Anthropocene, Technocene and the Problem of Philosophy of Education

O termo Antropoceno começou a aparecer com mais frequência no discurso científico há mais de 20 anos. Foi uma tentativa de aproximar-se da compreensão da profundidade e gravidade do impacto do homem e suas atividades no planeta Terra, com a intenção de, no futuro, mitigar esses efeitos e evitar um possível colapso ambiental global catastrófico, que poderia envolver o colapso da própria civilização. No entanto, até ao momento, a nossa abordagem do mundo praticamente não mudou. Depois da pandemia veio a ameaça de um conflito mundial, uma guerra nuclear. Como o nosso saber científico parece impotente, mesmo o conhecimento científico mais óbvio e assustador não pode de alguma forma mudar o curso da sociedade global. Queremos pensar essa situação a partir da perspectiva da filosofia cosmológica da educação. O seu motivo central é a revelação filosófica do fundamento ontológico original de nossa humanidade, que é o mundo, o cosmos. É um confronto direto com a “educação de mercado” até agora prevalecente, que serve para manter e consolidar os esquemas de poder da política do capital.The term Anthropocene began to appear more often in scientific discourse more than 20 years ago. It was an attempt to come closer to understanding the depth and seriousness of the impact of man and his activities on the planet Earth, with the intention in the future to mitigate these effects and prevent a possible globally catastrophic environmental collapse, which might involve the collapse of civilization itself. However, to date, our approach to the world has hardly changed at all. After the pandemic comes the threat of a world conflict, a nuclear war. Since our scientific wisdom seems powerless, even the most obvious and frightening scientific knowledge cannot somehow change the course of global society, we want to think about this situation from the perspective of the cosmological philosophy of education. We want to think about this situation from the perspective of the cosmological philosophy of education. Its central motive is the philosophical disclosure of the original ontological ground of our humanity, which is the world, the cosmos. This is a direct confrontation with the hitherto prevailing “market education”, which serves to maintain and consolidate the power schemes of capital policy

SuDS & sponge cities:A comparative analysis of the implementation of pluvial flood management in the UK and China

In recent decades, rapid urbanization has resulted in a growing urban population, transformed into regions of exceptional socio-economic value. By removing vegetation and soil, grading the land surface and saturating soil air content, urban developments are more likely to be flooded, which will be further exacerbated by an anticipated increase in the number of intense rainfall events, due to climate change. To date, data collected show that urban pluvial flood events are on the rise for both the UK and China. This paper presents a critical review of existing sustainable approaches to urban flood management, by comparing UK practice with that in China and critically assessing whether lessons can be learnt from the Sponge City initiative. The authors have identified a strategic research plan to ensure that the sponge city initiative can successfully respond to extreme climatic events and tackle pluvial flooding. Hence, this review suggests that future research should focus on (1) the development of a more localized rainfall model for the Chinese climate; (2) the role of retrofit SuDS (Sustainable Drainage Systems) in challenging water environments; (3) the development of a robust SuDS selection tool, ensuring that the most effective devices are installed, based on local factors; and (4) dissemination of current information, and increased understanding of maintenance and whole life-costing, alongside monitoring the success of sponge cities to increase the confidence of decision makers (5) the community engagement and education about sponge cities

X Linkage of AP3A, a Homolog of the Y-Linked MADS-Box Gene AP3Y in Silene latifolia and S. dioica

Background: The duplication of autosomal genes onto the Y chromosome may be an important element in the evolution of sexual dimorphism.A previous cytological study reported on a putative example of such a duplication event in a dioecious tribe of Silene (Caryophyllaceae): it was inferred that the Y-linked MADS-box gene AP3Y originated from a duplication of the reportedly autosomal orthologAP3A. However, a recent study, also using cytological methods, indicated that AP3A is X-linked in Silenelatifolia. Methodology/Principal Findings: In this study, we hybridized S. latifolia and S. dioicato investigate whether the pattern of X linkage is consistent among distinct populations, occurs in both species, and is robust to genetic methods. We found inheritance patterns indicative of X linkage of AP3A in widely distributed populations of both species. Conclusions/Significance: X linkage ofAP3A and Y linkage of AP3Yin both species indicates that the genes ’ ancestral progenitor resided on the autosomes that gave rise to the sex chromosomesand that neither gene has moved between chromosomes since species divergence.Consequently, our results do not support the contention that inter-chromosomal gene transfer occurred in the evolution of SlAP3Y from SlAP3A

DELIVERABLE: D5.1 MONITORING AND VALIDATION STRATEGIES

This deliverable report will present the strategies developed for monitoring the case study demonstrations to be undertaken as part of WP4. The strategies presented will include both methods for quantitative validation, including data capture and relevant KPIs, and those catering for more qualitative evaluation using aspects such as contextual interviews, self-observations, and/or questionnaires.This work is part of the DR BOB Project. The DR-BOB Collaborative Project (Grant Agreement No. 696114) is co-funded by the European Commission, Information Society and Media Directorate-General, under the Horizon 2020 Programme (H2020)

Materiality in the future of history: things, practices, and politics

Frank Trentmann is professor of history at Birkbeck College, University of London. From 2002 to 2007, he was director of the £5 million Cultures of Consumption research program, cofunded by the Arts and Humanities Research Council and the Economic and Social Research Council (ESRC). He is working on a book for Penguin, The Consuming Passion: How Things Came to Seduce, Enrich, and Define Our Lives, from the Seventeenth Century to the Twenty‐First. This article is one of a pair seeking to facilitate greater exchange between history and the social sciences. Its twin—“Crossing Divides: Globalization and Consumption in History” (forthcoming in the Handbook of Globalization Studies, ed. Bryan Turner)—shows what social scientists (and contemporary historians) might learn from earlier histories. The piece here follows the flow in the other direction. Many thanks to the ESRC for grant number RES‐052‐27‐002 and, for their comments, to Heather Chappells, Steve Pincus, Elizabeth Shove, and the editor and the reviewer

Living for the weekend: youth identities in northeast England

Consumption and consumerism are now accepted as key contexts for the construction of youth identities in de-industrialized Britain. This article uses empirical evidence from interviews with young people to suggest that claims of `new community' are overstated, traditional forms of friendship are receding, and increasingly atomized and instrumental youth identities are now being culturally constituted and reproduced by the pressures and anxieties created by enforced adaptation to consumer capitalism. Analysis of the data opens up the possibility of a critical rather than a celebratory exploration of the wider theoretical implications of this process

Clinical and cost-effectiveness of DREAMS START (Dementia RElAted Manual for Sleep; STrAtegies for RelaTives) for people living with dementia and their carers: a study protocol for a parallel multicentre randomised controlled trial

Introduction: Many people living with dementia experience sleep disturbance and there are no known effective treatments. Non-pharmacological treatment options should be the first-line sleep management. For family carers, relatives’ sleep disturbance leads to interruption of their sleep, low mood and breakdown of care. Our team developed and delivered DREAMS START (Dementia RElAted Manual for Sleep; STrAtegies for RelaTives), a multimodal non-pharmacological intervention, showing it to be feasible and acceptable. The aim of this randomised controlled trial is to establish whether DREAMS START is clinically cost-effective in reducing sleep disturbances in people living with dementia living at home compared with usual care. // Methods and analysis: We will recruit 370 participant dyads (people living with dementia and family carers) from memory services, community mental health teams and the Join Dementia Research Website in England. Those meeting inclusion criteria will be randomised (1:1) either to DREAMS START or to usual treatment. DREAMS START is a six-session (1 hour/session), manualised intervention delivered every 1–2 weeks by supervised, non-clinically trained graduates. Outcomes will be collected at baseline, 4 months and 8 months with the primary outcome being the Sleep Disorders Inventory score at 8 months. Secondary outcomes for the person with dementia (all proxy) include quality of life, daytime sleepiness, neuropsychiatric symptoms and cost-effectiveness. Secondary outcomes for the family carer include quality of life, sleep disturbance, mood, burden and service use and caring/work activity. Analyses will be intention-to-treat and we will conduct a process evaluation. // Ethics and dissemination: London—Camden & Kings Cross Ethics Committee (20/LO/0894) approved the study. We will disseminate our findings in high-impact peer-reviewed journals and at national and international conferences. This research has the potential to improve sleep and quality of life for people living with dementia and their carers, in a feasible and scalable intervention. // Trial registration number: ISRCTN13072268

Impaired Memory for Instructions in Children with Attention-Deficit Hyperactivity Disorder Is Improved by Action at Presentation and Recall

Children with attention deficit hyperactivity disorder (ADHD) often fail to comply with teacher instructions in the classroom. Using action during presentation or recall can enhance typically developing children’s abilities to complete multi-step instruction sequences. In this study, we tested the ability to following instructions in children with ADHD under different conditions to explore whether they show the same beneficial effects of action. A total of 24 children with ADHD and 27 typically developing children either listened to or viewed demonstrations of instructions during encoding, and then either verbally repeated or physically performed the sequences during recall. This resulted in four conditions: spoken-verbal, spoken-enacted, demonstration-verbal, and demonstration-enacted. Children with ADHD were significantly impaired in all conditions of the following instructions task relative to the typically developing group. Both groups showed an enacted-recall advantage, with superior recall by physical performance than oral repetition. Both groups also benefitted from demonstration over spoken presentation, but only when the instructions were recalled verbally. These findings suggest that children with ADHD struggle to complete multi-step instructions, but that they benefit from action-based presentation and recall in the same way as typically developing children. These findings have important implications for educators, suggesting that motor-based methods of instruction-delivery might enhance classroom learning both for children with and without developmental disorders

Evaluating the use of ABBA-BABA statistics to locate introgressed loci

Several methods have been proposed to test for introgression across genomes. One method tests for a genome-wide excess of shared derived alleles between taxa using Patterson’s D statistic, but does not establish which loci show such an excess or whether the excess is due to introgression or ancestral population structure. Several recent studies have extended the use of D by applying the statistic to small genomic regions, rather than genome-wide. Here, we use simulations and whole-genome data from Heliconius butterflies to investigate the behavior of D in small genomic regions. We find that D is unreliable in this situation as it gives inflated values when effective population size is low, causing D outliers to cluster in genomic regions of reduced diversity. As an alternative, we propose a related statistic f ̂ d, a modified version of a statistic originally developed to estimate the genome-wide fraction of admixture. f ̂ d is not subject to the same biases as D, and is better at identifying introgressed loci. Finally, we show that both D and f ̂ d outliers tend to cluster in regions of low absolute divergence (dXY), which can confound a recently proposed test for differentiating introgression from shared ancestral variation at individual loci