In a small town in Tavares, Florida, a controversy has sparked at Liberty Christian Prep, revolving around a mother, Michelle Cline, who has been banned from dropping off her kids at the private Christian school due to an advertisement for her OnlyFans account displayed on her vehicle.
Cline, who goes by the name Piper Fawn in the adult content industry, has found herself in the crosshairs of conflicting values. On one side, she asserts that her adult content business is her means of livelihood, providing a comfortable way of life for her family. On the other side, concerned parents like Lexy Thomas argue that the advertisement is inappropriate for a school environment and could be a potential distraction for their children.
The heart of the matter lies in the clash of personal expression and community standards. Cline’s right to promote her business clashes with the school community’s desire to shield their children from adult content. While Cline emphasizes that her activities are legal and contribute to her family’s financial stability, the school’s decision to ask her to park across the street has raised concerns about the safety of her children as they navigate a busy road and parking lot to reach the school.
The dilemma brings to light a broader conversation about the intersection of personal choices, freedom of expression, and the boundaries of community standards in a digital age. Should personal business endeavors, even legal ones, be subject to the standards of a private institution? Or does the responsibility lie in finding a balance between individual rights and communal values?
While some argue that Cline should simply remove the advertisement from her car to accommodate the school’s concerns, she presents a valid counterpoint. For her, this isn’t just about an advertisement; it’s about sustaining her family. Nevertheless, the school community’s discomfort with the prominent nature of the advertisement cannot be disregarded, as it directly affects the students’ learning environment.
As this story unfolds, it prompts a crucial question: how can communities navigate such conflicts in a way that respects individual freedoms while upholding communal standards? Perhaps this situation calls for a nuanced dialogue and an exploration of compromise. Could there be a middle ground where Cline’s children can safely access the school, while also addressing the concerns of other parents regarding the nature of the advertisement?
Cline’s request for the school to provide assistance in helping her children cross the street safely raises an important consideration. Regardless of the ongoing debate, the safety and well-being of the children involved should remain a top priority for all parties.
Advertisement
Ultimately, the issue at Liberty Christian Prep reflects the broader societal challenge of reconciling personal liberties with communal expectations. It underscores the importance of open communication, empathy, and a willingness to find solutions that respect diverse viewpoints.
As this situation continues to unfold, it serves as a poignant reminder of the complexities that arise when individual freedom meets community standards, and the imperative need for thoughtful, respectful dialogue in finding common ground.
Did James Webb Find Life on a Distant Planet Recently?
Recent findings from the James Webb Space Telescope suggest potential biosignatures on exoplanet K2-18b, including dimethyl sulfide, indicating possible microbial life, though further research is necessary.
James Webb Space Telescope mission observing universe. This image elements furnished by NASA
While the answer to that question is not a definitive “yes,” recent findings from the James Webb Space Telescope (JWST) are providing what scientists are calling the “strongest evidence yet” of potential life on an exoplanet, specifically K2-18b. This discovery opens a new frontier in our understanding of the universe and the possibility of life beyond Earth.
The Discovery
A dedicated team of astronomers recently utilized the powerful capabilities of the JWST to analyze the atmosphere of K2-18b, a super-Earth exoplanet located an incredible 124 light-years away from our planet. Their findings have revealed chemical signatures in the atmosphere that warrant further investigation.
The Biosignature
Among the intriguing detections was dimethyl sulfide (DMS) and potentially dimethyl disulfide (DMDS). These compounds are significant because, on Earth, they are predominantly produced by living organisms, with marine microbes being the primary source. The presence of these chemicals in K2-18b’s atmosphere suggests the potential for biological processes at work.
The Context
DMS is primarily emitted by marine phytoplankton, a crucial element of oceanic ecosystems. The detection of DMS in the atmosphere of K2-18b is interpreted as a potential indicator of microbial life, potentially thriving in an ocean on the planet. This tantalizing prospect encourages scientists to contemplate the types of ecosystems that could flourish far beyond Earth.
Caution
However, it is essential to approach these findings with the appropriate level of caution. While the presence of these compounds is compelling, scientists emphasize that this does not serve as definitive confirmation of life. Further observations and rigorous analyses are necessary to rule out other non-biological explanations for the presence of DMS and DMDS in K2-18b’s atmosphere.
Significance
This detection represents a significant leap forward in the ongoing quest to uncover extraterrestrial life. It is the first time scientists have successfully identified potential biosignatures on an exoplanet using advanced astronomical technology. This marks a pivotal moment in astrobiology, helping to narrow the focus of future exploration.
Future Research
The JWST will continue to play a vital role in studying K2-18b, as well as other exoplanets, in the relentless pursuit of knowledge about life in the cosmos. Ongoing research will seek to deepen our understanding and potentially corroborate these exciting initial findings.
In conclusion, while the James Webb Space Telescope has not definitively found life on K2-18b, the detection of biosignatures in its atmosphere represents a groundbreaking step in humanity’s exploration of worlds beyond our own. As scientists push forward, we stand on the brink of potentially transformative discoveries that could change our understanding of life in the universe. Stay tuned for further updates as we journey into the stars!
The science section of our news blog, STM Daily News, provides readers with captivating and up-to-date information on the latest scientific discoveries, breakthroughs, and innovations across various fields. We offer engaging and accessible content, ensuring that readers with different levels of scientific knowledge can stay informed. Whether it’s exploring advancements in medicine, astronomy, technology, or environmental sciences, our science section strives to shed light on the intriguing world of scientific exploration and its profound impact on our daily lives. From thought-provoking articles to informative interviews with experts in the field, STM Daily News Science offers a harmonious blend of factual reporting, analysis, and exploration, making it a go-to source for science enthusiasts and curious minds alike. https://stmdailynews.com/category/science/
Zelle Shuts Down Standalone App: Transitioning Users to Bank Platforms
Zelle’s standalone app ceased money transfers on April 1, 2025, requiring users to access the service via participating banks, enhancing security amid rising digital fraud.
On April 1, 2025, Zelle, one of the most widely used digital payment services in the United States, officially shut down the money transferring services available on its standalone mobile app. While the service itself is not disappearing, many users will need to adapt to a new way of accessing this popular tool for peer-to-peer payments.
Why It Matters
Zelle has established itself as a key player in the peer-to-peer payment market. It facilitates instantaneous transfers without fees between bank accounts, making it a foundational tool for consumers and small businesses alike. The change primarily affects those who previously used the Zelle app independently of their bank’s app or website. Users will now need to re-enroll with one of the 2,200 participating banks or credit unions that offer Zelle via their digital banking platforms.
What Is Happening to the App?
Though the standalone Zelle app has closed its money transfer services, users will still be able to access it. The app now provides a directory of the over 2,200 banks and credit unions that support Zelle. A recent press release indicates that the app will shift its focus to consumer education, particularly around scams and fraud prevention. According to an in-app alert accessed on April 4, users can continue to log into the app until August 11, 2025.
Why Is Zelle Shutting Down the App?
Zelle announced the decision to shut down its standalone app back in October 2024, noting that a significant majority of its users already access the service through their bank’s apps or websites. Since the announcement, the company has been phasing out enrollment and transaction capabilities within the standalone app. Late last year, Zelle communicated again via in-app alerts and emails, urging users to migrate to their bank or credit union’s platform to continue using the service.
In a statement regarding the shift, Zelle highlighted its remarkable growth, reporting that consumers and small businesses moved nearly half a trillion dollars on the platform in the first half of 2024, a 28% year-over-year increase. Initially launched in 2017 primarily for users whose financial institutions had not yet joined the network, Zelle has experienced widespread adoption across almost all major banks and credit unions.
Zelle’s decision may also be motivated by security concerns. With an uptick in fraud targeting digital payment apps, directing users through regulated financial institutions may afford them additional protection and oversight.
When Did the App Shut Down?
The standalone Zelle app ceased processing transactions on April 1, 2025. Users can no longer send or receive money via the app, and those who wish to continue using Zelle must re-enroll through a compatible bank or credit union’s mobile app or website.
How Will My Payments Be Affected?
Individuals who previously used the standalone Zelle app need to take action. They can no longer send or receive money via the app and must migrate to a bank or credit union that offers Zelle. Users who do not re-enroll through a partner institution should inform their senders accordingly.
Advertisement
To check if a specific bank supports Zelle, visit enroll.zellepay.com. Once logged into a bank’s mobile app or website, users can usually locate Zelle in the “Payments” or “Transfers” section. The transition may require users to verify their email address or phone number associated with their former Zelle account.
Fortunately, those using Zelle through their mobile banking app will not experience any changes and do not need to take further action.
How Many People Use Zelle?
As of June 2024, Zelle boasted 143 million consumer and small business accounts, with users executing money transfers 1.7 billion times in the previous year. The integration of Zelle into nearly all major U.S. banks indicates that it will likely retain its dominance in the digital payment space, despite the changes to its standalone application.
While the shutdown of Zelle’s standalone app marks a significant transition, the underlying service remains robust and widely utilized. By directing users to bank platforms, Zelle aims to enhance security and further solidify its position in the competitive landscape of digital payments. As users adapt to this change, Zelle continues to play a vital role in simplifying and securing money transfers across the country.
Welcome to the Consumer Corner section of STM Daily News, your ultimate destination for savvy shopping and informed decision-making! Dive into a treasure trove of insights and reviews covering everything from the hottest toys that spark joy in your little ones to the latest electronic gadgets that simplify your life. Explore our comprehensive guides on stylish home furnishings, discover smart tips for buying a home or enhancing your living space with creative improvement ideas, and get the lowdown on the best cars through our detailed auto reviews. Whether you’re making a major purchase or simply seeking inspiration, the Consumer Corner is here to empower you every step of the way—unlock the keys to becoming a smarter consumer today!
Students ask questions during a social studies class on American politics.
AP Photo/John MinchilloLightning Jay, Binghamton University, State University of New York
Can you tell fact from fiction online? In a digital world, few questions are more important or more challenging.
For years, some commentators have called for K-12 teachers to take on fake news, media literacy, or online misinformation by doubling downon critical thinking. This push for schools to do a better job preparing young people to differentiate between low- and high-quality information often focuses on social studies classes.
As an education researcher and former high school history teacher, I know that there’s both good and bad news about combating misinformation in the classroom. History class can cultivate critical thinking – but only if teachers and schools understand what critical thinking really means.
Not just a ‘skill’
First, the bad news.
When people demand that schools teach critical thinking, it’s not always clear what they mean. Some might consider critical thinking a trait or capacity that teachers can encourage, like creativity or grit. They could believe that critical thinking is a mindset: a habit of being curious, skeptical and reflective. Or they might be referring to specific skills – for instance, that students should learn a set of steps to take to assess information online.
Unfortunately, cognitive science research has shown that critical thinking is not an abstract quality or practice that can be developed on its own. Cognitive scientists see critical thinking as a specific kind of reasoning that involves problem-solving and making sound judgments. It can be learned, but it relies on specific content knowledge and does not necessarily transfer between fields.
Early studies on chess playersand physicists in the 1970s and ’80s helped show how the kind of flexible and reflective cognition often called critical thinking is really a product of expertise. Chess masters, for instance, do not start out with innate talent. In most cases, they gain expertise by hours of thoughtfully playing the game. This deliberate practice helps them recognize patterns and think in novel ways about chess. Chess masters’ critical thinking is a product of learning, not a precursor.
Nurman Alua of Kazakhstan, left, and Lee Alice of the U.S. during the 45th Chess Olympiad in Budapest, Hungary, on Sept. 22, 2024.AP Photo/Denes Erdos
Because critical thinking develops in specific contexts, it does not necessarily transfer to other types of problem-solving. For example, chess advocates might hope the game improves players’ intelligence, and studies do suggest learning chess may help elementary students with the kind of pattern recognition they need for early math lessons. However, research has found that being a great chess player does not make people better at other kinds of complex critical thinking.
Historical thinking
Since context is key to critical thinking, learning to analyze information about current events likely requires knowledge about politics and history, as well as practice at scrutinizing sources. Fortunately, that is what social studies classes are for.
Social studies researchers often describe this kind of critical thinking as “historical thinking”: a way to evaluate evidence about the past and assess its reliability. My own research has shown that high school students can make relatively quick progress on some of the surface features of historical thinking, such as learning to check a text’s date and author. But the deep questioning involved in true historical thinking is much harder to learn.
Social studies classrooms can also build what researchers call “civic online reasoning.” Fact-checking is complex work. It is not enough to tell young people that they should be wary online, or to trust sites that end in “.org” instead of “.com.” Rather than learning general principles about online media, civic online reasoning teaches students specific skills for evaluating information about politics and social issues.
Still, learning to think like a historian does not necessarily prepare someone to be a skeptical news consumer. Indeed, a recent study found that professional historians performed worse than professional fact-checkers at identifying online misinformation. The misinformation tasks the historians struggled with focused on issues such as bullying or the minimum wage – areas where they possessed little expertise.
Powerful knowledge
That’s where background knowledge comes in – and the good news is that social studies can build it. All literacy relies on what readers already know. For people wading through political information and news, knowledge about history and civics is like a key in the ignition for their analytical skills.
Readers without much historical knowledge may miss clues that something isn’t right – signs that they need to scrutinize the source more closely. Political misinformation often weaponizes historical falsehoods, such as the debunked and recalled Christian nationalist book claiming that Thomas Jefferson did not believe in a separation of church and state, or claims that the nadir of African American life came during Reconstruction, not slavery. Those claims are extreme, but politicians and policymakers repeat them.
For someone who knows basic facts about American history, those claims won’t sit right. Background knowledge will trigger their skepticism and kick critical thinking into gear.
A teacher in North Carolina conducts a lesson about the D-Day invasion of Normandy in an Advanced Placement class.AP Photo/Gerry Broome
Past, present, future
For this reason, the best approach to media literacy will come through teaching that fosters concrete skills alongside historical knowledge. In short, the new knowledge crisis points to the importance of the traditional social studies classroom.
But it’s a tenuous moment for history education. The Bush- and Obama-era emphasis on math and English testing resulted in decreased instructional time in history classes, particularly in elementary and middle schools. In one 2005 study, 27% of schools reported reducing social studies time in favor of subjects on state exams.
Now, history teachers are feeling heat from politically motivated culture wars over education that target teaching about racism and LGBTQ+ issues and that ban books from libraries and classrooms. Two-thirds of instructors say that they’ve limited classroom discussions about social and political topics.
Attempts to limit students’ knowledge about the past imperil their chances of being able to think critically about new information. These attacks are not just assaults on the history of the country; they are attempts to control its future.
Lightning Jay, Assistant Professor of Teaching, Learning and Educational Leadership, Binghamton University, State University of New York
This article is republished from The Conversation under a Creative Commons license. Read the original article.
Privacy & Cookies: This site uses cookies. By continuing to use this website, you agree to their use.
To find out more, including how to control cookies, see here:
Cookie Policy
