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Historically Black colleges and universities (HBCUs) were founded with the principal mission to educate Black people during an era when they were barred from most postsecondary opportunities. Today, these institutions play a vital role in the higher education landscape and help to insure the long-term viability of the U.S. economy. This research explored public discourse regarding HBCU bomb threats during 2022 and how public comments reflected on issues of race(ism), power, intimidation and domestic terrorism as a continuation of historical violence against Black Americans. The authors employed critical content analysis techniques and Critical Race Theory, while examining social media posts from X (formerly known as Twitter) as an innovative data source regarding public dialogue. The findings discuss two overarching themes within public discourse about these campus safety threats—(1) racism and White supremacy; and (2) political (in)action. These findings provide insights concerning perceptions of historical and contemporary racial oppression and terrorism experienced by Black individuals. The findings also highlight discourse concerning the ways in which racism and White supremacy were perpetuated by national political forces and (in)actions. Moreover, the findings reflect the ways in which public discourse situate racism as a norm in the U.S. [ABSTRACT FROM AUTHOR]

This document is a discussion from the journal Faraday Discussions on the topic of metal anodes and protected interfaces in lithium-oxygen batteries. The participants discuss various aspects of battery performance, including the use of lithium peroxide in the anode, the stability of materials against water and carbon dioxide, the deposition of lithium on copper electrodes, and the impact of depth of discharge and current density. They also discuss the fabrication of pinhole-free LLZO membranes and the use of ceramic electrolytes. The researchers have made observations on metal ion migration, short circuit formation, and the compatibility of LLZO with different liquid electrolytes. They have disclosed their conflicts of interest. [Extracted from the article]

The author of this article writes about how this moment of technological explosion raises a host of important questions for education leaders that speak directly to the way people think about the potentials of technology in school.The author asserts that if technology is seen simply as additive, the questions will be about the technology: Should schools get iPads or laptops? Does every classroom need an interactive whiteboard? What apps are best to engage students? The author posits that, while these are important questions, the real issue is not about the layering expensive technology on top of the traditional curriculum. Instead, it is about addressing the new needs of modern learners in entirely new ways. Once teachers understand that it is about learning, the questions reframe themselves in terms of the ecological shifts that are necessary: What does it mean to be literate in a networked, connected world? What does it mean to be educated? What do students need to know and be able to do to be successful in their futures? Educators must lead inclusive conversations in their communities around such questions to better inform decisions about technology and change. To understand the implications fully, teachers need to start with the questions that focus on the students--and not just on the stuff.

In this era of access, personalizing learning means allowing students to choose their own paths through the curriculum. However, the ability to learn what we want, when we want it, and with whomever we want creates a huge push against a system of education steeped in time-and-place learning. Fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well. Students need to be able to chart their own course and find their passion. Technology can help make this kind of learning routine in schools. The author cautions readers to not confuse the more in-depth, personal, self-directed learning that we can now pursue in online networks and communities with the "personalized" opportunities that some schools are currently opening up to students.

Students need opportunities throughout the curriculum to follow their passions and publish quality work for global audiences to interact with. Social media afford the opportunity for students to contribute to the world in meaningful ways, do real work for real audiences for real purposes, find great teachers and collaborators from around the world, and become great teachers in their own right. This article addresses information literacy, technology, youth culture, and learning.

Being literate in the 21st century means being able to function in and leverage the potential of collaborative, transparent online groups and networks. Before educators can help their students make the most of this powerful potential, they need to understand that the willingness to share one's work--and to some extent one's personal life--fosters these connections. Although many students are used to sharing content online, they need to learn how to share within the context of network building. In addition, they need to understand that publishing has a nobler goal than just readership--and that's engagement. Educators must help students learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with online networks.

The Internet is no longer only a place to research information. It is now also a forum through which users can publish and disseminate their own writing. Richardson describes some of the main tools that make this new "Read/Write Web" work--blogs, wikis, really simple syndication, and podcasting--and gives examples of how each can be used to enhance students' research capabilities, connect students to content experts, and provide a wider audience for student work. He argues that the new research and publishing possibilities the Web opens up, which millions of young people engage in, have implications for keeping teaching relevant. Schools must reexamine what kinds of skills students need to participate meaningfully in this online exchange of knowledge and ideas. Teachers need to reconsider their teaching methods, their use of textbooks when more updated material is available online, and their ideas about student collaboration and the audiences for student work.

There is a growing consensus that much of a student's learning life will be spent interacting online and teachers must be willing to expand the scope of literacy in a world where texts are unedited. Teachers need to help students become comfortable reading electronically distributed texts, teach them to be critical of what they are reading and how to write for a wider audience.

The Internet is more than just a place to consume information as it invites users to create and publish their own contributions and also help students in finding authentic audiences for their work. Weblogs, or blogs, wikis, Really Simple Syndication (RSS) and podcasts are some of the new technologies that support the Read/Write tools that can be used to enhance the students' learning abilities.

The article presents the author's views about teaching online. He discusses the opportunities the Web has created, including a good venue to share personal ideas about the world with others who may be interested. According to him, the countless hours he had spent earning advanced degrees in traditional classrooms pale in comparison to what he had learned through online education.