

Nationwide, avian influenza has killed at least 606 bald eagles in 45 states, according to findings from the Animal and Plant Health Inspection Service, part of the Department of Agriculture. And those are just the eagles whose remains have been recovered and tested; experts believe they represent only a small fraction of the true toll.

“The warning bell has been rung,” said Peter Nye, who started organizing New York state’s bald-eagle restoration program in 1975 when the state had just a single pair. When he retired in 2010, the number had risen to an estimated 450.

In Florida and Georgia, avian influenza has caused an alarming rate of bald eagle deaths and nest failures, researchers wrote in January 2023 in the journal Nature Scientific Reports. Nest success rates — the percentage that result in the birth of eaglets that learn to fly — dropped in the two-hardest hit Georgia counties, Camden and Glynn, by 43 percent and 62 percent respectively in 2022.

Eagles were nesting when the virus began to overrun the population.

“Waterfowl were dying, and the eagles were eating the waterfowl,” said Nicole Nemeth, lead author of the paper and head of the research and diagnostic service at the Southeastern Cooperative Wildlife Disease Study at the University of Georgia. The study, launched in 1957, receives dead wildlife from 17 states and has helped researchers evaluate the broader impact of avian influenza.

As dead eagles came into the study in 2022, the organizers heard the same basic story again and again.

“‘This was a nesting adult. We found it dead. A day or two later, we found the mate dead, and then the chicks died.’ It was sad, depressing, alarming,” Nemeth said. “It was like you were trying to sleep at night, and you just could not get out of your mind the fact that these birds were dropping dead.”

In a graphic video accompanying the journal study, an eagle infected with avian influenza jerked its head frantically and beat its wings, unable to rise more than a few feet from the ground.

Nemeth and her colleagues concluded that the eagle losses from avian flu offer a broader picture of the disease’s impact, “an early horizon scan of an emerging threat to populations of predatory and scavenging birds across North America.” Hundreds of hawks and owls have already been felled by the disease, according to federal figures.

[thereportersclassroom]

Empowering All Learners Through Technology Integration in Remedial Instruction

Differentiating instruction through technology not only supports the individual needs of students but also fosters global competencies and cultural appreciation. As part of the “Developing Remedial Instruction” unit, I collaborated with my mentor teacher to revise the lesson plan by integrating purposeful digital tools across all instructional days. This integration supports various learning styles, boosts student engagement, and brings diverse cultural perspectives into the classroom.

📚 Technology Integration Overview

Day 1 – Reading Comprehension with Immersive Reader Students will use Microsoft’s Immersive Reader to access modified texts, highlight key ideas, and have passages read aloud. This tool supports auditory and visual learners and builds linguistic development for ELLs and struggling readers (Hodges et al., 2020).

Day 2 – Vocabulary Practice with Quizlet Students will review vocabulary terms using Quizlet flashcards and games. Quizlet allows students to work at their own pace while reinforcing retention through multimodal practice. The platform includes user-generated content from educators globally, exposing students to diverse word usages and dialects.

Day 3 – Collaborative Research with Google Docs Small groups will use Google Docs to co-author a short research report on a world culture relevant to the week’s theme. This not only practices writing and collaboration but also introduces students to global contexts. Real-time commenting and editing ensure equitable participation and accountability (Trust & Maloy, 2017).

Day 4 – Digital Storytelling with Book Creator Students will create digital books about a challenge they’ve overcome, integrating audio, video, and images. Book Creator is especially impactful for students with writing difficulties, allowing them to express identity and emotion through media (Al-Awidi & Aldhafeeri, 2017). This activity promotes empathy and celebrates diverse narratives.

Day 5 – Reflection with Padlet Students will post reflections about what they’ve learned this week on Padlet, responding to classmates across the board. This tool supports peer dialogue, provides anonymity for shy students, and opens space for respectful cross-cultural discussion.

🔒 Ensuring Appropriate Use

To ensure technology is used responsibly, I will establish clear usage expectations, model digital citizenship, and monitor group interactions in real time. Students will complete short self-evaluations after tech-integrated activities to reflect on their engagement and ethical use.

🌍 Global & Cultural Relevance

Every tool selected encourages interaction with global voices or perspectives. From international Quizlet decks to storytelling rooted in students' unique experiences, this unit allows learners to see themselves and others in the content, developing empathy and cross-cultural literacy—key competencies in today’s interconnected world.

📚 References

Al-Awidi, H. M., & Aldhafeeri, F. M. (2017). Teachers’ use of e-books in the classroom: A qualitative study. Education and Information Technologies, 22(6), 2711–2727. https://doi.org/10.1007/s10639-017-9612-1 Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. Trust, T., & Maloy, R. W. (2017). Teachers Building Digital Portfolios: Integrating Technology, Reflection, and Professional Development. Journal of Digital Learning in Teacher Education, 33(3), 118–126. https://doi.org/10.1080/21532974.2017.1297762

[ivysb]

Five Timeless Techniques for Mastering Knowledge

1. Spaced Repetition

Steps:

Identify Key Information: Select the material you need to learn.

Create a Study Schedule: Space your study sessions over increasing intervals (e.g., 1 day, 3 days, 1 week, 2 weeks).

Review Regularly: Revisit the material at each scheduled session.

Scientific Basis: Spaced repetition leverages the spacing effect, a phenomenon where information is more easily recalled when study sessions are spaced out over time. Research shows this technique enhances long-term retention compared to cramming.

2. Cornell Method

Steps:

Prepare Your Paper: Divide your paper into three sections: a narrow left column for cues, a larger right column for notes, and a summary section at the bottom.

Take Notes: During lectures or readings, jot down key points in the right column.

Cue Column: After the session, fill in the left column with questions or keywords related to your notes.

Summarize: At the end of your notes, write a brief summary of the main points in the bottom section.

Review: Use the cues to test your recall and understanding.

Scientific Basis: The Cornell Method promotes active engagement with the material and encourages self-testing, which are both linked to improved memory and understanding through the retrieval practice effect.

3. SQ3R Method

Steps:

Survey: Quickly scan the material to get an overview.

Question: Formulate questions based on headings and subheadings.

Read: Read the material carefully to find answers to your questions.

Recite: Summarize the information in your own words.

Review: Go over the material again to reinforce learning.

Scientific Basis: SQ3R is based on principles of active reading and metacognition. By engaging with the material in multiple ways, learners can deepen their understanding and retention.

4. Priming

Steps:

Preview Material: Briefly look over the material before diving into a detailed study session.

Set Goals: Define what you want to achieve with your study session.

Contextual Exposure: Expose yourself to related concepts and ideas in everyday life.

Scientific Basis: Priming relies on the brain's ability to make connections between related pieces of information. It can enhance learning and recall by creating a mental framework that makes new information easier to integrate.

5. Metacognition

Steps:

Plan: Before starting, plan your approach to the study session.

Monitor: Keep track of your understanding and progress during study.

Evaluate: After the session, assess what you've learned and how well you understood it.

Scientific Basis: Metacognition involves thinking about one's own thinking processes. It encourages self-regulation and reflective practices, which research shows can significantly enhance learning outcomes by promoting deeper understanding and strategic use of cognitive resources.

[mariacallous]

Too few families have access to high-quality early learning opportunities in the United States. Research has shown that challenges with the early childhood care and education (ECCE) workforce, such as teacher shortages (driven by extremely low wages), are major contributing factors. Many ECCE programs have turned families away because they were understaffed, leading children to miss out on vital early learning opportunities and families to struggle to find child care needed to work.  

Still, too often, state leaders looking to address those challenges confront data limitations that interfere with their ability to respond. In fact, many states lack the data needed to answer even the most basic questions about their early childhood workforce. This makes it difficult to diagnose problems and evaluate investments and initiatives.

This brief highlights how Virginia developed LinkB5, a statewide ECCE longitudinal data system. LinkB5 has vastly expanded the state’s capacity to answer key questions about its ECCE workforce and to monitor quality and access. For state leaders frustrated by the challenges of making decisions about a fragmented ECCE system—where standardized data can be hard to come by—we believe that LinkB5 could be a model to consider.

[pneumaticactuatorchina]

‌Top 10 Pneumatic Actuator Brands In 2025

The pneumatic actuator market continues to thrive in 2025, driven by advancements in automation and industrial efficiency. Based on comprehensive evaluations by CN10/CNPP research departments, which integrate big data analytics, AI-driven insights, and market performance metrics, here are the leading brands shaping the industry‌.

‌1. SMC (SMC Corporation)‌

‌Performance & Reliability:‌ As a global leader since 1959, SMC delivers over 10,000 pneumatic components, including high-precision cylinders, valves, and F.R.L. units. Its products are renowned for durability, energy efficiency, and adaptability to extreme industrial conditions. ‌Industry Applications:‌ Widely used in automotive manufacturing, semiconductor production, and robotics, SMC’s actuators ensure seamless automation across 80+ countries. Its China-based facilities, established in 1994, serve as a primary global production hub‌.

‌2. FESTO (Festo AG & Co. KG)‌

‌Performance & Reliability:‌ With nearly a century of expertise, Festo combines innovative engineering with IoT-enabled solutions. Its actuators emphasize precision control, low maintenance, and compatibility with smart factory ecosystems. ‌Industry Applications:‌ Festo dominates sectors like pharmaceuticals, food processing, and renewable energy, offering customized automation systems that enhance productivity and sustainability‌.

‌Other Notable Brands In The 2025 Rankings‌

While SMC and Festo lead the list, the following brands also excel in specific niches:

‌Brand A‌: Specializes in compact actuators for medical devices.

‌Brand B‌: Focuses on heavy-duty applications in construction machinery.

‌Brand C‌: Pioneers eco-friendly designs with reduced carbon footprints.

‌Key Trends Driving Market Growth‌

‌Smart Automation‌: Integration of AI and real-time monitoring in actuator systems‌.

‌Sustainability‌: Energy-efficient designs aligned with global decarbonization goals‌.

‌Customization‌: Tailored solutions for niche industries like aerospace and biotechnology‌.

This ranking underscores the critical role of innovation and adaptability in maintaining competitive advantage. Brands that prioritize R&D and cross-industry collaboration are poised to lead the next decade of pneumatic automation‌.

If you want to learn more about low-priced products, please visit the following website: www.xm-valveactuator.com

[nursingwriter]

Purpose This project is the second of four projects. It also represents the second part of the external environmental analysis part of a strategic management plan. You will use the tools and apply concepts learned in this and previous business courses to demonstrate an understanding of how organizations develop and manage strategies to establish, safeguard and sustain their competitive position in the 21st century (rapidly evolving/shifting/changing), uncertain hyper-competitive business environment. Monitoring competitors’ performance is a key aspect of performing an external environment analysis.  This project provides you with the opportunity to evaluate the competitive position of your assigned company and integrate that information in a partial SWOT (OT), Porter's Five Forces, External Factor Evaluation (EFE) matrix, and Competitive Profile Matrices (CPM). In this project, you are presenting a report document. The expectation is that the report provides details to help the audience grasp the main topics and to understand and complete the External Environmental Analysis. "Analysis" is the operative word. In analyzing the external environment, you are expected to thoroughly research the company. As part of this effort, you will need to take that research and break it into small parts to understand better what is happening in the external environment of the business. In researching an industry, it is important to understand that every company within an industry is different, so gathering information on one company does not mean that the collected information is relevant to other companies. When researching, parsing the material is critical to an accurate analysis. Avoid presenting just any information as that may lead to using irrelevant information. You will then write the report in your own words to share the external analysis. You are expected to present information and support the ideas and reasoning using the course material and your research.  You will not lift any information from source documents without properly citing and referencing.  For the technical analysis aspect of the project, you must create the technique on your own and may not use any source material that you happen to find. No work from a clearinghouse or similar website may be used or cited as a credible source. Outcomes Met With This Project - Utilize a set of useful analytical skills, tools, and techniques for analyzing a company strategically; - Integrate ideas, concepts, and theories from previously taken functional courses including accounting, finance, market, business, and human resource management; - Analyze and synthesize strengths, weaknesses, opportunities, and threats (SWOT) to generate, prioritize, and implement alternative strategies to revise a current plan or write a new plan and present a strategic plan. Instructions Step 1  Specific Company for All Four Projects The company that your Instructor has assigned to you for Project 1 is the company you will use for this project.  The assigned company must be used for this project and in subsequent projects in the course.  Students must complete the project using the assigned company. Deviating from the assigned company will result in a zero for the project. After reading the course material, you will complete the steps below. Step 2   Course Materials and Research - You must research information about the specific company and the environment for this project. You are accountable for using the course materials to support the ideas, reasoning, and conclusions made. Using course material extends beyond defining terms—the 'why and how' of a situation.  Using one or two in-text citations from the course materials and then relying on Internet source material will not earn many points on the assignment.  A variety of source material is expected, and what is presented must be relevant and applicable to the topic being discussed. Avoid merely making statements but close the loop of the discussion by explaining how something happens or why something happens, which focuses on importance and impact. In closing the loop, you will demonstrate the ability to think clearly and rationally, showing an understanding of the logical connections between the ideas presented from the research, the course material, and the question(s) being asked. Note: Your report is based on the research results performed and not on any prepared documentation.  What this means is that you will research and draw your own conclusions that are supported by the research and the course material rather than the use of any source material that puts together any of the tools or techniques whether from the Internet, for-pay websites, or any pre-prepared document, video or source material. A zero will be earned for not doing your own analysis. Success: The analysis is based on research and not opinion. You are not making recommendations, and you will not attempt to position the specific company in a better or worse light than other companies within the industry merely because you are completing an analysis on this particular company. The analysis must be based on factual information. Any conclusions drawn have to be based on factual information rather than leaps of faith. To ensure success, as stated above, you are expected to use the course materials and research on the specific company's global industry and the specific company. An opinion does not earn credit, nor does the use of external sources when course materials can be used. It is necessary to provide explanations (the why and how) rather than making statements. Avoid stringing one citation after another, as doing so does not show detailed explanations. Library Resources (Company Required)  All the information needed for your assigned company must be obtained from one of the library's suggested online company research databases. To use these resources, go to the main navigation bar in the classroom, select Academic Support, and then select Libary. Next, select Databases by Title (A-Z). Since your primary online company research database is Statista, select S from the alphabet list, and scroll down to select Statista Online. Dun and Bradstreet's Hoovers Database, among others listed using the link directory below, is another excellent source of company research, competitor and industry information. You can find relavant and significant additional information required for company project research by using https://libguides.umgc.edu/business-research. Additional Library Resources Research for Company Financial Ratios: Financial Research. Research for Industry Financial Ratios: CSI Market. Use "OneSearch" to find scholarly articles by clicking Library under Academic Support on the classroom main menu bar and checkmark "Scholarly Journals Only" prior to starting a search. Library Support Personal Assistance Extensive library resources and services are available online, 24 hours a day, seven days a week at https://www.umgc.edu/library/index.cfm to support you in your studies. In addition, the UMGC Library provides research assistance in creating search strategies, selecting relevant databases, and evaluating and citing resources in various formats via its "Ask a Librarian" service at https://www.umgc.edu/library/libask/index.cfm. Step 3   How to Set Up the Report  The document has to be written in Word or RTF. No other format is acceptable.  No pdf files will be graded.  Use 12-point font for a double-spaced report.  The final product should be 9 - 10 pages. The final project may not exceed 10 pages, including all tables and matrices, but excluding the title and reference pages. Do no use an Appendix. - Create a title page with the title, your name, date, the course number, the instructor's name. - Create Topic Headings that correspond to exact sections of the project requirements.  Step 4   Industry Analysis - Perform a Porter Five Forces analysis on the organization's industry and the specific company in particular. The industry is the global industry. First, use the course materials to identify the five forces and what components make up each force. Then, perform an analysis of each force that clearly discusses the ‘why and how’ and concludes with the effect of the given force on the fortunes of the industry (industry profitability) and/or industry dynamics; that is, whether the effect of the force on the industry is weak/modest/average/moderate or strong/severe and also on the specific company. You may not use a Porter Five Forces analysis that is already completed and available on the Internet. A zero will result if used as the analysis results from your research and your own development. Step 5   Competitive Analysis - Perform a Competitive Analysis using the specific company’s closest three competitors plus the selected company. Explain why these companies are competitors. Analyze the competition's products and services, explaining features, value, targets, etc. What are the competition's strengths and weaknesses, and what is the market outlook for the competition? - Identify and discuss at least eight (8) key success factors (critical success factors). Each industry has different key success factors, so make sure the success factors fit the industry. Review the Competitive Profile Matrix Example under Week 3 Content for clarification. - Develop a Competitor Profile Matrix (CPM). Explain how you developed the matrix. Make sure to support your reasoning. Step 6   Partial SWOT Analysis  A SWOT analysis is a tool used to assess the strengths and weaknesses (internal environment) and the opportunities and threats (external environment) of an organization. You will complete a partial SWOT analysis only completing an analysis on the OT (Opportunities and Threats). The information presented is not based on your beliefs but fact-based, data-driven information. The items used in the OT are factors that are affecting or might affect the specific company or those companies within the identified industry. You will: - Develop an OT table using your research to identify at least five (5) opportunities and five (5) threats that influence the industry and the specific company. Make sure to cite the elements within the table. - Perform an OT analysis (separate from the SWOT table). - You may not use a SWOT analysis that is already completed and available on the Internet. The OT is for the specific company and no other company. A zero will result if used as the analysis results from your research and your own development. NOTE:  A matrix is a table. It is not an analysis. Step 7   External Factor Evaluation (EFE) Analysis The External Factor Evaluation (EFE) matrix will allow you to use the industry analysis and the competitive analysis to assess whether the specific company can effectively take advantage of existing opportunities while minimizing the identified external threats that will help you formulate new strategies and policies. You will use the opportunities and threats from the OT analysis. - Using the information gathered for the OT analysis, develop an EFE matrix using five (5) opportunities and five (5) threats. Discuss how you developed the EFE matrix and the outcome.  Make sure to support your reasoning. Step 8  Conclusion Create a conclusion. The Conclusion is intended to emphasize the purpose/significance of the analysis, emphasize the significance/consequence of findings, and indicate the wider applications derived from the main points of the project’s requirements. You will conclude with the findings of the external environment analysis.   EFE ANALYSIS TOOL https://thinkinsights.net/strategy/efe-analysis/ EFE MATRIX TOOL http://www.maxi-pedia.com/EFE+matrix+external Read the full article