Global Science-Technologies

Global Science-Tenologies ( sin "Ch") porque son ciencias-y-al-mismo-tiempo-tecnologías que tenemos, que poseemos, y ellas al mismo tiempo nos poseen, por defecto, por ser quienes somos, por nuestro papel en la naturaleza, por nuestro primigenio currículum a través de la historia filogenética del arbol enmarañado de la vida, y através del espacio, de los ecosistemas por donde transitamos o hemos transitado.

Global Science-Tenologies parte de asumir que toda ciencia es tecnología y que toda tecnología es al mismo tiempo una ciencia. La vida como proceso es pura investigación-acción. Investigas. Investigas y Aprendes. Investigas, Aprehendes y Aplicas. Tras décadas de inyectar exceso de teoría en los cerebros, olvidamos que todo hacer es experiencia, acción y conocimiento. Y que todo conocimiento está insertado en una experiencia, una vida, un ecosistema, una realidad, pues, espacio-temporal ineludible.

Global Science-Tenologies por eso conecta con un guión los dos términos: ciencia y tecnología.

Se trata de tecnologías globales, derivadas, y que alimentan a, una ciencia global. Ciencia Global porque su pretensión es la de una ciencia que por defecto existe y funciona ya de partida en el animal humano. En tí y en mí. Es decir, muy conectada con el llamado sentido común. Recordemos que en esta ciencia y tecnología global el propio sentido común es consentido, sin duda, como la tecnología más poderosa que existe y ha existido nunca. Son las tecnologías del común. Más allá de las culturas escritas. Elaboradas en los trasiegos comunitarios. Y que existen por toda la faz de la Tierra, aunque vayan cambiando según los lugares, como una alfombra mágica planetaria cuyo diseño mandálico continua y al mismo tiempo cambia a lo largo de sus superficies.

TRANSCRIPCIÓN ARTEXTUAL:

"La brecha abierta de par en par en la ciencia occidental, no tiene visos sino de abrirse más y más."

"La Pizarra Acuática de Moebius en el Campus de Teatiños (un güiño), interactiva, para en un juego de carreras, analizar mientras, la diversidad y ritmo de la información, en cualquier docu mien tos!"

"Gaya nos ha puesto barias banderillas de lujo!"

"Indiciándonos la ruta hacia la sim biología del amor"

Glosciten es un hyperartextbook de hipo. Porque utiliza indiscriminadamente las posibilidades de interconexión entre las abundantes tecnologías hoy al uso.

Glosciten surge con la convicción de ampliar la actual estrechez de la interfaz realmente existente entre el usuario y las denomnadas nuevas tecnologías.

Glosciten es un regalo de y para los nativos digitales.

Glosciten es consciente de que los nativos digitales sí han comprendido lo que significa las posibilidades de interconexión entre las tecnologías disponibles.

Glositen pretende que esta comprensión se abra hacia la clase gestora e intelectual de la sociedad.

Glositen ve de gran potencia este trasvase, o feedback, de conocimiento, desde los jóvenes nativos digitales hacia sus antiguos maestros.

Los antiguos maestros, como ocurre en los intercambios generacionales, están aprehendiendo también estos conocimientos, aunque los síntomas que apreciamos a nuestro alrededor es que el trasvase está en camino.

recordando a Schkolnik

v

Citando a Jamie Sams y David Carson:

Cuando exhortas el poder de un animal, estás pidiendo ser envuelto en armonía completa con la fortaleza de la esencia de esa criatura. Adquirir comprensión de estos hermanos y hermanas es un proceso de curación, y debe ser abordado con humildad e intuición. Ciertos aspectos de las lecciones dadas por estas criaturas han sido elegidos para reflejar las lecciones que cada espíritu necesita aprender en el Buen Camino Rojo. Estas son las lecciones de ser humano, de ser vulnerable y de buscar la totalidad con todo lo que existe. Son parte del camino hacia el Poder. El Poder yace en la sabiduría y la comprensión del papel de uno en el Gran Misterio, y en honrar el hecho de que cada cosa viviente es un Maestro. (Medicine Cards)

CIANURO

málaga en flor

Implementing Global Science Literacy

Victor J. Mayer (Ed.)

This book follows the publication of Global Science Literacy (2002) by Kluwer Academic Publishers. It expands on the arguments for a new type of science curriculum in that book for the secondary schools of the world. Instead of being based on each of the major disciplines as are almost all current science curricula, it suggested that curricula should be conceptually organized around the Earth system, include the science methodology of the system sciences, and capitalize on the cross-cultural characteristics of science to assist in establishing greater understanding of the contributions of all cultures. The first several chapters of the present book add additional support to Global Science Literacy (GSL) as a viable international basis for science curricula. Chapters describe the characteristics of Chinese culture and compares them to GSL characteristics, discuss research on science in an indigenous culture and the implications for GSL, and summarize research on science teaching in the field and its implications for GSL. Additional chapters describe national science curricula of Taiwan, the Peoples Republic of China, Singapore, Korea, Germany and Spain and the conditions for implementing GSL in those countries. The last several chapters describe experiences and programs for developing teachers of Earth Systems Education curricula and those based on Global Science Literacy. Over twenty individuals from twelve different countries contributed their expertise to the chapters in this book.

Contents and Contributors

Introduction. 1. Global Science Literacy: A Theoretical and Conceptual Foundation for Science Curricula; V.J. Mayer. 2. Earth as a System from the Perspective of Chinese Culture; J.M. Broadstock. 3. Indigenous Knowledge and Global Science Literacy: A Perspective from North America; E.M. Riggs. 4. The Outdoor as a Central Learning Environment in the Global Science Literacy Framework: From Theory to Practice; N. Orion. 5. Taiwan’s 1-9 Grades Science and Technology Curriculum Standards and GSL; C. Chang. 6. A Comparison of Korean and American Secondary School Students’ Understanding about Earth Systems Concepts and Environmental Topics; H. Lee. 7. Thomas Huxley and Earth System Science: Opportunities for Fostering Global Science Literacy in UK Schools; R. Trend. 8. The Application of GSL Philosophy to Science Education in The People’s Republic Of China; J. Yu. 9. Needs Assessment and Educational Climate for Global Science Literacy: The Case of Cyprus; R. Fortner and C.P. Constantinou. 10. Spanish Curricula and Global Science Literacy; J. Lillo. 11. Earth Systems Education in Germany; S. Hlawatsch, et. al. 12. Earth Systems Education and Global Science Literacy: The Singapore Experience; L. Hin and R. Subramaniam. 13. The Challenge of Global Science Literacy in Initial Education of Primary School Teachers in Portugal; L. Marques, et. al. 14. Global Science Literacy: From Geology Teaching to Earth System Science Teaching; P. Goncalves and C. Carneiro. 15. University and Public School Partnership for Training Secondary School Teachers in Global Science: A Brazilian Experience; M. Compiani and S. Figueiroa 16. Using Problem-Based Learning to Structure Online Teacher Professional Development; R. Myers. 17. Preparing Teachers for Systems Science Methodology; C. Kim. 18. Global Science Literacy Teacher Enhancement Programs; V.J. Mayer. 19. Teaching Global Science Literacy: A Professional Development or a Professional Change; N. Orion.

Published by the Earth Systems Education Program, The Ohio State University, Columbus, OH, USA. March 2003

The book is perfect bound (paper backed). Price is $25.00 USD plus cost of delivery ($3.00 in USA; $5.00 for international delivery). Payment in personal check or money order made out to “Earth Systems Education Services”.

Send orders to:

Earth Systems Education Services
8483 Sand Dollar Drive
Windsor, CO 80528 U.S.A.

El misterioso origen del término Mamá

ESAS DUDAS OFENDEN.- ver más abajo, términos coloreados

mama.

(Del lat. mamma, voz infantil).

1. f. coloq. madre (‖ respecto de sus hijos). U. m. en leng. infant.

2. f. Anat. teta (‖ órgano glanduloso).

mamá.

(Adapt. del fr. maman).

1. f. coloq. madre (‖ respecto de sus hijos). U. m. en leng. infant

mammal

1826, Anglicized form of Mod.L. Mammalia (1773), coined 1758 by Linnaeus for the class of mammals, from neut. pl. of L.L. mammalis "of the breast," from L. mamma "breast," perhaps cognate with mamma.

mamma

1570s, reduplication of *ma-, nearly universal among the I.E. languages (cf. Gk. mamme "mother, grandmother," L. mamma, Pers. mama, Rus., Lith. mama "mother," Ger. Muhme "mother's sister," Fr. mamen, Welsh mam "mother"). Probably a natural sound in baby-talk, perhaps imitative of sound made while sucking. In educated usage, the stress is always on the last syllable. In terms of recorded usage in English, mum is from 1823, mummy 1839, momma 1884, mom 1894, and mommy 1902.

mammary

1680s, from Fr. mammaire, from L. mamma "breast," probably from the child's word for "mother."

Mammalia

1773, from Mod.L. (Linnaeus), from neut. pl. of L.L. mammalis, from mamma (see mammal).

ma

1823, childish or colloquial shortening of mamma.

momma

1884, Amer.Eng. variant of mamma (q.v.). As a biker's girlfriend or female passenger, from 1950s.

mammy

"black woman having the care of white children," 1837, Southern U.S. dialect, variant of mamma.

mom

1894, Amer.Eng., see mamma. Adjectival phrase mom and pop dates from 1951.

mama

early 19c. spelling variant of mamma. Meaning "sexually attractive woman" first recorded 1925 in black slang; mama's boy "soft, effeminate male" is from 1896.

Maia

Roman goddess of fertility, lit. "she who brings increase," related to magnus "great." Gk. Maia, one of the Pleiades, lit. "mother, nurse, midwife," however, is said to be from infant babbling (see mamma).

mammogram

1937, from L. mamma "breast" (see mammal) + -gram.

mammography

1937, from L. mamma "breast" (see mammal) + -graphy.

mommy

1902, U.S. variant of mamma. Mommy track first attested 1987. Related: Mommies; also cf. momma

Diciembre en Edges

Edge 334 � December 2, 2010
(13,600 words)

http://www.edge.org

This online edition with streaming videois available at:
http://www.edge.org/documents/archive/edge334.html

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THE THIRD CULTURE
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METAPHORS, MODELS & THEORIES
By Emanuel Derman

Theories deal with the world on its own terms, absolutely. Models are metaphors,
relative descriptions of the object of their attention that compare it to something
similar already better understood via theories. Models are reductions in
dimensionality that always simplify and sweep dirt under the rug. Theories tell you
what something is. Models tell you merely what something is partially like.

Introduction

Writing in the New York Times ("They Tried To Outsmart Wall Street" March 9, 2009) ,
Denis Overbye observed:

Dr. Derman, who spent 17 years at Goldman Sachs, and became managing director, was a
forerunner of the many physicists and other scientists who have flooded Wall Street
in recent years, moving from a world in which a discrepancy of a few percentage
points in a measurement can mean a Nobel Prize or unending mockery to a world in
which a few percent one way can land you in jail and a few percent the other way can
win you your own private Caribbean island.

They are known as "quants" because they do quantitative finance. Seduced by a vision
of mathematical elegance underlying some of the messiest of human activities, they
apply skills they once hoped to use to untangle string theory or the nervous system
to making money.

Derman, Overbye noted, "fell in love with a corner of finance that dealt with stock
options."

"Options theory is kind of deep in some way. It was very elegant; it had the quality
of physics" Derman told him.

� JB

EMANUEL DERMAN is physicist and a former managing director and head of the
Quantitative Strategies group at Goldman, Sachs & Co., is a professor in Columbia
University's Industrial Engineering and Operations Research Department, as well as a
partner at Prisma Capital Partners. He is the author of My Life As A Quant.
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A PRIMER OF THINGS YOU NEED TO KNOW TO FOLLOW THE FINANCIAL NEWS
By Jeremy Bernstein

"Financial crisis is by definition something that had not been anticipated. If it
had been anticipated it could have been arbitraged away." � Alan Greenspan

At the outset you need to know that I am a theoretical physicist and not a stock
broker or commodities trader. But I have been trying to follow the news. It is full
of terms such as "mark to market" ,"credit default swaps", "qualitative easing"
which at first meant about as much to me as "Bell's Inequality" might mean to some
of you. But I am stubborn and decided that if these things are going to determine my
financial future I better know what they mean.

The first thing that becomes clear when you look into the matter is that these
concepts are part of a virtual economy. They are not like the "real economy" where,
after you go into a grocery store to buy eggs and milk, you come out of the store
with eggs and milk and not an option to buy eggs and milk at an agreed price at a
later time. If you buy a "credit default swap" you come out of the transaction with
a piece of paper-or more likely a computer file-which has no intrinsic value. If you
imagine a situation in which you are confronting an aboriginal tribe you might get
somewhere if you have beads to swap, but not if you have a credit default swap.
These financial instruments are rather new. The commodity they trade in is money.
They are very clever devices that were thought up by very smart people to make money
from money and they are in the process of doing us all in. I am somehow reminded of
something that the great German mathematician David Hilbert said about astrology
. If the ten smartest people in the world got together they could not think of
anything as stupid as astrology. Now to the glossary.

JEREMY BERNSTEIN is a professor emeritus at the Stevens Institute of Technology and
a fromer staff writer for the New Yorker. He is a frequent contributor to the New
York Review of Books. His latest book is Quantum Leapspublished by the Harvard
Press.
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THALER'S QUESTION
An Edge Special Event!

65 Contributors; New: Garniss Curits, Marcel Kinsbourne, M.D., Paul Kedrosky

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EDGE IN THE NEWS

Fast Company, Big Think, New York Times, Boing Boing, Discover
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FAST COMPANY

INFOGRAPHIC OF THE DAY: THE POWER STRUCTURE OF A MEXICAN DRUG CARTEL
By Cliff Kuang
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WHEN 'SCIENCINESS' IS THE ENEMY OF ACTUAL SCIENCE
David Berreby
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NEW YORK TIMES

A SEARCH FOR ENDURING, BUT UPENDED, SCIENTIFIC IDEAS
By Andrew C. Revkin
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BOING BOING

THE BEST SCIENTIFIC THEORIES (THAT LATER TURNED OUT TO BE WRONG)
Maggie Koerth-Baker
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DISCOVER

BIG SCIENTISTS PICK BIG SCIENCE'S BIGGEST MISTAKES
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http://www.edge.org/documents/archive/edge334.html
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Edge Foundation, Inc. is a nonprofit private operating foundation under
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EDGE

John Brockman, Editor and Publisher
Russell Weinberger, AssociatePublisher

Copyright (c) 2010 by EDGE Foundation, Inc.
All Rights Reserved.

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