Living better in a better world: Guidance and counselling in an ecosystemic model of culture

Diagnosis and prognosis of current problems take into account the connections (assets) and ruptures (deficits) between the different dimensions of being-in-the-world, mutually entangled as donors and recipients: intimate; interactive; social and biophysical. Guidance and counselling consider the complex and dynamic configurations formed by the intertwining of the different dimensions, as they combine to produce the events. Cultural and epistemic backgrounds, subject-object relationships, assumptions and conflicts, are examined by heuristic-hermeneutic processes, as new support structures emerge in the socio-cultural learning niches. Problems related to education, culture, ethics, physical, social and mental well-being, natural and man-made environment are treated as ecosystemic configurations, not as separate objects of separate programmes. Values, goals, and principles are considered in the transition from a non-ecosystemic to an ecosystemic model of culture. The proposal presents not only a descriptive position, but also a normative position, a framework for the development and evaluation of public policies and research and teaching programmes, critically inquiring into the prevailing assumptions of growth, power, wealth, work and freedom.education; culture; environment; ecosystemic; guidance; counselling

Living better in a better world: Guidance and counselling in an ecosystemic model of culture

Diagnosis and prognosis of current problems take into account the connections (assets) and ruptures (deficits) between the different dimensions of being-in-the-world, mutually entangled as donors and recipients: intimate; interactive; social and biophysical. Guidance and counselling consider the complex and dynamic configurations formed by the intertwining of the different dimensions, as they combine to produce the events. Cultural and epistemic backgrounds, subject-object relationships, assumptions and conflicts, are examined by heuristic-hermeneutic processes, as new support structures emerge in the socio-cultural learning niches. Problems related to education, culture, ethics, physical, social and mental well-being, natural and man-made environment are treated as ecosystemic configurations, not as separate objects of separate programmes. Values, goals, and principles are considered in the transition from a non-ecosystemic to an ecosystemic model of culture. The proposal presents not only a descriptive position, but also a normative position, a framework for the development and evaluation of public policies and research and teaching programmes, critically inquiring into the prevailing assumptions of growth, power, wealth, work and freedom

Reconnecting the Broken Bonds: Environment, Politics, Economics and the State of the World

An ecosystem theoretical and practical framework is posited for the evaluation and planning of advocacy, communication, public policies, research and teaching programmers, intertwining four dimensions of being-in-the-world (intimate, interactive, social and biophysical), as they combine, as donors and recipients, to induce the events (deficits/assets), cope with consequences (desired/undesired) and contribute for change (potential outputs). Earth’s regeneration and mankind’s regeneration, as faces of the same coin, are addressed simultaneously, in space and time, for their mutual support. Goals and new paths to reach them contemplate a set of values, norms and policies that prioritizes socio-ecological objectives, human well-being, natural and built environments, the aesthetic, ethical and cultural meaning of the existence

Living better in a better world: Guidance and counselling in an ecosystemic model of culture

Diagnosis and prognosis of current problems take into account the connections (assets) and ruptures (deficits) between the different dimensions of being-in-the-world, mutually entangled as donors and recipients: intimate; interactive; social and biophysical. Guidance and counselling consider the complex and dynamic configurations formed by the intertwining of the different dimensions, as they combine to produce the events. Cultural and epistemic backgrounds, subject-object relationships, assumptions and conflicts, are examined by heuristic-hermeneutic processes, as new support structures emerge in the socio-cultural learning niches. Problems related to education, culture, ethics, physical, social and mental well-being, natural and man-made environment are treated as ecosystemic configurations, not as separate objects of separate programmes. Values, goals, and principles are considered in the transition from a non-ecosystemic to an ecosystemic model of culture. The proposal presents not only a descriptive position, but also a normative position, a framework for the development and evaluation of public policies and research and teaching programmes, critically inquiring into the prevailing assumptions of growth, power, wealth, work and freedom

Comparative Composition, Diversity and Trophic Ecology of Sediment Macrofauna at Vents, Seeps and Organic Falls

Sediments associated with hydrothermal venting, methane seepage and large organic falls such as whale, wood and plant detritus create deep-sea networks of soft-sediment habitats fueled, at least in part, by the oxidation of reduced chemicals. Biological studies at deep-sea vents, seeps and organic falls have looked at macrofaunal taxa, but there has yet to be a systematic comparison of the community-level attributes of sediment macrobenthos in various reducing ecosystems. Here we review key similarities and differences in the sediment-dwelling assemblages of each system with the goals of (1) generating a predictive framework for the exploration and study of newly identified reducing habitats, and (2) identifying taxa and communities that overlap across ecosystems. We show that deep-sea seep, vent and organic-fall sediments are highly heterogeneous. They sustain different geochemical and microbial processes that are reflected in a complex mosaic of habitats inhabited by a mixture of specialist (heterotrophic and symbiont-associated) and background fauna. Community-level comparisons reveal that vent, seep and organic-fall macrofauna are very distinct in terms of composition at the family level, although they share many dominant taxa among these highly sulphidic habitats. Stress gradients are good predictors of macrofaunal diversity at some sites, but habitat heterogeneity and facilitation often modify community structure. The biogeochemical differences across ecosystems and within habitats result in wide differences in organic utilization (i.e., food sources) and in the prevalence of chemosynthesis-derived nutrition. In the Pacific, vents, seeps and organic-falls exhibit distinct macrofaunal assemblages at broad-scales contributing to ß diversity. This has important implications for the conservation of reducing ecosystems, which face growing threats from human activities

Ion homeostasis in the Chloroplast

peer reviewedThe chloroplast is an organelle of high demand for macro- and micro-nutrient ions, which are required for the maintenance of the photosynthetic process. To avoid deficiency while preventing excess, homeostasis mechanisms must be tightly regulated. Here, we describe the needs for nutrient ions in the chloroplast and briefly highlight their functions in the chloroplastidial metabolism. We further discuss the impact of nutrient deficiency on chloroplasts and the acclimation mechanisms that evolved to preserve the photosynthetic apparatus. We finally present what is known about import and export mechanisms for these ions. Whenever possible, a comparison between cyanobacteria, algae and plants is provided to add an evolutionary perspective to the description of ion homeostasis mechanisms in photosynthesis

Living better in a better world: Guidance and counselling in an ecosystemic model of culture

Cultural and epistemic backgrounds, subject-object relationships, assumptions and conflicts, are examined by heuristic-hermeneutic processes in the sociocultural learning niches. Diagnosis and prognosis of current problems take into account the connections (assets) and ruptures (deficits) between the different dimensions of the world, as donors and recipients: intimate; interactive; social and biophysical. The proposal presents not only a descriptive position, but also a normative position, critically inquiring into prevailing assumptions in view of design/debate, meaning-making, connections-mapping, democratic dialogue and social construction. Values, goals, and principles are considered in view of the transition from an non-ecosystemic to an ecosystemic model of culture.education; culture; environment; ecosystemic; guidance; counseling