Lifeboat Foundation

Will artificial intelligence save us or kill us all? In Japan, AI-driven technology promises better lives for an aging population. But researchers in Silicon Valley are warning of untamable forces being unleashed– and even human extinction.

Will artificial intelligence make life better for humans or lead to our downfall? As developers race toward implementing AI in every aspect of our lives, it is already showing promise in areas like medicine. But what if it is used for nefarious purposes?

Continue reading “Will artificial intelligence save us or kill us? | Us & Them | DW Documentary” »

The study, published by a multi-institutional team of researchers…

Researchers used D-Wave’s quantum computing technology to explore the relationship between prefrontal brain activity and academic achievement, particularly focusing on the College Scholastic Ability Test (CSAT) scores in South Korea.

The study, published by a multi-institutional team of researchers across Korea in Scientific Reports, relied on functional near-infrared spectroscopy (fNIRS) to measure brain signals during various cognitive tasks and then applied a quantum annealing algorithm to identify patterns correlating with higher academic performance.

Continue reading “D-Wave’s Quantum Computer Serves as Brains Behind Study That Connects Neural Activity to Academic Performance” »

Since 2014, solar capacity at K-12 schools has more than quadrupled across the US, according to a new report from clean energy nonprofit Generation180.

The “Brighter Future: A Study of Solar on K-12 Schools” report highlights that over 6.2 million students – more than 1 in 9 – now attend schools powered by solar. In 2023 alone, more than 800 schools added solar panels, meaning that at least one school went solar every single day during the 2022–23 school year.

“The benefits of solar energy are now reaching a broad range of schools across the country, including those in under-resourced communities that stand to gain the most from the cost savings and educational opportunities that solar technology provides. We want all schools and communities, regardless of their size, geography, or wealth, to have access to affordable, clean energy,” says Tish Tablan, the report’s lead author and senior director of Generation180’s Electrify Our Schools Program.

A new Nature Human Behaviour study, jointly led by Dr. Margherita Malanchini at Queen Mary University of London and Dr. Andrea Allegrini at University College London, has revealed that non-cognitive skills, such as motivation and self-regulation, are as important as intelligence in determining academic success. These skills become increasingly influential throughout a child’s education, with genetic factors playing a significant role.

The research, conducted in collaboration with an international team of experts, suggests that fostering non-cognitive skills alongside cognitive abilities could significantly improve educational outcomes.

“Our research challenges the long-held assumption that intelligence is the primary driver of academic achievement,” says Dr. Malanchini, Senior Lecturer in Psychology at Queen Mary University of London.

CRISPR-Cas systems, defense systems in bacteria, have become a plentiful source of technologies for molecular diagnostics. Researchers at the Helmholtz Institute for RNA-based Infection Research (HIRI) in Würzburg have expanded this extensive toolbox. Their novel method, called PUMA, enables the detection of RNA with Cas12 nucleases, which naturally target DNA. PUMA promises a wide range of applications and high accuracy.

The team published its results in the journal Nature Communications (“TracrRNA reprogramming enables direct PAM-independent detection of RNA with diverse DNA-targeting Cas12 nucleases”).

Bacteria have developed special defense mechanisms to protect themselves against viruses, which by no means infect only humans. As part of these so-called CRISPR-Cas systems, a CRISPR ribonucleic acid (crRNA), which serves as a “guide RNA,” recognizes regions of a foreign genome, such as viral DNA. The CRISPR-associated (Cas) nuclease, directed by a crRNA, then renders it harmless by cutting it like a pair of scissors.

Proposed lunar biorepository could store genetic samples without electricity or liquid nitrogen. New research led by scientists at the Smithsonian proposes a plan to safeguard Earth’s imperiled biodiversity by cryogenically preserving biological material on the moon. The moon’s permanently shadowed craters are cold enough for cryogenic preservation without the need for electricity or liquid nitrogen, according to the researchers.

The paper, published today in BioScience and written in collaboration with researchers from the Smithsonian’s National Zoo and Conservation Biology Institute (NZCBI), Smithsonian’s National Museum of Natural History, Smithsonian’s National Air and Space Museum and others, outlines a roadmap to create a lunar biorepository, including ideas for governance, the types of biological material to be stored and a plan for experiments to understand and address challenges such as radiation and microgravity. The study also demonstrates the successful cryopreservation of skin samples from a fish, which are now stored at the National Museum of Natural History.

“Initially, a lunar biorepository would target the most at-risk species on Earth today, but our ultimate goal would be to cryopreserve most species on Earth,” said Mary Hagedorn, a research cryobiologist at NZCBI and lead author of the paper. “We hope that by sharing our vision, our group can find additional partners to expand the conversation, discuss threats and opportunities and conduct the necessary research and testing to make this biorepository a reality.”

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Robert J. Sternberg has devoted much of his career to the study of various conceptions of human intelligence. Starting with his Triarchic Theory of Human Intelligence (Sternberg, 1985), he has expanded on his view of human ability and success. Successful intelligence is defined as that set of mental abilities used to achieve one’s goals in life, given a socio-cultural context, through adaptation to, selection of, and shaping of environments. Successful intelligence involves three aspects that are interrelated but largely distinct: analytical, creative, and practical thinking (Sternberg, 1998). Practical Intelligence is the ability to size up a situation well, to be able to determine how to achieve goals, to display awareness to the world around you, and to display interest in the world at large (Sternberg, 1990; Sternberg et al., 2000; Wagner, 2000). Prof. Sternberg is working on several projects that examine the interrelation of his various conceptions of ability in applied settings.

Sternberg has proposed what he refers to as a “triarchic theory” of human intelligence.¹⁴ The original version of the theory is triarchic in that it argues that intelligence comprises three sets of skills: creative, analytical, and practical. In its augmented version, it specifies the importance of wisdom-based skills as well. According to this theory, people are intelligent in their lives to the extent that they: (i) formulate and achieve goals that help them attain what they seek in life, given their cultural context; (ii) by capitalizing on their strengths and compensating for or correcting weaknesses; (iii) in order to adapt to, shape, and select environments; (iv) through a combination of essential skills. As mentioned above, the essential skills are: (i) creative skills to generate novel ideas; (ii) analytical skills in order to assure that the ideas are good ones; (iii) practical skills in order to implement their ideas and persuade others of their value; and (iv) wisdom-based skills in order to ensure that the ideas help to achieve a common good over the long as well as the short term through the infusion of positive ethical values.

The various aspects of the theory—analytical, creative, practical, wisdom—are measurable. Sternberg has shown that when they are measured, they improve prediction of both academic and nonacademic performance in university settings and reduce ethnic-group differences.¹⁵ Teaching that incorporates the various aspects of intelligence Increases academic performance relative to conventional teaching.¹⁶ Sternberg has argued that intelligence is at least somewhat malleable throughout the lifespan.

While generative AI tools have been heralded as the future of education, more than 40 years of academic research suggests that it could also harm learning in realms from online tutoring to employee training for three reasons. First, the best student-teacher relationships are empathetic ones but it is biologically impossible for humans and AI to develop mutual empathy. Second, AI might help us bypass the boring task of knowledge accumulation but it is only through that process that we develop higher order thinking skills. Finally, digital tools are notoriously distracting and multitasking diminishes learning. As we think about the benefits of new technology, we must also consider the risks.

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Three fundamental problems with using LLMs as teachers, tutors, and trainers.