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World's 1st multimedia performance in microgravity will bring together Cirque du Soleil, National Geographic and NASA

Exotic entertainment will enter a whole new frontier of zero-gravity environment venues later this year when acclaimed multimedia artist and international showmaker Natasha Tsakos takes her acrobatic dance team into the wild blue yonder and beyond. This thrilling Paraboles multimedia performance, produced in association with the MIT Space Exploration Initiative and Zero-G, will gather a brave group of professionals from Cirque du Soleil, National Geographic and NASA to stage the uplifting event. As the space economy blossoms, Tsakos is aiming to deliver culturally relevant content into the expanding realm of aerospace innovation. "I'm a producer, director, designer, and performer and I create live multimedia theatrical shows," Tsakos told Space.com. "I integrated technology early on in the 2000s with projection mapping and leveraging CGI with the performers on stage before it was common. From there I got to open the G-20 Summit and create shows for the Discovery Channel and Tribeca Film Festival and worked with Cirque du Soleil and opened the Super Bowl. So I've been on this string of extraordinary experiences and throughout, my moonshot was always to create shows for space." Set aboard Zero-G's specially modified Boeing 727-200 dubbed "G-Force One," Paraboles will be presented and filmed along 25 gravity-defying parabolic arcs, with each segment promising 22 seconds of free-floating microgravity conditions. A trio of skilled performers and two cinematographers will work in multiple zero-G zones sometime this fall, recording the sublime poetry of motion in a transcendent environment unhindered by the earthly bounds of gravity. Tsakos was unsure of what that notion might evolve into as a reality, as she was enticed by the pure poetry of space as most dreamers and artists have fallen prey to. "So I enrolled in the New Space Economy course at MIT that allowed me to really create this bold, ambitious 100-year plan with no limits." she told Space.com. "Where we're envisioning our own international performance space station and the evolution of performing arts on the moon and Mars. Then we reverse engineered, and asked where do we start? We start aboard the Zero-G flights and we have to start training and developing new forms of theatrical art. I've always been interested in stretching the performing art form and going past the phase of experimentation." The result of this endeavor will be a cinematic art film, short documentary, and an immersive installation, which will premiere in 2026. Tsakos has engaged global audiences in the millions, from Miami to Montreux, with the goal of redefining live performances from high above Earth to the limits of imagination and possibility. Fortified with NASA funding, Tsakos has undergone astronautical training, including the Lunar-G Impedance Study at NASA's Johnson Space Center, Neutral Buoyancy training at NASA Ames, MIT's New Space Economy program, and NASA L'SPACE Academy in preparation for this spirited enterprise. "All the pieces are in place, the team is ready. At Pixar I've storyboarded all of the experience because it doesn't have language. I use movements, motion, music dynamics, and visuals to take you through this experience. Paraboles is a poetic, cinematic, dance theater, research-based experiment and it delves into the tension between holding on and letting go." "It follows three characters holding onto their stories, beliefs, and memories. We're leveraging the force of the hypergravity and microgravity as parts of the dramaturgy and the narrative to create this experience to be filmed aboard the Zero-G plane. Then all the beauty and the worldbuilding will happen in post-production." Paraboles was born two years ago and the group is scheduled to fly this fall with MIT's Space Exploration Initiative with Zero-G as a sponsor, in conjunction with local Miami cultural partners including Live Arts Miami, Miami Nights Project, and O Cinema, which is where the piece will premiere. Creativity America is also onboard as a national creative partner. On the educational and scientific fronts, they'll have the beginning of a training curriculum for artists who want to work in that environment. "We're also pairing our performance with science. We have a bio-astronautic officer who oversees payloads for Virgin Galactic and SpaceX and even the ISS and she will be tracking our biometrics so we’ll have some actual published research." Tsakos adds. "End of July or early August is when we'll start a 50-day intensive training regimen that I'm super excited about. We’ll be training in wind tunnels at iFLY here in Miami and underwater at the MDC Aquatic Center, and then aerobatic aircraft at the International Institute for Astronautical Sciences in Melbourne.” For more information on the Paraboles project visit their official site.

2025-06-22 胡艳婷 航空 英-中
A spinning universe could crack the mysteries of dark energy and our place in the multiverse

What is dark energy? Why does dark energy seem to be weakening? Is our universe part of a larger multiverse? What lies beyond the boundary of a black hole? The universe seems to be rotating, and if that is the case, then this could have major ramifications for some of the biggest questions in science, including those above. That's according to Polish theoretical physicist Nikodem Poplawski of the University of New Haven, who is well-known for his theory that black holes act as doorways to other universes. "Dark energy is one of the most intriguing mysteries of the universe. Many researchers have tried to explain it by modifying equations of general relativity or suggesting the existence of new fields that could accelerate the universe's expansion," Poplawski told Space.com. "It would be amazing if a simple rotation of the universe was the origin of dark energy, especially that it predicts its weakening." Evidence that the universe is rotating was recently delivered by the James Webb Space Telescope (JWST), which found that two-thirds of galaxies are rotating in the same direction. This suggests a lack of randomness and a preferred direction for cosmic rotation. Additionally, Poplawski pointed out that other astronomical data seem to show that the angle between the most likely axis of the spinning galaxies and the axis of the bulk flow of nearby galaxy clusters is 98 degrees, meaning they are nearly perpendicular in relation to each other. That is something that is in accordance with the hypothesis that the universe is rotating. To understand why a rotating universe implies more than one universe, Poplawski refers to "frames of reference." These are sets of coordinate systems that are integral to physics, which allow motion and rest to be measured. Imagine two scientists, Terra and Stella. Each is in their own frame of reference, but Terra on Earth, Stella in a spacecraft traveling past our planet. Terra sees Stella's frame of reference (the spacecraft) moving in relation to her own (the Earth), which is at rest. Stella, meanwhile, sees her frame of reference at rest while it is Terra's frame of reference in motion as the Earth races away. Poplawski pointed out that if the universe is rotating, then its frame of reference is rotating, and that only makes sense if it is rotating in relation to at least one other frame of reference. "If the universe is rotating, it must rotate relative to some frame of reference corresponding to something bigger," he continued. "Therefore, the universe is not the only one; it is a part of a multiverse." For Poplawski, the simplest and most natural explanation of the origin of the rotation of the universe is black hole cosmology. Black hole cosmology suggests that every black hole creates a new baby universe on the other side of its event horizon, the one-way light-trapping surface that defines the outer boundary of a black hole. The theory replaces the central singularity at the heart of a black hole with "spacetime torsion" that gives rise to repulsive gravity that kick-starts the expansion of a new universe. "Because all black holes form from rotating objects, such as rotating stars or in the centers of rotating galaxies, they rotate too," Poplawski said. "The universe born in a rotating black hole inherits the axis of rotation of the black hole as its preferred axis." In other words, our universe may be spinning in a preferred direction because that is the way that the black hole it is sealed within is spinning. "A black hole becomes an Einstein-Rosen bridge or a 'wormhole' from the parent universe to the baby universe," Poplawski explained. "Observers in the new universe would see the other side of the parent black hole as a primordial white hole." In lieu of discovering a primordial white hole in our universe leading to our parent black hole and progenitor universe, the strongest evidence of this black hole cosmology is a preferred direction or "rotational asymmetry" in our universe. That can be seen in rotational asymmetry in the galaxies. "The motion of individual galaxies in that baby universe will be affected by the rotation of that universe," Poplawski said. "The galaxies will tend to align their axes of rotation with the preferred axis of the rotation of the universe, resulting in the rotation asymmetry, which can be observed." That's something astronomers are starting to see. Of course, that means that every black hole in our universe is a doorway to another baby cosmos. These infant universes are protected from investigation by the event horizon of their parent black holes, which prevents any signal from being received from the interior of a black hole. Likewise, a trip through this cosmic doorway would be impossible for a budding "multinaut" due to the immense gravity surrounding a black hole, which would give rise to tidal forces that would "spaghettify" such an intrepid explorer. Even if such a multinaut were to survive the journey, just as nothing can escape a black hole, nothing can enter a white hole, meaning there would be no return or opportunity to file a report! Even grimmer than this, there's no guarantee that the laws of physics are the same in a baby universe as their parent universe, meaning an unpredictable fate and potentially a messy death for a hardy multinaut able to brave a black hole doorway. Anyway, before we rush off to explore other universes, there are mysteries to be investigated right here in our own universe. At the forefront of these is the mysterious force of dark energy. Dark energy is a placeholder name given to whatever force is causing the universe to expand at an accelerating rate. Dark energy currently dominates the universe, accounting for 68% of the total cosmic matter-energy budget. This wasn't always the way, though. During the universe's earliest epoch, it was dominated by the energy of the Big Bang, causing it to inflate. As the universe entered a matter-dominated epoch ruled by gravity, this inflation slowed to a near stop. This should have been it for the cosmos, but around 9 billion to 10 billion years after the Big Bang, the universe started to expand again, with this expansion accelerating, leading to the dark-energy dominated epoch. To understand why this is such a worrying puzzle, imagine giving a child on a swing a single push, watching their motion come to a halt, and then, for no discernible reason, they start swinging again, and this motion gets faster and faster. As if dark energy weren't strange enough already, recent results from the Dark Energy Spectroscopic Instrument (DESI) have indicated that this mysterious force is weakening. This is something that seemingly defies the standard model of cosmology or the Lambda Cold Dark Matter (LCDM) model, which relies on dark energy (represented by the cosmological constant or Lambda) being constant. However, Poplawski theorizes that a spinning universe can both account for dark energy and explain why it is weakening. "Dark energy would emerge from the centrifugal force in the rotating universe on large scales," the theoretical physicist explained. "If the universe were flat, the centrifugal force would act only in directions perpendicular to the preferred axis." However, in Poplawski's black hole theory of cosmology, because the universe created by a black hole is closed, moving away in any direction would eventually lead to coming back from the opposite direction. That would mean the centrifugal force arising from a spinning universe becomes a force acting in all directions away from the universe's parent primordial white hole. "The magnitude of this force is proportional to the square of the angular velocity of the universe and the distance from the white hole," Poplawski said. "This relation takes the form of the force acting on a galaxy due to dark energy, which is proportional to the cosmological constant and the distance from the white hole. Therefore, the cosmological constant is proportional to the square of the angular velocity of the universe." But, how could this explain the DESI observations that seem to indicate that dark energy is getting weaker? "Because the angular momentum of the universe is conserved, it decreases as the universe expands," Poplawski said. "Consequently, the cosmological constant, which is the simplest explanation of dark energy, should also decrease with time. This result is consistent with recent observations by DESI." To provide some further evidence of Poplawski's concept, more data on the bulk flow of galaxy clusters and on the asymmetry of galaxy rotation axes are needed. This would help further confirm that our universe is rotating. Additionally, more data regarding how dark energy depends on cosmic distances and the progression of time in our 13.7 billion-year-old cosmos could help validate whether the weakening of dark energy is related to the decreasing angular velocity of the universe. "The next step to advance these ideas is to determine the equation describing how the cosmological constant, generated by the angular velocity of the universe, decreases with time, and to compare this theoretical prediction with the observed decrease of dark energy," Poplawski concluded. "This research might involve searching for the metric describing an expanding and rotating universe." A pre-peer-reviewed version of Poplawski's research appears on the paper repository site arXiv.

2025-06-22 胡艳婷 航空 英-中
To employers, AI skills aren’t just for tech majors anymore

By the time Christian Vivas enrolled in a new artificial intelligence program at Miami Dade College, he had already experimented with using ChatGPT to help him write emails to clients of the creative media studio he owns. Vivas said most of his classmates were like him — adults well into their careers looking to learn how to use AI, or use it better. Thanks to his classes, Vivas, who is 37 and has a bachelor’s degree in electrical engineering, has gone way beyond using ChatGPT. He now employs AI in nearly every aspect of his work: generating images, videos, marketing plans, social media captions. “It’s integrated very deeply into our business now,” Vivas said. Generative AI technology is rapidly changing the labor market. Employers are increasingly posting job listings that include AI skills for positions even outside of the technology sector, such as in health care, hospitality and media. To keep up, students are increasingly looking for ways to boost their AI skills and make themselves more marketable at a time when there’s growing fear that AI will replace humans in the workforce. And their concerns are justified: There’s evidence to suggest artificial intelligence may have already replaced some jobs. Entry-level positions are particularly at risk of being replaced by AI, a report from Oxford Economics shows, and the unemployment rate for recent college graduates jumped to nearly 6 percent in March, according to the Federal Reserve Bank of New York. A global survey of more than 1,000 large businesses showed 41 percent expect to reduce their workforces within five years because of AI. But most companies — 77 percent — also plan to train their employees to “better work alongside AI,” according to the World Economic Forum’s January Future of Jobs report. Last year, the number of online job postings that included generative AI as a desired skill grew 323 percent, from fewer than 16,000 to more than 66,000, according to a report from the labor analytics company Lightcast. Related: Interested in more news about colleges and universities? Subscribe to our free biweekly higher education newsletter. Colleges are also motivated by these trends: They’re adding AI to their course catalogs, and individual professors are altering lessons to include AI skill building. Miami Dade College, for example, debuted its artificial intelligence certificate program in 2023, just over a month after ChatGPT was unveiled. The program offers classes in machine learning, ethics and natural language programming, among other courses. Since rolling out the certificate program, the school has added associate and bachelor’s degree programs in applied AI. “We started developing this idea around the application of AI — how you can apply AI, how can you learn AI at a community college — where it is open to everyone, not just to a few who can get a master’s or Ph.D.,” said Antonio Delgado, vice president of innovation and technology partnerships at Miami Dade College. In 2022, the college also created Miami Tech Works, an organization that helps tech companies find skilled workers. Recently, more businesses outside of tech have reached out to hire people who know how to use AI. “We didn’t know there would be so many employers talking about AI and talking about implementing AI,” said Terri-Ann Brown, director of Miami Tech Works. Brown said the owner of a high-end hotel in South Florida told her that a year ago, the hotel’s executives were worried about AI taking their jobs. Now, each department at the hotel has been charged with researching AI tools and reporting ways they can use them. For example, one department created an online chatbot to recommend restaurants to hotel guests. Miami Dade College’s programs have attracted students like Vicky Cheung, who decided to enroll in the college’s artificial intelligence awareness certificate program in 2024, after she was let go from the Miami hospital where she had worked for more than two decades. Cheung, who already had a bachelor’s in business and a master’s in health management, was looking into courses that would give her skills she could add to her resume. She believes her AI courses, coupled with her years of work experience, helped her land her new job analyzing how to improve processes and workflow at a different hospital. Enrolling in the program showed employers “that I’m trying to find a way to improve my skill sets,” she said. Related: University students offload critical thinking, other hard work to AI Schools across the country have announced programs similar to the one at Miami Dade College: courses in artificial intelligence in business settings and minors in AI marketed to students who are not computer science majors. But higher education institutions are not inherently nimble — and the technology is evolving quickly. Because generative AI is changing so rapidly, there’s no one curriculum or credential schools are using, or can look to, as a guidepost. What these lessons look like and the rules about how students should use AI vary by institution, or even classroom to classroom. “Institutions are really built to move slowly — there are committees, policies, there’s accreditation. It’s almost in their DNA to not move fast,” said Josh Jones, CEO of QuantHub, a company that works with schools including the University of Alabama and Emory University to add artificial intelligence lessons. “The problem we have is that AI is changing industries so fast that the textbooks, the curriculum — by the time you get it approved, it’s relevant, but it’s outdated.” There are ethical implications for using generative AI as well — from students using the technology to cheat on assignments to the demand that data centers are putting on the nation’s water supply. Some studies indicate college students who use AI on assignments are less engaged with their lessons and use it to offload critical thinking. Higher education institutions across the country have issued nearly identical statements acknowledging the risks, but also the need, for students to learn how to use artificial intelligence to prepare for the working world. The challenge for colleges will be getting that balance right, producing graduates who know how to use artificial intelligence but are not wholly reliant on it. James Taylor, a philosophy professor at The College of New Jersey, changed his classroom setup about a year and a half ago to prevent students from using AI on his assignments. Now, when the class has to write an essay, they do it by hand while in the room. When students take a test, they do it with paper and pencil via blue books. Related: What aspects of teaching should remain human? Taylor doesn’t have a problem with students using AI in other classrooms and believes students should learn how to use AI tools, to some degree. He doesn’t want students using it to get around having to think critically, however, a skill they will need even if they use AI in their future jobs. “What we’re trying to do is teach students how to think, how to identify arguments, analyze arguments, put together their own arguments,” Taylor said. “When they just use AI to do this, they don’t gain any of the critical thinking skills that they need.” For Derrick Anderson, who teaches public affairs at Arizona State University and is senior vice president at the American Council on Education, it’s simple: If AI is a tool students will use at jobs, they should learn how to use it in his classroom. “Because I’m preparing them for the job market, they need to know how to use generative AI ethically, but efficiently and effectively,” Anderson said. Now, instead of having students write an essay at the end of one of his public affairs courses, Anderson has them produce a video with the help of ChatGPT. One student in Anderson’s class created a video about new technology that mimics the human brain. In the video, the student narrates as an AI-generated image of a model brain spins on the screen. When he starts talking about the electrical output of supercomputers, the video cuts to wind turbines spinning atop AI-generated grassy hills. Previously, one of Anderson’s class assignments required students to write a memo; now, they have to write four different kinds of memos using ChatGPT and describe scenarios where they would be appropriate. “It’s a fundamentally different exercise that involves a much larger volume of content because content is so much easier to create,” Anderson said. The students in his classes have used their AI videos and projects in their portfolios when looking for jobs to show they have experience with these programs, even if they lack a specific degree or credential. Related: AI might disrupt math and computer science classes — in a good way Employers are looking for those kinds of demonstrable examples of AI skills from graduates, said Ken Finneran, vice president of human resources at the digital health care company eMed, since there is no industry-recognized credential for the AI skills needed in a certain profession. Instead, hundreds of varying credentials are offered by companies, including Google and IBM. Every department at eMed, from marketing to human resources to finance, uses generative artificial intelligence tools in some way, said Finneran, and the company expects all prospective employees to have some foundational knowledge of AI. The company’s departments are about 20 to 30 percent more productive after using AI tools to complete tasks, Finneran said. And he believes doctors who use AI are better at diagnosing patients than either the doctor or an artificial intelligence program alone. “Those who are hesitant or even blockers around AI will not be the leaders, even if they have a tradition of being an industry leader, within the next two years,” Finneran said. “They will be overtaken by those who are effectively leveraging AI.” Vivas, the creative media studio owner, said some of the freelancers he works with have approached him with concerns about generative artificial intelligence: photography models worried about being replaced by AI generated images and contract marketers concerned it will make them irrelevant if people start using ChatGPT to spit out their own marketing plans. Vivas said he doesn’t plan to use AI to fully replace humans, and he doesn’t believe other employers will either. But he does think workers who ignore the technology do so at their own peril. “It’s not that AI is going to replace them,” he said, “but the person that is using AI is going to replace them.” Contact reporter Ariel Gilreath on Signal at arielgilreath.46 or at gilreath@hechingerreport.org. This story about AI courses was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

2025-06-21 苏海媚 教育资讯 英-中
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