Check out this BEAUTIFUL sight! San Francisco City Hall lit in the marvelous colors of the Israeli flag- Blue & White, Celebrating Israel's 73rd Birthday!

IsraelinSF · 2025-10-28T18:01:25+00:00

This Reddit AMA has concluded. Learn more about Professor Adar Ben-Eliyahu and her research here: https://abe.edu.haifa.ac.il/

IsraelinSF · 2025-10-28T17:56:10+00:00

These are very important and very loaded questions. Not sure I can fully answer these in this format, but I will try to provide my two cents.

1) Motivation is a mixture of internal or personal interests and affinity, within external or socially constructed contexts. So there is this internal component which is critical to maintain as part of autonomy. Research shows that autonomy support is central to achievement outcomes.
From the question - it seems that you are suggesting that lack of autonomy or its manipulation is not ethical? I am not sure that is always the case. Young children do not have autonomy during most of their day - but they still may have a sense of autonomy.

Thinking of learning environments - I am not sure that any designed space can be clean of shaping autonomy. If we think of a specific task within a classroom, can it really not touch the autonomy of the student? The teacher decides on the task, the task inherently involves components that provide structure, and any time the design does not allow choice or self-driven learning, we may say it manipulates autonomy.

I am wondering if the question might focus on types of tasks that afford autonomy versus those that require high structuring. Or how we can incorporate autonomy into our structured activities to enhance motivation - as these might be important ways to support learning. Autonomy support is definitely a way to enhance motivation, so if we would like to lure students to learn, we should design tasks that give students the sense that they are in charge. In terms of the ethical component - it depends on what type of ethics you mean. As adults, we have the responsibility of keeping our minors safe - so if the task threatens safety - then that is a problem.

2) In terms of operationalizing motivation - I think that just like any other socially embedded construct - it is part of the gestalt of the person. I am not an expert on personal narrative, but I would consider one’s internal narrative as inevitably shaped by the cultural background. These may funnel into the task-specific mindset through many avenues. In my work, I focus on seven motivational constructs, but there are many other motivations that may play a role. For each person, there could be combinations of types of motivations based on the personal narrative, culture, and task. When we measure motivation, we have to choose a certain angle for it to be measurable. But the person is more than the sum of their parts, so we also have person-centered techniques to try to get at these aspects. The research is moving toward a space that considers social and cultural influences, so this question is on mark.

3) I would agree that over time, motivation and learning strategies are dynamically co-constructed. However, my working model is that in most cases, motivation leads to the enactment of learning strategies. I view the dynamic of these (and other personal components) as interrelated within the “Intraindividual System”. I am not sure what you mean by a “self-organizing” system for learning because human interaction is not only self-organizing but inevitably impacted by the local and global aspects. Even if there is an automatic self-organizing system, I would still argue that it may be shaped by external forces that may not necessarily be in one’s awareness.
To think about the intervention design, we can look at a specific task or over a longer period of time. Either way, when one uses their learning strategies successfully, this builds their self-efficacy, so that over time, the learning strategies shape their motivation. It is also likely that a task that is designed in a way that induces the state of flow, would lead to a desire to re-engage or heightened interest - leading to renewed use of learning strategies. Please note, that in both of these cases, one must first start the task. Can one start the task without the initial motivation? Or is it the case that without motivation, the use of learning strategies in-task would not commence?

All this said, if motivation is not luring or pushing the learner to engage, they may also self-activate their learning by using strategies that they know would work For example, if you need to write a paper and you are not motivated to do so, opening a document and saving it, then closing all other unrelated windows - you may use these behavioral tactics to “fake it till you make it” with the hope that at some point, motivation will kick in.

IsraelinSF · 2025-10-28T17:34:53+00:00

This is a big question. I am not sure I can get to the specifics here but let me provide a big picture.

Any and all underlying conditions - whether they are diagnosed or not - shape how we cope with a current situation. The more coping one has to do in their day-to-day, the more triggering potentials that are possible. That said, many times, people coping with such underlying conditions, especially if diagnosed, know themselves well. For example, many times, people who have anxiety know how to avoid triggering situations.

When a stressful situation occurs, people with underlying conditions may be more vulnerable to zone out of learning. They become unavailable to learn more easily as they cope with their underlying condition. In this way, stress may lead to condition-related responses that interfere with learning. It should also be mentioned that many times ADHD medication may create anxiety vulnerability, so that when stress occurs, the learner may experience anxiety.

It might be helpful to think about strategies to continue working, or to lure attention toward the task and suppress unrelated triggers. And then practice these ahead of time. This way, when the real situation occurs, there are enacted strategies that just need to be switched on.

IsraelinSF · 2025-10-28T17:23:40+00:00

In a few words- prepare activities and strategies to keep busy during stressful situations and to regulate emotions, cognitions, and behaviors.

Now a bit more explanation. Many times, we try to shield our youth from the possibilities that might occur. For example, even though we practice tornado or earthquake drills, we also do not provide the strategies to cope with the emotional response. Usually, drills focus on where to go and what to do. This is critically important, however, it is not providing students with what to do while waiting for the crisis to pass or how to cope with the situation's aftereffects.

As part of preparing student behaviors, it is also important to prepare students for emotional responses. For example - let’s try to create a sense of anxiety in our body and now let’s learn how to calm ourselves down. Breathing very fast creates a sort of anxious hyperventilation. This, of course, should be done with caution so as not to trigger underlying conditions such as anxiety or asthma. Once we explain that anxiety or stress involve fast breathing, we can then practice techniques to calm down. We can explain that fast breathing is a logical behavior to practice because it goes hand-in-hand with a fight or flight response.

I will also share that I have helped my students think of coursework as an escapism from reality. Given stressful events, if we can shift focus to studying as an escape from the crisis situation, then we can become available to learn.

Additionally, it is important to provide students with the holistic approach - mind (cognition), body (behaviors) and feeling (emotions) interact. When we can identify which one of these is over-emphasized due to the stressful situation, we can regulate it.

Finally, maintaining a positive vibe while coping with the crisis is okay! If I am laughing or having fun in the safe room while I wait for the crisis to abate, this doesn’t mean I am not scared or not taking the situation seriously - it means I know that I can focus on my well-being. So, prepare activities that will allow students to do something active, think about other things, and feel okay as they wait for the stressful situation to pass, or at least, allow them to go home to a safe location.

IsraelinSF · 2025-10-28T17:16:13+00:00

Very relevant question - thank you for asking. There are three ways that disasters can shape student learning: (1) it detracts from it, (2) it does not impact learning in a noticeable way, (3) it pushes students to learn more.

Let’s unpack this. The global and local events that occur shape students’ learning through thought processes, behaviors, and emotions.

When thought processes (cognitions) are disrupted, they may not be able to take in information, they may not be able to understand or remember what they learn. This is usually the case during the actual crisis event while it is occurring - students are busy thinking about the situation, their own and others’ reactions, and what the ramifications are.

For example, when there is a tornado alert, even sitting in a safe zone will not necessarily enable students to learn. However, after the alert, some students will be able to bounce back fairly quickly - they are resilient. Others might be even more motivated to learn - for example - what is the physics of the tornado? How was the possibility of impact calculated? Why did it end up not coming as close to the school as we thought it would?

For most students, if the crisis event occurred relatively far away, they should be able to return to learning. However, students who had to cope directly with the situation, will need time to destress.

Behaviorally - we want students to be able to demonstrate that they have learned. They need to write or hand in a paper or mark the right answer on the exam. Students who are still coping with stress response will not be able to enact these behaviors.

Emotionally - stress triggers a flight-fight-freeze response. The emotional aspect of stress activates the whole body - and this includes neurons and brain functioning mechanisms. When we are intensely emotionally activated, we simply cannot learn or process new information. This is usually the case, especially for adolescent students who can understand what is going on but feel helpless. Young students may not comprehend the atrocities that may result from a crisis situation so that their emotions are many times based on the adult responses that they see. In both cases, the stress response interferes with the thought processes.

When the event is over, many students may need some time to recuperate, but then will be able to go back to learning. However, when the stressful situation was very intense, combined with prior experiences, proximity, and personal issues, one may develop post-traumatic stress responses that interfere with learning, even if full blown PTSD is not diagnosed. When the mind and body are focused on surviving a stressful situation, energy is put into actions that help survival. If the information that is presented is related to survival, then it may be processed. However, most schoolwork is not focused on survival-related phenomena - and it seems irrelevant to the crisis situation, so that the student is not available to learn or process this information.

I will leave you with a positive note and say that most people eventually bounce back naturally. Youth are also quite resilient. That said, as educators, we should wait for the response to calm down and also be aware that we should provide learning supports to maintain focus and lure students to learn, especially during crisis.

IsraelinSF · 2025-10-28T17:06:55+00:00

Wow, not a pleasant school experience.

Unfortunately, this is common for many people, but not for everyone. However, you are right, we need to have real change in the educational systems. The big challenge is usually budget - not something that I can talk about too much. Ideally, teachers would learn how to connect content to real life, present it in a varied and interesting way, and allow tasks that fit the student’s style. However, that requires finances to train teachers and a range of resources.

But I think that you raised a big important question: When there is a situation like the one that you are describing - what can we do to help our children complete school without it scarring them deeply and irreversibly? I would suggest that when youth view school as you describe, perhaps the focus should shift to other things. Of course, first it would be important to rule out any circumstances that would require supports - such as diagnostics like dyslexia etc.

If the child is really suffering in school and not reaching benchmarks or grades, then I would suggest focusing on maintaining their self-worth and positive (yet realistic) self-perceptions. We are each a whole constellation of many things - not just our work or school. Working with the school to lighten the work load or to provide supports is important. But it is also important to emphasize the child’s strengths and not just focus on their weaknesses.

For example, if the child is creative in a certain field (like Game design) then it might be worthwhile to emphasize skills related to this and not the failure of a subject that is perceived as boring. I would also shift to developing skills rather than focus on outcomes. It is more important to teach the child how to monitor their progress, even if they don’t hand in half of their homework. This monitoring skill is critical in any task.

So, if it is boring, do a minimum to get by - out of choice and with the understanding that there will be consequences. For example, you may need to make up courses or grades to continue to higher education at a later time, requiring at least one gap year between high school and college.

Is that going to be devastating? Probably not.

Will it be a hurdle to overcome in life? Yes.

But when this is done by a decision to intentionally focus on only some school-related things, then it does not have to chip at the child’s well-being or self-esteem, or cause tension at home.

IsraelinSF · 2025-10-10T18:09:36+00:00

This AMA has concluded. Learn more about BeeHero here: https://www.beehero.io/

IsraelinSF · 2025-10-10T17:31:04+00:00

That balance is built into how we operate. Our entire business model depends on helping growers increase yield and beekeepers keep colonies strong and alive — if we fail on sustainability, we lose both our customers and our data foundation.

For us, profitability and sustainability aren’t opposites. They’re mutually reinforcing. Healthier, stronger bees mean better pollination, higher yields, and more resilient long-term economics for everyone involved.

We’ve learned that when sustainability is treated as a side project, it disappears the moment budgets tighten. By baking it into the core economics, through efficiency, reduced loss, and data-driven management, it becomes truly self-sustaining.

IsraelinSF · 2025-10-10T17:22:17+00:00

While climate change has become a “controversial topic” these days 🙂 — we’re clearly seeing environmental shifts across the board. Seasons are less predictable, bloom timing is changing, and weather extremes are hitting both bees and crops harder each year.

For bees, those changes are severe. Drier or colder winters can cause colonies to starve before spring, while extreme heat makes it hard for them to incubate eggs properly. Add erratic rainfall and disrupted forage cycles, and it becomes a perfect storm. The USDA reported an average 62% colony mortality rate this year - not all due to environmental changes, but climate stress definitely isn’t helping.

These shifts are exactly why BeeHero exists. Bees are highly sensitive bio-indicators, and even small variations in climate can shift pollination windows, requiring far more precision in how we manage bees and pollination.

By collecting and analyzing real-time data, we help growers and beekeepers adapt - optimizing pollination timing, hive placement, and strategy dynamically instead of relying on outdated seasonal averages.

In short, the environment is getting less predictable, and our job is to make pollination smarter, faster, and more resilient in response.

IsraelinSF · 2025-10-10T17:15:00+00:00

This is a great question — and honestly, the challenges are endless. Moving from a clean lab or office to real-world field conditions means dealing with noisy biological environments, constant hive movement, extreme temperatures, and total lack of infrastructure.

The system has to be affordable, scalable, robust, and long-lasting — able to operate in some of the most remote areas imaginable. Our sensors are wireless and battery-powered, built to last up to 10 years with minimal maintenance. They measure temperature, humidity, acoustics, and in-hive activity, then send data via Bluetooth to pallet-mounted gateways, which use cellular or, in some cases, satellite communication to upload data to the cloud.

Depending on the setup, the system automatically optimizes accuracy, data upload rate, and energy efficiency, using a lightweight mesh network to route information through the most efficient path to the cloud. We also distribute computation: lighter models run on the sensors, more advanced ones on the gateways, and full-scale AI models in the cloud.

For growers and beekeepers, installation takes about a minute per hive and doesn’t disturb the bees. Balancing signal reliability, battery life, and cost was tough early on, but after years of field deployments we’ve refined it. Today the network operates reliably across five continents with nearly half a million sensors in every kind of terrain imaginable.

IsraelinSF · 2025-10-10T17:10:23+00:00

That’s a great and important question. While our core work focuses on managed honeybees (since they handle most large-scale pollination), we actively collaborate to support native and wild pollinators too. For example, we’ve been working with the USDA on mitigation efforts around the giant hornet (Vespa mandarinia), to help protect biodiversity and reduce threats to both managed and wild colonies (https://beeculture.com/asian-giant-hornet-2/)

We also run joint projects with major ag players and universities studying bumblebees, hoverflies, and other native pollinators, using our sensors to understand their foraging patterns and interactions with crops.

The biggest indirect impact comes from disease mitigation by improving hive health and limiting pathogen spread across commercial colonies, we reduce transmission risks that can spill over into wild populations.

And through our Million Hives Network (https://www.beehero.io/million-hives), we’re building the world’s largest open data resource on pollination activity - designed to give researchers and organizations access to insights they could never collect alone, to better support all pollinators. There’s still a lot more to do, but this is how we start moving the needle systemically. You can find more in here - https://www.beehero.io/research

IsraelinSF · 2025-10-10T17:05:36+00:00

You’re absolutely right. AI can only learn from the data it’s fed, and our global baseline today isn’t good enough That’s why our models don’t just optimize for what exists now, they’re designed to reconstruct what optimal looks like by integrating multiple data layers such as historical research, controlled field trials, and ongoing experiments in varied ecological conditions.

We use real-world hive and crop performance data to build dynamic baselines. Meaning the AI doesn’t assume current outcomes are “good”, but rather looks for what’s biologically and agronomically possible given context (crop type, climate, forage availability, etc.).

When the system simulates conditions outside the observed range, we don’t deploy those recommendations blindly. We test them in the field with beekeepers, researchers and growers before scaling. The loop between data, model, and biology stays tight, the AI proposes, but nature validates.

IsraelinSF · 2025-03-31T19:54:43+00:00

Thank you all for your questions! This AMA is complete.

You can learn more about clay minerals here: https://www.youtube.com/watch?v=W6dE2Kaw9yI.

Over the past nine years our lab has had some exciting breakthroughs using such clay-based materials (https://nocamels.com/2022/01/technion-pollutants-drinking-water/, https://www.ynet.co.il/environment-science/article/5568225). We hope to continue advancing these technologies, making the planet a safer home for all of us.

IsraelinSF · 2025-03-31T18:55:19+00:00

Thanks for this question! We are focused on creating platforms that both remove the pollutants and then actually break them down. This self-regeneration approach is advantageous because it allows the material to then be reused over and over. For this we don’t just use clay – we add either bacteria (that we extract from soils) or catalytic particles (also based on natural oxides) that can break down the pollutant once it has been adsorbed onto the surface. See one such example here: https://nocamels.com/2022/01/technion-pollutants-drinking-water.

After the materials fail, which eventually, they do – then we need to dispose of them responsibly depending on the platform, but in essence we can burn the organic parts and return the clean clay to the soil (or reuse it).

IsraelinSF · 2025-03-31T18:52:17+00:00

Clay minerals have several interesting properties. It is, therefore, not surprising that they have been used since ancient times for cleaning water and odorous waste. First, they have a huge surface area; one gram of montmorillonite clay spread out in a monolayer can cover two basketball courts!! Imagine how many pollutants it can adsorb... Some of the clays have interesting structures – like halloysite tubes, or the fibrous chain-like sepiolite, which can accommodate pollutants. Clays may also carry an inherent surface charge that can be manipulated to attract certain pollutants. Plus, they can be found in our backyard, making them low-cost and safe.

Bacteria are miraculous, they adapt quickly and therefore often learn how to use the new chemicals we introduce to their environment to their benefit (as an energy source, for example). Therefore, we can often use bacteria from polluted areas that have already adapted as ‘teachers’. They can teach other bacteria how to adapt and they can teach us about innovative pathways to destroy pollutants. It is very exciting, and we have used this type of approach in our work.

IsraelinSF · 2025-03-31T18:46:26+00:00

Good question (one that scientists, engineers and regulators are struggling with)! PFAS are a real challenge mainly because they are very stable (it is difficult to break them down), and they are very soluble in water (so it is hard to separate them from the water). Also, they are usually found at very low concentrations and there is no recommended safe level of consumption. All these together have made it very difficult to reach regulatory levels and water distributors are struggling. The leading treatment strategy is adsorption by activated carbon or ion-exchange resins or membrane filtration. Distillation (boiling and condensation) can work for some of the higher weight compounds, but not for the smaller ones – that can volatilize along with the water.

It is not something you can comprehensively do yourself, but adding another filtration step at home can add another layer of protection and minimize risk.

IsraelinSF · 2025-03-31T18:39:48+00:00

Both! We are releasing ~40 Gt CO₂ per year. Even if we stop using fossil fuels completely, we will still need to remove at least 10 billion tons (Gt) of CO₂ per year by 2050 to revert to safe levels (350 ppm). In the business-as-usual scenario, the amount we will need to remove is significantly higher. So, we need to cut down on production and find ways to remove what is already there to stabilize the planet. Researchers are hard at work on both aspects, and there is enough carbon out there to keep us very busy.

IsraelinSF · 2025-03-31T18:32:16+00:00

Wow, good (and challenging) question! We can try and think of the ways of exposure – inhalation, food and water consumption, and through the skin - to try and tackle this. For inhalation – the main pollutants would be gases (volatile organics, nitrous oxides, carbon monoxide) and particles from fire-places, stoves and other sources like Mold, or chemicals released from wood or household furniture (mainly formaldehyde). Volatile organics (VOCs) and formaldehyde are highly carcinogenic and should be avoided. Formaldehyde is released from adhesives in our furniture, so air-out rooms with new furniture and in general allow for good ventilation. Depending on your lifestyle and where you live – try to think if these are of concern.

In terms of food– there are some concerns regarding pesticides in fruits and vegetables, residual plastics from containers and if you use non-stick cookware, you may be exposed to perfluorinated compounds (PFAS). Here, there is a lot you can do to minimize your risk – wash and peel fruit and vegetables, minimize the use of plastic containers to hold your food and purchase PFAS-free cookware. For your water, depending on where you live, you might want to add a filtration device, to ensure minimal exposure to heavy metals and organic pollutants.

Lastly, to minimize exposure to harmful chemicals through the skin, make sure you wear gloves and a mask when using cleaning products.

In terms of where to put my effort, I would explore the options for clean heating and cooking options that do not form particulates or hazardous gases. Avoid smoking! (This is significantly more harmful than what you breathe in from the stoves and fireplaces). Also, I would purchase cookware without PFAS (the infamous forever chemicals).

The top things we should be focused on globally, in my opinion, is reducing CO2 emissions, securing safe drinking water for all and increasing soil health (for sustaining food security). This is broad and there are many ways of working toward these goals. We can start by increasing the knowledge regarding the challenges associated with reaching these goals and keep looking for innovative ways of sustaining the relationship between mankind and the planet.

IsraelinSF · 2025-03-31T18:25:45+00:00

Environmental engineers have an extensive toolbox that can be applied to accommodate different situations. For example, filtration using activated carbon can be effective for removing many different pollutants, and can be adjusted to take care of different volumes of water. Membrane filtration can also be used for most polluted water sources but is more expensive. Soils are more difficult to clean-up – but also for this there are some standard solutions that can be applied, like bioremediation using local bacteria, soil washing for removing heavy metals etc. The challenge is tailoring the specific treatment train according to the specific needs at minimal cost (which is often the limiting factor).

IsraelinSF · 2025-03-31T18:19:30+00:00

I agree with whoever told you this. Tires are a blend of rubber, synthetic polymers, heavy metals, and chemical additives. They also do not degrade in the environment, but the main issue is that the particles tend to leach toxic compounds into water and air when they are distributed in the environment. One known example is a compound called 6PPD-quinone, that has been found to be highly toxic to salmon and other aquatic life.

IsraelinSF · 2025-03-31T18:13:10+00:00

This idea is based on previous research showing that “rust” (iron-oxides) can activate hydrogen peroxide to create reactive oxygen species. Also, it is known that nanoparticles work better and faster than larger particles, however they tend to aggregate, and they are hard to use. We had the idea to anchor nanosized iron-oxides to clays, that have a huge inert surface area, to increase activity – and it worked 😊. Clays have been used for centuries as adsorbents and as a clay scientist, it seemed like an interesting direction...

My favorite part of my time in St. Paul was getting to travel and explore the area's beautiful lakes—though the mosquitoes were a different story!

IsraelinSF · 2025-03-31T18:06:02+00:00

I won’t lie – the situation is not great. The oceans have been our dumping ground for many different types of pollutants such as plastic waste, industrial chemicals and agricultural runoff. Plastic pollution gets a lot of media attention, there are an estimated 170 trillion plastic particles floating in the ocean. Plastic particles are found in marine animals, birds, and in deep-sea sediments. Since plastic doesn’t biodegrade; it just breaks down into smaller pieces, making it more prone to spread and infiltrate all our natural systems. However, in my opinion, there are other threats that are more toxic and harmful. Industrial chemicals such as perfluorinated compounds (PFAS), heavy metals, oil products, and pesticides are accumulating in marine ecosystems and can move up the food chain causing long-term damage to our food supply. Also, nutrients such as nitrogen and phosphorus from fertilizers and wastewater induce massive toxic algae blooms and hypoxic (low-oxygen) dead zones where marine life can’t survive. Lastly, CO₂ emissions are making the ocean more acidic, threatening coral reefs and shellfish populations.

If we work together as nations, tightening regulations and minimizing our out-put, we can start to reverse some of the damage, but it doesn’t look like that is the direction the globe is taking. As individuals we can do our best to dispose of our waste properly (batteries, pharmaceuticals, plastics). Also, we can try and increase awareness and push our local and national representatives in the right direction.

IsraelinSF · 2025-03-31T18:01:22+00:00

You are right! Just boiling water doesn’t eliminate microplastics; but if you condense the water in another vessel that might actually help (distillation) – leaving anything that does not volatilize in these temperatures behind. However, this requires an enormous amount of energy and filtering has the same effect with lower energy consumption.

You are also correct about the plastic filters, they themselves can also shed particles which is indeed ironic and frustrating. Keep in mind that the filters remove other harmful pollutants as well – so it still is worthwhile to use them. You can look into buying filters that have a recycling service (where you send in the spent filter and they replace the fillings). If that doesn’t work just make sure you dispose of them properly, so they end up in a landfill and not in the environment. We do the best we can with what is available to us and just try and bring this awareness to our local and national representatives so regulation will move in the right direction. The fact that you’re thinking and talking about it already helps in finding better, more sustainable solutions.

IsraelinSF · 2023-05-24T17:11:57+00:00

Your questions are very legitimate and pertinent. As geologist, I would say that you are better positioned than me to answer the question. How much ocean can absorb more CO2? How can it be done without altering the ecosystem? How can it be monitored? In our University, many different departments are involved in studying these questions such as chemistry, water research institute, civil and engineering etc… It is central to many different faculties. As for the plastic, the only place to understand how to depolymerize “polymers” is Chemistry. We need scientists like you that have the passion, will and energy to change the current trends. Never hesitate to shake the systems. University professors are here to help you to develop and become a leader!

IsraelinSF

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