Even though she's only 17, Donald Trump's granddaughter appears to be having fun with her role as an up-and-coming, up-and-coming woman YOU are an influencerwhile sharing cleverly produced videos on social media of the fun she has along with her beloved President-elect “Grandpa.”

But Kai Trump can only achieve this much to melt the image of a person who has been compared by critics to essentially the most dangerous fascists in history and who frequently utters insults and profane remarks. His election opponent, Kamala Harris received around 74 million votes to his 76 million.

With her latest video The film, released Tuesday, also featured the teenage golf prodigy as “Grandpa,” who seemed a little bit out of his element as a guest at Elon Musk's SpaceX launch last week.

In a very “chilling” moment from Kai Trump's behind-the-scenes video, Trump might be seen sending Musk into an “embarrassing spiral” after asking him if a rocket engine might be reused – after it was thrown into the Gulf of Mexico crashed in a ball of fireplace, the Daily Beast reported.

Last week, Trump accompanied Musk, his top campaign donor and rumored latest expert adviser on government efficiency, to observe the most recent test flight of his Starship rocket system, the Daily Beast reported. Trump was joined on the occasion by Kai Trump and her good friend, in addition to Kai Trump's father Donald Trump Jr. and Texas Senator Ted Cruz.

Musk, who can also be a NASA contractor, planned to indicate Trump a repeat of the “incredible maneuver” one among his Starship rocket ships performed in October, the Daily Beast reported. At that point, huge mechanical arms protruding from the launch tower managed to successfully “catch” the rocket's “Super Heavy” carrier after it made the precise movements required to return to the launch site. SpaceNews.com reported.

For the Nov. 19 Starship launch, the rocket successfully lifted off from the SpaceX Starbase test site in Boca Chica, Texas, at 5 p.m., SpaceNews.com reported. Its booster separated from the vehicle's upper stage about two minutes and 45 seconds after launch. The launch vehicle began to return to the launch site, but just over a minute later, air traffic controllers announced a “booster offshore diversion,” meaning the launch vehicle wouldn’t return to the launch pad but would as a substitute plunge into the Gulf of Mexico.

The reusability of the boosters was a key a part of SpaceX's effort to halve the associated fee of every $100 million Starship flight, the Daily Beast reported.

Kai Trump's video, which she also shares as a YouTube vlog, captures the moments when Musk told Trump: “We had some concerns about the tower, so it was ordered to land out at sea.”

In the video, where Kai stands near Trump, Trump appeared unusually calm and maybe a little bit awestruck, clearly missing the meaning of what the billionaire was saying.

That's because Trump muttered, “Amazing.” The former reality TV star then asked Musk, “Can they use that again?” Can they get it from the ocean?”

Musk appeared to do a double take and even give the president-elect a “side glance,” the Daily Beast said. Musk awkwardly replied, “Uhh, it will. …it's…it's probably going to explode. That’s my guess.”

Cruz, standing next to Trump, jumped in to cover up Trump's question by leading Musk to explain that he already had “higher” versions of the booster in production and one of them was ready for use. “Well, here we go,” Cruz said.

According to Kai Trump's video and other news reports, Trump actually said little else that day. A report in the Telegraph reiterated the view that Trump's trip with Musk to the SpaceX rocket launch was “uncomfortable” for both men, even though they have spent the weeks since the election virtually “joined on the hip” at Mar-a-Lago.

According to Darren Stanton, a former police officer and body language expert, Trump actually looked like a “fish out of water” and appeared to have been intimidated by Musk during the Starship test flight.

Trump showed none of his “alpha male personality” and “power gestures” during the event, Stanton told The Telegraph. “Trump has been very restless…usually he seems like this alpha male, the most powerful and powerful person in the room. I think he’s pretty intimidated by Musk,” Stanton said. “He was overwhelmed – his hands were just at his side like a mannequin.”

It's hard to believe that Kai Trump wanted her “grandpa” to seem “overwhelmed.” As Daily Beast entertainment writer Eboni Boykin-Patterson said in another reportKai Trump, whose mother is Vanessa Trump, has taken on a role in Trumpworld that was once filled by her aunt Ivanka Trump. Since Kai Trump spoke at the Republican National Convention — to show “the side of my grandfather that individuals don't often see” — she has become the photogenic young female relative trying to “clean up” Trump's image, Boykin said -Patterson too.

At the start of her video, Kai Trump gently poked fun at her grandfather — while also providing her roughly 2.6 million followers with some of the “ambitious” content that social media users are looking for, Boykin-Patterson wrote. While the teenager exuberantly showed off the luxurious accommodations on Trump's private jet, she and her friend also spent a few moments Recording a TikTok clipin which they mimicked their grandfather's golf swing and his meme campaign dance moves, set to the Village People's “YMCA.”

The Daily Beast said the result of Kai Trump's posts was “a less complicated, smiling perspective” on Trump, whom it described as a “hard employee” for “all Americans.” The teenager also shares slideshows of her 78-year-old grandfather with a broad smile along with her followers. “And if that’s all you see of this kind, loving grandfather, you’d think he never tried to overturn an election,” Boykin-Patterson wrote.

Originally published: November 27, 2024 at 11:27 am PST

Teachers can use generative AI in quite a lot of ways. You can use it to develop lesson plans and tests. Or teachers might depend on a generative AI tool like ChatGPT to realize insight into find out how to teach an idea more effectively.

In our recent researchOnly teachers who do each said they felt they got more done. They also told us that their teaching was simpler with AI.

Over the course of the 2023-2024 school yr, we followed 24 teachers in K-12 schools across the United States as they wrestled with whether and find out how to use generative AI of their work. In fall 2023, we gave them standard training on generative AI. We then conducted multiple observations, interviews, and surveys all year long.

We found that with generative AI, teachers felt more productive and effective once they turned to it for advice. The standard methods of teaching state standards that work for one student or in a single school yr may not work as well in one other. Teachers may get stuck and want to try a special approach. It seems that generative AI generally is a source of ideas for these alternative approaches.

While many Focus on the productivity advantages Our study suggests something else about how generative AI can assist teachers deliver tests or activities faster. Teachers feel more productive and effective when their students learn, and generative AI appears to be helping some teachers develop recent ideas for promoting their students' learning.

Why it matters

K-12 education requires creativityespecially in the case of tasks like lesson plans or integrating technology into the classroom. However, teachers are under pressure to work quickly because they’ve so many things to do, resembling preparing classroom materials, meeting with parents, and completing elementary school students' schoolwork. Teacher don't have enough time day by day to finish all vital work.

We know that these pressures occur often makes creativity difficult. This can leave teachers feeling stuck. Some people, especially AI experts, consider generative AI to be one Solution to this problem; Generative AI is all the time ready for motion, works quickly and never tires.

However, this view assumes that teachers know find out how to effectively use generative AI to get the solutions they seek. Our research shows that for a lot of teachers, the time it takes to get a satisfactory result from the technology – and adapt it to their needs – is not any shorter than the time it might take them to create the materials themselves from scratch to create. For this reason, using generative AI to create materials is just not enough to realize more.

When schools understand how teachers can effectively use generative AI for advising, they will make more informed decisions about find out how to put money into AI for his or her teachers and find out how to support teachers in using these recent tools. Additionally, this provides feedback to the scientists developing AI tools that could make higher decisions in regards to the design of those systems.

What is just not yet known

Many teachers face obstacles that prevent them from realizing the advantages of generative AI tools like ChatGPT. These advantages include the flexibility to provide higher materials more quickly. However, the teachers we spoke to were all recent users of the technology. Teachers who’re more acquainted with ways to advance generative AI—we call them “power users”—can have other ways to interact with the technology that we haven’t seen. We also don't yet know exactly why some teachers go from recent users to experienced users while others don't.

The Research Brief is a temporary insight into interesting scientific work.

Scientific theory has not had a simple time in America’s public schools.

Almost 100 years ago, science teacher John Scopes was convicted of violating a Tennessee state law that prohibited the teaching of evolutionary theory. Although his Judgment was overturned as a result of a formality in 1927Laws prohibiting the teaching of Darwin’s theory remained in force for an additional 40 years. They were declared unconstitutional by the US Supreme Court in 1968.

In recent a long time, conservative or religious groups against the inclusion of evolutionary theory in science education have tried a distinct approach. Now, They arguewhen the “scientific” theory of evolution is taught, other views, comparable to “intelligent design” – an alternative to creationism – must also be taught.

Expanding efforts

The approach is not limited to evolution. Parliaments across the country are proposing or passing laws which might be imagined to promote scientific discussion, but as an alternative encourage students to reject established scientific theories as synonymous with ideas which have not been scientifically investigated.

In 2012, lawmakers in Tennessee – the identical state where the Scopes trial took place nearly a century ago – passed a Law that required teachers to present the “scientific strengths and weaknesses of existing scientific theories.” What constitutes a scientific “strength” or “weakness” has not been defined.

Similar bills have been introduced in North Dakota in 2019 And Oklahoma in 2023If the bill passes in Oklahoma, teachers will likely be encouraged to explore scientific theories in school and help students “analyze specific scientific strengths and weaknesses.”

And a latest law in West Virginia Teachers are allowed to debate or answer “students’ questions about scientific theories.” The writer of the bill, State Senator Amy Gradysaid the law is about “getting students to think, encouraging students to ask questions and encouraging our teachers to be able to answer them.”

Legal disputes are imminent

In my view, laws coping with the teaching of scientific theories are getting used to influence public school instruction. The law will likely be challenged in court. More than 20 years ago, a federal court ruled in Kitzmiller v. Dover that intelligent design will not be science; it lacks empirical evidence and testable hypotheses. Teaching it could be a violation of the First Amendment. Prohibition of state support for religion.

As an educator – and as Scholars WHO examines the character of science – I imagine that an understanding of scientific knowledge is crucial; scientific theories are a part of this information.

Accepted scientific theories are the most effective explanations available to this point for a way the world works. They have been thoroughly tested and are supported by evidence that usually comes from different fields. For example, evidence supporting large-scale evolution comes from Fossils, DNA evaluation and comparison of the anatomy of various organisms.

Updating theories

Scientific theories might be revised. They can change and even be discarded, but they’re everlasting. The history of science is filled with stories about latest findings, reinterpretations of existing findings and technological advances that trigger changes within the sciences. For example, the invention of Microscope within the sixteenth century has literally modified the way in which scientists view the world.

Scientific theories have explanatory power over the natural world. For example, the Earth’s gravity might be explained by the General relativityTheories even have predictive power. They might be used to develop research ideas. summarized by astrophysicist and writer Neil deGrasse Tyson: “A well-constructed theory should explain some of the things that are not yet understood and, more importantly, predict previously unknown phenomena that can be tested. A successful theory is one whose predictions are repeatedly confirmed by experiments.”

Given these properties of scientific theories, the present laws governing how theories are introduced and taught within the classroom are worrying. These laws are based on the idea that accepted scientific theories are nothing greater than conjecture.

Discuss facts

For example Bill 2023 from Montana prohibits science education on “topics that are not scientific facts.” The bill devalues ​​scientific theories as Hunches or unproven assumptions. It undermines their inclusion as established ideas within the grades 1 through 12 curriculum. Atomic theory could also be a theory, nevertheless it is prime to humans' understanding of matter and forms the premise of all science.

Laws that invite exploration, debate, or evaluation of theories within the classroom may conceal other intentions. For example, the sponsor of Senate Bill 140 in Oklahoma: said he hoped the law would “reveal the 'theoretical' aspect of evolution by allowing the presentation of alternative views.”

Laws just like the one in West Virginia go a step further. They open the door to discussions about alternatives to scientific theories. This allows unscientific ideas to be introduced secretly. Amanda Townley, executive director of the National Center for Science Education, criticized West Virginia's lawShe expressed concern, saying such laws would open the door to false beliefs in public classrooms, comparable to that the Earth is flat or that crystals can heal.

On the strategy to scientific education

In contrast to the legislators who would allow any type of theory in science classes, experts like Fouad Abd-El-Khalicka number one international researcher in the sector of science education, advocates that students in grades K-12 concerning the properties of scientific theories in a developmentally appropriate manner. US Standards for Science EducationFor example, say that by the top of twelfth grade, students should understand that a “scientific theory is a well-founded explanation of some aspect of the natural world that is based on a set of facts that have been repeatedly confirmed by observation and experiment.”

Students ought to be encouraged to think critically and to ask questions comparable to 'What evidence is there to support this theory?' or 'How has this theory been tested?', with the caveat that any theories considered must have already achieved the status of 'scientific theory' before being included within the curriculum.

Educational scientists say Primary and secondary education must provide students with a “functional level of scientific literacy” that allows them to grasp and make decisions about scientific issues in on a regular basis life, from vaccines to bake a cake.

Acquiring this competence also includes understanding and trusting scientific knowledge, comparable to facts, laws and scientific theories.

America has a physics problem.

Research shows: Access to physics education varies based on race, gender, sexuality and disabilityPhysics courses are frequently standard offerings in suburban high schools, but in urban and rural schools that's not the case.

Even where physics is taught, lessons rarely address how physics might be applied to students' on a regular basis lives.

This approach can affect students' willingness to learn. In my work as a physics teacherI actually have seen classes that focus totally on memorizing formulas. This method doesn’t encourage critical considering and limits students' ability to resolve problems creatively.

Teachers sometimes imagine that if a student doesn't understand a physics concept, it's their problem. Teachers often don't attempt to present the fabric in a way that may allow students to have interaction more deeply with the lesson. This exacerbates the challenges that poorer, non-white students already face, including be measured by lower standards And have fewer teaching resources.

Imagine if students could as an alternative see how physics affects their day by day lives in sports, extreme weather, or baking and cooking. How might these real-world connections spark curiosity and foster a deeper understanding of physics?

Making physics relevant

Inadequate physics teaching has consequences.

Since the economy becomes more technology-centricunderstanding physics is crucial. But the variety of Americans with a solid knowledge of physics disappears.

A shortage of applicants for jobs that require basic knowledge of physics could hurt the United States' competitiveness in the worldwide economy or force firms to outsource certain jobs to countries with better-educated employees.

Many students have a vague concept that they wish to pursue a profession in STEM. They know that these jobs are frequently well-paid and might be interesting and fulfilling. But they don't even realize that studying physics can higher prepare them for a task as an aerospace engineer, software developer, or environmental scientist, to call a number of.

Simply understanding this relationship could increase their desire to learn the fabric.

But there may be one other method to increase motivation: which I actually have studied and developed for yearscalled “culturally relevant physics education.”

Physics is often taught in a way that is just not connected to a various student body, leading to poorer achievement and engagement, especially amongst poor and non-white students. This can result in these populations don't see much value in learning physics.

In traditional highschool physics classes, abstract equations are taught and topics reminiscent of projectile motion and electrical circuits are covered. The teacher could explain Newton's laws of motion using only examples from European history, like firing cannonballs.

I wouldn't blame students in Raymond, Mississippi, for instance, in the event that they wondered why on earth they were learning concerning the trajectory of 18th-century weapons.

Physics in racing, writing and farming

I’m convinced that we are able to reverse this trend and develop a brand new generation of physics enthusiasts and professionals by teaching physics in a culturally appropriate way. There are some ways to do that.

I actually have worked with teachers in California to explore how the physics of Wave movement affects earthquake dynamics and the way in which buildings are constructed. Other lessons include understanding how text messages are transmitted through wave motion and the way the physics of firearms might be taught using the concepts of momentum conservation and momentum conservation.

This allows teachers to take into consideration students' culture and interests to make physics more accessible and interesting. There is not any one-size-fits-all approach: while the physics of earthquakes may resonate higher in a single school district in a single region, the physics of hurricanes may match higher in one other.

Especially in the agricultural South, there may be an urgent need for more opportunities to learn physics.

Data from the National Center for Education Statistics show that students in these areas have less access to advanced science coursesincluding physics, than their urban and suburban counterparts. And a 2021 report from the American Institute of Physics finds that fewer high schools in the agricultural South offer Advanced Placement physics courses, which could also be due partially to the numerous shortage of qualified physics teachers in these communities.

Targeted interventions could help meet this need.

I actually have already worked with teachers within the Southeast to develop activities involving NASCAR – an especially popular sport within the region – in order that students can study engine types, acceleration and thermal energy. I’m also one in every of the principal investigators of a collaboration between Michigan State University and two HBCUs, Alabama A&M University and Winston-Salem State Universityto implement Culturally engaging physics lessons in the agricultural south.

Given the wealthy agricultural historythe science of growing plants and crops might be one other area for physics instruction. Teachers could describe intimately how light energy is converted into chemical energy; explain how fruit and veggies have unique colours due to the way in which they absorb and reflect wavelengths of sunshine; and share how physics concepts reminiscent of fluid dynamics might be used to enhance irrigation techniques.

By learning these practical applications, students from agricultural fields could possibly be empowered to contribute to their community.

This project is just not only about filling a niche in physics education, but additionally about unlocking the potential of scholars in the agricultural South. And we hope that they’ll eventually feel confident enough with their physics background to sooner or later pursue a profession in STEM.