Today, scientists announced that, for the first time in history, gravitational waves have been detected.

Gravitational waves are ripples in spacetime throughout the universe. What’s truly remarkable about this discovery is that Albert Einstein predicted the existence of gravitational waves 100 years ago, but scientists have never been able to detect them, until now.

The discovery came out of the U.S. based Laser Interferometer Gravitational Wave Observatory (LIGO). The mission of LIGO was to directly measure gravitational waves. In order to do that, LIGO scientists needed to construct the most precise measuring device the world had ever seen.

The LIGO project, which began in 1992, was the largest scientific investment the National Science Foundation (NSF) has ever made.

At an NSF press conference this morning, LIGO Laboratory Executive Director, David Reitze, said “This was a scientific moon shot. And we did it – we landed on the moon.”

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When I worked with student teachers on developing effective lesson plans, one thing I always asked them to revise was the phrase “We will discuss.”

We will discuss the video.

We will discuss the story.

We will discuss our results.

Every time I saw it in a lesson plan, I would add a  note: “What format will you use? What questions will you ask? How will you ensure that all students participate?” I was pretty sure that We will discuss actually meant the teacher would do most of the talking; He would throw out a couple of questions like “So what did you think about the video?” or “What was the theme of the story?” and a few students would respond, resulting in something that looked  like a discussion, but was ultimately just a conversation between the teacher and a handful of extroverted students; a classic case of Fisheye Teaching.

The problem wasn’t them; in most of the classrooms where they’d sat as students, that’s exactly what a class discussion looked like. They didn’t know any other “formats.” I have only ever been familiar with a few myself. But when teachers began contacting me recently asking for a more comprehensive list, I knew it was time to do some serious research.

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A team of researchers at the University of Zurich just announced that they’ve developed a drone software that’s capable of identifying and following trails.

Leave the breadcrumbs at home, folks, because just this week, a group of researchers in Switzerland announced the development of a drone capable of recognizing and following man-made forest trails. A collaborative effort between the University of Zurich and the Dalle Molle Institute of Artificial Intelligence, the conducted research was reportedly done to remedy the increasing number of lost hikers each year.

According to the University of Zurich, an estimated 1,000 emergency calls are made each year in regards to injured or lost hikers in Switzerland alone, an issue the group believes “inexpensive” drones could solve quickly.

Though the drone itself may get the bulk of the spotlight, it’s the artificial intelligence software developed by the partnership that deserves much of the credit. Run via a combination of AI algorithms, the software continuously scans its surroundings by way of two smartphone-like cameras built-in to the drone’s exterior. As the craft autonomously navigates a forested area, it consistently detects trails before piloting itself down open paths. However, the term “AI algorithms” is an incredibly easy way of describing something wildly complex. Before diving into the research, the team knew it would have to develop a supremely talented computing brain.

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Even as online courses proliferate on campus, those programs face a challenge: How do you give students access to high-octane software and big data sets they need for their classes when they can’t simply walk into a computer lab on campus and log in?

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