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"Contents:Notebook of Leonardo da Vinci ('The Codex Arundel'). A collection of papers written in Italian by Leonardo da Vinci (b. 1452, d. 1519), in his characteristic left-handed mirror-writing (reading from right to left), including diagrams, drawings and brief texts, covering a broad range of topics in science and art, as well as personal notes. The core of the notebook is a collection of materials that Leonardo describes as 'a collection without order, drawn from many papers, which I have copied here, hoping to arrange them later each in its place according to the subjects of which they treat' (f. 1r), a collection he began in the house of Piero di Braccio Martelli in Florence, in 1508. To this notebook has subsequently been added a number of other loose papers containing writing and diagrams produced by Leonardo throughout his career. Decoration: Numerous diagrams. "

"The Kaua Moho was the last species of it's entire genus and it was the last genus in it's family. This male was not just the last of his kind, he was the last being on his entire branch of the evolutionary tree, there was nothing left on the planet that was even close to being like him. That kind of loneliness is unimaginable. No other avian family has had every single species within it go completely extinct in modern times. Different species of Moho lived on each island of Hawaii and their evolutionary cousins the kioea birds lived alongside them, but starting in 1800 (about the time Europeans started arriving to the islands in significant numbers and also about the time the native human population of Hawaii also got decimated by diseases) one by one they died out due to the introduction of foreign avian diseases and parasites, habitat loss, and hunting for their plumage. 2 hurricanes within 10 years of each other finished them off. They are all gone and that song or any song like it will never be heard again save for in recordings. The hurricanes dealt the final blow, but 95% of it was humanity's fault. This has become common in Hawaii due to having so many species that only exist there. A LOT of those species are gone now because the arrival of Europeans brought disease, invasive species, and people straight up killed them or destroyed their habitats. It is a similar situation on every isolated island or area in the world as humans have expanded and explored every nook and cranny on the planet, no matter how hard it is to get to or how little business we have there we feel the need to interfere in even the most delicate and tiny ecosystem. Even the large, continent sized ecosystems are suffering. It doesn't matter if there are millions or even billions of an animal or plant, we will find some way to kill them all. It is only in the last few decades that serious steps have finally been taken to preserve the few areas on this world that we have not destroyed, but

"It seems only fitting to explore the role of questions in education by asking questions about the process of doing so. I propose that we start with the customary way of framing this topic and then proceed to questions that are deeper and potentially more subversive of traditional schooling. 1. WHICH QUESTIONS? To begin, let's consider what we might ask our students. The least interesting questions are those with straightforward factual answers. That's why a number of writers have encouraged the use of questions described variously as "true" (Wolf, 1987), "essential" (Simon, 2002), "generative" (Perkins, 1992; Perrone, 1998), "guiding" (Traver, 1998), or "fertile" (Harpaz & Lefstein, 2000). What the best of these share is that they're open-ended. Sometimes, in fact, no definitive right answer can be found at all. And even when there is one - or at least when there is reason to prefer some responses to others - the answer isn't obvious and can't be summarized in a sentence. Why is it so hard to find a cure for cancer? Do numbers ever end? Why do people lie? Why did we invade Vietnam? Grappling with meaty questions like these (which were among those generated by a class in Plainview, NY) is a real project . . . literally. A question-based approach to teaching tends to shade into learning that is problem- (Delisle, 1997) and project-based (Kilpatrick, 1918; Blumenfeld et al., 1991; Wolk, 1998). Intellectual proficiency is strengthened as students figure out how to do justice to a rich question. As they investigate and come to understand important ideas more fully, new questions arise along with better ways of asking them, and the learning spirals upwards. Guiding students through this process is not a technique that can be stapled onto our existing pedagogy, nor is it something that teachers can be trained to master during an in-service day. What's required is a continual focus on creating a classroom that is about thinking rather

"No country in the world currently meets the basic needs of its citizens at a globally sustainable level of resource use. Our research, recently published in Nature Sustainability (and summarised in The Conversation), is the first to quantify the national resource use associated with achieving a good life for over 150 countries. It shows that meeting the basic needs of all people on the planet would result in humanity transgressing multiple environmental limits, based on current relationships between resource use and human well-being. The chart below demonstrates the profound challenge nations currently face. National performance on seven environmental sustainability indicators is plotted against eleven minimum social thresholds for a good life (see About page for further details). Ideally, nations would be located in the top-left corner with no biophysical boundaries transgressed and all minimum social thresholds achieved."

Interesantísimo y completo artículo sobre la posición actual de la izquierda (¿mundial?) en la política y el contexto socio económico global capitalista actual, pasado y por venir. Para pensar

Interesantísimo y completo artículo sobre la posición actual de la izquierda (¿mundial?) en la política y el contexto socio económico global capitalista actual, pasado y por venir. Para pensar

¿Pacifismo? las pelotas... interesantísimo artículo corto, con referencias a situaciones "pacifistas" contextualizadas un poco más en el marco de las luchas por derechos en las que sucedieron, también aparece el poder, el papel de los medios, la lucha por derechos obviamente y... para pensarlo "Hay un debate importante en torno al uso de la violencia en manifestaciones, protestas, huelgas y otros actos. Para ello, tal vez lo mejor sea repasar qué procedimientos han tenido éxito anteriormente, y explicar por qué."

¿Pacifismo? las pelotas... interesantísimo artículo corto, con referencias a situaciones "pacifistas" contextualizadas un poco más en el marco de las luchas por derechos en las que sucedieron, también aparece el poder, el papel de los medios, la lucha por derechos obviamente y... para pensarlo "Hay un debate importante en torno al uso de la violencia en manifestaciones, protestas, huelgas y otros actos. Para ello, tal vez lo mejor sea repasar qué procedimientos han tenido éxito anteriormente, y explicar por qué."

The Atlantic covers consequential news and ideas in politics, business, entertainment, technology, health, education, and global affairs.

"Giorgos Kallis explica por qué todos deberíamos vivir 'el camino del decrecimiento'. El decrecimiento es un ataque frontal a la ideología del crecimiento económico. Algunos lo llaman una crítica: un lema o un "palabra misil '. Otros hablan de la 'teoría de' - o la 'literatura sobre' - el decrecimiento; o de las políticas de decrecimiento ' . Muchos se ven a sí mismos como en el "movimiento por el decrecimiento o reivindican que viven 'el camino del decrecimiento ' . ¿Qué es el decrecimiento y de dónde viene?"