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"Burden of Poverty Lacking money or time can lead one to make poorer decisions, possibly because poverty imposes a cognitive load that saps attention and reduces effort. Mani et al. (p. 976; see the Perspective by Vohs) gathered evidence from shoppers in a New Jersey mall and from farmers in Tamil Nadu, India. They found that considering a projected financial decision, such as how to pay for a car repair, affects people's performance on unrelated spatial and reasoning tasks. Lower-income individuals performed poorly if the repairs were expensive but did fine if the cost was low, whereas higher-income individuals performed well in both conditions, as if the projected financial burden imposed no cognitive pressure. Similarly, the sugarcane farmers from Tamil Nadu performed these tasks better after harvest than before. Abstract The poor often behave in less capable ways, which can further perpetuate poverty. We hypothesize that poverty directly impedes cognitive function and present two studies that test this hypothesis. First, we experimentally induced thoughts about finances and found that this reduces cognitive performance among poor but not in well-off participants. Second, we examined the cognitive function of farmers over the planting cycle. We found that the same farmer shows diminished cognitive performance before harvest, when poor, as compared with after harvest, when rich. This cannot be explained by differences in time available, nutrition, or work effort. Nor can it be explained with stress: Although farmers do show more stress before harvest, that does not account for diminished cognitive performance. Instead, it appears that poverty itself reduces cognitive capacity. We suggest that this is because poverty-related concerns consume mental resources, leaving less for other tasks. These data provide a previously unexamined perspective and help explain a spectrum of behaviors among the poor. We discuss some implications for poverty policy."

"Our smartphones enable-and encourage-constant connection to information, entertainment, and each other. They put the world at our fingertips, and rarely leave our sides. Although these devices have immense potential to improve welfare, their persistent presence may come at a cognitive cost. In this research, we test the "brain drain" hypothesis that the mere presence of one's own smartphone may occupy limited-capacity cognitive resources, thereby leaving fewer resources available for other tasks and undercutting cognitive performance. Results from two experiments indicate that even when people are successful at maintaining sustained attention-as when avoiding the temptation to check their phones-the mere presence of these devices reduces available cognitive capacity. Moreover, these cognitive costs are highest for those highest in smartphone dependence. We conclude by discussing the practical implications of this smartphone-induced brain drain for consumer decision-making and consumer welfare."

"To revert the current ecological overshoot and build a sustainable society, we have to collectively engage in changing our economic model. "Sufficiency: moving beyond the gospel of eco-efficiency" suggests introducing hard limitations to unsustainable trends-in particular to overconsumption-and putting emphasis on distributional justice. Seven chapters written by sustainability and economics experts plus a foreword by Janez Potočnik (Co-chair of the International Resource Panel and former European Commissioner for the Environment) shed light on different angles of sufficiency and formulate concrete recommendations to EU policy makers. The booklet ends with a discussion of several eco-social policies that can start the transition towards an "economics of enough". Many new ideas for an economic paradigm shift have been developed and discussed at the academic and grassroots levels in recent years. The aim of this booklet is to build on a rich body of knowledge and bring these ideas to the attention of engaged citizens and policy makers in order to advance the debate on how to implement sufficiency."

"Because energy fuels both human development and environmental damage, policies that encourage energy demand reduction can run counter to policies for alleviating poverty, and the other way around. Achieving both objectives can only happen if energy use is spread more equally across societies. However, while it's widely acknowledged that part of the global population is living in 'energy poverty', there's little attention given to the opposite condition, namely 'energy excess' or 'energy decadence'. Researchers have calculated minimum levels of energy use needed to live a decent life, but what about maximum levels? "

"Teaching climate science & action can seem daunting: for university-level lecturers, teaching to younger children can be quite intimidating. For primary-level teachers, the science and scope can seem too vast and fast changing to cover. For everyone, the content can be overwhelming. As adults, how do we present this topic to children: give them the information they need without crushing them? I decided to face the challenge, and over the course of one rather sleepless night, put together some materials for my 6 year-old son's class. This post summarizes and communicates that experience, in the hope that others can take ideas and inspiration, and will be encouraged to volunteer to teach about climate in primary schools. Teaching and engagement in schools is now part of all of our work, as researchers, academics, parents, activists, advocates, so I hope this idea spreads. The 4-part lesson plan worked quite well: the topics & materials held the children's attention, gave them varied aspects to think about and interact with, and they seemed to come away with deeper understanding. The whole thing took roughly 1 hour. This is doable!"

"Visible mending (VM) is different from traditional mending in that it makes the repair a focal point, rather than blending it into the original garment. There are many reasons for this, from drawing attention to the fact that a garment's lifespan has been prolonged and challenging the notion that secondhand clothes are only worn by the poor, to making a statement about fast fashion's reputation for disintegration or simply adding a personalized touch. "

sobre la atención (parcial), el déficit de ella, la paciencia, el aprendizaje, lo productivo, bombardeo informativo y de estímulos constante, el estudio...

sobre la atención (parcial), el déficit de ella, la paciencia, el aprendizaje, lo productivo, bombardeo informativo y de estímulos constante, el estudio...

"Por ejemplo, puedes añadir a tus explicaciones metáforas, historias, retos, comparaciones, debates, lecturas o vídeos. Pero no son las únicas herramientas, la comunidad educativa EDUfonics recomienda una serie de herramientas que hemos recopilado aquí. Sigue una rutina para reclamar su atención Empieza con un calentamiento mental Introduce cambios Utiliza movimientos para que los estudiantes se concentren Aprovecha los tiempos muertos Muestra el tiempo que queda de clase en una pantalla Cambia el nivel y el tono de voz Plantea preguntas para captar la atención de los alumnos Utiliza ejemplos cercanos Controla el nivel de dificultad de la tarea Utiliza el humorEstimúlales visualmente"

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