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"France plans to outlaw the destruction of unsold consumer products, a practice that currently results in the disposal of new goods worth 800 million euros, or more than $900 million, in the country each year. By 2023, manufacturers and retailers will have to donate, reuse or recycle the goods, Prime Minister Édouard Philippe said on Tuesday of the measure, which the government billed as the first of its kind. "It is waste that defies reason," Mr. Philippe said at a discount store in Paris, according to Agence France-Presse, and he called the practice "scandalous." Under a new measure that will be part of a bill set to be debated by the government in July, destroying unsold goods could result in financial penalties or prison time. The practice - widespread across the retail and consumer industry as a way to free up warehouse space or prevent unwanted items from being sold at a significant discount - has received bad press in France recently. ..."

"This article analyzes teacher strikes in Argentina during 2006-2012. It stands out how teacher strikes prevail over claims from other unions, and are shown to be relevant events for education policy just for some provinces and only for public schools. We found that none of the policy measures implemented over the last decade has proven to be effective in reducing conflict. Analyzing a dataset on labour unrest, this study builds an index of teacher labour conflict to better understand the evolution of teacher strikes over time and under the various provincial governments that integrate the Argentinian federal education system. The article shows no correlation between teacher labour unrest and the growth of private enrolment. However, we note that despite the lack of statistical correlation, teacher strikes should not be ruled out as an explanatory variable of the increase in private education in Argentina."

"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

These 'warming stripe' graphics are visual representations of the change in temperature as measured in each country over the past 100+ years. Each stripe represents the temperature in that country averaged over a year. For most countries, the stripes start in the year 1901 and finish in 2018. For the UK, USA, Switzerland & Germany, the data starts in the late 19th century.

"Our core ecological problem is not climate change. It is overshoot, of which global warming is a symptom. Overshoot is a systemic issue. Over the past century-and-a-half, enormous amounts of cheap energy from fossil fuels enabled the rapid growth of resource extraction, manufacturing, and consumption; and these in turn led to population increase, pollution, and loss of natural habitat and hence biodiversity. The human system expanded dramatically, overshooting Earth's long-term carrying capacity for humans while upsetting the ecological systems we depend on for our survival. Until we understand and address this systemic imbalance, symptomatic treatment (doing what we can to reverse pollution dilemmas like climate change, trying to save threatened species, and hoping to feed a burgeoning population with genetically modified crops) will constitute an endlessly frustrating round of stopgap measures that are ultimately destined to fail."

"This is a simple tool that uses some basic trigonometry to measure the height of trees. This tool is a 45-45-90 triangle and thus an isosceles triangle. Isosceles triangles have two legs of equal length. By using a 45-45-90 triangle to placed yourself at a distance from a tree trunk, you create an triangle where the distance from the trunk is also the height of the tree. "

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