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Living Roots Farm,

My month of June was consumed by you. A period of highs and lows, commitments and reevaluations. I expected strange and I try to go in with few expectations. I wanted structure and in a sense I got that. But so much else was falsely advertised. You were not an arts space, intentional community, healing arts center, or even a farm school. Was I naïve to believe such claims from skimming a website and a single conversation with a man. A man whose business depends on the free labor of well meaning 20 somethings. I love farming. I love the satisfaction of growing one’s own food, getting my hands in the dirt. Feeling the stings and aches of hard work. That’s what I wanted to return to. But that’s not what I felt here. I saw a place built on conflicting principles. Values of intentional community and social change clashing with a corporate structure. I felt the confusion of my fellow apprentices who all in their own way wanted to leave, felt duped, exploited, frustrated. The division of labor was far from equitable. One man’s ego, under the guise of experience, trumping anyone else’s input. The support this community of apprentices and workers had for each other was astounding. I wanted to be a part of that. Who wouldn’t? I was so ready to commit. I said goodbye to the comfort of my transient home life. I was ready to commit to long distance with my partner. Ready to make the hard choice. But in two weeks I realized I didn’t want to. Not a matter of “could I” anymore, I knew I could. But so much had changed in the time between the plans being made and their fruition. So I made the other hard choice: to quit. And I told myself I value that. Knowing when to quit. Knowing when you’re boundaries are not being respected. But maybe that’s just what I’m telling myself. Who knows? One can’t expect to embrace situations the same way year to year. In the end I feel vindicated in my values. In the reasons I love farming and good food. Producing for my own self sufficiency and sharing with those I care about. In the reasons and ways I care about my community. I believe that change happens locally. That backyard farms and community gardens do more to challenge food scarcity and how people think about food than production farming in the sticks ever could. You are a conundrum, Living Roots. So much potential but so much wrong fundamentally. I am glad I tried you and I do not regret leaving. 

A revolutionary, bold educational endeavor for Belize

New Post has been published on https://thedigitalinsider.com/a-revolutionary-bold-educational-endeavor-for-belize/

A revolutionary, bold educational endeavor for Belize

When 14-year-old Jahzhia Moralez played a vocabulary game that involved jumping onto her friend like a backpack, she knew Itz’at STEAM Academy wasn’t like other schools in Belize. Transferring from a school that assigned nearly four hours of homework every night, Moralez found it strange that her first week at Itz’at was focused on having fun. 

“I was very excited,” Moralez says. “I want to be an architect or a vet, and this school has the curriculum for that and other technology-based stuff.”

The name “Itz’at” translates to “wise one” in Maya, honoring the local culture that studied mathematics and astronomy for over a thousand years. Launched in September 2023, Itz’at STEAM Academy is a secondary school that prepares students between the ages of 13 and 16 to build sustainable futures for themselves and their communities, using science, technology, engineering, arts, and mathematics (STEAM). The school’s mission is to create a diverse and inclusive community for all, especially girls, students with special educational needs, and learners from marginalized social, economic, and cultural groups.

The school’s launch is the culmination of a three-year project between MIT and the Ministry of Education, Culture, Science, and Technology of Belize. “The Itz’at STEAM Academy represents a revolutionary and bold educational endeavor for us in Belize,” a ministry representative says. “Serving as an institution championing the pedagogy of STEAM through inventive and imaginative methodologies, its primary aim is to push the boundaries of educational norms within our nation.”

Itz’at is one of the first Belizean schools to use competency-based programs and individualized, authentic learning experiences. The Itz’at pedagogical framework was co-created by MIT pK-12 — part of MIT Open Learning — with members of the ministry and the school. The framework’s foundation has three core pillars: social-emotional and cultural learning, transdisciplinary academics, and community engagement.

“The school’s core pillars inform the students’ growth and development by fostering empathy, cultural awareness, strong interpersonal skills, holistic thinking, and a sense of responsibility and civic-mindedness,” says Vice Principal Christine Coc.

Building student confidence and connecting with community

The teaching and learning framework developed for Itz’at is rooted in proven learning science research. A student-centered, hands-on learning approach helps students develop critical thinking, creativity, and problem-solving skills. 

“The curriculum places emphasis on fostering student competence and cultivating a culture where it’s acceptable not to have all the answers,” says teacher Lionel Palacio.

Instead of measuring students’ understanding through tests and quizzes, which focus on memorization of content, teachers assess each stage of students’ project-based work. Teachers are reporting increased student engagement and deeper understanding of concepts.

“It’s like night and day,” says Moralez’s father, Alejandro. “I enjoy seeing her happy while working on a project. She’s not too stressed.”

The transdisciplinary approach encourages students to think beyond the boundaries of traditional school subjects. This holistic educational experience reinforces students’ understanding. For example, Moralez first learned about conversions in her Quantitative Reasoning course, and later applied that knowledge to convert centimeters to kilometers for a Belizean Studies project.

Students are also encouraged to consider their roles in and outside of school through community engagement initiatives. Connections with outside organizations like the Belize Zoo and the Belize Institute of Archaeology open avenues for collaboration and mutual growth.

“We have seen a positive impact on students’ confidence and self-esteem as they take on challenges and see the real-world relevance of their learning,” says Coc. 

Assignments that engage in real-world problem-solving are practical, offering students insight into future careers. The school aims to create career pathways to strengthen Belize’s existing industries, such as agriculture and food systems, while also supporting the development of new ones, such as cybersecurity.

Students’ sense of belonging is readily apparent to teachers, which positively correlates with their learning. “There’s a noticeable companionship among students, with a willingness to assist one another and an openness to the novel learning approach,” says Palacio.

Parents see the impact of the safe learning environment that Itz’at creates for their children. Izaya Lovell, for example, gets to embrace his whole self. “I get to speak my mother tongue, Kriol,” he says. “I can be like my dad — get dreads and grow out my hair. I can play sports and be physical.”

Izaya’s mother, Odessa Lovell, says her son was a completely different person after one month of studying at Itz’at. “He’s so independent, he’s saving money, and he’s doing things on his own,” she says.

A vision for Belize

The development of Itz’at emerged from a 2019 agreement between MIT’s Abdul Latif Jameel World Education Lab (J-WEL) and the ministry for the implementation of a STEAM laboratory school in Belize, with funding from the Inter-American Development Bank. MIT had a proven track record of projects and partnerships that transformed education globally. For example, MIT collaborated with administrators in India, which trained 3,300 teachers to launch a large-scale education system focusing on hands-on learning and competencies in values, citizenship, and professional skills that would prepare Indian students for further academic studies or the workforce. The Belize program is the first time that groups across the Institute have come together to develop a school from the ground up, and MIT pK-12 led the charge.

“One of the key aspects of the project has been the approach to co-design and co-creation of the school,” says Claudia Urrea, principal investigator for the Itz’at project at MIT and senior associate director of MIT pK-12. “This approach has not only allowed us to create a relevant school for the country, but to build the local capacity for innovation to sustain beyond the time of the project.”

Working with an extended team at MIT and stakeholders from the ministry, the school, parents, the community, and businesses, Urrea oversaw the development of the school’s mission, vision, values, governance structure, and internship program. The MIT pK-12 team — Urrea; Emily Glass, senior learning innovation designer; and Joe Diaz, program coordinator — led a collaborative effort on the school’s pedagogical framework and curriculum. Other core MIT team members include Brandon Muramatsu, associate director of special projects at Open Learning, and Judy Perry, director of the MIT Scheller Teacher Education Program, who created operational guidance for finances, policies, and teacher professional development. By sharing insights with J-WEL, the MIT pK-12 team is fueling shared thinking and innovations that improve students’ learning and pathways from early to higher education to the workforce. 

Like the students, this is the Belizean teachers’ first experience with project-based learning. The MIT team shared the skills, mindsets, and practical training needed to achieve the school’s core values. The professional development training was designed to build their capacity, so they feel confident teaching this model to students and future educators. 

Itz’at currently has 64 students, with plans to reach full capacity of 300 students by 2026. The goal is to continue to build capacity toward STEAM education in the country, expand the possibilities available to students after graduation, and foster a robust school-to-career pipeline. 

“The opening of this school marks a pioneering milestone not just within Belize but also across the broader Central American and Caribbean regions,” a ministry spokesperson says. “We are excited about the future of Itz’at STEAM Academy and the success of its students.”

huile sur toile

28/40cm

who are tea drinkers and who prefers coffee?

Alright going numbered order for this. Be that what you may

Both

Coffee

Tea

Dessert Teas specifically

Tea

Tea

Coffee if you can call it that still

Both

Tea, from their garden

Tea

Both

Tea

Tea

Coffee

Visalia is a town of more than 140,000 people in the San Joaquin Valley of California. The region is known for its agriculture industry, but many visitors to Visalia encounter the town on their way to the nearby Sequoia National Park, which is about 30 miles away to the east. Visalia represents an ideal place to stay when visiting Sequoia or on any exploration of Central California.Visalia offers its visitors an interesting history, as it is the oldest continuously inhabited European settlement in Central California. However, historic Visalia does offer modern attractions like events at the Visalia Fox Theatre and a strong arts culture within the city’s creative center.

Just spent a couple hours digging into this book. I'm not even sure what has worse environmental impacts, the paper the book is made of or the opinions printed within.

Is "post-colonial" literary theory a joke? It's distressing that a book printed in 2021 by a reputable academic press can be so painfully Eurocentric, and I mean PAINFULLY. The philosophical and literary frameworks drawn upon in most chapters are like what some British guy in 1802 would come up with. In most of the chapters, every framework, terminology, and example is inseparably fused to Latin, Greek, and/or Christian philosophers, myths and texts, even down to the specific turns of phrase. You would think only Europeans had history or ideas until the 20th century.

Don't get me wrong, non-european and even specifically anti-colonial sources are used, and I don't think all the writers are white people, but...that's what's so weird and off-putting about it, most of the book as a whole utterly fails to absorb anything from non-European and in particular anti-colonial points of view. The chapters will quote those points of view but not incorporate them or really give their ideas the time of day, just go right back to acting like Plato and Aristotle and Romantic poets are the gold standard for defining what it means to be human.

In brief, the book is trying to examine how literature can shed light on the climate crisis, which is funny because it completely fails to demonstrate that literature is good or helpful for the climate crisis. Like that is for sure one major issue with it, it shows that people *have* written stuff about climate change, but it sure doesn't convince you that this stuff is good.

Most of the works quoted are rather doomerist, and a lot of the narrative works specifically are apocalypse tales where most of Earth's population dies. The most coherent function the authors can propose that literature fulfills is to essentially help people understand how bad things are. One of the essays even argues that poetry and other creative work that simply appreciates nature is basically outdated, because:

“One could no longer imagine wandering lonely as a cloud, because clouds now jostle in our imaginations with an awareness of atmospheric concentrations of carbon dioxide and other atmospheric pollutants” (Mandy Bloomfield, pg. 72)

Skill issue, Mandy.

The menace of doomerism in fiction and poetry is addressed, by Byron Caminero-Santangelo, on page 127 when he references,

the literary non-fiction of a growing number of authors who explicitly assert, some might even say embrace, the equation between fatalistic apocalyptic narrative and enlightenment…they are authoritative in their rejection of any hope and in their representation of mitigatory action as the cliched moving of deckchairs on a sinking ship

He quotes an essay “Elegy for a country’s seasons” by Zadie Smith, who says: “The fatalists have the luxury of focusing on an eschatological apocalyptic narrative and on the nostalgia of elegy, as well as of escape from uncertainty and responsibility to act." Which is spot-on and accurate, but these observations aren't recognized as a menace to positive action, nor is the parallel to Christian thought that eagerly looks forward to Earth's destruction as a cathartic release from its pain made fully explicit and analyzed. Most of the creative works referenced and quoted in the book ARE this exact type of fatalistic, elegiac performance of mourning.

I basically quit reading after Chapter 11, "Animals," by Eileen Crist, which begins:

The humanization of the world began unfolding when agricultural humans separated themselves from wild nature, and started to tame landscapes, subjugate and domesticate animals and plants, treat wild animals as enemies of flocks and fields, engineer freshwater ecologies, and open their psyches to the meme of the ‘the human’ as world conquerer, ruler and owner.

This is what I'm talking about when I say it's dripping Eurocentrism; these ideas are NOT universal, and it's adding nothing to the world to write them because they fall perfectly in line with what the European colonizing culture already believes, complete with the lingering ghost of a reference to the Fall of Man and banishment from the Garden of Eden. It keeps going:

“Over time, the new human elaborated a view of the animal that ruptured from the totemic, shamanic and relational past.”

Okay so now she's introducing the idea of progression from shamanic nature-worshipping religions of our primitive past...hmm I'm sure this isn't going anywhere bad

“While humanity has largely rejected the colonizing project with respect to fellow humans, the occupation of non-human nature constitutes civilization’s last bastion of ‘normal’ colonialism. A new humanity is bound sooner or later to recognize and overthrow a colonialism of ‘nature,’ embracing a universal norm of interspecies justice.” (pg. 206) 

OKAY????

Not only denying that colonialism still exists, but also saying that humans' relationship with nature constitutes colonialism??

Embracing limitations means scaling down the human presence on demographic and economic fronts…(pg.207)

ope, there's the "we have to reduce the human population"

Embracing limitations further mandates pulling back from vast expanses of the natural world, thus letting the lavishness of wild (free) nature rule Earth again” (pg. 207) 

aaaaaaand there's the "we have to remove humans from wild nature so it can be freeeeeee"

don't get me wrong like I am a random white person with no particular expertise in anti-colonialist thought but I think this is an easy one. I'm pretty sure if your view of nature is that colonialism involving subjugating humans doesn't exist any more and actually humans existing in and altering nature is the real colonialism so we should remove humans from vast tracts of earth, your opinion is just bad.

Anyways y'all know I have an axe to grind against doomerism so it was probably obvious where this was going but good grief.

#Words and #PictureOfTheDay: 18/May/22

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Watch "Amazing Way to Use NETTLES to Improve Seedling Success" on YouTube

Watch “Amazing Way to Use NETTLES to Improve Seedling Success” on YouTube

Hello lovelies this was an interesting video about using plants to feed your other plants be it food or ornamental plants flowers and foliage. They seem to have therapeutic benefits and help the produce you’re growing according to the guest Nigel Palmer and author of a book he wrote about regenerative and restorative gardening. It seems relatively easy to make and something that Mr Vegan and I…

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The Planets & Random or Obscure Associations

~Sun~

Creativity, vitality, head of state, the father, games, yellow and orange clothing, articles of value, jewelry, gold, brass, power, diamonds, citrine, topaz, jasper, amber, rhodochrosite, mistletoe, almonds, citrus, succulents, sunflowers, fevers, heart, back, spine, grapes, walnuts, rice, chamomile, frankincense, juniper, saffron, marigold, rosemary, rue, palaces, towers, luxury.

~Moon~

Eternal, cycles, silver, aluminum, pearls, moonstone, opal, selenite, chest, glands, lymphatic system, nervous system, emotions, mother, ancestors, nurture, rebirth, tides, baths, ocean, brew, boat, sap, willow trees, succulents, pale color plants, white flowers, cucumber, cabbage, lettuce, melons, shellfish, pumpkins, lakes, fountains, ports, fishponds, pools, springs, sewers, dairies, toys, reflection, blankets, objects of comfort.

~Mercury~

Communication, journal, pen/pencil, any writing tools, wings, phosphorous, mercury, agate, tiger's eye, brain, nervous system, eyes, respiration, thyroid, speech, hearing, intellect, vehicles, money, bills, paper, books, pictures, parties or social gatherings, scientific instruments, butterflies, messages, mail, hazel, mulberry, myrtle, seeds, aniseed, dill, fennel, lavender, liquorice, marjoram, parsley, valerian, hazelnuts, beans, mushrooms, pomegranates, carrots, celery, libraries, schools, markets, fairs, public spaces, tennis or badminton court, studies, banks, bowling greens, offices, blue, white, or light colored flowers.

~Venus~

Love, relating, lust, high-quality fabrics, copper, bronze, sodium, malachite, tourmaline, emerald, rose quartz, kunzite, sapphire, pastels, throat, kidneys, lumber region, art, music, aesthetics, social life, fashion, jewelry, wine, pleasure, alder tree, fruit trees, paint, ash tree, birch, pomegranates, early flowering, daisy, mint, marshmallow, meadowsweet, mugwort, plantain, tansy, roses, thyme, vervain, yarrow, potatoes, strawberries, wheat, sugar, nectarines, ballrooms, bedrooms, dining room, gardens, fountains, wardrobes, theaters, looking and feeling good.

~Mars~

Lust, conquest, desire, flaming sword, red things, fights, iron, brass, bloodstone, carnelian, cinnabar, pyrite, magnetite, ruby, garnet, hematite, muscles, reproductive organs, blood, kidneys, immunity, heat, action, arms, pepper, sharp instruments, cutlery, attacks, scissors, weapons, physical intimacy, bites, stings, scalds, burns, accidents, hawthorn, pine, thorns, cactus, aloes, anemone, arnica, belladonna, garlic, ginger, hops, mustard seed, nettles, wormwood, chives, onions, leeks, radish, rhubarb, tobacco, labs, furnaces, distilleries, bakehouses, ovens, smiths, butchers, fields, anger, passion, self-focus.

~Jupiter~

Expansion, optimism, religion, religious sites, tin, seduction, turquoise, chrysocolla, topaz, citrine, jasper, liver, pancreas, pituitary gland, sciatic nerve, excess, abundance, prophecy, philosophy, knowledge, universities, foreign travel, luggage, honey, oil, silk, fruit, distinct clothing, merchandise, horses, domestic birds, gambling, indulgence, entertainment, oak, dandelion, sage, endive, chervil, asparagus, figs, churches, temples, palaces, altars, courts, mansions, woods, orchards, winery, cornucopia, connecting with the soul.

~Saturn~

Limits, boundaries, father time, lord of death, shadows, lead, iron, steel, calcium, asbestos, sulphur, diamond, onyx, calcite, skeleton, spleen, skin, teeth, nails, joints, structure, crystallization, old age, blockage, anything dark, wool, heavy materials, agriculture, wheelbarrows, spades, farm houses and buildings, cold, laws, aspen, blackthorn, buckthorn, cypress, elm, toxic plants, hemlock, henbane, belladonna, hellebore, barley, beetroot, safflower, parsnips, spinach, deserts, woods, valleys, caves, church yards, ruins, coalpits, sinks, wells, mud, institutions.

~Uranus~

Eccentrics, mavericks, invention, genius, revolution, change, trends, disruptive science or tech, uranium, magnesium, lapis lazuli, sapphire, aquamarine, azurite, chalcedony, electricity, neon lights, plaid, nervous and circulatory system, pineal gland, chaos, violence, upheaval, astrology, steam engines, coal, machinery, coins, baths, fishponds, dangerous places, computers, magnets, quantum physics, research, welfare, humanity, hypnotherapy, railways, banks, gas, psychiatric hospitals, offices, hospitals, dispensaries, fortified places, chemicals, mingled/mingling, spirit and matter.

~Neptune~

Illusions, veils, diffuse, deception, water, oceans, mysticism, enlightenment, artistic pursuit and understanding, zinc, potassium, amethyst, fluorite, jade, sugilite, coral, aquamarine, pineal gland, lymphatic and nervous system, spine, mental processes, addiction, psychoses, disease, photography, music, substances, gas, religion, poetry, mimicry, chameleon, anesthetic, telepathy, empathy, dancing, psychic gifts, places near water, hospitals, places of healing, jeweler, painters, brewers, musicians, visionary.

~Pluto~

Power, influence, darkness, new life, what's hidden underneath, seeds, volcanoes, deep earth or ocean, bury, explosions, eruptions, abduction, plutonium, smoky quartz, obsidian, jet, pearl, deep reds, reproductive organs, the unconscious, nuclear, transformation, death, birth, rebirth, underworld, riches, earthquakes, big business, murder, detection, detective, invisibility, sneak, enforced change, hidden places, underground, drains, sewers, radioactive places, the occult, black magic, sacrifice, renew.

Worldbuilding questions to get the creative juices flowing 19

Theme: Agriculture (Animal Edition)

What animals are commonly used in agriculture? What ones are also used but not as common? 

Humans make are innovators, we try to find every single possible use for everything, so what are the animals for? What do they produce? How is that produced? What are all the uses for the produce?

How are animals contained? What are the conditions like? What do people think about the conditions? Is the industry making a change?

How are animals transferred from place to place? What is life of ranchers and farmers like? Who takes care of the animals/what jobs do so?

Are those animals also commonly kept as pets? How does pet life differ from agriculture life?

Do the animals have any other roles in society? (Workforce, service animals, military, steeds, racing)

Where is animal agriculture done in the society? (Fields, forests, urbanized holding centers) What to they trade their products for?

can i please request azriel x reader who is a brilliant inventor, she is groundbreakingly smart and she comes up with solutions quicker than anyone. She is very known and well-respected for her quick mind through all the courts and lords and courts try to recruit her for reader to be in their courts. She invents the best inventions like:

- a magical mirror that allows users to glimpse other courts and realms during the annual Starfall event, providing a unique and enchanting view of the world beyond their own.

- Enchanted gemstones that can regulate temperature and create pleasant, cool microclimates within Summer Court, making the sweltering summer season more bearable.

- Quills imbued with the magic of the Night Court, which write in a language only decipherable by those who have undergone the Night Court’s trials, ensuring secret communication.

- Cloaks made from enchanted materials that can protect wearers from various magical and physical threats in the dangerous world of Prythian.

- Mechanical attachments for Illyrian warriors that temporarily enhance their flying abilities, allowing for greater maneuverability and speed during aerial combat.

she makes personal devices for the ic aswell. like gauntlets to help enhance hand-to-hand combat or magical swords, and so on❤️❤️ i’m a woman in stem so this is just amazing idead fr

Inventor 

Azriel x reader

A/n: omg anon ur brain is insane, like this is such a good idea!

Warnings: none

Walking in the house Azriel heard you humming from work room. He smiled to himself as he framed the door open. You were sat at your desk working on your latest invention.

Azriel loved your brain. It is a vast, endless sea of ideas and knowledge. Each creation a new unique wave flowing from you. You grew up on the continent and attended a school that encouraged creativity. Once you moved to the Night Court you made a name for yourself.

Every court wanted you to solve their problems or help create something for agriculture or to consult on new medical technology. And of course you’d help. You’d never want anyone to suffer. Once you told Azriel that inventing things to help people, big or small, made you unbelievably happy.

Azriel walked up behind you placing a kiss on the back of your head. You turn to face him and Az jumps, not expecting your giant magnified eyes. Removing your goggles you smile up at your mate. “Hi babe, how was your day?”

“It was good. What are you working?” He asks looking down at what you are currently tinkering on. “Oh, it’s a small light for Nesta. It can attach to her book so she can read in bed without bother Cassian.” You said with a giggle. Azriel rolled his eyes at his brothers childish complaints.

“If this one works I’m going to make ones for Gwyn and Em too. This is the third prototype, I can’t seem to get the button right so fingers crossed it works.” You pick up the small light and click the button.

The small, but bright light illuminates your work space. Your lips break out into a wide grin. As you hold up the light Azriel smiles at you. “That’s amazing my love! Excellent job, Nesta is going to love it.”

Turning it off you set the book light down. “I’m going to get a box for this, will you fly me to the House of Wind so I can give it to Nes?” “Of course love. I’ll wait here for you.” You kissed his cheek and hurried out of your work room.

He looked around in awe of everything hanging or on shelves in the room. Azriel always prided himself on knowing what was knew or what you made improvements on. It was a fun game for him.

Your voice broke him from his thoughts as you tugged him out of the room. Your excitement to deliver something so small to your friend infectious.