A new study by researchers at the University of Tokyo explores whether reading manga on paper or on a tablet changes how the brain understands and remembers stories. Participants first read the opening half of a two-part manga story either on paper or on a tablet. Later, while inside an MRI scanner, they read the second half through LCD goggles and answered questions about the story.

A new study by researchers at the University of Tokyo explores whether reading manga on paper or on a tablet changes how the brain understands and remembers stories. Participants first read the opening half of a two-part manga story either on paper or on a tablet. Later, while inside an MRI scanner, they read the second half through LCD goggles and answered questions about the story.

The rapid emergence of generative AI in higher education has raised concerns about students' reliance on the use of these tools for academic and personal tasks. Although generative AI can boost productivity and creativity, key learning skills may be undermined by overreliance on it.

The rapid emergence of generative AI in higher education has raised concerns about students' reliance on the use of these tools for academic and personal tasks. Although generative AI can boost productivity and creativity, key learning skills may be undermined by overreliance on it.

Boise State University has emerged as the pivotal regional leader for semiconductor education and workforce development in the Pacific Intermountain region through its designation as the lead institution in the National Network for Microelectronics Education (NNME). This prestigious appointment, announced during a campus press conference, spotlights Boise State as a cornerstone in the national strategy to address critical workforce shortages in the semiconductor sector, directly influenced by the CHIPS and Science Act’s emphasis on revitalizing microelectronics manufacturing across the United States.

Funded by the U.S. National Science Foundation’s Directorate for Technology, Innovation and Partnerships (NSF TIP) in collaboration with the U.S. Department of Commerce, the NNME initiative represents a nationwide response to the escalating demand for highly skilled semiconductor professionals. As semiconductor technology drives innovation in virtually every modern industry—from consumer electronics to automotive and defense systems—the need for a robust, well-educated workforce has become paramount. Boise State’s role as the regional hub means it will lead efforts in shaping educational curricula, fostering industry partnerships, and coordinating workforce development programs to cultivate a pipeline of talent ready for semiconductor careers.

The semiconductor industry forecasts a staggering shortfall of up to one million workers by 2030, particularly in manufacturing, engineering, and technical support sectors. This workforce gap presents a formidable barrier to the industry’s continued expansion and U.S. leadership in microelectronics technology. Regional nodes like the one led by Boise State are designed to provide localized solutions tailored to the unique needs of their respective geographies, bridging the divide between academic training and employer requirements. The Pacific Intermountain Network will integrate K-12 outreach to cultivate early interest, community college programs for foundational skills, and university-level advanced technical education to produce highly capable professionals.

Boise State University’s selection was underpinned by its robust engineering programs, cutting-edge laboratory facilities, and established relationships with semiconductor manufacturers and technology enterprises throughout the region. These assets empower the university to implement hands-on learning experiences utilizing industry-standard equipment, an indispensable component of microelectronics education. Additionally, the program aims to facilitate internship opportunities that immerse students in real-world semiconductor production environments, thus enhancing their practical skills and employability upon graduation.

This initiative underscores the importance of accessible and inclusive education pathways that accommodate students from diverse backgrounds. The NNME program’s holistic approach addresses barriers to entry and retention in STEM fields, ensuring that equal opportunities exist for underrepresented populations within the semiconductor workforce. By fostering collaboration among educational institutions, industry, and workforce organizations, the network seeks to build a sustainable ecosystem where innovation and talent development reinforce one another.

Jennifer Ellis, Director of the NNME, emphasized the coalition’s unique ability to unify stakeholders across sectors to form a “talent engine” capable of responding to the semiconductor industry’s dynamic labor needs. Meanwhile, Shari Liss, Vice President of Workforce Development at SEMI, articulated the strategic significance of establishing Regional Nodes as foundational elements of the national microelectronics workforce infrastructure. These nodes serve as critical points of convergence, linking national priorities with regional execution.

Boise State’s commitment extends beyond educational programming; it aligns with broader regional economic development goals by attracting semiconductor industry investment and enhancing technological innovation capacity. As microelectronics continues to infiltrate emerging fields like artificial intelligence, quantum computing, and advanced sensing, an adept workforce becomes not only a driver of economic growth but also a safeguard for technological sovereignty. The university’s increased focus on doctoral and master’s programs in engineering signifies a strengthening of research capabilities that complement workforce training initiatives.

The strategic collaboration between NSF TIP, the U.S. Department of Commerce, the NNME, and the SEMI Foundation illustrates a comprehensive approach to reviving American competitiveness in microelectronics. The SEMI Foundation’s role in workforce development—working across companies and institutions to streamline career pathways—complements Boise State’s educational leadership. Together, these efforts aim to address the semiconductor talent gap while supporting inclusive economic opportunity and sustainable industry growth.

The Pacific Intermountain Network for Education in Semiconductors is more than a regional initiative; it is a critical node within a national fabric dedicated to securing the future of microelectronics innovation. By integrating education, workforce preparedness, and industry engagement, Boise State University exemplifies how academic institutions can serve as catalysts for resolving complex workforce challenges. Their leadership reinforces the emerging paradigm that meeting 21st-century technological demands requires coordinated, multi-sector collaboration and investment in human capital.

For those seeking detailed information about Boise State’s efforts within the NNME framework or to explore opportunities in semiconductor education and workforce development, resources are available at boisestate.edu/microelectronics. The university’s proactive stance ensures that the Pacific Intermountain region will remain an influential contributor to the national semiconductor workforce ecosystem, helping to drive continued advancements in technology and economic vitality.

Subject of Research: Semiconductor workforce development and microelectronics education
Article Title: Boise State University Named Lead Institution for Pacific Intermountain Semiconductor Education Network
News Publication Date: Not specified in the source content
Web References: boisestate.edu/microelectronics, nsf.gov/tip/latest
References: National Science Foundation Award No. OTA-25Z2966
Image Credits: Boise State University
Keywords: semiconductor education, workforce development, microelectronics, semiconductor industry, STEM education, NSF TIP, National Network for Microelectronics Education, SEMI Foundation, semiconductor workforce shortage, Pacific Intermountain region

DfE plans to withdraw funding for assistive software, saying it is now rarely needed due to ‘widely available free tools’

Disability campaigners have called on the government to halt plans to cut funding for specialist tech support for tens of thousands of disabled students in England.

Almost 10,000 people have signed a petition opposing Department for Education (DfE) proposals to withdraw funding for specialist assistive software available as part of the Disabled Students’ Allowance (DSA).

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© Photograph: Prasit photo/Getty Images

© Photograph: Prasit photo/Getty Images

© Photograph: Prasit photo/Getty Images

The COVID-19 pandemic and “safe and effective” vaccines are lies propagated by governments and “experts”. Many widely accepted scientific beliefs are false narratives based on Satan’s lies. Spiritual deception underlies many societal misconceptions. We must return to the foundation of biblical truths from creation to what is real science.

I reflect on my educational journey, highlighting challenges such as family separation and multiple school changes. I excelled in science and mathematics yet was indoctrinated on Godless cosmology and rejected the Creator. Later Jesus Christ saved me from atheism and renewed my mind to His truth.

I observed the declining English language skills of graduate physics students over two decades. I correlate this trend with Gen Z's drop in average IQ, attributing it to increased screen usage and the dumbing down in society due to the satanic propaganda in the mass education system.

Engaging the fine motor system to produce letters by hand has positive effects on learning and memory

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A Ph.D. is often treated as the point where scholars become "independent." Yet, a new study by Hiroshima University shows that achieving independence is far less simple and tidy, unfolding instead as a long, uneven, river-like journey shaped by relationships, risks and resilience.

A Ph.D. is often treated as the point where scholars become "independent." Yet, a new study by Hiroshima University shows that achieving independence is far less simple and tidy, unfolding instead as a long, uneven, river-like journey shaped by relationships, risks and resilience.

Is it a doctor's job to get the best outcomes for their patients or to tell the truth? What happens when these two things are not aligned? These are questions that University of Washington students have to wrangle with in Biol 180: Introductory Biology. The goal, says Elli Theobald, UW assistant professor of biology, is to have students experience a more nuanced side of biology. There is not always one right answer, and issues of power and relationships often come into play.

Is it a doctor's job to get the best outcomes for their patients or to tell the truth? What happens when these two things are not aligned? These are questions that University of Washington students have to wrangle with in Biol 180: Introductory Biology. The goal, says Elli Theobald, UW assistant professor of biology, is to have students experience a more nuanced side of biology. There is not always one right answer, and issues of power and relationships often come into play.

In the evolving landscape of biology education, a crucial question arises: What is the fundamental obligation of a doctor, or indeed any scientist? Is it to achieve optimal outcomes for patients and society, or is it to uphold the uncompromising pursuit of truth? This dichotomy reflects a broader challenge faced by students in introductory biology courses at the University of Washington (UW), where educators, led by Assistant Professor Elli Theobald, strive to present a more intricate and nuanced view of biological sciences. Their approach emphasizes the multifaceted reality of biology, where scientific knowledge intersects complexly with ethical, social, and political aspects, rather than simply delivering rote facts or binary answers.

Theobald’s pedagogical framework for Bio 180: Introductory Biology is designed not only to convey foundational biological concepts but also to bridge these ideas with real-world societal issues. This method intends to cultivate deeper engagement among both biology majors and non-majors, equipping all students with skills relevant to their diverse futures. Importantly, it also aims to address retention challenges within the biology major by fostering a richer, more connected learning experience that resonates with students’ lives and concerns beyond the classroom.

Despite the recognized importance of such integration, a recent extensive analysis led by Theobald and her colleagues reveals a stark underrepresentation of real-world contexts in national biology education resources. By systematically examining nearly 3,000 science learning objectives and assessment items sourced from prominent repositories—including MCAT preparatory materials, Advanced Placement biology exams, and state-level science assessments—they uncovered that a mere seven percent inherently referenced societal implications. Within this small subset, a significant portion addressed ethical considerations and public health, underscoring a disproportionate focus on certain types of societal issues.

The depth of these societal integrations was often superficial. Approximately half of the questions with any societal mentions did so only in vague or implicit terms, lacking explicit connections that challenge students to critically evaluate how biology intersects with human values and social structures. For example, an advanced immunology curriculum guideline ambiguously references the societal impact of Emil Von Behring’s diphtheria antitoxin, leaving room for interpretation but not necessarily guiding students to confront real-world consequences. In contrast, a bioinformatics competency explicitly asks students to analyze the societal implications—both positive and negative—of genome sequencing technologies, directly linking scientific literacy to current biomedical and ethical debates.

The relative scarcity of these explicit societal connections is thought to stem in part from traditional conceptions of biology education. Many educators and institutions view the curriculum as scientific and technical, overlooking the broader social dimensions as extraneous or secondary. This compartmentalized view ignores the fact that modern biology is deeply embedded in societal contexts, influencing policymaking, healthcare, environmental justice, and public understanding. As Carly Busch, a UW postdoctoral fellow and lead author of the study, notes, this oversight undermines the holistic development of science students as citizens and future professionals.

Madison Meuler, a doctoral candidate contributing to the research, highlights another dimension: the misconception that social and ethical training should be deferred to advanced levels of study. However, introductory courses often serve as the final or sole exposure to science for many students, including those outside STEM fields. Integrating societal relevance at this stage empowers all learners to become scientifically informed citizens capable of navigating and contributing to debates where science and society intersect.

Linking biology to real-world issues may also have pedagogical benefits that extend beyond intellectual engagement. It holds promise for improving student retention in STEM majors by cultivating a sense of belonging and personal investment in the subject matter. When students perceive that scientific inquiry aligns with their values and aspirations—such as a desire to help others—they are more likely to persist through challenging coursework. This aligns with growing evidence in educational research that relevance and identity are key drivers of persistence in science education.

Theobald voices a poignant concern about the current state of science education: many talented students are dissuaded from pursuing scientific careers because they sense a disconnect between science and meaningful societal impact. This disconnect risks depriving the scientific community of diverse perspectives crucial for innovation and progress. Embedding societal considerations within biology curricula can counteract this trend by validating students’ broader motivations and fostering a more inclusive scientific identity.

While the study centers on published guidelines and assessments, Theobald and her team recognize that many instructors independently incorporate societal examples into their teaching. They acknowledge the dedication of educators who endeavor to contextualize biology within students’ lived experiences despite limited institutional support. There is an urgent call for expanding and systematizing resources that scaffold these connections, enabling instructors to weave societal themes seamlessly into course objectives and daily lessons.

Looking forward, Theobald’s research group is gathering course materials from undergraduate biology classes to gain a finer-grained understanding of how real-world connections manifest in practice and how they might be amplified. They aim to transform these insights into actionable resources and frameworks to bolster biology education nationwide. The ultimate goal is a paradigm shift where biology teaching fosters not only scientific literacy but also civic engagement and ethical awareness.

This vision aligns with contemporary aspirations in science education that promote cultural relevance and inclusivity. By framing scientific questions as personally and societally meaningful inquiries, educators can nurture curious, critical thinkers equipped to confront pressing global challenges. Whether addressing pandemics, environmental crises, or genetic technologies, biology education that integrates societal context will better prepare students to contribute thoughtfully and responsibly to our collective future.

This research, funded by the National Science Foundation, underscores a crucial yet underexplored dimension of biology education: the imperative to marry disciplinary knowledge with the societal implications it inherently carries. As the scientific community continues to grapple with its role in society, transforming educational curricula to better reflect this dynamic reality represents a vital step toward cultivating the scientists and citizens of tomorrow.

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Subject of Research: Examination of national biology learning objectives and assessment questions to assess the inclusion of societal connections in biology education.

Article Title: National biology learning objectives and assessment questions often overlook science’s connection to society

News Publication Date: 2-Apr-2026

Web References:

• Article DOI: 10.1186/s43031-026-00159-x
• Emil Von Behring Nobel Prize article: Nobel Prize Medicine 1901

References:
Theobald, E., Busch, C., & Meuler, M. (2026). National biology learning objectives and assessment questions often overlook science’s connection to society. Disciplinary and Interdisciplinary Science Education Research. DOI: 10.1186/s43031-026-00159-x

Image Credits: Elli Theobald (University of Washington)

The latest data on Australian schooling shows about 81.5% of Year 10 students go on to Year 12.

Teachers' emotions in the classroom play a critical role in how students learn, according to research published in the Journal of Educational Psychology. When teachers experience enjoyment, they deliver higher-quality instruction that boosts students' confidence in their abilities, interest and academic performance, while teacher anger is linked to poorer teaching and worse student outcomes.

Axios reports: The American Federation of Teachers, the second-largest teachers' union in the U.S., released a 10-point plan to introduce AI and screen-time guardrails in classrooms. The plan would limit AI use and ban screens for students in prekindergarten through second grade "unless there is a compelling reason," such as supporting students with special needs. The teacher union's president Randi Weingarten warned that young students "are drowning in tech," according to the New York Times, which reports the union president also "called on schools on Wednesday to stop giving digital devices like iPads to children in prekindergarten through second grade." In a speech at the National Press Club in Washington, Weingarten also urged elementary schools to avoid using artificial intelligence tools like OpenAI's ChatGPT, Google's Gemini and Khan Academy's Khanmigo with children [and] called for new national privacy and safety standards for A.I. tools in all schools... "The work of teaching and learning in the earliest grades should be done without A.I." The union's effort reflects a backlash among parents and educators against heavy use of school-issued laptops and apps. Some parents and nonprofit children's groups are also pushing back against campaigns by tech giants like Google and OpenAI to spread their A.I. products in schools... Weingarten said that the union was negotiating safety and privacy standards for A.I. use in schools with "our partners in the A.I. academy," and that Microsoft, OpenAI and Anthropic had agreed in principle to those standards. Weingarten "laid out a plan for reorienting public schooling toward human abilities and student well-being," according to the article, calling it "a devices down, eyes up, hands-on strategy." And meanwhile school cellphone bans are expanding into broader efforts to establish guardrails around AI in education and limit screen use, reports Axios. "At least 16 states — both red and blue — have introduced bills to limit classroom technology." Schools Beyond Screens formed with fewer than a dozen parents in Los Angeles Unified School District last year, but the nonprofit has grown to include thousands of parents and educators nationwide, SBS policy director Kate Brody tells Axios... McPherson Middle School principal Inge Esping told Axios that the suspension rate at her Kansas school fell 70% after cellphones were banned in 2022. Students also started speaking more with one another and with teachers. Thanks to long-time Slashdot reader theodp for sharing the article.

Read more of this story at Slashdot.

Parents in rural, low-income households who maintained strong family routines reported fewer behavior problems and ADHD symptoms in their children. Starting elementary school is an important step for children, but the shift can be challenging. Some children experience separation anxiety, while others have difficulty adjusting to classroom rules and daily school structure. A Penn State-led [...]

Angry parents aren’t the only ones railing against the proliferation of AI in schools. The American Federation of Teachers, the second-largest teacher’s union in the United States, has now launched a major campaign calling on schools to keep AI and hardware like iPads out of elementary classrooms.

In a buzzy speech at the National Press Club on Wednesday, AFT president Randi Weingarten unveiled ten demands centered around reaffirming human-led instruction. One of the key requests: an immediate ban on AI systems in elementary school classrooms.

The AFT’s action points also included a screen ban for students in pre-kindergarten through second grade, as well as a prohibition on companion chatbots for students under 16, which schools have adopted at an alarming rate.

“If we don’t find a way to call this out from an education perspective, I fear that we will lose a generation of kids,” Weingarten told the New York Times in an interview. “The work of teaching and learning in the earliest grades should be done without AI.”

In her speech, Weingarten caveated that the AFT’s campaign isn’t some fanatical Butlerian Jihad. She is “not calling for a total ban on AI or a Chromebook bonfire,” but for “getting the balance right to harness the benefits of technology while mitigating the harms.”

Whether the AFT is successful at achieving its demands could make a crucial difference in millions of kids’ educational journey. As tech giants push schools to adopt all kinds of AI systems, a growing body of research is showing that the risks far outweigh any benefits.

As one year-long study conducted by the Brookings Institution’s Center for Universal Education found, AI in education comes with major risk of harm to children’s cognitive and social development — a horrifying thought as an ever-growing number of kids substitute real-life friends with AI chatbots.

More on AI in education: Parents Explode in Fury at School’s Plan to Constantly Film Their Children to Train AI

The post Major Teachers Union Pleads With Elementary Schools to Stop Giving Young Kids AI appeared first on Futurism.