Chairman Opik closed the meeting with a brief review of the translation services that were trialed and the topics covered during the meeting. After reviewing the action steps next needed to be taken, Chairman Opik reminded the MPs of the next weekly meeting time.

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.

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

Join the virtual Discord party at 16:00 GMT and don't forget to tune in to our YouTube channel at 17:00 GMT. Discord: https://discord.gg/EGtT9CE YouTube: https://www.youtube.com/c/asgardiaspace Come together with your Asgardia compatriots to celebrate and watch the a live broadcast with the Head of Nation Dr Igor Ashurbeyli, as well as congratulations from around the world, a prize draw and many other surprises! See you soon!

Since you enjoyed our Unity Day festivities so much, we'd like to know what other events you'd like to see us hold! Want more parties? Lectures? Q&As? Meet-ups with Asgardian officials? Post your ideas and suggestions in the comments!

Hi Asgardians, today i am gonna present a new theory in science for space and all. As i am going true some fundamental links in my brain as of latest it has come to me today that there is a deeper layer behind the forces in space. I am not a scientist nor have i degrees so it is up to the scientists here in Asgardia to do something with my new theory. Here it goes. As i had a suspicion for a long time now it seems to me that the spinning force is a fundamental deep force for the whole universe. It is based beneed the nuclear science which is just a layer on top of it. If we take the heaviest material in the universe then that material can only exist in the center of molten cores due the big spinning forces that holds it together there. There it creates a vortex that jets the spinning dark material into space. This super fast spinning dark material is the basic material of the universe. So all matter that comes together has a core of this spinning material inside it, we are talking here about the elements inside atoms and maybe even at deeper layers. As i had previous found the universe is build out of spinning +-cores and dragging electric elements. This theory can also explain the spinning at far more higher levels like even on a galaxy level because if it spins from the inside then it spins also on the outside and the electric level would then be the dark force bubble as electrons around the whole galaxy. The best example to start with would be a black-hole. These are the fabricators of space. It is they that create super heave material that we will never be able to see and the residue of their workings is empty space filled with light invisible dark material and all electrons created in the processes. So the universe is mainly electric with a very small amount of light spinning matter that sticks together by time (or traveled distance true space). The uptick to this theory is that we can explain gravity true it. My previous findings where that gravity must have been an extreme slow-motion implosion in lack of better explanation. Now i can translate that to the dragging force between the super-core and the nuclear-layer. How do i see this. The fast spinning core works like a vortex for heavy materials and in the mean while it creates an outlet of heat and electricity what could be translated as plasma. Also the lighter and unstable heavy material that goes up with this process or nuclear material and its belonging main forces as heat and escaping and spinning +-elements. That is the nuclear layer. Now to get back to gravity it is the dragging layer between the nuclear layer and the super core. The best way to illustrate this is by stirring in a pot of water and by adding black pepper to it. We could even use this part of theory for the spinning arms of galaxy's. You see, most forces of the universe can be found back in the kitchen with some extra imagination. I would not even be surprised that if the spinning core's take a halt by the lack of heavy material input and so cool down like our moon that the cooled down layers of plasma would transfer itself into a hollow space with growing crystals. But i guess you all would labeling me as nuts or pure SF. Additional i had also found previous that there is a separation between the kernels and material while going to the super-core was resulting in part at least for the gravity in warm planets. Maybe we can conclude that magnets are a layer of electrical molten metal that by cooling down captivates the magnetism inside it. While the hot magnetic material is our engine for basic electricity or magnetism here on earth. So, these where few conclusion while i have typing this live into the editor, maybe some additional links will come somewhat later to my brain after a good short sleep. ;-) Grtz, Dirk. Btw: dont believe it when they say that your other half of your brain does nothing.

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/

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

For the average citizen of Asgardia, what does citizenship within this quasi-state entail? Access to this website? Is it not little more than a very basic social media site? Worse, it has a paywall that offers nothing in return for your hard-earned money. While many might consider 100 euros a trifling figure, it is a considerable annual fee to get effectively nothing in return. Yes, there are aspects of the site that deal with the implementation of rules, culture, processes and working toward official recognition. But these are no more accessible to the average Asgardian than are those same processes within our respective earthly nations. Shouldn't Asgardia - the first truly international state - be more representative of its people? Otherwise, what are we? What is our role in this nation? What is Asgardia for?

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.