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Abstract We propose and unify classes of different models for information propagation over graphs. In a first class, propagation is modelled as a wave, which emanates from a set ofknownnodes at an initial time, to all otherunknownnodes at later times with an ordering determined by the arrival time of the information wave front. A second class of models is based on the notion of a travel time along paths between nodes. The time of information propagation from an initialknownset of nodes to a node is defined as the minimum of a generalised travel time over subsets of all admissible paths. A final class is given by imposing a local equation of an eikonal form at eachunknownnode, with boundary conditions at theknownnodes. The solution value of the local equation at a node is coupled to those of neighbouring nodes with lower values. We provide precise formulations of the model classes and prove equivalences between them. Finally, we apply the front propagation models on graphs to semi-supervised learning via label propagation and information propagation on trust networks. 

In most undergraduate programs, immunology is relegated to a few weeks of microbiology or human anatomy courses, or rarely offered as a dedicated topics course. As such, we feel it is essential to consider new approaches to introduce undergraduate students to immunological concepts. Recent work by the ImmunoReach network uncovered gaps in connecting concepts of metabolism and evolution in undergraduate immunology education. With these ideas in mind, we developed a comparative immunology lesson within an upper-division Animal Physiology course, in which students explore how differences in body size change both the metabolic rates and immune cell concentrations. Students who completed this activity improved their scores on scaling questions included in a class exam by more than 29% over students who only received a lecture on the course material. Pre- and post-quizzes demonstrate that the activity increased scores on questions about scaling (>17%) and immune concepts (>100%). By requiring students to apply concepts of scaling, a fundamental concept in biology and physiology, to a system not typically considered in animal physiology courses, this activity enhanced students' understanding of that topic, as well as introducing them to immune cell types. It also introduced pointillist comparative methods, just now being integrated into immune studies, thereby introducing students to leading-edge research in immunology and a new way of thinking about the immune system. We believe this approach can not only fill gaps within undergraduate immunology courses but also incorporate immunology into curricula where immunology is not a viable stand-alone course. 

On August 13-14, 2025, the Jackson School of Geoscience hosted the inaugural North American Workshop on Critical Mineral Research, Development and Education, in the Thompson Conference Center on the campus of the University of Texas at Austin, USA. The workshop was funded by the National Science Foundation (NSF) and was attended by 230 participants. 176 participants attended the workshop in-person while another 54 participants attended online via Zoom. Twenty-two participants (including 10 students and 7 early career researchers) received travel support through the NSF grant to attend the workshop in Austin. Out of the 230 workshop participants, 134 participants were from academia (34 students), 66 from the private sector and 30 from federal- and state-level government agencies. The workshop was divided into four topical sessions that discussed current issues in critical minerals research, development, and education: (A) Conventional and Unconventional Sources of Critical Minerals. (B) How to grow the U.S. critical minerals workforce. (C) Innovations in Critical Mineral Extraction and Recycling. (D) Policy and Supply Chain Economics. The topical sessions were composed of two keynote lectures and complemented by oral and poster presentations by the workshop participants. A panel discussion and breakout session explored recent developments in critical minerals research, development and education in the U.S., with particular focus on the implications of recent Presidential Executive Orders. The discussions highlighted, for example, that: (i) The recent critical mineral-related Presidential Executive Orders by the Trump-Vance administration are encouraging steps towards fast-tracking US-based critical mineral production. (ii) Lengthy permitting timelines and limited transparency in the decision-making process – with often unpredictable outcomes – remain major barriers for mining and mineral processing operations in the U.S. Workshop participants suggested the development of policies specifically aimed at streamlining permitting processes. (iii) Funding initiatives are too often aimed at increasing short-to-mid-term critical mineral production while generation of ‘pre-competitive data’ to support and guide mineral exploration is largely neglected. Workshop participants recommended that future funding cycles place greater emphasis on generating fundamental geoscience data and insight that can be leveraged by the private sector for green and brownfield exploration. (iv) The persistent negative image of the mining and mineral processing sector remains a major obstacle to attracting and developing a skilled critical minerals workforce. As possible starting points for long-term solutions, workshop participants suggested launching a media campaign, implementing industry-led K-12 outreach programs, and stronger and closer collaborations between academia and the private sector through student-centered research projects.