Tracing Darwin S Path In Cape Horn
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Tracing Darwin's Path in Cape Horn
Author: Ricardo Rozzi
language: es
Publisher: University of North Texas Press
Release Date: 2019-05-15
Charles Darwin spent the majority of his 1832-1833 voyage around the world in southern South America, and his early experiences in the Cape Horn region may have triggered his first ideas on human evolution. Darwin was not only a field naturalist, but also a scholar of the observations of the European explorers who preceded him. This book illuminates the foundations of Cape Horn’s natural history records as they oriented Darwin’s own explorations and his ideas on natural selection. Richly illustrated with maps and color photographs, this book also offers a guide to the sites visited by Darwin and offers a compass for present-day visitors who can follow Darwin’s path over the sea and land, and encounter the people who so influenced him. Cape Horn is one of the few wilderness areas remaining on the planet, and visitors will benefit from a handbook that orients them toward a responsible tourism experience that will in turn contribute to the conservation of this unique and culturally diverse area.
Ecosystem Services in Patagonia
This book aims to quantify and discuss how societies have directly and indirectly benefited from ecosystem services in Patagonia; not only in terms of provisioning and cultural services, but also regulating and supporting services. Patagonia, a region that stretches across two countries (ca. 10% in Chile and 90% in Argentina), is home to some of the most extensive wilderness areas on our planet. Natural grasslands comprise almost 30% of the Americas, including the Patagonian steppe, while Patagonian southern temperate forests are important for carbon sequestration and storage, play a pivotal role in water regulation, and have become widely recognized for their ecotourism value. However, profound changes are now underway that could affect key ecosystem functions and ultimately human well-being. In this context, one major challenge we face in Patagonia is that ecosystem services are often ignored in economic markets, government policies and land management practices. The book explores the synergies and trade-offs between conservation and economic development as natural landscapes and seascapes continue to degrade in Patagonia. Historically, economic markets have largely focused on the provisioning services (forest products, livestock) while neglecting the interdependent roles of regulating services (erosion and climate control), supporting services (nutrient cycling) and cultural services (recreation, local identity, tourism). Therefore, the present work focuses on ecosystem functions and ecosystem services, as well as on trends in biodiversity and the interactions between natural environments and land-use activities throughout Patagonia.
Field Environmental Philosophy
This fifth volume in the Ecology and Ethics series integrates key concepts of the previous four volumes by addressing biocultural conservation through novel educational methods. In Field Environmental Philosophy (FEP), the authors undertake two complementary tasks. First, they address a problematic facet of education as an indirect driver of a global change and biocultural homogenization. Second, they contribute to solve the former problems by introducing the FEP method as well as other educational approaches from around the world that value and foster conservation of biological and cultural diversity. A particular emphasis is therefore on the integration of sciences, arts, humanities, and ethics into educational practices that involve the participation of local communities with their diverse forms of ecological knowledge and practices. The book is divided into four parts. Part I introduces FEP concepts and practices that involve a 4-step cycle of transdisciplinary research, poetic communication through composition of metaphors, design of field activities guided with an ecological and ethical orientation, and participation in biocultural conservation activities. Part II exposes problems as well as solutions in formal education (from preschool to higher education) and non-formal education to respect biocultural diversity. Parts III & IV provide case studies developed at long-term socio-ecological research (LTSER) sites, botanical gardens, and other platforms for non-formal education that contribute to biocultural conservation. This book supports a paradigm shift addressing still understudied indirect drivers of global change to foster the conservation of biological and cultural diversity. It is a valuable asset for scientists and practitioners in science and humanities education.