Recent field investigations, performed across some of the less floristically known sectors of Calabria, have led to the discovery of Salsola tragus and Thymelaea gussonei, two new species for the regional vascular flora. By providing crucial biogeographical and taxonomic remarks, this work aims to contribute to the improvement of the knowledge of the rich, diversified and still poorly known native flora of Calabria. The biogeographical value of these new findings underlines the decisive role of field survey in the enhancement of the information on regional biodiversity, the essential basis for every further ecological study and conservation effort.

Background: Financial well-being is a key domain of overall well-being, encompassing an individual's ability to meet financial obligations, secure their financial future, and maintain a sense of financial freedom. Education is often viewed as a critical pathway to enhancing financial well-being. However, the returns of education on financial well-being are not uniform across racial, ethnic, and nativity groups. The theory of Minorities’ Diminished Returns (MDRs) suggests that the positive effects of education on outcomes such as income and financial security are weaker for marginalized groups, including Black individuals, Latinos, and immigrants. Objective: This study examines the diminished returns of education on financial well-being among Black, Latino, and immigrant populations in the United States. We aim to investigate how structural inequalities contribute to weaker financial returns on education for these groups compared to their White and native-born counterparts. Methods: We utilized data from the Understanding America Study (UAS 2014) to conduct a cross-sectional analysis of adult respondents. The study assessed financial well-being outcomes (e.g., income, savings, and financial security) and their association with educational attainment across racial, ethnic, and nativity groups. Regression models were employed to test for interaction effects between education and race/ethnicity/nativity, adjusting for sociodemographic factors such as age, gender, employment, and family structure. Results: Our analysis included 8,121 individuals. The mean age of the respondents was 48 years (SD = 16). High education was associated with higher financial well-being (B = 1.284, 95% CI: 1.157, 1.410). The interaction terms between education and immigrant status (B = -0.507, 95% CI: -0.930, -0.084), race (Black) (B = -0.770, 95% CI: -1.208, -0.331), and ethnicity (Hispanic) (B = -0.589, 95% CI: -0.969, -0.210) were all significant, suggesting that immigrant, Black, and Hispanic individuals experience diminished returns on education in terms of financial well-being, relative to US-born non-Hispanic White individuals. The significant negative interactions between education and minority statuses (Black, Hispanic, and immigrant) indicate that while education generally improves financial well-being, the magnitude of this improvement is substantially smaller for these marginalized groups. Conclusion: Understanding how education translates to financial well-being across different racial, ethnic, and nativity groups is critical for addressing persistent financial disparities.

This paper investigates the constructability of angles multiples of 3 within the framework of Euclidean geometry. It makes a significant contribution by presenting the first geometric construction for all such angles, offering a rigorous solution to a longstanding geometric problem. The paper reaffirms the efficacy of Euclidean geometry in providing precise constructions and robust proofs for these angles, demonstrating the enduring strength of Euclidean principles from classical to modern times. The presented workflow goes beyond Euclidean geometry to examine non-Euclidean methods, particularly analytical approaches, revealing misconceptions that compromise the genetic and geometric rigor of Euclidean principles. The paper exposes incongruities when algebraic proofs related to angle constructability are applied to the Euclidean system, emphasizing the misalignment of fundamental geometric concepts. A notable result in the paper is the construction of a angle, introducing the “ angle chord” as a novel geometric property. This property challenges assumptions made by non-Euclidean methods and highlights the nuanced geometric properties crucial for rigorous constructions. The paper refutes the fallacy of relying solely on algebra for solutions to angles multiples of , emphasizing the necessity of embracing Euclidean geometry for geometric discoveries. The paper underscores the merits and resilience of Euclidean geometry, showcasing its independence and depth across historical and modern perspectives. The newly presented geometric construction not only resolves a longstanding question but also emphasizes the intrinsic strength and uniqueness of Euclidean principles in contrast to alternative methodologies.

Biodiversity is related to a global problem: its destruction, a fact supported by scientific authorities. It is not trivial that educational dimension has been contemplated as one of the strategies for its conservation. Since 1992 global initiatives such as the Convention on Biological Diversity postulates concepts that linked education and nature conservation. The main objective of this research work is to test the level of assimilation of extracurricular scientific knowledge by primary school pupils. The method chosen for the content was, on the one hand, a master class intervention with an interactive presentation on a digital whiteboard. Third cases were chosen. Each case consisted of a presentation of the current status of a species of fauna present in Spain. On the second part, students were asked to write an essay and to illustrate the experience during the presentation. Regarding the essays, students showed that they were more attracted to the first species that was presented (Iberian lynx) in a proportion of over 45% of cases. The “Endangered species” concept appeared in more than 77% of the texts reviewed. In terms of drawings, almost 55% of the responses seem to devote more attention to the second species described (Testudo graeca). An attempt was made to offer rigorous, structured information related to different aspects of natural reality in order to contemplate the broadest possible vision. The example of an instructional intervention presented here aims to be an alternative to other transmissive teaching models. Likewise, the linking of abstract concepts with socio-cultural reality proved to be a successful strategy to reinforce knowledge about natural biodiversity, endangered species or threat factors.