Hoy tuvimos una interesante charla con Pavel Zagorodnikh, gracias a él como responsable de la web asgardiana y el trabajo con desarrolladores y diseñadores es una magia que a nosotros llega lista para poder aprovechar todas las herramientas disponibles y llegar al mundo asgardiano y a todo el que ponga la voluntad de seguirnos y leernos y eso es fantástico;. Sin duda alguna la presentación es lo más importante, entras a una página web y ves que te lleva de la manos a los sitios de interés y vuelas navegando y charlando con las personas que te siguen es un lujo contar con jóvenes tan capaces en esa área y que nos brindan el apoyo de forma fabulosa!!! Cada paso dado en nuestra Nación Espacial Asgardia abre un abanico de posibilidades a todos, capacidades o nombramientos con los que contamos se refuerzan con la ayuda de una buena herramienta, recordemos somos una nación digital en camino hacia nuevos horizontes

Es una oportunidad para los residentes cuyas ideas interesantes y transformadoras formen parte de una propuesta de ley y podamos seguir adelante con la cantidad necesaria de miembros en el Parlamento Asgardiano; reflexionen y analicen si cuentan con los medios necesarios para conectarse por su computadora y si pueden dedicarle tiempo al desarrollo de nuestra Nación Espacial Asgardia. Fortalecer las actividades que nos hemos propuesto, permitirles ser parte del hilo conductor donde cada legislación tiene un motivo para engrandecer a Asgardia; crecer con metas certeras en la meta de llegar en un futuro a la órbita, muy pronto tendrán más noticias de esta importante actividad. Cada paso forma parte de una importante estrategia de nuestro Jefe de la Nación Igor Ashurbeyli, y les puedo decir que el día que conversé con él , jamás lo olvidaré, una persona serena con una capacidad extraordinaria para reconocer a seres humanos que pueden y quieren estar en un proyecto a largo plazo, ustedes pueden formar parte de su sueño, que ahora también es nuestro, al igual que todos nosotros.

Hi my Asgardian friends I have a small though to share with you all just to know am I alone in this thought process . OK let me first like to know the response for these questions as it will be good to know. 1. Have you ever kept a personal /business plan top secret ,but suddenly one fine day you see your idea/plans been perfectly executed by some one from some other part of the world without even a small change in it? 2.Have you ever wondered many incidents occurs, those are beyond our level of perception? 3.Have you ever been in a situation where you want to totally control your brain and its thought process in a way you want.but helplessly it wandered in totally new world for sometime? 4.Even after a good ,peaceful night sleep.waking up tired and tensed next morning. Feeling as if we didn't sleep for the whole night? 5.In a situation where quick and perfect decision is needed .brain gets totally blank and refuses to accept the situation. If the answer for the above questions falls yes. Then I thought of a concept that may cause this. Let's think this way. If there is a centralised pool of knowledge some where in atmosphere and all the human brain's activity is been remotely monitored and recorded through telepathic contact in it. If for instace I am thinking about some resolution for one of my research for very long time , but somewhere someone might already have answer for this in their brain . so it gets to the centralised pool of knowledge in the atmosphere in this universe through telepathic transfer from their brain. I could get the solution for my thought from there . So while we sleep our brain may get connected with the centralised pool of knowledge for some activity . in those scenario we may feel tired even after good night sleep . Also we the humans may be some sort of research specimens by advanced beings .Controlled by them using extra sensory controls.

Dear Asgardians, I live in Syria, and I want to get out of here. I don't wanna fight anyone. I am looking for peace, and have my civil rights. I don't know where to go... I am surrounded here. I am Asgardian and I need help from everyone could help to get me out of here. Thanks

Currently we do not have sovereign terrestrial territory and I believe we never will. That leaves us with "digital territory", and there the sky is the limit. The Montevideo Convention on the Rights and Duties of States supports the declarative theory of statehood ( and nationhood) in that we are a nation because we say so and do not need the acceptance of others to be such. The first sentence of Article 3 explicitly states that "The political existence of the state is independent of recognition by the other states." I am attending the US Space Force and Air Force Legal Conference, and one of the subjects that came up: When a city is created on another orbiting body, moon or mars - and permanent habitation is achieved, does that make them a state in their own right, as no earth state can claim sovereignty in space? This idea and thinking was offered by a law professor of the university of Nebraska, and the idea is also used in a lot of his exams for legal and military students. Think of the future that holds and how that works or can work to the advantage of Asgardia as a nation without any earth territory where we are not bound by the Outer Space Treaty on current earth nations.

Humans evolved to educate themselves — not sit in rows. All normal children are intensely curious, playful and sociable, beginning at birth or shortly after. A fourth drive, which we might call "planfulness" — the drive to think about and make plans for the future–emerges and strengthens as children grow older. It is reasonable to refer to these drives as the "educative drives". The biological foundations of these drives, encoded in DNA, have been shaped by natural selection, over our evolutionary history, to serve the purpose of education. Our standard schools quite deliberately suppress these drives, especially the first three of them, in the interest of promoting conformity and keeping children fixed to the school’s curriculum. Self Directed Education operate by allowing these natural drives to flourish. Here is a bit of elaboration on each of these drives and how they interact with one another to promote education: CURIOSITY Aristotle began his great work on the origin of knowledge (Metaphysica) with the words, “Human beings are naturally curious about things.” Nothing could be truer. We are intensely curious, from the moment of our birth to, in many cases, the moment of our death. Within hours of birth, infants begin to look longer at novel objects than at those they have already seen. As they gain mobility, first with their arms and hands and then their legs, they use that mobility to explore ever-larger realms of their environment. They want to understand the objects in their environment, and they particularly want to know what they can do with those objects. That’s why they are continuously getting into things, always exploring. That’s why, once they have language, they ask so many questions. Such curiosity does not diminish as children grow older, unless schooling quashes it, but continues to motivate ever more sophisticated modes of exploration and experimentation. Children are, by nature, scientists. PLAYFULNESS The drive to play serves educative purposes complementary to those of curiosity. While curiosity motivates children to seek new knowledge and understanding, playfulness motivates them to practice new skills and use those skills creatively. Children everywhere, when they are free to do so and have plenty of playmates, spend enormous amounts of time playing. They play to have fun, not deliberately to educate themselves, but education is the side effect for which the strong drive to play came about in the course of evolution. They play at the full range of skills that are crucial to their long-term survival and wellbeing. They play in physical ways, as they climb, chase, and rough-and-tumble, and that is how they develop strong bodies and graceful movement. They play in risky ways, and that is how they learn to manage fear and develop courage. They play with language, and that is how they become competent with language. They play socially, with other children, and that is how they learn to negotiate, compromise, and get along with peers. They play games with implicit or explicit rules, and that is how they learn to follow rules. They play imaginative games, and that is how they learn to think hypothetically and creatively. They play with logic, and that is how they become logical. They play at building things, and that is how they learn to build. They play with the tools of their culture, and that is how they become skilled at using those tools. Play is not recess from education; it IS education. Children learn far more in play, and with far more joy, than they could possibly learn in a classroom. SOCIABILITY We humans are not only the most curious and playful of mammals, but also the most social. Our children come into the world with an instinctive understanding that their survival and wellbeing depend on their ability to connect with and learn from other people. All humans, but especially young humans, want to know what those around them know and share their own thoughts and knowledge with others. Anthropologists report that children everywhere learn more by watching and listening to the people around them than through any other means.[1] Our most unique adaptation for social life, which enhances tremendously our ability to learn from one another, is language. Almost as soon as they can talk at all, children start to ask questions. They don’t want to be told about things that don’t interest them, but they almost demand to be told about things that do. Language allows us to share all sorts of information with one another. It allows us to tell one another not just about the here and now, but also about the past, future, and hypothetical. As the philosopher Daniel Dennett put it in a chapter on language and intelligence, “Comparing our brains with bird brains or dolphin brains is almost beside the point, because our brains are in effect joined together into a single cognitive system that dwarfs all others. They are joined by an innovation that has invaded our brain and no others: language.”[2] Self-directed learners, eagerly and naturally, hook themselves into that network. Today, because of the Internet, that cognitive system is bigger than ever before. Young people with access to the Internet have access to the whole world of hypotheses, ideas, and information. Self-Directed Education has never been easier. PLANFULNESS We, far more than any other species, have the capacity to think ahead. In fact, we are driven to do so. We don’t just react to immediate conditions; we make plans and follow through on those plans. This is the most consciously cognitive of our basic educative drives, and it develops more slowly than the others. As children grow older, they become increasingly able and motivated to plan ahead, and ever farther ahead. This is the drive that leads self-directed learners to think about their life goals, big and small, and to deliberately seek out the knowledge and practice the skills needed to achieve those goals. Cognitive scientists refer to this capacity to make plans and carry them out as self-directed executive functioning. Research by such scientists has shown that children who have ample free time to play and explore on their own and with other children, independent of adults, develop this capacity more fully than do children who spend more time in adult-structured activities.[3] That is not surprising. When children create their own activities, without adult control, they are continuously practicing the ability to make plans and carry them out. They make mistakes, but they learn from those mistakes. [by Prof. Dr. Peter Gray] [1] Lancy, D. F., Bock, J., & Gaskins, S. (2010). Putting learning into context. In D. F. Lancy, J. Bock, & S. Gaskins (Eds.), The anthropology of learning in childhood, 3–10. AltaMira Press. [2] Dennett, D. C. (1994). Language and intelligence. In J. Khalfa (Ed.), What is intelligence? Cambridge University Press. [3] Barker, J. et al (2014). Less-structured time in children’s lives predicts self-directed executive functioning. Frontiers in Psychology, 5, 1-16.

This is an image of the new Mobile Launcher for NASA's Space Launch System, which will be used to return humans to the moon, then on to Mars, sitting on top of the Crawler-Transporter at Kennedy Space Center's historic LC39B where both Apollo and the Space Shuttle launched in the past. The newly completed tower was moved out to the pad for the first time for its first fit check and initial testing. The full resolution image is available at my Flickr: https://flic.kr/p/LUrfmZ

Hello dear Asgardians, What do you think about building cities for Asgardia on the sea like the Oceanix city project ? With this, we'll have our true (and first) sovereign territory. This is compatible with our national constitution (article 5, point 3 of the constitution). The link of the Oceanix cities project : https://oceanix.org/