Until Dawn Arrives On PS5 And PC This Fall

Until Dawn Arrives On PS5 And PC This Fall

Until Dawn, the 2015 horror adventure game from Supermassive Games, is coming to PlayStation 5 and PC in remake form this fall. We received a new trailer for the beloved game alongside the announcement during today’s State of Play presentation. 

Until Dawn puts you in control of eight teenagers/young adults who venture up a mountain for a fun night in a secluded cabin. In typical slasher-movie fashion, there is much more than meets the eye regarding this cabin and its surrounding area. Relying heavily on player choice, Until Dawn’s narrative uses a system called the Butterfly Effect, where pivotal choices you make have consequences that go far beyond that which you can immediately recognize. The game stars actors like Rami Malek, Hayden Panettiere, Meaghan Martin, and more.

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Originally announced as a full remake of the game, the trailer footage does not appear to be a significant step up in terms of visuals, appearing to be more in line with the industry’s definition of a remaster. PlayStation’s official description says it’s been “rebuilt and enhanced for PS5 consoles and PC.” Developed by Ballistic Moon, this improved version also boasts new environments, collectibles, and re-cut narrative sequences. 

We loved Until Dawn when it arrived on PlayStation 4 in 2015, awarding it a score of 9 out of 10. In the time since Until Dawn’s original release, Supermassive has released other games in the genre, including The Dark Pictures Anthology and The Quarry. The studio is currently working on The Casting of Frank Stone, a game set in the Dead by Daylight universe. Until Dawn arrives on PlayStation 5 and PC this fall.

Alien: Rogue Incursion VR Gameplay Revealed In New Trailer

Alien: Rogue Incursion VR Gameplay Revealed In New Trailer

Developer Survios has released the first look at gameplay in its upcoming VR game, Alien: Rogue Incursion, and it turns out, exploring a seemingly abandoned  facility in VR looks as terrifying as you’d expect.

The trailer aired during today’s PlayStation State of Play as the game is coming to PS VR2, but it’s also coming to Meta Quest 3 and Steam (for other PC VR devices) this holiday season. In the trailer, we get a few glimpses of some Xenomorphs, the tracking device we’ll be using to avoid said Xenomorphs, and a look at some pods that indicate we might be fighting more than one. 

Check it out for yourself in the Alien: Rogue Incursion gameplay trailer below

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In a new PlayStation Blog post, Survios chief product officer TQ Jefferson explains that Alien: Rogue Incursion was developed from the ground up in Unreal Engine 5. Jefferson also shares that the “high tension shooter” tasks players with exploring an “overrun facility on the inhospitable planet Purdan.” 

“Dynamically spawning and pathing with countless unique possibilities, even we couldn’t tell you exactly where and when each Xenomorph will strike, let alone what strategies it might use or if it’ll bring some friends,” the blog post reads. “While heart-pounding combat is the core of Alien: Rogue Incursion, grabbing your pulse rifle and blasting your way out of every situation is not always the best strategy. 

“Constantly hunted by unpredictable and resourceful Xenomorphs, players will often find creativity and a level head to be their greatest weapons, especially when it comes to leveraging the environment to their advantage.” 

Alien: Rogue Incursion hits VR this holiday season. 


Are you going to check out Alien: Rogue Incursion later this year? Let us know in the comments below!

President Sally Kornbluth’s charge to the Class of 2024

Below is the text of President Sally Kornbluth’s Commencement remarks, as prepared for delivery today.

Penny, and Mikala ­— thank you both, for your reflections today, and for your leadership in our community.

Good afternoon, everyone.

It’s customary, on this day of celebration, for the president to deliver a “charge” to the graduating class. In a year when there has been so much campus turmoil, I may not be able to offer you either advice or inspiration. But I would like to acknowledge a few things that I’ve learned since I came to MIT 17 months ago.

And I want to start by addressing your parents and families.

As all of you know, the education we offer our students is famous for its depth and rigor — and we’re proud of the bursting satchel of skills and knowledge that every MIT graduate carries out into the world.

But the truth is that the young people you sent to us, whom you trusted us to educate, and care for, were remarkable before we even met them.

You certainly know this about them as individuals. And you know the specific challenges they had to overcome. For some of you, the young person whose graduation you’re here to celebrate is the first in your family to go to college. For some, coming here meant leaving home many thousands of miles away. For some, it meant overcoming language barriers or personal hardships. Some faced all the normal rigors of the MIT curriculum, on top of family responsibilities and even tragic losses. 

You also know their individual achievements — how much they learned, and grew, and stretched, and pushed themselves ­– long before they came to MIT. You know how delightful and inspiring and thoughtful they are.

And I expect at least most of you know the particular thrill of the day you realized that they now understood things that you just cannot understand — the day when it would no longer be possible for you, even theoretically, to “help them with their homework.”

So you know them well, as exceptional individuals.

But at MIT, we also get to see them all together.  Taken together, in their critical mass, they are a natural wonder — as awe-inspiring as a visitation of 17-year-cicadas, as miraculous as a total eclipse of the sun.

It has been our privilege to teach them, and to learn together with them. And we share with you the highest hopes for what they will do next.

Now, to those of you graduating today:

With the exception of a few masters’ students, nearly all of you have been part of the MIT community longer than I have. You know its culture and qualities so well that they may not stand out to you anymore. But I’ve spent my whole career in higher education — and I have never seen a community quite like this one.

A community founded on wonder — and wondering why. A community whose version of March Madness is 1000 people staring upward, spontaneously sharing the wondrous sight of a solar eclipse — (and actually being able to explain it). A community that runs on an irrepressible combination of curiosity and creativity and drive. A community in which everyone you meet has something important to teach you. A community in which people expect excellence of themselves — and take great care of one another.

I have no doubt that you’re tired of hearing how “resilient” you are, because of the pandemic.

But I mention that long, drawn-out challenge as another illustration of what it means to be part of this particular community. A community that fought the virus with the tools of measurement and questioning and analysis and self-discipline — and was therefore able to pursue its mission almost undeterred. A community that understands, in a deep way, that the vaccines were not some “overnight miracle” — but rather the final flowering of decades of work by thousands of people, pushing the boundaries of fundamental science. A place that does not shy from complexity. A place that embraces the hardest problems.

You may never find another community like it.

But I hope you’ll keep us in mind as you design and invent creative communities of your own!

All of you graduating today have been tested. By the repercussions of a relentless virus. By societal upheaval here, and by violent conflict and the most terrible human suffering abroad.

And of course, you have also been tested — many, many times — by the faculty of MIT.

An MIT education is a test of endurance. A grand p-set made of p-sets! A test made of tests!

MIT is famous for testing its students — but you have tested us too — from the moment you arrived, to the present. You’ve tested our systems. Our assumptions. Our practices.

You’ve revealed places where our understanding may fall short. You’ve shown us that we need to reflect more deeply and be willing to assess and reconsider long-held beliefs.

In short, the Institute you are graduating from is — thanks in part to you — always reflecting and always changing. And I take that as your charge to us.

So thank you! Congratulations! And best wishes to each of you for a wonderful future!

Commencement address by Noubar Afeyan PhD ’87

Below is the text of MIT alumnus Noubar Afeyan’s Commencement remarks, as prepared for delivery on May 30.

Thank you, Mark, for that generous but somewhat embarrassing introduction.

President Kornbluth, trustees and faculty, students and families, guests, and members of this remarkable community of scholars and solvers: It’s a special honor to be with you today.

Graduates, I once sat where you now sit, brimming with excitement and the sense of accomplishment that comes with a hard-won MIT diploma. Congratulations!

Families, as the father of two MIT alums, I know first-hand the pride and emotion you feel today.

Faculty members, as a senior lecturer here for 16 years, I saw up close how well you prepare these graduates for what lies ahead. And fellow trustees, it is a great privilege to serve alongside you.

I spent my childhood in Beirut, Lebanon. Three generations of my proud Armenian family shared an apartment on the ninth floor of our building. The window in the bedroom I shared with my great aunt looked out over the red-tiled roofs of Roman, Ottoman, and Byzantine buildings and beyond to the Mediterranean Sea.

When civil war erupted in 1975 and the government imposed strict curfews, the state broadcaster often shifted from airing three hours of TV a day to offering round-the-clock programming of mostly American television shows, a diversion for my brothers and me when we were forced to stay inside.

One show in particular had me captivated. Just hearing the theme song would set my heart racing — perhaps you know it, too.

That’s right… “Mission Impossible”!

Even if you never saw the TV show, you likely know the movies with Tom Cruise as agent Ethan Hunt.

The encoded self-destructing message to the agent always began the same way: “Your mission, should you choose to accept it …”

No matter how long the odds, or how great the risk, the agents always took the assignment.

In the fifty years since, I have been consistently drawn to impossible missions, and today I hope to convince each and every one of you that you should be too.

Class of 2024, one incredibly challenging mission is already under your belt: You were given the assignment to begin your studies at MIT … without being at MIT. Going to college, without going to college, was not a mission you’d signed up for, but it is what you got. A handful of you did move to campus, but even for you, masking, testing, social distancing, and virtual classes meant orienting to a foreign land. You even learned a new language, as terms like “Q-week” and “SCUFFY” entered your MIT lexicon. No one knew what would happen next, or when it would all end.

And yet, you found ways to thrive. You dove into your coursework and started to build mostly virtual friendships. In the words of your classmate Amber Velez, who rented a Cambridge apartment with three MIT roommates, you “patched together a little lifeboat in this vast sea of students, spread out over the world.”

Earlier that year, just up the road in Kendall Square, my colleagues and I at Moderna had received another mission that seemed impossible: Develop a safe and effective vaccine that could save lives, restart the economy, and do so in less than a year. Oh, and while you are at it, get a billion doses manufactured, distributed, and into the arms of people around the world.

It was clear that if we accepted this challenge, it would take everything we had. We would have to slow 20 ongoing drug-development programs and focus on solving COVID.

We embraced the mission!

Just 48 hours after Moderna obtained the sequence for the SARS-CoV-2 spike protein, we deployed our mRNA technology to produce a potent vaccine. Less than two months later, we enrolled our first patient in a clinical trial, and on November 16th, the vaccine was determined to be 94.5% effective against Covid-19. By some estimates, Moderna’s vaccine saved over 2 million lives during the pandemic.

How did we do it? That’s another speech for another day.

But what I do want to talk about is what it takes to accept your own impossible missions and why you, as graduates of MIT, are uniquely prepared to do so.

Uniquely prepared – and also obligated.

At a time when the world is beset by crises, your mission is nothing less than to salvage what seems lost, reverse what seems inevitable, and save the planet.

And just like the agents in the movies, you need to accept the mission – even if it seems impossible. I know the odds don’t appear to be in your favor. But this age of polycrisis is also a moment of poly-opportunity, fueled by artificial intelligence, machine learning, quantum computing, and other modern technologies that are changing the world faster than people believe is possible.

Now, you are uniquely equipped to turn science fiction into science reality.

With the right mindsets, “Mission Impossible” can become “Mission Improbable” – as you overcome obstacles and seemingly long odds by imagining and innovating your way to novel solutions.

So: How do you go about that? How do you become the agents the world needs you to be?

You already have a head start, quite a significant one. You graduate today from MIT, and that says volumes about your knowledge, talent, vision, passion, and perseverance – all essential attributes of the elite 21st century agent. Oh, and I forgot to mention our relaxed uncompetitive nature, outstanding social skills, and the overall coolness that characterizes us MIT grads.

More seriously, you are trained in science, mathematics, engineering, and technology – fields that, when properly harnessed and supported, can be deployed against almost any seemingly impossible challenge.

You may not realize it yet, but your MIT education has given you a superpower – like X-ray vision – that lets you see through the illusion of impossibility and surface the blueprints for solutions.

And as of today, you even have a secret decoder ring, better known as the Brass Rat!

MIT’s history underscores these special powers. The telephone, digital circuits, radar, email, Internet, the Human Genome Project, controlled drug delivery, magnetic confinement fusion energy, artificial intelligence and all it is enabling – these and many more breakthroughs emerged from the work of extraordinary change agents tied to MIT.

Now let me ask you a question: Aside from MIT, what do such agents have in common? What equips them to accomplish seemingly impossible missions?

I’d argue that they do three things that make big leaps possible. They imagine, they innovate, and they immigrate.

And now, it’s your turn.

Start by unleashing your imagination.

People often see imagination as the exclusive province of the arts: of movie making, literature, painting.

I think that’s nonsense. Imagination, to my mind, is the foundational building block of breakthrough science.

I am not making an argument against reason. Reason has a role to play, but in accomplishing impossible missions, it’s the servant, not the master. You can’t expect reasoning to do the work of imagination. At its best, scientific research is a profoundly creative endeavor.

You have mastered proofs, and problem sets, and design projects, but in the words of mathematician and author Lewis Carroll: “Imagination is the only weapon in the war with reality.”

To the great Irish writer George Bernard Shaw, its role is even more fundamental. As he put it:

“Imagination is the beginning of creation. You imagine what you desire, you will what you imagine and at last you create what you will.”

It is also your turn to innovate. Think of innovation as imagination in action. Or, perhaps, mens et manus, or “mind and hand,” but I hear that line is taken.

MIT did not prepare you to shy away from the unknown, quite the contrary. You are now prepared to leap for the stars, sometimes quite literally — just ask the more than 40 NASA astronauts with MIT degrees.

Leaps often involve unreasonable or even seemingly crazy ideas. Ordinary innovations are often judged by how reasonable the idea is as an extension of what already exists, and how reasonable the person proposing it is.

But ask yourself: Why do we expect extraordinary results from reasonable people doing reasonable things?

As you’ve probably guessed by now, I am utterly unreasonable, and an eternal optimist. As a lifelong entrepreneur and innovator, I have to be.

But I’ve always practiced a special kind of optimism – I call it paranoid optimism. This means toggling back and forth between extreme optimism and deep-seated doubt.

The kind of paranoid optimism needed to make scientific or technological leaps often starts with an act of faith. By that, I mean belief without facts — the very definition of faith.

I know faith is generally associated with religion. But interestingly, in my experience, pioneering science also starts with faith. You take leaps of faith and then you do experiments.

On rare occasions, the experiments work, converting your leap of faith into scientific reality.

What a thrill when that happens!

On your innovation journey, beyond optimism and faith, you will also need the courage of your convictions. Make no mistake, you leave MIT as special agents in demand. As you consider your many options, I urge you to think hard about what legacy you want to leave — and to do this periodically throughout your life.

Not every mission you are qualified for is a mission worth accepting. You are far more than a technologist – you are a moral actor. The choice to maximize solely for profits and power will in the end leave you hollow.

To forget this is to fail the world — and ultimately to fail yourself.

I know many of you here – and some in the Class of 2024 not with us here today — are deeply troubled by the conflicts and tragedies we are witnessing. As an Armenian, descended from genocide survivors, and co-founder of the Aurora Humanitarian Initiative, I feel deeply the wounds of these conflicts.

I wish I had answers for all of us, but of course, I don’t.

But I do know this: having conviction should not be confused with having all the answers. Over my many years engaged in entrepreneurship and humanitarian philanthropy, I have learned that there is enormous benefit in questioning what you think you know, listening to people who think differently, and seeking common ground.

As you grapple with today’s hard choices — and the many that lie ahead — rely again on your imagination. Imagine the world you want to create and work backwards from there. Be open to the many paths that could carry you towards this goal and let the journey inform which ones will succeed.

I’ve urged you to imagine, and to innovate. The last thing I want to leave you with is the need to immigrate.

I’ll say more about what I mean by “immigrate” in a second, but first I want to give a shout-out to others who, like me, have left their homelands.

For those of you who have emigrated here from far away, or whose parents did, or whose grandparents did, please stand.

I applaud you.

It may often feel like a disadvantage, but you will soon learn it is quite the opposite.

When I first arrived at MIT, I worried I did not belong here: I spoke with an accent, my pastime wasn’t hockey or lacrosse, but Armenian folk dance.

Then one afternoon, late in my first year here, I was walking down the infinite corridor when a poster caught my eye. Staring back from the poster was a Native American chief in full headdress, eyes defiant, finger pointed, seemingly right at me. The poster read: “Who Are You Calling Immigrant, Pilgrim??”

I can’t tell you what an impact that had on me. Aside from Native Americans, we all, at some point, come from somewhere else. It helped me realize I belonged here — at MIT, in the United States. And graduates, families, YOU. DO. TOO.

But here’s the really interesting thing I’ve learned over the years: You don’t need to be from elsewhere to immigrate.

If the immigrant experience can be described as leaving familiar circumstances and being dropped into unknown territory, I would argue that every one of you also arrived at MIT as an immigrant, no matter where you grew up.

And as MIT immigrants, you are all at an advantage when it comes to impossible missions. You’ve left your comfort zone, you’ve entered unchartered territory, you’ve foregone the safety of the familiar. Yet, you persist and survive. You figure out how to accomplish your mission.

Like elite agents, immigrants are the ultimate innovators, equipped to navigate obstacles, to never say never. In fact, I often describe innovation as intellectual immigration. Just like those of us who emigrate from other countries, innovators pioneer new environments seeking a better future — not just for themselves but also for the larger world. So, whether you grew up in Cambodia, or in California, or right here in Cambridge, you can immigrate – and you need to keep immigrating. You need to leave your comfort zone, to think in new ways, to acclimate to the unfamiliar and embrace uncertainty.

If you imagine, innovate, and immigrate, you are destined to a life of uncertainty. Being surrounded by uncertainty can be unnerving, but it’s where you need to be. This is where the treasure lies. It’s Ground Zero for breakthroughs.

Don’t conflate uncertainty and risk — or think of it as extreme risk. Uncertainty isn’t high risk; it’s unknown risk. It is, in essence, opportunity.

I began with a TV show; I’ll end with a movie — the most recent Mission Impossible film released just last summer.

The film is a daunting reminder of all that your generation is up against: complicated geopolitics, climate threats and technological pressures, and AI tools that will both simplify and complicate our world.

But graduates, as I look at all of you, I see a large team of agents who are entirely capable of completing your missions. I see agents for good, agents for change.

MIT has prepared you to tackle impossible missions.

To harness the future and bend it toward the light.

My wish for you, my fervent hope, is that you not only choose to accept impossible missions, you embrace them. Welcome long odds. Embrace uncertainty, and lead with imagination.

Approach the unknown with the courage, the confidence, and the curiosity of an immigrant. With paranoia and optimism.

And always remember the strength of working in teams. Show the world why Mission-Impossible-Team inevitably shorthands to M – I – T.

Graduates, set forth on your impossible missions. Accept them. Embrace them. The world needs you, and it’s your turn to star in the action-adventure called your life.

Thank you.

Dragon Ball: Sparking Zero Trailer Reveals Fusion Fighters And Teases Summer Game Fest Announcement

Dragon Ball: Sparking Zero Trailer Reveals Fusion Fighters And Teases Summer Game Fest Announcement

Dragon Ball: Sparking Zero’s latest trailer has unveiled fusion warriors for its roster. It also seems to tease another announcement on the horizon.

The trailer reveals the additions of Gotenks (the fusion of Goten and Trunks), Kefla (the fusion of Caulifla and Kale), Fused Zamasu, and Goku and Vegeta’s fusions, Vegito and Gogeta. Watch them trade blows in the trailer below: 

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Since each fusion includes the fighters that make them up and their various transformations, the full list of characters joining the roster amounts to 21. Check them out below. 

  • Trunks (Kid)
  • Trunks (Kid), Super Saiyan
  • Goten
  • Goten, Super Saiyan
  • Caulifla
  • Caulifla, Super Saiyan 2
  • Kale
  • Kale, Super Saiyan
  • Gotenks
  • Gotenks, Super Saiyan
  • Gotenks, Super Saiyan 3
  • Kefla
  • Kefla, Super Saiyan
  • Kefla, Super Saiyan 2
  • Vegito
  • Vegito, Super Saiyan God Super Saiyan
  • Gogeta (Super)
  • Gogeta (Super), Super Saiyan
  • Gogeta (Super), Super Saiyan God Super Saiyan
  • Fused Zamasu
  • Fused Zamasu, Half-Corrupted

The trailer ends with a message serving as a classic callback to the anime that states, “Next time on Dragon Ball: Sparking Zero: Summer Game Fest 2024.” Could we be getting a release date at Geoff Keighley’s showcase? Given that the game was revealed during another Keighley show, The Game Awards 2023, it wouldn’t be surprising.

Dragon Ball: Sparking Zero is the next entry in what’s known in the West as the Budokai Tenkaichi series (Sparking is the franchise’s original Japanese name). The roster is only halfway revealed, but we’ve already seen a number of confirmed fighters from Dragon Ball Z and Dragon Ball Super, including multiple versions of the same characters. The game has no release window but is coming to PlayStation 5, Xbox Series X/S, and PC. You can learn more about the game’s new mechanics and features here

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The importance of cyber security education for young students – CyberTalk

Dasha Smolina is an emerging cyber security professional and is currently a Security Engineer in the Eastern U.S. Region at Check Point Software Technologies. She joined Check Point in 2023 to help organizations and businesses meet their cyber security needs.

Overview

The sophisticated cyber threat landscape poses a significant risk to the education sector. Malicious actors’ interest in this sector is growing. Students are often targeted by these attackers because of their increased online presence, risky online behavior, and lack of cyber security awareness. Unlike businesses, which often successfully employ cyber security awareness training to prevent cyber crime incidents, schools overlook cyber security training in their curricula. As young students continue to boundlessly explore the web and are increasingly exposed to cyber threats, K-12 educators need to provide better cyber security training for students to ensure their safety online.

Background – Why are students targeted and what cyber crime are they experiencing?

In the past few years, the internet has become a primary channel for education, with two-thirds of children saying they access their online education resources daily. One in three education devices contains sensitive data, making it critical to keep devices secure.

Students are also more connected to the web than ever before because of the prominence of social media and online gaming. These children are exposed to the internet constantly, relying on it for almost all of their educational and recreational needs. However, they often lack awareness about online safety. As noted previously, attackers are targeting these children because of their increased online presence, risky online behavior, naivety and lack of safety precautions.

K-12 students are experiencing concerning cyber risks such as cyber bullying, inappropriate content, identity theft, and more. Given that 92% of children are online by the age of 12 and that 72% of them having experienced at least one cyber threat, it is evident that students are at risk of attacks by cyber criminals. Moreover, these attacks are multifaceted, with attackers utilizing various techniques to induce harm (see Exhibit 1).

In addition to what was mentioned above, online crimes against children are also high because of the prevalence of children using social media without adult supervision. Nine out of 10 households with internet access have children who are active on social media, and 54% of these households do not regulate their children’s online activities. The lack of supervision and awareness, combined with an increase in online activity means that students are exposed to many cyber security threats.

Exhibit 1 – Boston Consulting Group Survey Results

The importance of cyber security education for young students – CyberTalk

The data shows that one particular cyber threat affects children more commonly than adults: cyber bullying. Cyber bullying is particularly dangerous because it can affect children through all hours of the day and night and can come in many forms such as texting, social media posts, and chatroom messages. Cyber bullying can also be anonymous, which leaves victims with little recourse to report the attacker. Even if the victim knows who the attacker is and blocks or reports them, there are so many avenues through which to hide an identity online that the attacker can easily find another way to harm the victim; it is nearly impossible to escape a determined cyber bully. Cyber bullying has detrimental effects on its victims, leading to mental health issues, increased stress and anxiety, depression, and violence. The effects of cyber bullying have also been shown to be long-lasting, continuing even once the bullying has stopped.

Another long-lasting cyber crime that children are targeted for is identity theft. This dangerous cyber crime ensnares one in 50 children annually and has life-long implications for a child. For those who may not know, identity theft as a cyber crime occurs when an attacker steals a person’s data and information to commit fraudulent identity-based activities, such as opening credit cards or bank accounts, applying for loans, committing online crimes like scams, and more. Children who have had their identity stolen might not find out for years, or even decades, until they try to open their own credit card account and discover that their credit history has been tarnished. Children fall victim to identity theft through data breaches, doxxing (someone else publicly sharing their information or “docs”), parents or close ones oversharing information about the child, children oversharing their information or passwords with friends, and phishing and other common online scams.

Trusting strangers online and naivety can also lead children to become victims of online predators or groomers. Online predators visit popular social media websites and falsify their age and profile content to potentially lure young children into online interactions. Once contact is established, the groomer then pressures the child to reveal explicit photos of themselves and might even try to meet the child in person. Sometimes the groomer will blackmail the child, but other times the victim might not even realize they are being groomed, considering the online predator to be their boyfriend or girlfriend. There are about 500,000 online predators active each day but only two out of ten children are aware of this potential danger. Rather than protecting themselves and limiting potential exposure to dangerous adults online, 40% of children online remove their privacy settings to attract more followers. This makes it that much easier for groomers to access a child’s information and manipulate them online.

Children also fall for online financial scams, as shown by the data collected for the FBI’s 2023 Internet Crime Report, which states that people under the age of 20 accumulated over $40 million worth of losses to online scams in 2023. Online scammers are preying on children who are accessing the internet at early ages and who lack the awareness to recognize cyber threats.

With more children going online at even younger ages, it is no longer as easy as it once was to keep children safe at home. Online threats are infiltrating their lives and putting children in danger of cyber attackers. Given education’s shift towards online learning, students are facing many new kinds of cyber risks. Moreover, with the emergence of new technologies, such as the Internet of Things or cloud-based and network-connect devices, including children’s toys and household appliances, the evolution of threats is not slowing down. Thus, it is important for educators to better understand the situation and help equip students with the knowledge and skills to protect themselves from attackers.

Proposed solution – How can cyber attacks that target students be prevented?

To protect young students from becoming cyber crime victims, educators and parents should increase the cyber security safety measures in-place on children’s devices. They should also provide cyber safety awareness education for children. Oftentimes, once an attack has occurred, the damage is irreparable, and parents can only report the crime and mitigate the impact. Therefore, prevention should be the priority. Combining safety controls with better cyber security education in regards to topics like phishing, privacy, social media safety, and cyber security awareness training will equip students with the tools and skills they need to be safe online.

Since students are provided with devices to access the internet by their parents or their educators, a simple way to better protect students is to employ cyber security solutions on these devices. As education becomes more digital, for school systems that provide tablets and computers for students, Check Point provides a suite of solutions to secure students. These solutions prevent uncontrolled exposure to inappropriate website content, phishing, and advanced cyber threats targeting students and their personal information. Check Point’s cyber security solutions for education protect against all imminent threats, are easy to implement, facilitate meeting compliance mandates, and keep students’ online access safe and regulated. Please reference the Check Point solution overview for K-12 education here: https://www.checkpoint.com/downloads/products/harmony-education-solution-brief.pdf

For parents providing devices for their children, Check Point offers a similar consumer product, ZoneAlarm, which incorporates features from the Check Point Harmony suite to prevent malware, phishing, ransomware, and other zero-day threats. Please reference the Zone Alarm information here: https://www.zonealarm.com/

For over 30 years, Check Point’s mission has been to secure the digital world for everyone, everywhere and we pursue this mission by preventing attacks before they happen with an industry-leading 99.8% threat prevention rate. So, the best way to secure the devices that young children are using is to install prevention-first cyber security solutions onto the devices.

While securing the devices helps prevent attacks from happening, a multi-layered approach to security should also include cyber security awareness education programs. Safe internet use lessons for children, including topics like keeping information private on social media, being wary of online scammers, and how to report/stop cyber bullying, would greatly benefit students. Based on a report from the Children’s Commissioner, parents share an average of 71 photos and 29 videos of their children every year and children will share their own content to social media over 70,000 times by age 18. This abundance of information makes it easy for attackers to profile their victims and use the information that they post against them.

Educating parents and children about limiting the personal information that they share online will help prevent attacks. Educating students about different types of scams and attacks will also help prevent children from engaging in cyber bullying and with online financial scammers. Teaching kids to be critical thinkers and practicing situational awareness when engaging with cyber space will better ensure that they are on-guard and don’t fall prey to basic scams that cause tremendous harm.

If this cyber security education is provided to students in a way that is engaging and easy to understand, students will regain the knowledge effectively. Creating lesson plans that contain interesting topics, like generative AI, social media safety, and preventing online gaming scams, will ensure a fun learning experience and an abundance of engagement on the part of the students. Bringing in guest cyber security speakers or employing online games are great ways for educators to teach cyber security topics without requiring the educators to be cyber security experts themselves. There is an abundance of options for helping students be safe online and it is extremely important that students are equipped with the tools and skills to remain safe in the increasingly dangerous online environment.

K-12 cyber security education resources

Fun online games (all games have NO LOGIN requirements to ensure students do not have to share any information to engage with the content)

  • https://sos.fbi.gov
    • Game for 3rd – 8th graders that works on tablets, mobile devices, or computers. Covers topics including internet safety, online etiquette, smart sharing, securing systems, and protecting against attackers.
  • https://beinternetawesome.withgoogle.com/en_us
    • Game for 2nd – 6th graders that works on tablets, mobile devices, or computers. Game is available in multiple languages. Covers topics including smart sharing, recognizing scams, staying secure online, online etiquette, and how to report online incidents.
  • https://www.pbs.org/wgbh/nova/labs/lab/cyber/
    • Game for 4th – 8th grade students that works on computers. The game is designed to teach students how to recognize and thwart cyber attacks. Students play as a startup company with in-sufficient security and are tasked with creating a security strategy to prevent hackers from infiltrating their company.
  • https://overthewire.org/wargames/
    • Game for 8th – 12th grade students that works on computers. This game is more advanced and tasks students with learning cyber security topics while practicing ssh and linux scripting skills.
  • https://public.cyber.mil/training/cyber-awareness-challenge/
    • Training style game for 7th – 12th graders that works on computers. This game is geared towards teaching users how to mitigate threats and vulnerabilities. The training provides an overview of cyber threats and best practices to stay secure online.

Microscopic defects in ice influence how massive glaciers flow, study shows

Microscopic defects in ice influence how massive glaciers flow, study shows

As they seep and calve into the sea, melting glaciers and ice sheets are raising global water levels at unprecedented rates. To predict and prepare for future sea-level rise, scientists need a better understanding of how fast glaciers melt and what influences their flow.

Now, a study by MIT scientists offers a new picture of glacier flow, based on microscopic deformation in the ice. The results show that a glacier’s flow depends strongly on how microscopic defects move through the ice.

The researchers found they could estimate a glacier’s flow based on whether the ice is prone to microscopic defects of one kind versus another. They used this relationship between micro- and macro-scale deformation to develop a new model for how glaciers flow. With the new model, they mapped the flow of ice in locations across the Antarctic Ice Sheet.

Contrary to conventional wisdom, they found, the ice sheet is not a monolith but instead is more varied in where and how it flows in response to warming-driven stresses. The study “dramatically alters the climate conditions under which marine ice sheets may become unstable and drive rapid rates of sea-level rise,” the researchers write in their paper.

“This study really shows the effect of microscale processes on macroscale behavior,” says Meghana Ranganathan PhD ’22, who led the study as a graduate student in MIT’s Department of Earth, Atmospheric and Planetary Sciences (EAPS) and is now a postdoc at Georgia Tech. “These mechanisms happen at the scale of water molecules and ultimately can affect the stability of the West Antarctic Ice Sheet.”

“Broadly speaking, glaciers are accelerating, and there are a lot of variants around that,” adds co-author and EAPS Associate Professor Brent Minchew. “This is the first study that takes a step from the laboratory to the ice sheets and starts evaluating what the stability of ice is in the natural environment. That will ultimately feed into our understanding of the probability of catastrophic sea-level rise.”

Ranganathan and Minchew’s study appears this week in the Proceedings of the National Academy of Sciences.

Micro flow

Glacier flow describes the movement of ice from the peak of a glacier, or the center of an ice sheet, down to the edges, where the ice then breaks off and melts into the ocean — a normally slow process that contributes over time to raising the world’s average sea level.

In recent years, the oceans have risen at unprecedented rates, driven by global warming and the accelerated melting of glaciers and ice sheets. While the loss of polar ice is known to be a major contributor to sea-level rise, it is also the biggest uncertainty when it comes to making predictions.

“Part of it’s a scaling problem,” Ranganathan explains. “A lot of the fundamental mechanisms that cause ice to flow happen at a really small scale that we can’t see. We wanted to pin down exactly what these microphysical processes are that govern ice flow, which hasn’t been represented in models of sea-level change.”

The team’s new study builds on previous experiments from the early 2000s by geologists at the University of Minnesota, who studied how small chips of ice deform when physically stressed and compressed. Their work revealed two microscopic mechanisms by which ice can flow: “dislocation creep,” where molecule-sized cracks migrate through the ice, and “grain boundary sliding,” where individual ice crystals slide against each other, causing the boundary between them to move through the ice.

The geologists found that ice’s sensitivity to stress, or how likely it is to flow, depends on which of the two mechanisms is dominant. Specifically, ice is more sensitive to stress when microscopic defects occur via dislocation creep rather than grain boundary sliding.

Ranganathan and Minchew realized that those findings at the microscopic level could redefine how ice flows at much larger, glacial scales.

“Current models for sea-level rise assume a single value for the sensitivity of ice to stress and hold this value constant across an entire ice sheet,” Ranganathan explains. “What these experiments showed was that actually, there’s quite a bit of variability in ice sensitivity, due to which of these mechanisms is at play.”

A mapping match

For their new study, the MIT team took insights from the previous experiments and developed a model to estimate an icy region’s sensitivity to stress, which directly relates to how likely that ice is to flow. The model takes in information such as the ambient temperature, the average size of ice crystals, and the estimated mass of ice in the region, and calculates how much the ice is deforming by dislocation creep versus grain boundary sliding. Depending on which of the two mechanisms is dominant, the model then estimates the region’s sensitivity to stress.

The scientists fed into the model actual observations from various locations across the Antarctic Ice Sheet, where others had previously recorded data such as the local height of ice, the size of ice crystals, and the ambient temperature. Based on the model’s estimates, the team generated a map of ice sensitivity to stress across the Antarctic Ice Sheet. When they compared this map to satellite and field measurements taken of the ice sheet over time, they observed a close match, suggesting that the model could be used to accurately predict how glaciers and ice sheets will flow in the future.

“As climate change starts to thin glaciers, that could affect the sensitivity of ice to stress,” Ranganathan says. “The instabilities that we expect in Antarctica could be very different, and we can now capture those differences, using this model.”