We prove a theorem that computes, for any augmented operad $\mathcal{O}$, the stable homology of the Lie algebra of derivations of the free algebra $\mathcal{O}(V)$ with twisted bivariant coefficients (here stabilization occurs as $\dim(V)\to\infty$) out of the homology of the wheeled bar construction of $\mathcal{O}$; this can further be used to prove uniform mixed representation stability for the homology of the positive part of that Lie algebra with constant coefficients. This result generalizes both the Loday–Quillen–Tsygan theorem on the homology of the Lie algebra of infinite matrices and the Fuchs stability theorem for the homology of the Lie algebra of vector fields. We also prove analogous theorems for the Lie algebras of derivations with constant and zero divergence, in which case one has to consider the wheeled bar construction of the wheeled completion of $\mathcal{O}$. Similarly to how cyclic homology of an algebra A may be viewed as an additive version of the algebraic K-theory of A, our results hint at the additive K-theoretic nature of the wheeled bar construction.

On January 20, 2025 the European Court of Human Rights (ECtHR) ruled that Italy violated the right to life (Article 2 of the Convention) and the right to respect for private and family life (Article 8 of the Convention). The ruling was based on Italy's prolonged failure to address widespread illegal waste dumping by organized criminal groups in the Terra dei Fuochi (Land of Pyres) region near Naples.

This article investigates the innovative pedagogical approaches and cultural integration of electroacoustic music in Papua, Indonesia, through the work of composer and educator Markus Rumbino. Born in 1989 in Jayapura, Papua, Rumbino is the first professional electroacoustic composer from eastern Indonesia. After returning to Jayapura in 2013 to join the Institute of Arts and Culture (ISBI) Tanah Papua, he faced unique challenges in a region where electroacoustic music is largely unfamiliar and often misunderstood. The study explores how Rumbino bridges Western music education with Indigenous Papuan sound environments to foster cultural identity and confidence among his students – primarily Indigenous from East Indonesia, including natives from the Papuan Highlands with limited formal musical training. Through detailed interviews and analysis, the article examines his innovative use of soundscape composition, listening exercises and soundwalk methodologies as pedagogical tools. By engaging students in critical listening and exploration of their local soundscapes, Rumbino reconnects them with their cultural heritage while introducing contemporary artistic expressions. Situating his methods within the broader context of soundscape literature and inclusive educational practices in electroacoustic music, this article highlights the transformative potential of integrating local soundscapes into music education. This contributes to discussions on culturally responsive teaching methods and the role of environmental sounds in fostering musical creativity.

This article explores an under-discussed and unclaimed conceptualisation of futurity that can be located within historical sound practices and sonic thoughts of the Indian subcontinent. In the 1950s and 1960s, this alternative sonic worldview influenced Western music and its sound pallet without credit. The intervention of this futurism in the Western model of music, sounding and listening was revolutionary, proliferating an alternate aesthesis of time, space and subjectivities in sound practices – with an emergent environmentality, manifesting arguably in the birth of ambient music and sounding arts and remodelling of sensing the world from a relational perspective. Yet, this sonic worldview, knowledge system and a radical sense of non-linear futurity were not recognised then. But the importance of the futurity can be appreciated today on the verge of multiple planetary crises. It is in this time and day that a futurist vision may provide a new sense of surviving for a posterity and generate a possibility of emancipation from the fear and loathing for a dystopian tomorrow, which is construed from a Western perspective entrenched in its rationality. How can we hear possible futures from perspectives of South Asia that have been marginalised in sonic epistemologies by an absence of voices, which could offer new grounds?

This article presents a short account of the practice of vice-charging within the domain of vice epistemology. It briefly examines two pervasive epistemic vices – closed-mindedness and insouciance – and then explores some of the issues surrounding when and how to go about charging others with an epistemic vice.

During the past 20 years, the expansion of bilingual education programmes in Spain has generated a situation where the voices of stakeholders frequently go unheard. Accordingly, this paper is a critical review of bilingual programmes within the Spanish context. An analysis has been carried out on stakeholder perceptions, that is, of teachers, students, management teams, and families, as reflected in the literature published between 2014 and 2023. The corpus reviewed consists of 34 papers, ranging from pre-primary to higher education, with a particular focus on stakeholders' perceptions of the implementation of bilingual education in a foreign language (English). In terms of the characteristics of the studies analysed, the predominance of teachers' perceptions over other stakeholders and the scarcity of longitudinal studies and research based on national samples should be noted. The adoption of a more robust methodological design could provide a fuller assessment of the implementation of bilingual education in Spain. Nonetheless, this review highlights the need for specific improvements at each level of education if a more learner-centred approach to teaching is to be achieved. Such improvements could include additional training opportunities, collaboration among teachers, and measures to alleviate the additional workload associated with bilingual education.