Category: Education

  • From Berkeley to the Bookshelf: One Teen’s Fight for Hands-On STEM for All

    From Berkeley to the Bookshelf: One Teen’s Fight for Hands-On STEM for All

    On a quiet afternoon at the Berkeley Martin Luther King Junior Middle School, a group of elementary students gathers around a long table. Dish soap, yeast, plastic bottles, and some hydrogen peroxide containers are scattered across the surface; materials more likely found in a kitchen than a chemistry lab. At the center of it all is 16-year-old Mia Luh, sleeves rolled up, eyes gleaming with purpose. With a steady hand and a warm smile, she begins guiding the students through a simple chemical reaction, one elephant toothpaste explosion at a time. 

    This isn’t just a science demonstration, it’s part of Mia’s grassroots initiative to tackle a systemic gap in public education: the lack of affordable, experiential STEM learning in underfunded schools.

    “I grew up with a ‘learn by doing’ approach to science,” Mia explains. “But I realized that many students in Berkeley’s public schools didn’t have that same access either because their schools lacked resources or because science was taught only through textbooks. I wanted to change that.”

    What began as a personal observation quickly turned into a bold, community-based project. Mia’s idea was deceptively simple: bring science to students using everyday household items, delivered in community spaces where cost and infrastructure weren’t barriers. No microscopes, no high-tech lab kits, just curiosity, creativity, and connection.

    While many STEM initiatives rely on expensive equipment or external funding, Mia’s model thrives on accessibility. In her sessions, students might learn about chemical reactions with kitchen ingredients, build circuits with foil and batteries, or explore basic physics using cardboard ramps. These low-cost, high-engagement activities are designed not just to inform, but to ignite.

    “Kids light up when they see something they’ve read about actually happen in front of them,” she says. “And when the materials are things they already have at home, it empowers them to keep experimenting on their own.”

    But building the program was not without its challenges. As a teenager, Mia had to earn the trust of school administrators and community partners. She reached out to the Berkeley LEARNS after-school program and the public library system, pitching her idea with patience and persistence. Her professionalism and clarity eventually won them over.

    “There was some skepticism at first,” Mia admits. “I was just one person, not a nonprofit or formal educator. But once they saw how prepared I was—and how excited the kids were to participate—they really got on board.”

    Each session is carefully structured to be age-appropriate and engaging. Mia develops her own lesson plans, often tailoring them based on the needs of the group. She’s found particular success with interactive storytelling—framing scientific concepts within narratives to help younger students grasp abstract ideas. She also uses Socratic questioning techniques learned through her math tutoring experience to deepen critical thinking.

    While her presence currently powers the initiative, Mia’s long-term vision is rooted in sustainability. She’s working on documentation like lesson plans, facilitator guides, materials lists that will allow teachers and volunteers with low resources to carry the program forward after she graduates.

    “I don’t expect the project to survive in its current form without me,” she says. “But I hope it inspires others, especially educators, to see what’s possible with a little creativity and intention.”

    Already, she’s seeing signs of impact. Some teachers have begun replicating her activities in their own classrooms. Parents report that their children are talking about science in new ways at home. And students, once disengaged, are now asking when the next session will be.

    What sets Mia’s work apart is not just the innovation of the model, but the clarity of her purpose. In a world where educational inequality often feels overwhelming, she’s found a way to chip away at the problem, one vinegar volcano at a time.

    Back at the school campus, the hydrogen peroxide that is usually lying dormant in first aid kits at home is bubbling up rapidly, prompting a round of giggles and gasps from the students. Mia claps along with them, then dives into an explanation of carbon dioxide and chemical change. The room hums with energy, not from any high-tech device, but from the sheer joy of discovery.

    And that, for Mia, is the whole point.

    Written in partnership with Tom White

  • California Students and Schools Still Struggle to Recover From the Pandemic

    California Students and Schools Still Struggle to Recover From the Pandemic

    Image credits: Unsplash

    It has been almost exactly five years since the onset of the COVID-19 pandemic shut down schools across California. Yet, schools and their students continue to recover slowly despite increased funding from state and federal governments.

    According to researchers at Harvard and Stanford, California students continue to underperform on standardized tests compared to pre-pandemic scores. Math scores are equivalent to being 31% of a grade level behind, while reading scores are 40% of a grade level behind. 

    What the average scores mask, however, is wider disparities in scores between schools serving affluent districts and schools serving low-income districts—a gap that Sean Reardon, faculty director of the Educational Opportunity Project at Stanford, has called “a pernicious inequality.”

    The Deeper Impact of the Pandemic

    Standardized scores also fail to capture the deeper impact that a year in isolation has had on California’s youth: their mental health, socialization, communication skills, study habits, and resilience. William C. Overfelt High serves 1,400 Hispanic and Vietnamese American students in East San Jose, mostly from low-income households. 

    Principal Vito Chiala shares this about the impact: “We tend to overlook the longer-term effects of the delay in socialization and self-discipline—things that schools nurtured in young people.” 

    Overfelt High’s teachers and staff focused primarily on school-related behavior, self-regulation, and communication skills during students’ first year back from virtual learning. 

    “Students who had spent over a year saying whatever they wanted on social media had to face people in person,” Chiala recalls, “and that was super-uncomfortable sometimes. Now it’s much more about endurance, being willing and able to do hard academic work for longer periods of time.”

    Overfelt High isn’t alone in that experience. In 2021-22, 87% of public schools indicated that the pandemic had delayed students’ socioemotional development, with 56% reporting more frequent cases of classes disrupted by student misconduct, according to the National Center for Education Statistics (NCES).

    Chronic Absenteeism

    Meanwhile, chronic absenteeism (defined as missing 10% of school days or more) tripled in California from its pre-pandemic level of 12% (in the 2018-19 school year) to 30% in the 2021-22 school year. By 2023-24, the chronic absenteeism rate dropped to 20%, still well above the earlier 12%. 

    Just as with standardized test scores, the gap is wider for disadvantaged communities, with Black students, homeless students, and students in foster families seeing chronic absenteeism at roughly double the rate of white middle-class students. 

    While only 2% of schools serving the most affluent districts reported high or extreme levels of chronic absenteeism, 72% of schools at which over three-quarters of the student population come from low-income households reported frequent absences.

    Heady Chang, founder of Attendance Works, suggests, “If you want to reduce chronic absence, you need to solve the root causes that result in kids not showing up to school in the first place. The barriers—poor transportation, homelessness, and food insecurity—are huge, and these issues are hard to solve.”

    Students With (and Without) Computers

    One thing that may have left many students behind during the COVID-19 pandemic was the lack of access to computers for virtual learning. In June 2020, three months after schools closed their classrooms, the state Department of Education estimated that 700,000 students lived in households without a home computer. This prompted California’s Bridge the Divide Fund, which tapped $18.4 million in philanthropic support to provide 45,000 Chromebooks and over 100,000 internet hot spots.

    In fact, in the past three years, per-student spending by the state of California has grown by 50%, thanks to such initiatives and federal pandemic relief. However, if standardized test scores and absenteeism rates are any indication, California schools and their students still have a long recovery ahead.

  • The L.A. Film School Named a Top U.S. Film School for Fifth Consecutive Year

    The L.A. Film School Named a Top U.S. Film School for Fifth Consecutive Year

    Image credit: Unsplash

    The Los Angeles Film School has once again been ranked among the nation’s top film schools, securing a place in TheWrap magazine’s 2024 Top 50 Film Schools list. Known for its robust curriculum that merges technical skills with artistic exploration, the L.A. Film School is celebrated for preparing the next generation of filmmakers and entertainment professionals, offering an immersive education that uniquely balances hands-on experience with theoretical knowledge.

    TheWrap, an American digital news platform that covers entertainment, media, and technology, focuses most content on Hollywood but also the broader entertainment industry. They offer in-depth reporting on industry trends, box office analysis, awards season coverage, and exclusive interviews with entertainment leaders. In addition to their Top 50 Film Schools list, they host events, including TheGrill conference, which features discussions on entertainment and tech innovation.

    TheWrap’s annual Top 50 Film Schools list is based on a detailed evaluation of key factors, such as student demographics, class sizes, networking opportunities, and insights from industry experts, all of which contribute to identifying the leading institutions in film and entertainment education. This year marks the fifth consecutive year the L.A. Film School has made the list, underscoring the school’s reputation as one of the premier creative learning hubs in the country.

    In 2024, the L.A. Film School celebrates its 25th anniversary, marking a quarter-century of excellence in entertainment education. With 50 of its alumni contributing to projects that collectively received an impressive 299 Emmy nominations, the school’s impact on the industry is clear, as its training consistently propels students towards successful careers. From celebrated award-winning films to groundbreaking projects in animation, music production, and digital media, L.A. Film School alumni have left a lasting impression on the entertainment world. This impression speaks volumes of the school’s commitment to cultivating talent, creativity, and the technical skills required to excel in an evolving industry.

    Located in the historic RCA Building on Sunset Boulevard, the L.A. Film School takes pride in its Hollywood location, which, according to TheWrap, “blurs the lines between education and real-world experience.” Students benefit immensely from access to industry-standard facilities, including professional studios and editing labs. The school’s supportive network of faculty and accomplished alumni– many of whom have received Grammy and Oscar nominations– further enhances the learning experience, providing invaluable mentorship and firsthand insights into careers in film, music, gaming, and other entertainment sectors.

    “Being recognized, once again, by TheWrap reaffirms our commitment to nurturing the next generation of filmmakers, animators, music producers, and the many entertainment industry professionals who share the stories we see and hear,” said Tammy Elliot, president of the school. “This accolade celebrates our faculty’s dedication, our students’ hard work, and our alumni’s impressive accomplishments across the industry.”

    The L.A. Film School offers 18 different undergraduate degrees, both on campus and online, covering fields like Animation, Audio Production, Digital Filmmaking, Film Production, and Music Production. Each program is designed to equip students with industry-relevant skills and experience, ensuring they are well-prepared to step into competitive roles across the entertainment industry. 

    The L.A. Film School emphasizes real-world preparation by offering students access to exclusive industry events, guest lectures, and internship opportunities that encourage hands-on learning. This exposure to current industry trends and professional networks enhances students’ education experience and keeps them up-to-speed with everything recent in film and entertainment.

    By combining top-of-the-line facilities with experienced faculty who have earned accolades across film, music, and digital media, the L.A. Film School encourages a supportive and innovative learning environment. Students graduate not only with technical expertise but also with a valuable network of industry contacts and mentors, opening the doors for successful careers in their chosen fields.

  • Bridging the Gender Gap in STEM: The Role of Innovative Learning Platforms

    Bridging the Gender Gap in STEM: The Role of Innovative Learning Platforms

    Image credit: Pexels

    The gender divide in STEM fields remains a significant challenge, despite increased awareness and efforts to encourage female participation. Women are underrepresented in many STEM disciplines, often due to a combination of societal stereotypes, lack of role models, and confidence gaps. Despite surpassing men in overall graduation rates, women comprise only 29.2% of those in STEM fields. 

    Studies have shown that the issue is confidence, not capability. From an early age, girls may feel discouraged from pursuing STEM subjects or feel less competent in classroom settings than their male counterparts, leading to a decrease in interest and engagement over time. In K-12, girls rated their confidence in their math skills 27% lower than identically skilled boys. In higher education, women who initially entered college in a STEM discipline cited lack of confidence in their math abilities as a main reason for changing majors.

    This disparity is concerning for two reasons: It not only limits individual potential, but also deprives the STEM fields of diverse perspectives and talents that are crucial for innovation and growth.

    Learning platforms with supplemental instructional materials play a crucial role in bridging this gender gap by providing female students with a supportive and pressure-free environment to practice math concepts at their own pace. 

    Photo of a male and female student holding books in front of a blackboard
    Photo of a male and female student holding books in front of a blackboard

    One such platform is Sofia, an unlimited math practice platform developed by Link-Systems International (LSI), which uses algorithms to generate new problems of consistent difficulty. This algorithmically generated content ensures continuous and tailored practice that students can access from the comfort of their own device. The platform’s step-by-step hints and just-in-time tools help students when they encounter difficulties, fostering a sense of achievement and building confidence. 

    By enabling female students to work through challenges independently and gain mastery over math concepts, without the immediate pressure of traditional classroom settings, platforms like Sofia help cultivate their interest and competence in STEM subjects. 

    “In the edtech industry, we should be doing more to ensure that all types of students have access to the tools they need to succeed,” commented Vincent Forese, President of LSI. “We are making math practice easier and more accessible to students who may otherwise just have given up.”

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    Photo of Vincent Forese, President of LSI

    Addressing the gender gap in STEM is crucial for fostering innovation and growth within these fields. Diverse perspectives are essential for creative solutions, and supporting female students in STEM education is an important step toward achieving this. As educational platforms and institutions continue to recognize and address these disparities, the future of STEM looks more inclusive than ever. 

    Written in partnership with Tom White.

  • How Mentorship and Incubation Programs Benefit the World 

    How Mentorship and Incubation Programs Benefit the World 

    Image credit: Pexels

    To progress meaningfully, the world needs bold, innovative thinkers. Where would we be if Edison had never questioned the dark and invented the light bulb? If Alexander Graham Bell had never grown frustrated with the means of communication of his day and invented the telephone, where would we be? Where would we be if the Lumière Brothers had never looked to further the means of entertainment by inventing the art of cinema? 

    Progress would never happen without thoughtful, curious minds pushing at our world’s perceived barriers and constraints. 

    But for those great minds to truly succeed, they must have access to the tools and means necessary to achieve such greatness. This is why mentorship and incubator programs have become invaluable resources, providing resources, connections, and tools to some of the greatest minds of the modern-day and forming them into the thought leaders and world-shapers they will become. 

    Giving Great Minds the Tools to Change the World

    These programs contribute to the betterment of the world. They can help young or struggling entrepreneurs obtain much-needed resources and connections to get their startups off the ground. The incubator program was founded to provide support services such as strategic advice, funding options, and connections to industry experts. 

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    By connecting these young entrepreneurs to marketing assistance specialists and mentors within their field, these programs help to give young startups the exposure needed to attract more customers and build momentum around their services and/or products.

    One incubation and mentorship program is USC’s Rossier School of Education’s Education Technology (EdTech) Accelerator Program, which began accepting applications for its 7th cohort on September 1st. The Accelerator is aimed at tech-enabled education solutions with high potential to improve the quality and equity of education, from early childhood through adult learning.

    The History of the EdTech Accelerator Program

    Doug Lynch started the EdTech Accelerator program in 2018 to help early-stage education technology companies accelerate their growth. The program is designed to be accessible, with no fees or equity requirements, and focuses on assisting companies in developing practical solutions that address real problems in education. 

    “The program is designed to help entrepreneurs navigate the challenges of the education ecosystem, improve the efficacy of their products or solutions, refine a go-to-market strategy, and establish key relationships so that companies can accelerate growth and increase impact,” said Mark DeGennaro, Managing Director of USC EdTech Accelerator Program.

    Throughout the seven cohorts, the accelerator has worked with around 75 companies that have collectively raised over $130 million and reached over 23 million learners worldwide. While the program has had some surprising successes, like a company with a co-founder who won the Nobel Prize, the team is most excited about the broader impact the companies are having in areas like improving college access, workforce development, and addressing equity gaps in education.

    Reaping the Benefits

    Startup mentorship and incubation programs have long been great ways to assist young entrepreneurial minds in gaining insight, experience, and hands-on expertise to successfully launch their businesses. These programs offer unparalleled resources that contribute significantly to the likelihood of individual entrepreneur success in the long term. 

    Joining a mentorship or incubation program can benefit an upstart, from mentoring to networking opportunities to full-blown financial support. Through their experiences in incubator programs, entrepreneurs are educated and enabled to make effective business choices and better understand how they can achieve their business aspirations. 

    The ideological intent behind mentorship and incubation programs is to give a platform and means of communication to today’s inspiring voices in the hopes that they might change the future of our tomorrow. Thus far, the results of these kinds of incubation programs speak for themselves, having afforded means and connections to countless upstarts whose future ventures have benefitted the world in profound ways. 

  • Unions Call to Stop Alleged Misuse of Arts Education Funds

    Unions Call to Stop Alleged Misuse of Arts Education Funds

    Image credit: Unsplash

    On March 29, 2024, Los Angeles Schools’ Superintendent Austin Beutner called for state intervention to end the alleged misuse of voter-approved funding for the development of arts education in California. The superintendent was backed by the California Teachers Association, the largest teachers union in the state, and the California Federation of Teachers (CFT), another statewide teachers union.

    The letter to Gavin Newsom and other state officials was also signed by the Local 99 of Service Employees International Union, the United Teachers Los Angeles, Teamsters Local 572, and the teachers union for Oakland Unified. In the letter, Beutner and the unions alleged that funding which was approved by voters in November of 2022 for the expansion of arts education was being taken by other school districts to use for different purposes.

    “It’s clear that Californians overwhelmingly want more arts and music in public schools,” the letter states. “It has come to our attention, however, that some school districts in California are willfully violating the law by using the new funds provided by Prop 28 to replace existing spending for arts education at schools.”

    Unfortunate Neglect for Arts Programs

    In 2024, the funding allocated for the arts totals $938 million. Under Proposition 28, this money can only be used to increase arts programs in schools, though each school can decide how to best improve their programs. The schools and districts allegedly in violation of this rule are not mentioned by the letter, as Beutner has expressed concern that whistleblowers may be the targets of retaliation. 

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    Seeing as Beutner authored Proposition 28 following a departure from L.A. Unified in June of 2021, it has been assumed that they are an offender of this misuse of funding. UTLA President Cecily Myart-Cruz referred to them in particular, saying: “LAUSD is supplanting Prop. 28. And I can only bet that districts across the state are doing the same thing.”

    Proposed Changes

    Proposition 28 refers to research stating that public schools “fail to provide a high-quality course of study across arts disciplines,” but no difference will be made if funds are improperly used. As such, Beutner and the unions are calling on the state to require that districts certify within 30 days that no funds have been improperly used.

    According to already existing state requirements, schools must annually certify that their spending has been appropriate and must create a clear spending plan, though there are no guidelines for the creation of these plans. Districts seem to lack clarity and have varying interpretations of spending legality, leading to frustration when accounting for where spending is allocated and if this was done properly.

    Localized Discrepancies

    Audrey Lieberstein, a parent leader in the PTA and the governing councils of Dixie Canyon Elementary in Sherman Oaks, provided school budget documents and copies of correspondence with L.A. Unified to The Times, according to Yahoo!News. She observed that $48,766 had been set aside for a two-day-a-week arts teacher last year, but no such record was made in this year’s budget. She views the situation as a potential example of fund misuse.

    As a counter to Lieberstein, L.A. Unified officials claimed that funding has increased across the district beyond the requirements of Provision 28, even funding field trips through the Cultural Arts Passport program. 

    “If there was a mistake in allocation or interpretation [of the law],” Lieberstein said in an email to the school district, “then perhaps the schools have a chance at getting back their original source of arts funding and having Prop. 28 in addition as the law intended! This would be a big win for our public schools and help instill faith in the district.”

  • Felix Huettenbach: The 30-Day Journey to Becoming a Pilot

    Felix Huettenbach: The 30-Day Journey to Becoming a Pilot

    Image credit: Unsplash

    Felix Huettenbach is accustomed to facing difficulties. Felix has continuously challenged himself to discover new opportunities, from starting profitable businesses to changing the world as a philanthropist. 

    His most recent project? Obtaining a pilot’s license. Felix provides an intimate glimpse into his preparation in his most recent YouTube video. He will accomplish this challenging objective by chronicling the 30-day trip leading up to his pilot’s exam.

    Learning to Fly: The 30-Day Countdown

    More than merely picking up a new ability, Felix views learning to fly as accepting a challenge that will push him beyond his comfort zone. He begins rigorous training immediately, with just 30 days remaining until his pilot’s test. In his video, he navigates the complexities of flying, learning how to use airplane controls and comprehend aviation laws.

    Felix discusses the highs and lows of his training throughout the film. Sometimes, the difficulty of the work seems too much to handle, and doubt sets in. On the other hand, he works diligently to hone his abilities and gain the confidence to pass his test, demonstrating his dedication to the process.

    Balancing Life and Flight Training

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    Balance is one of Felix’s journey’s main concepts. He shows that even the busiest schedules can accept new challenges by making time for flying instruction despite his hectic existence as an entrepreneur and philanthropist. Felix’s worldview is based on his commitment to self-improvement, which allows him to push limits while staying focused on his larger objectives.

    Felix’s journey aims to inspire others and foster personal development. By sharing his experiences, he encourages people to pursue their big dreams, no matter how difficult they may appear. He has gone from being broke and living off an intern visa to starting four businesses. Felix highlights that although hard work and devotion can yield excellent results, success is rarely a straight line.

    The Broader Impact: Inspiration Beyond the Cockpit

    Felix wants to become a certified pilot shortly, but his path will influence him outside the air. His film serves as a helpful reminder that accepting new difficulties may be a significant catalyst for inspiration and personal development. Felix’s philosophy of life, which views every new ability or accomplishment as a chance to grow and motivate others, strikes a deep chord with his audience.

    Felix is dedicated to sharing his journey because he thinks learning lessons along the road is as essential to success as arriving at the objective. Felix has the same attitude toward every task, whether learning to fly or launching a new business: a commitment to development, education, and having a good influence.

    AD 4nXcqvBCEpEx10ejrKtkJ9FN9oPiP XwAgwIjpF0yvzJ6vUS0jdwW9kkrXQkWNGwM2qDme1TK6jaj5 AUNr y4z47oilLa1e5ARHxUyAT200bEw2T4m694puD0xz6ZGVmzt10zWsdff67W 035yZQkyEUFFZHViDj mKMOYJd0sCyTGEzYWDuzM?key=3POkf4kksMZP299seBSK7A

    Toward the Future: The Last Countdown

    Felix is still goal-oriented despite the little time remaining until his pilot’s exam. His journey’s penultimate leg is occupied with last-minute planning, honing his abilities, and ensuring he’s prepared for the task. Felix’s journey is already a success in and of itself, regardless of the conclusion, an encouraging tale of tenacity, development, and the quest for new challenges.

    Written in partnership with Shannon Sparks.

  • The Best Sustainable Toys for Preschoolers Preparing to Start School

    The Best Sustainable Toys for Preschoolers Preparing to Start School

    Image credit: Unsplash

    The early years of a child’s life are important stepping stones for future success. Whether they are taking their first steps, smiling for the first time, or even waving goodbye and learning to walk, parents want the best for their children, especially when it comes to their development and education. Supplementing their early learning, especially through play, is recommended in the CDC’s Positive Parenting Tips. This not only helps your baby develop crucial thinking skills but also keeps them from getting bored.

    Types of Learning Toys

    According to Haba USA, five primary types of toys can help preschoolers with their general development. Included among them are:

    • Blocks and nesting sets: help aid in the development of stacking and counting.
    • Threading and mazes: allow children to learn pincer grip and fine motor skills through the use of navigating small objects, aiding in hand-eye coordination.
    • Puzzles and arranging games: aid in the development of spatial reasoning and problem-solving.
    • Dolls and puppets: help a child develop imagination and communication, and learn empathic skills.
    • As well as general games, which can involve anything from learning to take turns and follow rules to learning about teamwork and collaboration.

    Learning how the world works, and how we as individuals operate within it based on play and behavior, is not only crucial but necessary for overall development. Getting a head start on your child’s early learning will ensure that they succeed in their infancy as well as later on in their life.

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    What the Research Says

    Researchers have determined that Montessori-style education, based on the educational techniques developed by Dr. Maria Montessori, may be superior to traditional education methods. However, this is not always available to children.

    Despite this, the American Montessori Society believes that children succeed best when they choose work that challenges and captures their attention. This leads to not only heightened engagement but sustained attention, intrinsic motivation, and a sense of responsibility to oneself and others.

    Thankfully, those parents who are looking to incorporate Montessori-style materials into their child’s education can look no further than PlanToys

    What are PlanToys?

    PlanToys believes that child development begins the moment your baby is born. Whether it be from learning about the world through visuals, developing creative and social skills, learning about language, and even knowledge of topics such as cause and effect, the people at PlanToys work with child development experts to design toys that engage your child and help them learn in the process.

    “The simplicity of the teaching of it, the child-led products, learning and play, and working with Montessori teachers and child development experts, are all aspects that [we] look at when developing [our] toys,” the creators at PlanToys write.

    Their toy picks for Montessori-inspired learning and fun at home include the use of:

    • Gears and Puzzles: captivates children with hands-on adventures in engineering and creativity with 22 interchangeable gears and pieces.
    • 50 Unit Blocks set: a versatile construction toy that unleashes your child’s inner architect by allowing them to build with 50 wooden blocks in 12 different shapes.
    • Ramp Racer: entertains and builds hand-eye coordination and fine motor skills while teaching your child about basic physics
    • Wave Stacker: encourages endless play through stacking, nestling, balancing, linking, and arranging.

    PlanToys’ products are not just fun for your child, but they are also created with sustainable practices and are non-toxic for your child’s safety and your peace of mind. Their world-class recognition includes everything from the Pal Award to the Red Dot Design Award, to the Oppenheim Toy Portfolio Gold and Platinum Awards. 

    If you’re looking to help aid your child’s early development, consider adding toys to their routine. By incorporating thoughtfully designed toys into your child’s playtime, you can foster an environment of curiosity, creativity, and growth, setting the stage for lifelong learning and success.

  • LA Will Display the Only Green-Boned Dinosaur in the World 

    LA Will Display the Only Green-Boned Dinosaur in the World 

    Image credit: Unsplash

    The Los Angeles Natural History Museum is going green with the addition of its latest dinosaur. The 75-foot-long sauropod Gnatalie (pronounced Natalie) is being assembled at the museum. According to museum officials, it is not just a member of a new species but also the only dinosaur found on the planet whose bones are green. 

    Gnatalie received her name from the gnats that swarmed the excavation site of the long-necked, long-tailed, herbivorous dinosaur’s fossils, which were first discovered by researchers in 2007 in the Utah Badlands. The dinosaur’s fossils have a unique coloration of dark-mottled olive green, which it received from the mineral celadonite during the fossilization process. 

    While other fossils typically are brown from silica or black from iron minerals, green fossils are scarce due to the mineral celadonite forming normally in volcanic or hydrothermal conditions, which typically destroy buried bones. Celadonite entered the fossils when volcanic activity around 50 million to 80 million years ago made it hot enough to replace a previous mineral. 

    Like a sauropod species called Diplodocus, the sauropod refers to a family of massive herbivores, including the Brontosaurus and Brachiosaurus. This new species of dinosaur lived 150 million years ago, during the late Jurassic Era, which makes it older than the Tyrannosaurus rex, which lived 66 million to 68 million years ago. 

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    While the discovery of the dinosaur will be published in a scientific paper next year, seeing Gnatalie in all her glory is a sight to behold. 

    Matt Wedel, anatomist and paleontologist at Western University of Health Sciences in Pomona near Los Angeles, said he heard “rumors of a green dinosaur way back when [he] was in graduate school.” But, when he finally was able to glimpse the bones while they were being cleaned, Wedel said they were “not like anything else that I’ve ever seen.”

    John Whitlock, who teaches at Mount Aloysius College, a private Catholic college in Cresson, Pennsylvania, joins in the excitement. Whitlock researches sauropods and expressed enthusiasm at having such a complete skeleton that helps fill in the blanks for less complete specimens. 

    “It’s tremendously huge, and it really adds to our ability to understand both taxonomic diversity and anatomical diversity,” Whitlock said.

    Gnatalie will bring more than greenery to the Los Angeles Natural History Museum. Luis M. Chiappe of the museum’s Dinosaur Institute said in a statement about his team’s discovery that “dinosaurs are a great vehicle for teaching our visitors about the nature of science, and what better than a green, almost 80-foot-long dinosaur to engage them in the process of scientific discovery and make them reflect on the wonders of the world we live in!”

    Last month, the museum asked for a public vote on five choices for the dinosaur’s name: Verdi, a derivative of the Latin word for green; Olive, after the small green fruit that symbolizes peace, joy, and strength; Esme, short for Esmeralda, which is Emerald in Spanish; and Sage, an iconic LA plant that is also grown in the Natural History Museum’s Nature Gardens. 

    Gnatalie will be the museum’s biggest dinosaur and can be seen this fall in its new welcome center.

  • First Grade Student From Long Beach Selected as NASA STEM Semi-Finalist

    First Grade Student From Long Beach Selected as NASA STEM Semi-Finalist

    Image credit: Pexels

    Of more than 1,700 entries submitted to NASA’s “Power to Explore Student Challenge,” only 45 were selected for the student semi-final round. One of those students is 6-year-old Kiki Leone of Long Beach. A first grader at Emerson Elementary School, located on Long Beach’s eastside, Kiki submitted an essay that discussed the exploration of a lake located on Titan, one of the more talked-about moons of Saturn.

    “I’m super proud of her,” said Kiki’s father, Mario Leone. “It’s the beginning of the future.”

    NASA’s “Power to Explore” STEM Contest

    “Welcome to my spacecraft Chicken-fly,” wrote Kiki. “My spacecraft is powered by NASA’s radioisotope power systems. It’s a nuclear battery that can last for 14+ years.”

    The focus on the Radioisotope Power Systems (RPS) is built into the contest. The so-called “Nuclear Battery” has been used in some of NASA’s most significant projects, including space missions. The contest asked participants to write about how the power systems could serve in missions that reach for the most extreme environments in the solar system.

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    As a semi-finalist, Kiki has already won a prize pack from the NASA RPS project offices, which is funding the contest. Over four thousand participants received invitations to a “Power Up” virtual event, where they learned about NASA’s work from RPS Program Manager Carl Sandifer, Kim Rink of NASA’s JPL Lab, and Nicola Fox of NASA’s Science Mission Directorate.

    The contest is split into multiple age groups, with winners, finalists, and semi-finalists chosen for a grade K-4 division, a grade 5-8 division, and a grade 9-12 division. Fifteen semi-finalists were selected for each category. The previous year’s K-4 winner, Jason Pollack (nine years old at the time), wrote about exploring the seas on Europa, which included drilling a hole through the icy surface and dropping a mini-submarine into the deep ocean. He hoped to find life in the alien ocean.

    Taking Inspiration from the Coming Totality

    Kristin Jansen of NASA said, “As we’re coming into the totality of the eclipse, we wanted to highlight that when sunlight is not available, there are other options.” Kristin went on to say that Kiki’s essay featured standout creativity. “Entries like Kiki’s give NASA hope for the future if she wants to continue to do this.”

    The finalists will be announced on April 8, coinciding with NASA’s broadcast of the total eclipse. The eclipse will reach its totality between 1:30 p.m. and 2:30 p.m. CDT, with prime viewing spots near major metropolitan areas, including San Antonio, Dallas, Indianapolis, and Cleveland.

    An Introduction to the Artemis Generation

    “It has been so exciting to see how many students across the nation have submitted essays to NASA’s Power to Explore Challenge,” said Carl Sandifer in a statement published on NASA’s RPS website. “We have been thrilled to read their creative RPS-powered mission concepts and have been inspired learning about their many ‘superpowers’ that make them the bright future of NASA—the Artemis Generation.”

    Sandifer’s reference to Artemis refers to NASA’s next-generation space exploration goals, which involve constructing moon habitats for long-term exploration and scientific work.

  • HALA Welcomes New Leadership: Meet the Newly Appointed President and CEO

    HALA Welcomes New Leadership: Meet the Newly Appointed President and CEO

    Image credit: Unsplash

    The Hotel Association of Los Angeles (HALA) is stepping into a new chapter as Dr. Jackie Filla reins as President and CEO of the Hotel Association of Los Angeles (HALA), effective March 25, 2024. Dr. Filla will be taking over from Heather Rozman, who is moving on after more than five impactful years to explore new entrepreneurial ventures.

    Dr. Filla’s background encompasses influential roles spanning public policy, academia, and strategic consultancy. Her recent achievements include spearheading policy direction for a City Council office within the bustling environment of LA’s City Hall. Here, she led initiatives that cemented her status as a strategic thinker and a formidable advocate for legislative and policy advancements.

    Before her tenure at City Hall, Dr. Filla made significant strides as a Research Director in the Office of Los Angeles County’s CEO. Here, she navigated complex intergovernmental relationships and set strategic policy directions. Her leadership prowess was further exemplified during her time as an LA. City Commission President under the mayoral leadership of Eric Garcetti and Karen Bass. Here, she championed Los Angeles’ national and international interests, including engagements with the United Nations.

    Dr. Filla’s academic credentials are equally impressive, grounding her strategic and policy-driven approaches in solid research and analysis. As a tenured Associate Professor of Political Science at Mount Saint Mary’s University, she delved into public policy and research methodology, equipping the next generation of leaders with the tools to drive change. Her educational journey, which began with a BA from California State University, Fullerton, culminated in earning an MA and a PhD from the University of California, Riverside, highlighting her lifelong commitment to learning and leadership.

    Image credit: Hotel Association of Los Angeles (HALA)

    Mark Davis, Chair of the Board of Directors at HALA, expressed his confidence in Dr. Filla’s capability to guide the association into the future. “Serving as CEO of HALA is no small feat. It requires a truly unique set of talents,” he noted. “We’re delighted to have Jackie join the team. Having played so many roles throughout her career—as policymaker, analyst, strategist, public servant, and academic—she brings a rare combination of skills to this critical position.”

    HALA stands as a pivotal organization within Los Angeles’ vibrant hospitality sector. Since its inception in 1932, HALA has advocated for the interests of the hotel industry, representing a broad spectrum of members from internationally renowned hotel chains to charming family-owned boutiques. Its mission extends beyond mere advocacy, aiming to enhance the professional and personal lives of all individuals within the industry, from executive management to the dedicated hourly staff.

    This leadership comes at a crucial time in the hospitality industry in LA. The sector is grappling with several pivotal challenges, including integrating advanced technologies to meet guests’ evolving demands, adhering to increasingly stringent environmental standards, and navigating the post-pandemic complexities. 

    Moreover, there’s a growing need to address workforce development and retention, ensuring that the industry remains a desirable and rewarding field for professionals at all levels.

    Dr. Filla’s leadership is anticipated to harness these opportunities, guiding HALA and its members toward a future where the Los Angeles hotel industry adapts and thrives. Her diverse background and strategic vision are expected to invigorate HALA’s initiatives, fostering an environment of growth, collaboration, and advocacy. Under her leadership, HALA is set to navigate the evolving challenges of the hospitality industry, enhancing its contribution to Los Angeles’ economic and cultural landscape.

  • Student’s LA Marathon at 13 Years Old

    Student’s LA Marathon at 13 Years Old

    Image credit: Pexels

    Nyla Evans, a student who attends Irving Magnet School in the Glassell Park area, was preparing for her first 26.2-mile L.A. Marathon at just thirteen this last week.

    Evans—who started running during the pandemic to help manage her anxiety—is still new to the activity, which she began when schools resorted to using online education to help minimize risk for students.

    The thirteen-year-old stated that running is a stress reliever and that she made new friends while doing it. Some of these friends joined Evans during the L.A. Marathon, and they all participated in an organization called Students Run L.A., which began in 1986 when a schoolteacher challenged his students at a continuation school in Boyle Heights to help him train for a marathon.

    Evans credited her coaches and friends for helping to keep her motivated while she worked on improving her skills and stamina. She claimed she “couldn’t have done it” without her team.

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    Evans’ mother, Johanna Voutounou, stated that her daughter started to walk at just seven months and has noted significant, positive changes that running has made in her daughter’s overall mental health. “It was a struggle,” she said.

    Thankfully, Nyla Evans found friends and “came alive” because of their companionship.

    The thirteen-year-old runner hopes she can inspire others to take up the activity as a way to deal with their anxieties and other mental health issues. She also had personal goals for finishing her first marathon, which she said she wanted to complete in about five-and-a-half to six hours. As it was her first run, she wanted to “take in the whole city.”

    Regardless of whatever time she made in the marathon, her mom is overjoyed with the discipline Nyla has shown over the past several years. William, Nyla’s father, says that the dedication she’s shown is “remarkable and that he is “just so proud.”

    Students Run L.A., the program that has helped encourage Nyla and her friends to run in the marathon, serves more than 3,200 underserved middle and high school students at 185 public schools and community programs across the Greater Los Angeles area. The program, which inspires children to train alongside their adult mentors, helps organize, transport, and pay for participants to enter six community races of longer distances, building up from a 5K to a 30K race.

    Each Spring, SRLA makes a limited number of $500 scholarships payable directly to a school of enrollment for post-secondary education, two or four-year colleges, trade schools, or exemplary art programs. In 2019, SRLA partnered with American Honda to introduce the Honda Power of Dreams Scholarship Program. Receipts of this scholarship receive a $1000 payable over two years for their education and commit to participating in SRLA events to help mentor the next generation of student runners.

    For children like Nyla Evans, running and sports have always been ways to reduce stress while maintaining an active lifestyle. Combined with a partnership with the Students Run L.A. program, students can make great strides in their personal and athletic lives while helping prepare themselves for the future.