Named after the hundred-eyed watchman of Greek myth, Argus watches the education landscape: spotting new opportunities, pressure-testing the ventures we're building, and tracing every read back to the real-world signals behind it.
The evidence library: the raw signals the pipeline is watching across the education ecosystem. Every idea is built from these.
arXiv:2607.01256v1 Announce Type: new Abstract: Overwhelmed courts in the United States review millions of default judgments each year. Unfortunately, such manual reviews are time-consuming and prone to error. In an audit of 188 debt collection cases granted default judgment by the Superior Court of Los Angeles, we find that 4% contained major defects that should have entirely prevented default judgment, 10% contained inconsistencies requiring reduced judgments, and 32% contained errors requiring amendment prior to judgment. To support courthouses in default judgment review, we collaborated with courthouse attorneys and judges in designing a Default Assistant. The Default Assistant employs large language models to evaluate a case with respect to predetermined legal requirements and provide cited recommendations for an expert user's review. We equip users to verify these recommendations by grounding the assistant's explanations in cited quotes and tables from the original case filings.
arXiv:2607.01255v1 Announce Type: new Abstract: Universities have responded to generative artificial intelligence (GenAI) in noticeably different ways, both internationally and within Spain. So far, the dominant reaction has been defensive, this is, most institutions frame the debate around AI detection, plagiarism, academic integrity and a presumed drop in student effort, prioritizing basic training for academic staff over students. Other group of pioneering universities is doing the opposite, pursuing deeper adoption, and assuming that any policy built on prevention or sanction will not hold. This paper sides with that second view. Obsessing about detection is a dead end, since generated text is increasingly hard to distinguish from human writing, and detectors still misfire too often to be trusted. What universities need instead is a coordinated effort to set clear, course-by-course rules for GenAI use, redesign assessment toward authentic and interdisciplinary assessment that foste
arXiv:2607.01254v1 Announce Type: new Abstract: Benchmarks are the primary instruments through which AI capability is measured, compared, and governed. This paper argues that the validity of frontier AI benchmarks is a function of the quality of human judgment embedded in their construction, and that this quality is structurally scarce in ways that standard scaling narratives obscure. As foundation models approach ceiling performance on existing evaluation suites, discriminating signal concentrates in the hardest benchmark items, precisely those requiring elite expert judgment to design. We term this the benchmark ceiling problem: the progressive exhaustion of evaluation signal as models saturate the easy majority of items while the difficult tail, authored by a thin stratum of highly expert evaluators, remains the only source of genuine discrimination. The paper develops this argument in three steps. First, we present a formal model of benchmark signal depreciation. Benchmark scores a
arXiv:2607.01253v1 Announce Type: new Abstract: Rationale. The diagnostic radiologist's role in 2035 will not look like it does today. Imaging AI is already changing how worklists are organized, how reports are generated, and which cases require a radiologist's attention. What remains genuinely contested is not whether the role changes but how. Approach. Three subject-matter experts (two radiologists and one health tech professional with more than 20 years of experience in medical imaging IT) independently authored 2035 job descriptions for the diagnostic radiologist using a shared template. Each author wrote from a distinct vantage point: one optimistic, one framed as a trade-off view incorporating workforce economics, and one structured around professional stratification. The three versions were published openly and subjected to a structured comparison across seven dimensions. Key findings. The three versions agree on direction but disagree on magnitude. All three describe a radiolog
arXiv:2607.01252v1 Announce Type: new Abstract: Background: Dermatology AI has mainly focused on image-based diagnosis, while chronic disease workflows have received less attention. We surveyed Indian dermatologists to map routine clinical challenges, with a focus on atopic dermatitis (AD), and assess current AI use. Methods: A nationwide cross-sectional survey commissioned by the Society for Eczema Studies included 377 practicing Indian dermatologists. The survey assessed clinical challenges, AD workflow barriers, AI use, adoption barriers, and ethical concerns. Analyses used descriptive statistics, chi-square tests, false discovery rate correction, and multivariable logistic regression. Results: Patient adherence (61.3%) and treatment planning in difficult or refractory cases (57.0%) were reported more often than diagnostic uncertainty (48.0%). In AD care, severity scoring was reported as a challenge by 47.7% and had the lowest satisfaction among measured workflow areas. Current AI u
arXiv:2607.01251v1 Announce Type: new Abstract: Debate, where AI agents argue opposing positions, has emerged as a key approach to scalable oversight. However, debate faces a fundamental tension: models are incentivized to be persuasive to the judge, which may not always align with epistemic honesty. In this work, we propose an alternative paradigm: disagreement resolution, which reframes the interaction mechanism from adversarial debate to collaborative truth seeking. Drawing on principles from human mediation and conflict resolution, where mediators facilitate dialogue to help disputing parties reach consensus rather than adjudicating between them, we design an automated pipeline that adapts these strategies to AI oversight. Unlike standard debate where models argue for fixed positions, our pipeline directs models to collaboratively identify points of disagreement, examine the evidence for conflicting claims, and converge toward consensus or isolate the specific ''crux'' of their dis
arXiv:2607.01250v1 Announce Type: new Abstract: Sociotechnical alignment concerns the social desirability of AI behavior and is thus inherently normative, not merely technical. While NLP research increasingly addresses its technical aspects, it often leaves underspecified what such "social desirability" entails. We argue that this reflects a fundamental gap: the absence of a systematic way to specify how sociotechnical alignment defines, justifies, and evaluates socially desirable AI behavior. To address this gap, we introduce a human-centered framework for specifying sociotechnical alignment. We draw on social-scientific accounts of sociobehavioral desirability to ground the basis for behavioral desirability judgments and use this framework to analyze how alignment is specified in practice. Our systematic literature review identifies recurring patterns: normative concepts grounding desirability judgments are often unspecified or conflated with alignment targets for (desired) system be
arXiv:2607.01248v1 Announce Type: new Abstract: Large language models are increasingly used for knowledge acquisition, code generation, academic writing, and agent-based automation. In these settings, users may obtain highly structured answers, plans, and judgments without sufficient domain practice. This paper proposes a practice auditing framework for LLM use and AI-generated content governance. It introduces collective empiricism to describe how LLMs compress and reorganize large-scale human experience into outputs that appear empirical and rational, and pseudo-rational cognition to describe how users may mistake AI-generated structured expression for their own rational understanding. The paper analyzes AI subjectivity illusion, subjectivity structures in input materials, template loops in AI-AI conversations, statistical misjudgment in AIGC detection, and memory pollution when generated content enters future contexts, long-term memory, retrieval spaces, or agent skill systems. To r
arXiv:2607.01247v1 Announce Type: new Abstract: Open-ended mathematics exams are valuable because they assess reasoning, proof construction, algorithmic thinking, and communication of intermediate steps. They are also difficult to grade at scale because instructors must apply partial-credit rubrics consistently while giving feedback that helps students repair misconceptions. This paper evaluates six contemporary large language model (LLM) configurations, Gemini 3.1 Pro Extended, Gemini 3.5 Flash, ChatGPT 5.5 Pro Extended, ChatGPT 5.5 Thinking, Claude Pro Opus 4.7, and Claude Sonnet 4.6, as grading assistants for an undergraduate discrete mathematics examination. The study compares two grading policies. The BASELINE policy uses a stricter rubric-following prompt that emphasizes explicit evidence and complete justification. The LIBERAL policy was added after preliminary grading showed that the baseline condition sometimes applied harsh point deductions and failed to recognize valid parti
arXiv:2607.01246v1 Announce Type: new Abstract: Recent proposals for HTTP-based sustainability disclosure focus on \textbf{what} environmental information should be transmitted at the protocol boundary, for example through response headers, but leave open the practical question of \textbf{how} such per-request values can be generated in realistic deployments. This paper addresses that implementation gap. We present a model-based approach for estimating resource consumption and $CO_2e$ per HTTP request without requiring fine-grained production power telemetry. The approach benchmarks endpoints offline under controlled conditions, derives compact endpoint-specific energy models from observable request features, and evaluates these models online at the HTTP server boundary. We implement this mechanism as an nginx extension that loads a JSON model registry and emits per-request metadata for energy, grid intensity, embodied emissions, and total request-level impact. We show that heterogeneo
As children, we play hide-and-seek. There is a kind of logic to it: If you cannot see me, then I cannot see you. As adults, and sometimes as leaders, we can fall into a similar pattern.
The rapid rise of generative AI has turned classrooms into a real-time experiment in technology use. Students are using AI to complete assignments, while teachers are leveraging it to design lessons, streamline grading, and manage administrative tasks.
In many K–12 schools today, fragmented student data has quietly become one of the most significant barriers to effective decision-making and day-to-day operations. While digital tools have expanded rapidly in classrooms and administrative offices, the systems managing student information, communication, and reporting often remain disconnected.
New edtech products that have caught our attention this month
The global math gender gap: “Whatever we do, the action we take to address the issue must start quite early and must be very targeted.”
Yesterday I was at work in A&E I’ve worked there for 11 years as a band 5 and it’s a job. Anyway I was in Green Rap where the ambulances off load. I was helping as they were busy. I was told a patient needed IVabxs so I prepared co-amox and a bag of fluid. I put up the fluids. I confirmed her allergy status (she had none) then I started to push 20mls of if co-amox After about 5mls she started puking I removed the syringe and then her skin went red, she appeared to have a seizure. I called the emergency buzzer and the team came straight away we did all we could and got her into resus she had another arrest. I left as I had finished my shift, I documented what happened the NIC reassured me and the matron. Yet I still feel bad Really bad Her daughter left to get a Costa before the IVs went up- she must be so confused!! I have never seen such a severe and fast reaction Going back to work soon Anyone experienced the same? Will I go to court? submitted by /u/BiteUnlikely6531 [link] [comments
I’m lesson planning for a remedial 11th grade math class this year. After working with them for about a month, I’ve realized that a lot of my students feel discouraged by math or openly share that they dislike it. I really want to show them how math connects to real-world situations and help them see that it can actually be interesting and useful. Are there any math-related movies, games, activities, or other resources that have really gotten your students excited about learning math? Some recommendations I’ve gotten so far are A Trip to Infinity and Stand and Deliver . I’d love to hear any other recommendations! submitted by /u/turtle_ocean [link] [comments]
I teach in California in an area that rarely gets hot, but several days a year in September/October we can go into the 90s. That wouldn't be a problem if we had air conditioning, but only the portables have it. I don't have a portable. So today, I taught in 93 degree heat with no air conditioning, and in the last hour of school, the air got extremely smokey to the point where my nose was stinging. Our district has reserve smoke days that they can use. It's going to be in the 90s again tomorrow, and it might be smoky again. Are they using one of the smoke days? No, they are not. I had to call in sick, because I'm not feeling well from working in the heat and smoke, and I won't be able to working with smoke coming in through the open windows throughout the day tomorrow (it's not an option to close the windows when it gets that hot). This year, we had to do a video training for heat sickness. The infuriating thing is that the district gives us zero options, and we just have to tough it ou
First time on night shift! What does everyone's schedule look like? Are we just doing our day time schedule but flipped for PM or are we doing something different?👀 Sleep/eating wise... submitted by /u/drpepperRN [link] [comments]
submitted by /u/WildFirefighter29 [link] [comments]
The title. Is it always supposed to be like this? I am so incredibly overwhelmed and exhausted all the time. My curriculum makes no sense, I am constantly being observed, and my instructional coach said that she "knew I'd get crushed" by the students because I mentioned having a passion for writing. Today I got assigned a brand new class with brand new curriculum and brand new students who are 7th and 8th graders. Why? I wish I knew. I don't even have a roster to take attendance; they just showed up at my door saying they had my class. I teach 90-minute blocks of 6th grade, and now a 45-minute class of 7th/8th grade, and I have a single 45-minute planning period to do everything. I had a student make a 0 on an assignment because he didn't turn it in. Parent emails asking about his accommodations for extra time, and I tell her that he has no accommodations on file for extra time. I get a mean email from the SPED department telling me about a completely different accommodation that he di
I work on a PCU unit, and we get insulin drips and CIWAs that require a 3:1 ratio. Lately I’ve been getting assigned BOTH a CIWA and insulin drip that requires the nurse to be 3:1 and I’m just wondering if any other hospitals/floors allow this? I feel like I’m running my a** off all day and putting them both in the same assignment just doesn’t feel right. Or maybe I’m just over bedside and being dramatic. submitted by /u/butterfly-G99 [link] [comments]
Six weeks into the school year and everything around me is a dumpster fire. Almost 25 years in and this year is the worst of my career. What in the absolute HELL is happening? Anyone else? Edit: In CA submitted by /u/soleiles1 [link] [comments]
The title says it all. I am a short wide dude so i need an xl but the v is so low. If i wear a large i feel like hulk hogan at wrestlemania. I sweat an ungodly amount so an undershirt isn’t an option. My unit has the thermostat set to hell. Please help me find an affordable anything other than v neck set of scrubs so old homeless men stop staring down my scrub top like puberty crazed teens with no home training. submitted by /u/SupaRandoUser [link] [comments]
I been a CNA for about 2 years now..and honestly I don’t know how I feel about it. Is it just me or does sometimes you feel like someone personal maid? How do you get over that? Because I true do enjoy helping people out, but at the same time I feel like there’s so many CONS about being a CNA the actual PROS. I don’t know if I’m just burnt out of the 12 hrs shifts or if it’s in general my work environment..I go to work feeling anxious and I leaving and end up crashing out in the couch. And management have been micromanaging a lot lately and it kinda makes me feel like crap in a way like almost like they’re saying I don’t know how to do my job but it isn’t just me it’s the whole unit. I’m just here to discuss if it’s just me or get insight on other CNA’s thoughts and opinions. Or what did you switch to after being a CNA and no longer finding much enjoyment from what you do? submitted by /u/Human-Theme1418 [link] [comments]
I am an RN applicant who currently holds an LNA certificate and just passed my NCLEX. I received notice from the State Board of Nursing that an investigation has been opened based on a prior complaint made while I was working as an LNA. The allegation is that I used drugs and was impaired while working as an LNA and during nursing school. I have been given an investigative questionnaire that is due October , and I have been advised that I will be interviewed by the Board investigator. The Board questionnaire also requires disclosure of every arrest, charge, or citation regardless of age or outcome, including matters that were dismissed. I have juvenile records from dating from 2012–2016. All of the matters occurred while I was a minor, and I have no adult criminal charges or convictions. I already have a job offer and a pending start date just waiting on license number which is currently on hold due to this allegation. I would like to say I have no taken/consumed any drugs on or off th
I’m not talking about scrub tops—I’m looking for the short-sleeve or long-sleeve shirts you wear with your scrub bottoms. I’m trying to find something that’s well-fitted and slightly athletic , especially around the arms/shoulders, but not skin-tight or overly restrictive . Basically, something that looks professional and fitted without looking like I’m wearing a compression shirt. What brands or stores do you guys recommend? submitted by /u/MysteriousNebula974 [link] [comments]
It was my first day teaching kinder today. It went okay. I have one kid (MLL) who is completely not with the program. On the rug he touches others faces, body turned away, talking and wondering around the room. Mom said he knew English but I am doubting that. In the meantime, how can I get him to not derail the rest of the class and pay attention? Chair on rug instead of sitting on the ground? I tried getting right up and making eye contact and saying stop, I tried positive praise when he was doing the right thing. Any advice would be appreciated. submitted by /u/Embarrassed-Fee4693 [link] [comments]
I teach 6th grade science. My school wants to make things easier on kids, and so the gradebooks are only supposed to have about 10 assignments in the gradebook per quarter. A few more is fine, but not too much (they've even called teachers into meetings to discuss this if they felt they felt gave too much). So this year I started a weekly assignment. Basically, a short task per day to show some level of understanding. It is due no later than Monday but I'll accept it on Friday ifnthey want it graded over the weekend. It's super easy, consistent, and I let the kids have some freedom too! There are dedicated tasks Monday-Thursday, but they can choose their preferred one for Friday. I even showed them how to do each one and provided a handy guide for their binders showing good examples and bad examples. I can't get most of them to turn it in. It's like pulling teeth. I'm grading this last week's batch and one period had five kids turn it in. It is easy grading, but I have so many kids fai
Middle school, new to the district, not new to teaching. So, the units for my content were “backwards designed” in that an assessment was made using a test bank, some of those questions were used for quizzes, and the Google Slide presentation, guided notes, warm-ups, and vocabulary pull very heavily from the assessment. . . . I don’t like this. The main reason I’m not a fan is that the kids don’t have to practice many reading skills because it’s bullet points on a Google Slide. There’s no practice with finding the main point, or active reading, or even serious reading stamina. But the point that people keep repeating is “it’s backward designed!” But it’s not, right? Backwards design starts from the standard, not test questions related to a standard, right? I feel like I’m in crazy town. submitted by /u/Blueathena623 [link] [comments]
For context, I teach 1st grade. I had to go on Bereavement leave for a few days and had a sub. This sub had the nerve to rearrange my whole class room, steal 10 expensive sharpie brand pens, give out all of my hidden snacks in my closet, and tear apart my calming corner. I asked the other teachers who did this and they all said my sub. Not only that, but half my class wasn't in their desk groups, but were on little time out desk islands. My special book I read to the kids was folded up and my place was lost. Other IAs that popped in said my kids were excellent, and that the sub terrorized them. I feel so bad, I don’t want to take a day off again. Needless to say, I blacklisted her from subbing for my class again. submitted by /u/No_Run_8479 [link] [comments]
Just curious if this exists submitted by /u/Brief-Factor-5342 [link] [comments]
CDC has modified its structure. This notice announces the reorganization of the National Center for Immunization and Respiratory Diseases (NCIRD). NCIRD has consolidated offices, retitled divisions and branches, and modified mission and function statements.
HRSA is publishing this notice of petitions received under the National Vaccine Injury Compensation Program (the Program), as required by the Public Health Service (PHS) Act, as amended. While the Secretary of HHS is named as the respondent in all proceedings brought by the filing of petitions for compensation under the Program, the United States Court of Federal Claims is charged by statute with responsibility for considering and acting upon the petitions.
The Food and Drug Administration (FDA or the Agency) has determined the regulatory review period for ANKTIVA and is publishing this notice of that determination as required by law. FDA has made the determination because of the submission of an application to the Director of the U.S. Patent and Trademark Office (USPTO), Department of Commerce, for the extension of patents which claim that human biological product.
The Food and Drug Administration (FDA or the Agency) has determined the regulatory review period for ANZUPGO and is publishing this notice of that determination as required by law. FDA has made the determination because of the submission of an application to the Director of the U.S. Patent and Trademark Office (USPTO), Department of Commerce, for the extension of a patent which claims that human drug product.
The Food and Drug Administration (FDA or Agency) is announcing an opportunity for public comment on the proposed collection of certain information by the Agency. Under the Paperwork Reduction Act of 1995 (PRA), Federal Agencies are required to publish notice in the Federal Register concerning each proposed collection of information and to allow 60 days for public comment in response to the notice. This notice solicits comments on a proposed study entitled "Pregnancy Exposure Registry Enrollment Project: A Survey of Health Care Providers to Advance Pregnancy Safety Data Collection and Improve Health Communications."
The Food and Drug Administration (FDA or the Agency) has determined the regulatory review period for ANDEMBRY and is publishing this notice of that determination as required by law. FDA has made the determination because of the submission of an application to the Director of the U.S. Patent and Trademark Office (USPTO), Department of Commerce, for the extension of patents which claim that human biological product.
In accordance with the Privacy Act of 1974, as amended, the Department of Health and Human Services (HHS) is modifying an existing system of records maintained by the Centers for Medicare & Medicaid Services (CMS), titled "Hospice Item Set (HIS) System," System No. 09-70-0548. The amended System of Records Notice (SORN) reflects changes to now include real time data collection at the time of patient assessments to improve the understanding of patient care needs and care coordination. CMS is also changing the name of the system of records to "Hospice Outcomes and Patient Evaluation (HOPE)" and making other modifications which are explained in the Supplementary Information section. The HOPE system collects standardized hospice patient data to measure and improve care quality, support regulatory and reporting requirements, and enable research and policy functions.
The Food and Drug Administration (FDA or Agency) is announcing an opportunity for public comment on the proposed collection of certain information by the Agency. Under the Paperwork Reduction Act of 1995 (PRA), Federal Agencies are required to publish notice in the Federal Register concerning each proposed collection of information, including each proposed reinstatement of an existing collection of information, and to allow 60 days for public comment in response to the notice. This notice solicits comments on the information collection associated with statutory and regulatory requirements that govern certain human cells, tissues, and cellular and tissue-based products (HCT/Ps).
The Food and Drug Administration (FDA) announces a forthcoming public advisory committee meeting of the Vaccines and Related Biological Products Advisory Committee (the Committee). The general function of the Committee is to provide advice and recommendations to FDA on regulatory issues. The meeting will be open to the public. FDA is establishing a docket for public comment on this document.
The Food and Drug Administration (FDA, Agency, or we) is announcing the availability of a guidance for industry titled "Temporary Policies for Compounding Certain Starter Parenteral Nutrition Drug Products for Neonates." This guidance describes the FDA's regulatory and enforcement priorities regarding the compounding of certain starter parenteral nutrition drug products for neonates by outsourcing facilities and by State-licensed pharmacies and Federal facilities that are not registered with FDA as outsourcing facilities. This guidance is being published for immediate implementation due to the expected market exit of the predominant source of certain starter parenteral nutrition drug products for neonates in the United States.
For nurses who frequently attend rapid responses/RRTs and codes, what tips do you have for providers and other team members? What makes your job easier during a code, and what are the most common mistakes you see providers make? Would love practical advice from experienced nurses! submitted by /u/Deep_Brilliant_5704 [link] [comments]
Pretty much as the title says. I work on a general medicine floor and I have had patient that have coded but never on my shifts. I usually heard about it the next time I worked. Now I would never want a patient to code on me but I have been on a nurse for nearly two years and have never been in one. Never in nursing school, never during orientation, and never in the two years I’ve been a nurse. I recently got a position on a new unit that I know will be bound to have codes. I am terrified cause I feel so unprepared. Even though I have nursing experience I feel like I am going to freeze up or panic. Has anyone been a nurse for years before they experienced their first code? How did you handle it? submitted by /u/NormalClient5972 [link] [comments]
I got my first angry parent email of the school year. I was accused of not following a 504. Her argument was “his experience is the same as every student in that class.” I went through his 504 again to make sure I wasn’t missing something. And she’s right. His experience is exactly like everyone else’s in the class. But I’m also following the document to a T. The student has ADHD. I also have ADHD. For that reason, many of the common accommodations are already systems that I use. Whenever I come across a common accommodation in an IEP or a 504 (not every accommodation, but the ones that come up frequently), I just tend to make it universal. For example, I provide headphones that are compliant with state law for all students to use during independent work. I give all students a copy of class notes. I provide organizational support to every student. I provide graphic organizers for almost every writing assignment. Not every student will get one of these, but I have them available to scaf
I’m a nurse that works on a psych unit. I feel like I get shade from female nurses a lot, and a lot of attention from male coworkers. I feel sometimes I get passive aggressive comments from the women towards my makeup, appearance, or even just being tired (unrelated). I feel generally unliked by my female coworkers. I’m kind and friendly to everyone. Feeling down. Does it look like I try too hard? Is my makeup too much? What can I do differently? Why is this happening?! TLDR; Is my makeup too much? submitted by /u/IntuitiveJuice [link] [comments]
I’m a new grad nurse and I was just given my schedule for once I’m off orientation… not sure how I feel.. what do you all think.. I also don’t feel comfortable being let off orientation yet but it seems like they won’t allow an extension… submitted by /u/Vegetable-Fun-4750 [link] [comments]
Says good morning. Like having three students sitting outside your office before the first bell even rings. I had three wonderful gentlemen who decided to pitch water balloons at students driving in to the student parking lot. Security grabbed them and brought them to my office. I decided to go ahead and give them 3 days after school detention where they will be working with the janitors to clean up the campus. They will also spend their first afternoon in detention picking up water balloon fragments from the parking lot. When I taught full time, students used to bring me coffees or energy drinks to start off the morning. Security brings me knuckleheads. Not exactly a fair trade-off. submitted by /u/Disgruntled_Veteran [link] [comments]
For at least the last 4 years, I have at least 1 student who seemingly has never touched a writing utensil in their life. Always students who this is their first ever time away from home(no preschool or daycare). I will ask them if they have coloring books or ever draw at home and they’ll say no. They have to be explicitly taught how to apply pressure to write on a paper, what it means to “color”or how to draw. The kids always pick it up quickly after being in class. But still, it always bothers me… if someone had just taken the time or provided the resources they could have developed these skills much earlier. Rant Over. submitted by /u/throwaway256733 [link] [comments]