This article explores an innovative case study in classical language education, focusing on a high school student who independently designed an educational video game inspired by Greek mythology. The project illustrates how digital creativity can effectively support the teaching and learning of Latin and ancient Greek. Three key aspects are examined: student autonomy and creativity in classical studies, the educational potential of merging classical content with digital media, and the implications for reimagining the role of Classics in modern curricula.

The initiative combines classical themes with interactive gameplay, transforming the learning process into an engaging, active experience. Rather than simply transmitting knowledge, the game reinterprets ancient content through digital storytelling and mechanics. This approach promotes critical thinking, interdisciplinary skills, and aligns with science, technology, engineering, art, and maths (STEAM) education principles. The teacher’s role shifts from traditional instructor to facilitator, enabling authentic and student-driven learning. Overall, the study demonstrates how digital tools can foster immersive and meaningful engagement with classical languages and cultures. It presents a replicable model for curriculum innovation, showing that integrating technology with humanistic content can revitalise Classics education. The project positions ancient languages not as static relics, but as dynamic fields open to reinterpretation and creativity through contemporary digital means.

Students took an assembly-type telescope kit from a public elementary school and brought it to their homes in 2019. Three classes attempted to observe the Moon at home using the Kaifu-NAOJ Telescope Kit. As a result, all children observed the Moon at home using the kit. From their observations, around 90% identified the existence of craters and understood the reflection of sunlight on the Moon’s surface. As Covid-19 prevention measures in education, we propose the introduction of at-home telescopic observations for STEAM activities.

Astronomy education and public outreach (EPO) is one of the important part of the future development of astronomy. During the past few years, as the rapid evolution of Internet and the continuous change of policy, the breeding environment of science EPO keep improving and the number of related projects show a booming trend. EPO is no longer just a matter of to teachers and science educators but also attracted the attention of professional astronomers. Among all activates of astronomy EPO, the data driven astronomy education and public outreach (abbreviated as DAEPO) is special and important. It benefits from the development of Big Data and Internet technology and is full of flexibility and diversity. We will present the history, definition, best practices and prospective development of DAEPO for better understanding this active field.

To suppress the interface gap between the cell walls of wood and filled epoxy resin, a green and universal H2O2 or H2O2/HAc steam-modified delignification approach is developed to remove more lignin, thereby generating more pores to be more conveniently backfilled by epoxy resin for highly transparent wood composites. Utilizing the excellent penetration ability of steam, not only different wood species, such as basswood and pine, with different cutting directions but also the thickest (40 mm) and largest (210 × 190 mm) wood samples can be successfully delignified. Compared with the 1.9% lignin content (which is the normal content of delignified wood prepared by solution-based methods) of delignified wood, the as-prepared delignified wood has the lowest lignin content of 0.84% to date. After the infiltration of epoxy resin, not only did the mechanical strength of the 5-mm transparent wood composite increase from 12.5 to 20.6 MPa, but the transmittance (the wavelength was 550 nm) also increased from 80 to 87% due to the lower absorbance of visible light by lignin and the suppression of the interface debonding gap between the cell walls and the backfilled epoxy resin.

Sustainable weed management strategies are needed for organic orchard systems. A study was conducted in an almond orchard in Fresno, CA from 2009 to 2011. Treatment comparisons included steam, flame, and broad applications of either lemongrass oil or D-limonene. An untreated control was also included. The experimental design was a randomized complete block with four replications. Weekly evaluations on percent weed control were taken and weed biomass was sampled 4 to 8 wk after treatment (WAT). Weed control and biomass differed between seasons but, in general, steam and flame provided as much as 95% control 1 WAT. However, the effects lasted only 3 to 4 wk as new weeds emerged or the treated weeds overcame the suppressive effects of the thermal treatments. Weed biomass was 95% lower in the steam- and flame-treated plots compared with the untreated plots in summer. Both steam and flame were more effective on certain erect-growing broad-leaved weed species than on prostrate-growing weeds and grasses. Lemongrass oil provided very little weed control. However, D-limonene provided up to 95% weed control 1 WAT and in one experiment 53% control was observed up to 5 WAT. This herbicide also resulted in lower weed biomass than the untreated and the thermal-treated plots. Monthly applications of steam or flame or applications of D-limonene every 5 to 6 wk may have to be made to adequately suppress weeds in organic almond orchards. Cost estimates of propane use were $41 to 56 ha−1 and $26 ha−1 for the steam and flame treatments, respectively. The cost of D-limonene was estimated as $275 ha−1. To optimize weed control and costs, these tools may need to be used in combination rather than by themselves.