Analysis and proposals on Global Environmental Governance on the way to 2012 Rio Conference on Sustainable Development

● General Objective: Develop an institutional analysis about how the GEG issues are managed within the United Nations, framing it into the ongoing preparation process of the next 2012 Rio Conference on Sustainable Development. ● Specific Objectives: - List and analyze the main MEAs, the topics that they refer to, and the actors that manage each of them, according to the defined methodology. - List and analyze the main Actors that are currently working on environment and sustainability, that are taking part of the ongoing GEG debate. - Read critically the current analysis and proposals that outcome from the Secretary-General Report on the Preparatory Committee for the United Nations Conference on Sustainable Development on the reform of the institutional Framework on GEG. - Develop conclusions and proposals about the challenges on the Institutional Framework on GEG within the United Nations.The purpose of this Master's Thesis is to analyze the Institutional Framework for Sustainable Development debate that is currently happening into the ongoing preparation process of the 2012 Conference on Sustainable Development, and more concretely about the Global Environmental Governance institutions within the United Nations. In order to achieve this aim this study contextualizes the previously mentioned debate, through three parts: historical review of the Global Environmental Governance, analysis of the current Multilateral Environmental Agreements, and United Nations actors' analysis. These three parts are essential to understand the Institutional Framework for Sustainable Development and Global Environmental Governance debate; as the actors and the Multilateral Environmental Agreements define the Institutional Framework that should make possible to face the Environmental problems and Challenges. After contextualizing the Global Environmental Governance, the Secretary-General Report on the Preparatory Committee Recently held in New York [1] is critically read, arriving to different conclusions and proposals; among them the fact that the United Nations trends to duplicate structures which work on similar topics, the suggestion that thematic clustering of some of the current MEAs could improve the lack of coordination among actors involved in the Institutional Framework for Sustainable Development, the need of creation of a Global monitoring system on Environmental impact assessment or the difficulties that the United Nations shows for integrating environmental topics within its structure

Taxonomic and nomenclatural rearrangements in Artemisia subgen. Tridentatae, including a redefinition of Sphaeromeria (Asteraceae, Anthemideae)

[EN]A recent molecular phylogenetic study of all members of Artemisia subgenus Tridentatae, as well as most of the other New World endemic Artemisia and the allied genera Sphaeromeria and Picrothamnus, raised the necessity of revising the taxonomic framework of the North American endemic Artemisia. Composition of the subgenus Tridentatae is enlarged to accommodate other North American endemics and is organized into 3 sections: Tridentatae, Nebulosae, and Filifoliae. This paper deals with the combination of one section, the amendment of 2 more sections, and the combination in or the reversion to Artemisia of some Sphaeromeria and Picrothamnus species. The new names given for previous Sphaeromeria species are Artemisia macarthurii (for S. argentea), A. albicans (for S. cana), A. constricta (for S. compacta), and A. inaequifolia (for S. diversifolia). The other Sphaeromeria we studied (S. capitata, S. potentilloides, S. ruthiae, and S. simplex) had been formerly considered Artemisia (respectively, A. capitata, A. potentilloides, A. ruthiae, and A. simplex), and their previous nomenclature is therefore recommended[ES]Un estudio reciente sobre la filogenia molecular de todos los miembros del subgénero Tridentatae de Artemisia, así como de la mayoría de las otras especies de Artemisia endémicas del Nuevo Mundo y los géneros afines Sphaeromeria y Picrothamnus, hizo ver la necesidad de revisar el marco taxonómico de las especies de Artemisia endémicas a Norteamérica. La composición del subgénero Tridentatae se ha ampliado para dar cabida a las otras especies endémicas de Norteamérica, y está organizado en 3 secciones: Tridentatae, Nebulosae y Filifoliae. El presente artículo trata sobre la combinación de una sección y la enmienda de 2 más, y propone la incorporación o reversión a Artemisia de algunas especies de Sphaeromeria y Picrothamnus. Los nuevos nombres de las especies previamente asignadas a Sphaeromeria son Artemisia macarthurii (para S. argentea), A. albicans (para S. cana), A. constricta (para S. compacta) y A. inaequifolia (para S. diversifolia). Las otras especies de Sphaeromeria estudiadas (S. capitata, S. potentilloides, S.ruthiae y S. simplex) habían sido previamente consideradas como miembros de Artemisia (A. capitata, A. potentilloides, A. ruthiae y A. simplex, respectivamente), por lo quese recomienda utilizar su nomenclatura anteriorThis work was subsidized by projects CGL2007-64839-C02-01/BOS and CGL2007-64839-C02-02/BOS of the Spanish government. SG was granted a JAE-DOC contract from the CSIC and a short stay in the Shrub Sciences Laboratory (USDA) in Utah, also from the CSIC.Peer reviewe

Impacte de la disploïdia i la poliploïdia en les Artemisia d’alta muntanya

Noticia publicada en la web institucional del Instituto Botánico de Barcelona el 23 de diciembre de 2015 -- Disponibles PDFs en español y catalán y capturas de pantalla de la noticia en la web.Peer reviewe

Analysis and proposals on Global Environmental Governance on the way to 2012 Rio Conference on Sustainable Development

● General Objective: Develop an institutional analysis about how the GEG issues are managed within the United Nations, framing it into the ongoing preparation process of the next 2012 Rio Conference on Sustainable Development. ● Specific Objectives: - List and analyze the main MEAs, the topics that they refer to, and the actors that manage each of them, according to the defined methodology. - List and analyze the main Actors that are currently working on environment and sustainability, that are taking part of the ongoing GEG debate. - Read critically the current analysis and proposals that outcome from the Secretary-General Report on the Preparatory Committee for the United Nations Conference on Sustainable Development on the reform of the institutional Framework on GEG. - Develop conclusions and proposals about the challenges on the Institutional Framework on GEG within the United Nations.The purpose of this Master's Thesis is to analyze the Institutional Framework for Sustainable Development debate that is currently happening into the ongoing preparation process of the 2012 Conference on Sustainable Development, and more concretely about the Global Environmental Governance institutions within the United Nations. In order to achieve this aim this study contextualizes the previously mentioned debate, through three parts: historical review of the Global Environmental Governance, analysis of the current Multilateral Environmental Agreements, and United Nations actors' analysis. These three parts are essential to understand the Institutional Framework for Sustainable Development and Global Environmental Governance debate; as the actors and the Multilateral Environmental Agreements define the Institutional Framework that should make possible to face the Environmental problems and Challenges. After contextualizing the Global Environmental Governance, the Secretary-General Report on the Preparatory Committee Recently held in New York [1] is critically read, arriving to different conclusions and proposals; among them the fact that the United Nations trends to duplicate structures which work on similar topics, the suggestion that thematic clustering of some of the current MEAs could improve the lack of coordination among actors involved in the Institutional Framework for Sustainable Development, the need of creation of a Global monitoring system on Environmental impact assessment or the difficulties that the United Nations shows for integrating environmental topics within its structure

La construcción de la identidad profesional: el caso de los estudiantes de máster de cambio de carrera

Programa de Doctorat en Educació i Societat[spa] El comienzo de este siglo ha traído consigo la normalización de la movilidad profesional debido a una realidad laboral más precaria e inestable. Ante esta nueva concepción menos lineal de la profesión, la formación continua en general, y los estudios de máster en particular se han convertido en herramientas que permiten adaptarse a estos cambios. Sin embargo, a pesar del aumento de las titulaciones de máster y de los diferentes tipos de estudiantes que acceden a estos programas, existe una falta de investigación sobre los másteres como mecanismo para construir una nueva identidad profesional. El objetivo principal de esta tesis es analizar y comprender los procesos de transición a los másteres y la construcción de la identidad profesional de los estudiantes que deciden cambiar de carrera a través de la realización de un máster en Formación del Profesorado en Cataluña. En cuanto a los objetivos específicos, pretendemos: a) profundizar en la trayectoria académica inicial de estos estudiantes de máster; b) conocer su experiencia profesional previa al máster; c) comprender el proceso de transición y los factores que lo desencadenan; d) examinar la evolución de su trayectoria durante el máster; y e) analizar el impacto que el máster ha tenido en su experiencia e identidad profesional posterior. El análisis teórico abarca los aspectos principales de esta investigación, que incluyen: la contextualización de la importancia de los másteres en el contexto de las transformaciones en la educación superior en el marco del Plan Bolonia; los modelos teóricos y la evidencia empírica del desarrollo de la carrera en adultos desde una perspectiva tradicional y actual; la identidad en general, y en particular la identidad profesional, a través de enfoques, teorías y modelos que la respaldan; y por último, la identidad profesional docente y los factores que influyen en su desarrollo y consolidación con especial énfasis en el colectivo objeto de esta tesis. El diseño metodológico da respuesta al objetivo de comprender el fenómeno del cambio de identidad analizado. A través de la metodología cualitativa se entiende dicho fenómeno desde la perspectiva de los protagonistas, utilizando historias de vida obtenidas a partir de entrevistas semiestructuradas realizadas a 10 profesores de secundaria. Estas entrevistas aportan datos sobre las vivencias y experiencias relacionadas con la transición. Además, se analizan las trayectorias a lo largo de varios años, se profundiza en las diferentes etapas vitales y momentos clave de los entrevistados, y se destaca el perfil heterogéneo del grupo en términos de edad, procedencia y período de finalización del máster, entre otros aspectos. El análisis del contenido se realiza tanto cada uno de los relatos de vida (intra-caso) como de manera transversal (inter-caso), permitiendo, así, establecer categorías relevantes. Los resultados revelan una diversidad de perfiles dentro del grupo en términos de profesión disciplinar previa y especialidad cursada en el máster de formación de profesorado, lo que confirma la heterogeneidad de este colectivo. Además, se observan diferencias en los factores y desencadenantes que motivan la transición hacia un cambio de identidad profesional. Mediante el estudio cualitativo intra e inter-caso se ha logrado profundizar en las diferentes etapas del ciclo de vida de los estudiantes, identificar características propias de cada etapa vital y determinar los factores personales y contextuales que influyen en el proceso de desarrollo de la identidad profesional docente. Los resultados obtenidos y su posterior discusión han llevado a establecer un marco de propuestas para mejorar esta transición específica tanto desde la perspectiva institucional como de la orientación.[eng] The beginning of this century has brought with it the normalization of professional mobility due to a more precarious and unstable work reality. Faced with this less linear conception of the profession, continuous education in general, and master's studies in particular have become tools that allow for adaptation to these changes. However, despite the increase in master's degrees and the different types of students accessing these programs, there is a lack of research on master's degrees as a mechanism for building a new professional identity. The main objective of this thesis is to analyze and understand the transition processes to master's degrees and the construction of the professional identity of students who decide to change careers through the completion of a Teacher Training Master's program in Catalonia. Regarding specific objectives, we aim to: a) delve into the initial academic trajectory of these master's students; b) understand their previous professional experience before the master's program; c) comprehend the transition process and the factors that trigger it; d) examine the evolution of their trajectory during the master's program; and e) analyze the impact that the master's program has had on their subsequent professional experience and identity. The theoretical analysis encompasses the main aspects of this research, which include: contextualizing the importance of master's degrees in the context of transformations in higher education within the framework of the Bologna Process; theoretical models and empirical evidence of career development in adults from both traditional and current perspectives; identity in general, and specifically professional identity, through supporting approaches, theories, and models; and finally, teacher professional identity and the factors that influence its development and consolidation, with special emphasis on the target group of this thesis. The methodological design responds to the objective of understanding the analyzed identity change phenomenon. Through qualitative methodology, this phenomenon is understood from the perspective of the individuals involved, using life stories obtained from semi-structured interviews conducted with 10 secondary school teachers. These interviews provide data on the experiences related to the transition. Additionally, trajectories over several years are analyzed, delving into different life stages and key moments of the interviewees, highlighting the heterogeneous profile of the group in terms of age, background, and period of completion of the master's program, among other aspects. Content analysis is conducted on both individual life narratives (intra-case) and in a cross-sectional manner (inter-case), allowing for the establishment of relevant categories. The results reveal a diversity of profiles within the group in terms of previous disciplinary profession and the specialization pursued in the teacher-training master's program, confirming the heterogeneity of this collective. Additionally, differences are observed in the factors and triggers that motivate the transition towards a change in professional identity. Through the qualitative intra- and inter-case study, it has been possible to delve into the different stages of students' life cycles, identify characteristics specific to each life stage, and determine the personal and contextual factors that influence the process of developing teacher professional identity. The obtained results and their subsequent discussion have led to the establishment of a framework of proposals to improve this specific transition, from an institutional and guidance perspective

Genome size variation in the Artemisia arborescens complex (Asteraceae, Anthemideae) and its cultivars

10 p.[EN] Different wild Mediterranean populations of Artemisia arborescens from diverse locations representing its geographical distribution, as well as some of its well-known cultivars and some specimens cultivated as ornamentals in gardens, streets, roads and nurseries, were analysed for genome size. Other closely related species endemic to Macaronesia, Artemisia canariensis, Artemisia argentea, and Artemisia gorgonum, were also analysed, and their nuclear DNA amount has been related to the biogeography of this group of species. Additionally, 5 populations of the closely related Artemisia absinthium were analysed to establish comparisons. Measurements acquired by flow cytometry ranged from 8.29 to 11.61 pg for 2C values. Statistically significant differences of 2C nuclear DNA amounts with respect to factors such as insularity or domestication have been detected. However, quite a low intraspecific genome size variation has been found in these species. Furthermore, the study also addressed the possible hybrid origins and possible misidentifications of some of the supposed cultivars of A. arborescens.Peer reviewe

Repeated reunions and splits feature the highly dynamic evolution of 5S and 35S ribosomal RNA genes (rDNA) in the Asteraceae family

<p>Abstract</p> <p>Background</p> <p>In flowering plants and animals the most common ribosomal RNA genes (rDNA) organisation is that in which 35S (encoding 18S-5.8S-26S rRNA) and 5S genes are physically separated occupying different chromosomal loci. However, recent observations established that both genes have been unified to a single 35S-5S unit in the genus <it>Artemisia </it>(Asteraceae), a genomic arrangement typical of primitive eukaryotes such as yeast, among others. Here we aim to reveal the origin, distribution and mechanisms leading to the linked organisation of rDNA in the Asteraceae by analysing unit structure (PCR, Southern blot, sequencing), gene copy number (quantitative PCR) and chromosomal position (FISH) of 5S and 35S rRNA genes in ~200 species representing the family diversity and other closely related groups.</p> <p>Results</p> <p>Dominant linked rDNA genotype was found within three large groups in subfamily Asteroideae: tribe Anthemideae (93% of the studied cases), tribe Gnaphalieae (100%) and in the "Heliantheae alliance" (23%). The remaining five tribes of the Asteroideae displayed canonical non linked arrangement of rDNA, as did the other groups in the Asteraceae. Nevertheless, low copy linked genes were identified among several species that amplified unlinked units. The conserved position of functional 5S insertions downstream from the 26S gene suggests a unique, perhaps retrotransposon-mediated integration event at the base of subfamily Asteroideae. Further evolution likely involved divergence of 26S-5S intergenic spacers, amplification and homogenisation of units across the chromosomes and concomitant elimination of unlinked arrays. However, the opposite trend, from linked towards unlinked arrangement was also surmised in few species indicating possible reversibility of these processes.</p> <p>Conclusions</p> <p>Our results indicate that nearly 25% of Asteraceae species may have evolved unusual linked arrangement of rRNA genes. Thus, in plants, fundamental changes in intrinsic structure of rDNA units, their copy number and chromosomal organisation may occur within relatively short evolutionary time. We hypothesize that the 5S gene integration within the 35S unit might have repeatedly occurred during plant evolution, and probably once in Asteraceae.</p

Selecció i classificació de recursos pedagògics per a la Sostenibilitat per a la Xarxa Edusost

Entenem la Sostenibilitat com un nou valor social positiu, un horitzó de transformació social, econòmica, política i cultural. Atribuïm per tant a l’Educació per a la Sostenibilitat un paper fonamental en aquest procés de canvi d’actituds i de valors. Existeix una demanda creixent dels professors/es i educadors/es de tots els nivells per a una anàlisi, selecció, valoració, organització i disseminació dels recursos pedagògics destinats a l’Educació per a la Sostenibilitat. Cada vegada hi ha més recursos disponibles, però cal una valoració i organització d'aquests recursos, per tal de seleccionar el material de qualitat apte per a les necessitats formatives. En front la diversitat de materials i recursos pedagògics existents per a l’Educació per a la Sostenibilitat, la principal qüestió que plantegem en l’estudi és sota quins criteris es durà a terme el procés de recerca i posterior selecció i classificació. Donat que no es pretén produir una base de dades de materials i recursos pedagògics estàtica, l’objectiu que cerquem és implicar en aquest procés als principals nòduls d’expertesa identificats, considerant-ne les seves preferències i criteris. D’aquesta manera pretenem generar un efecte sinèrgic que enforteixi les relacions de xarxa ja existents. La nostra proposta metodològica pretén ser participativa i entenem que integradora per arribar als futurs usuaris d’aquesta selecció de recursos pedagògics. Tot i que entenem que l’escenari ideal seria arribar als educadors/es de base, per al present estudi treballarem amb els membres de la xarxa Edusost, identificant els recursos pedagògics clau en Sostenibilitat i les mancances a que s’afronten els membres de la xarxa. En aquest sentit realitzarem entrevistes en profunditat i serà a partir d’aquestes entrevistes que identificarem els recursos pedagògics en Sostenibilitat més emprats i recomanats per la xarxa, alhora que detectarem les mancances senyalades pels membres entrevistats.Peer Reviewe

Progress in the study of genome size evolution in Asteraceae: analysis of the last update

The Genome Size in Asteraceae database (GSAD, http://www.asteraceaegenomesize.com) has been recently updated, with data from papers published or in press until July 2018. This constitutes the third release of GSAD, currently containing 4350 data entries for 1496 species, which represent a growth of 22.52% in the number of species with available genome size data compared with the previous release, and a growth of 57.72% in terms of entries. Approximately 6% of Asteraceae species are covered in terms of known genome sizes. The number of source papers included in this release (198) means a 48.87% increase with respect to release 2.0. The significant data increase was exploited to study the genome size evolution in the family from a phylogenetic perspective. Our results suggest that the role of chromosome number in genome size diversity within Asteraceae is basically associated to polyploidy, while dysploidy would only cause minor variation in the DNA amount along the family. Among diploid taxa, we found that the evolution of genome size shows a strong phylogenetic signal. However, this trait does not seem to evolve evenly across the phylogeny, but there could be significant scale and clade-dependent patterns. Our analyses indicate that the phylogenetic signal is stronger at low taxonomic levels, with certain tribes standing out as hotspots of autocorrelation between genome size and phylogeny. Finally, we also observe meaningful associations among nuclear DNA content on Asteraceae species and other phenotypical and ecological traits (i.e. plant habit and invasion ability). Overall, this study emphasizes the need to continue generating and analyzing genome size data in order to puzzle out the evolution of this parameter and its many biological correlates

The Utility of Graph Clustering of 5S Ribosomal DNA Homoeologs in Plant Allopolyploids, Homoploid Hybrids, and Cryptic Introgressants

Introduction: Ribosomal DNA (rDNA) loci have been widely used for identification of allopolyploids and hybrids, although few of these studies employed high-throughput sequencing data. Here we use graph clustering implemented in the RepeatExplorer (RE) pipeline to analyze homoeologous 5S rDNA arrays at the genomic level searching for hybridogenic origin of species. Data were obtained from more than 80 plant species, including several well-defined allopolyploids and homoploid hybrids of different evolutionary ages and from widely dispersed taxonomic groups. Results: (i) Diploids show simple circular-shaped graphs of their 5S rDNA clusters. In contrast, most allopolyploids and other interspecific hybrids exhibit more complex graphs composed of two or more interconnected loops representing intergenic spacers (IGS). (ii) There was a relationship between graph complexity and locus numbers. (iii) The sequences and lengths of the 5S rDNA units reconstituted in silico from k-mers were congruent with those experimentally determined. (iv) Three-genomic comparative cluster analysis of reads from allopolyploids and progenitor diploids allowed identification of homoeologous 5S rRNA gene families even in relatively ancient (c. 1 Myr) Gossypium and Brachypodium allopolyploids which already exhibit uniparental partial loss of rDNA repeats. (v) Finally, species harboring introgressed genomes exhibit exceptionally complex graph structures. Conclusion: We found that the cluster graph shapes and graph parameters (k-mer coverage scores and connected component index) well-reflect the organization and intragenomic homogeneity of 5S rDNA repeats. We propose that the analysis of 5S rDNA cluster graphs computed by the RE pipeline together with the cytogenetic analysis might be a reliable approach for the determination of the hybrid or allopolyploid plant species parentage and may also be useful for detecting historical introgression events