Super excited about asgadiatv.com I created my own channel and will start uploading my videos to it. My first contribution : https://asgardiatv.com/v/72?channelName=Riebens

The number assigned to me has a prefix of 612 and ends with 602 Does anyone have knowledge as to why the number assigned to us is in (3) groups? What the different groups signify?

An Idea, might have been discussed on different forums, so apology in advance if I am doubling this. I was conflicted to post it either here or in Asgardia. But anyway, the idea is related to the actual passport that is at this moment future music. I study in security and privacy and your ID is very important as it defines who you are and that you are part of the space nation. My suggestion/idea is to make a digital print, I mean with this that you got a unique ID, with your picture, your iris scan, information, and status (Asgardian or Resident). Additionally, I would say, link a Two-Way-Authentication to it. Why? Because the security system is linked to one unique mobile and it secures your passport ID. So for example, you want to update your status from Asgardia to Resident, you let an app scan your ID and a Two-Way-Authentication is required to continue. You received the code, insert the code, and continue paying your sols. Of course, you can add more to it, but this could be a useful start :)

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

Congratulations to the honorees and all participants in the "Bridge to Space" Art Competition, the artworks were all notable and it was a great success overall. asgardia.space/news/Bridge-to-Space-Results-Announced?-link

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.

SpaceX has put online a docking simulator that allows you to get to know the controls that are used to dock their Dragon 2 vehicle with the ISS space station. This is pretty awesome and wouldn't it be amazing if we could develop simulators like this for Asgardia? https://iss-sim.spacex.com/

I wanted to share an interesting article on the use of specially crafted energy emitters to improve the yield and quality of crops, and I'm especially curious to see how these perform in hydroponic/aquaponic environments like what might exist on a space station or off-world colony. Let me know your thoughts! https://www.holdmyark.com/blog-1/2019/3/5/j76rb48t9uvanlpz6kd60d7kiwn2bh

Es muy interesante relevar la importancia de los análisis y como afectan los sistemas sociales, nuestros ecosistemas estocásticos tienen un dinamismo que nos hace repensar cada día cuales son las prioridades, en el caso de la Agenda 2030 y las tareas que debemos generar es crítico priorizar porque no tenemos tiempo ni recursos para cubrir todos los elementos y/o factores para mejorar antes de generar situaciones irreversibles. El tema priorización se vuelve complejo, según el Foro económico CEPAL 2017, uno de los actores de dicha reunión, hacía mención el valor en dólares/ año que requerimos para poder cumplir con los OBJETIVOS DESARROLLO SOSTENIBLE. 3 a 14 billones x año. Una suma que sólo cambiando " para ayer " las metodologías de asignación de recursos (una parte para mitigar la brecha de asignación estructurada) podría ayudar a que esto se cumpla. Si bien es cierto el escenario este complejo. Ahí entramos entonces esta ola de la sociedad civil a aportar desde nuestros espacios, de alguna manera. A los países nos queda a priori colocar en las agendas legislativas el recurso económico para los OBJETIVOS DESARROLLO SOSTENIBLE, compatibilizar políticas públicas con las necesidades de desarrollo por sobre las de rentabilidad privada. Aplicar el tema de finanzas confinadas (fondos públicos, f. Filantropías) con la finalidad de atraer inversiones basadas en la confianza. En el fondo un camino que exigir desde la sociedad civil (como Red quizá podríamos ejercer respuesta a esto) y mientras tanto paralelamente continuar con nuestro camino y metas que tenemos en el marco de la agenda 2030. A no desanimarnos porque nuestra casa necesita mantenimiento y reparación. La colaboración hoy más que nunca en nuestra historia de cientos de miles de años y sobre todo en nuestra historia contemporánea de miles de años es un acto de sobrevivencia, necesitamos apoyarnos para comprender más que entender, para aprender más que conocer, en nuestra región las emociones están a flor de tierra, en la primera capa social, y claro no sólo acá sino que en casi todo el mundo, vivimos una transición que no es fácil ni voluntaria muchas veces, entonces que nos queda, usar la sabiduría para elegir el mejor camino y quienes nos acompañarán en él, así juntos tal vez podamos comprender y aprender que solos o sólo en algún punto de la rueda de los OBJETIVOS DESARROLLO SOSTENIBLE resolveremos lo que vemos y sobre todo sentimos, la crisis actual es del alma porque no pueden controlar acciones ni instintos mercantilizando nuestras sociedades y convirtiéndolas en binarias y bipolares. A veces es necesario el silencio mental para escuchar correctamente, sin los prejuicios que tenemos. No sólo se hace impracticable generar lucidez en los análisis para tomar buenas decisiones, muchas veces tu propio convencimiento te impide ver más allá de tus pensamientos y eso es peligroso porque terminas enamorado de ti mismo y tus emociones y razón. Es importante entender, pero más importante es comprender, tú puedes entender la tristeza o la alegría, pero si no eres sabio no puedes comprender que los produce, ergo no puedes definir que los causa y así poder aportar a disminuir la tristeza y aumentar la alegría. Comprender para amar y Aprender para ser sabio...🙏🙌🧠👁👂 TARIK

See video attached of what our Parliament has been treated with! https://www.spacecitizennews.com/scn023-podcast-episode-23/ IN TODAY’S EPISODE 23rd episode of the Space Citizen News Podcast. AMP Cheryl Gallagher Chair of the Culture Committee comes to share news about Parliament, interview with Asgardian Mayoral Candidate for Trier in Germany Inara Tabir, pages 14 and 15 of the new Roadmap of Asgardia booklet: comments on the Continental Structure of the Nation and the Economy System of Asgardia, keeping an eye on our National Statistics, update on the upcoming events in Asgardia for 0004 aka 2020.