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* Create new PDF or edit existing ones. * Add and/or edit bookmarks in PDF files. * Fast and simple PDF forms fill out. * Changing font attributes (size, family, color etc). * Encrypt and/or protect PDF files using 128 bit encryption. * Convert XPS files into PDF. * JavaScript support. * Dynamic XFA form support. * Validation Forms and Calculate Values. * Add PDF controls (like buttons, checkboxes, lists, etc.) into your PDFs. * Import/export PDF pages into common graphical formats including BMP, JPG, PNG, and TIFF. * Signing PDF documents with digital signature, signatures creation and validation. * Free PDF Editor on Linux ( for non-commercial use)

* Create new PDF or edit existing ones. * Add and/or edit bookmarks in PDF files. * Fast and simple PDF forms fill out. * Changing font attributes (size, family, color etc). * Encrypt and/or protect PDF files using 128 bit encryption. * Convert XPS files into PDF. * JavaScript support. * Dynamic XFA form support. * Validation Forms and Calculate Values. * Add PDF controls (like buttons, checkboxes, lists, etc.) into your PDFs. * Import/export PDF pages into common graphical formats including BMP, JPG, PNG, and TIFF. * Signing PDF documents with digital signature, signatures creation and validation. * Free PDF Editor on Linux ( for non-commercial use)

"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

"Call it counterintuitive clickbait if you must, but Forbes' Pascal-Emmanuel Gobry made an intriguing argument when he granted the title of "Language of the Future" to French, of all tongues. "French isn't mostly spoken by French people and hasn't been for a long time now," he admits," but "the language is growing fast, and growing in the fastest-growing areas of the world, particularly sub-Saharan Africa. The latest projection is that French will be spoken by 750 million people by 2050. One study "even suggests that by that time, French could be the most-spoken language in the world, ahead of English and even Mandarin." I don't know about you, but I can never believe in any wave of the future without a traceable past. But the French language has one, of course, and a long and storied one at that. You see it visualized in the information graphic above (also available in suitable-for-framing prints!) created by Minna Sundberg, author of the webcomic Stand Still. Stay Silent. "When linguists talk about the historical relationship between languages, they use a tree metaphor," writes Mental Floss' Arika Okrent. "An ancient source (say, Indo-European) has various branches (e.g., Romance, Germanic), which themselves have branches (West Germanic, North Germanic), which feed into specific languages (Swedish, Danish, Norwegian)." Sundberg takes this tree metaphor to a delightfully lavish extreme, tracing, say, how Indo-European linguistic roots sprouted a variety of modern-day living languages including Hindi, Portuguese, Russian, Italian - and, of course, our Language of the Future. The size of the branches and bunches of leaves represent the number of speakers of each language at different times: the likes of English and Spanish have sprouted into mighty vegetative clusters, while others, like, Swedish, Dutch, and Punjabi, assert a more local dominance over their own, separately grown regional branches. Will French's now-modest leave

Comparación del cambio de tamaño visual de Groenlandia según es ubicada en diferentes latitudes

"The transition from unicellular to multicellular life was one of a few major events in the history of life that created new opportunities for more complex biological systems to evolve. Predation is hypothesized as one selective pressure that may have driven the evolution of multicellularity. Here we show that de novo origins of simple multicellularity can evolve in response to predation. We subjected outcrossed populations of the unicellular green alga Chlamydomonas reinhardtii to selection by the filter-feeding predator Paramecium tetraurelia. Two of five experimental populations evolved multicellular structures not observed in unselected control populations within ~750 asexual generations. Considerable variation exists in the evolved multicellular life cycles, with both cell number and propagule size varying among isolates. Survival assays show that evolved multicellular traits provide effective protection against predation. These results support the hypothesis that selection imposed by predators may have played a role in some origins of multicellularity."

"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

Web que permite comparar el tamaño real de los países. Corrige la distorsión provocada por la proyección Mercator. Sumamente curioso!!

"¿Qué tamaño deben tener las fotografías en las redes sociales? Depende de la plataforma y del tipo de fotografía que estemos hablando: no es lo mismo una imagen para la cabecera del perfil de Facebook que una para un post en Twitter, por ejemplo. A la hora de preparar una imagen para las redes sociales es necesario tener en cuenta las dimensiones recomendadas para el espacio que va a ocupar en esa plataforma concreta. La dificultad estriba en que a menudo las distintas redes sociales cambian su maquetación y diseño y, con ello, también el tamaño recomendado para la imagen, por lo que toca actualizarla constantemente para que la cuenta quede perfectamente optimizada. En la siguiente infografía se recogen las principales dimensiones que las imágenes deben tener en redes sociales como Facebook, Instagram y Twitter, actualizadas al primer trimestre de 2018."