For decades, science fiction has compelled us to imagine futures both inspiring and cautionary. Whether it's a cryptic message encountered by a survey ship, the discovery of alien life in the distant reaches of space, a window into a future Earth, or the adventures of well-meaning AI, science fiction inspires our imagination and delivers a lens through which we can view ourselves and the world around us. At the very heart of the genre is short fiction, the secret lab that has introduced many of the new ideas, techniques, and voices prominent across all other media. In The Best Science Fiction of the Year: Volume Eight, Hugo and Locus Award-winning editor Neil Clarke provides a comprehensive year-in-review of 2022's short fiction markets and selects thirty-one of its best stories from the wealth of magazines, anthologies, podcasts, and collections that make up the field. In these pages you'll find works by both the new and established authors who are setting the pace for science fiction today and into tomorrow. Start your journey here.

Apex Magazine is a digital zine of dark short fiction. TABLE OF CONTENTS ORIGINAL SHORT FICTION "A Monster in the Shape of a Boy" by Hannah Yang "Shevitsa" by Koji A. Dae "Americana!" by Sam Asher The Fruit of the Princess Tree" by Sage Tyrtle "Hoodie" by Tonya Liburd "In the Monster's Mouth" by Tim Waggoner CLASSIC FICTION "Simbiyu and the Nameless" by Eugen Bacon "As the Sun Dies" by Jaym Gates NONFICTION "You in Your Headmeats" by Errick Nunnally "Mysterious Island" by Jeffrey Ford Book Review: Wendy, Darling by AC Wise (reviewed by Marie Croke) Book Review: Inheriting Her Ghosts by SH Cooper (reviewed by Tracy Robinson) INTERVIEWS Interview with Author Hannah Yang by Andrea Johnson Interview with Author Sam Asher by Andrea Johnson Interview with Cover Artist Reza Afshar by Bradley Powers

To address some of the financial challenges facing low-income students, federal policymakers enacted a provision in the 2008 Higher Education Opportunity Act (HEOA) that makes financial literacy a required service of all TRIO programs (or, in the case of McNair, simply makes permissible). Effective August 2008, these programs started offering financial education to the students they serve. Given this new federal mandate, it is critical that TRIO professionals become more knowledgeable about financial education programming. For administrators looking to create or refine their financial education curricula, the authors believe the information contained in this policy brief may prove useful. The data presented in this brief was collected via surveys administered through the Center for Higher Education Policy Analysis at the University of Southern California (USC), in collaboration with the Pell Institute for the Study of Opportunity in Higher Education. Based on the findings in the current study and the review of the literature, the authors offer nine recommendations that may help administrators improve or create a financial education curriculum. These recommendations include: (1) Checking out resources from external organizations; (2) Contacting postsecondary offices; (3) Talking to colleagues; (4) Combining expertise; (5) Taking advantage of teachable moments; (6) Using active, experiential, and problem-based learning; (7) Prioritizing financial education topics; (8) Evaluating student learning and program effectiveness; and (9) Making financial education mandatory. (Contains 11 footnotes and 4 figures.).

As a fourteen-year-old immortal, Euthi thinks she knows her world. But when a mortal boy bursts in claiming to have built her life, everything she'¬"s ever trusted threatens to shatter in the final stages of his plan. In the meantime, more rips are lurking in the fabric of reality, including a magical utopia called the Home, which might or might not obliterate everything they have to live for, and a conscious mold, which definitely will. Can Euthi defeat the Home before reality breaks...and hopefully discover her identity at the same time? A perfect world hangs in the balance.

Destiny Flame is a fairy Princess who defended her land. One day, she was attacked by a green beast along with an army of mud monsters! Will she prevail?

This document provides resources to both begin and carry out the application process for an IDA grant. The authors offer some key advice to consider when applying for an IDA when in the education sector. They close with some challenges and ways to overcome them. The authors gained much of this information from an education organization's experience (the Foundation for Independent Higher Education-FIHE) which was the first education organization to apply for a grant. (Contains 2 footnotes.).

In their paper entitled "Why should postsecondary institutions consider partnering to offer (Individual Development Accounts (IDAs)?" the authors reviewed frequently asked questions they encountered from higher education professionals about IDAs, but as their research continued so did the questions. FAQ II has more in-depth questions and answers for higher education practitioners as they begin working with education IDAs. This paper presents questions and answers to topics related to IDA including: (1) Funding Specifics; (2) Eligibility; (3) Account Information; (4) 529s; (5) Tax Credits; (6) Education IDA Specifics; (7) Low-Income; (8) Program Design; (9) Financial Education; (10) Match; and (11) Financial Aid.

During their three-year research project, the authors found that most practitioners, researchers, and policymakers in the education field were not familiar with Individual Development Accounts (IDAs) or the existing research on IDAs. Therefore, in this paper the authors compiled a list of some of the references that they found useful and that they believe will help to learn more about IDAs. To begin, an IDA is a matched savings account for low-income students to save toward postsecondary education. In addition to match savings the IDA includes financial literacy education, asset-specific education, and case management.

In this paper, the authors reviewed frequently asked questions they encountered from higher education professionals about IDAs. Here, they provide answers to the following questions: (1) What is an IDA?; (2) Who funds an IDA?; (3) Are IDAs just about money?; (4) Why haven't I heard of an IDA?; (5) There are scholarships to cover low-income student expenses, so why are IDAs necessary?; (6) Won't low-income students be penalized if they save for college because they will receive less financial aid?; (7) Are low-income people capable of saving? How much can they actually save for education?; (8) How much can IDAs actually help students get for education?; (9) Why should special funding and initiatives for low-income students exist? Exactly what is the income of these students?; (10) Why are IDAs an important tool to help low-income students? TRIO programs are already offered. (11) What benefits are there to accepting students who have been saving for an IDA?; (12) What are the financial implications to my postsecondary institution for partnering to offer IDAs? What if I want to offer an IDA out of our institution?; (13) What exactly are the component parts of administering an IDA? In which areas can postsecondary institutions help most?; (14) I think IDAs would be a great tool for our school. What can I do?; and (15) Do you have any examples of current partnerships between postsecondary institutions and nonprofits?