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The Freshwaters of Patagonia adopts a socioecological approach, in which experts from across Patagonia review recent, scientifically rigorous literature and data of their own, thus synthesizing the current knowledge directly relevant to understand the present state and future trends of icefields, freshwater and wetland ecosystems in this region. The book’s organization into three parts provides a studied and comprehensive view on the patterns and processes of the various ecosystems in Patagonia, and describes the sociological aspects of freshwater ecosystems, as well as characterizes the conservation of the freshwater and wetland ecosystems, in Patagonia. The chapters offer a broad, state-of-the-art overview of the current status of glaciers, freshwater and wetland ecosystems of this region, as well as studies of both local and large scale biodiversity patterns, and study cases of extreme and naturally polluted environments.The volume concludes with the current status of Patagonian freshwaters, and discusses the scientific, legal and administrative tools aimed at their sustainable management within the framework of the UNEP Sustainable Development Goals 2030 Agenda. A broad audience of students, scientists, engineers, environmental managers, and policy makers will be interested in this volume.
How can schools and the school curriculum contribute to building democratic citizens? This is a major question posed by governments, educational systems, schools, teachers and researchers around the world. One important way is to identify the competences needed for preparing democratic citizens and incorporate these within both the formal and informal school curriculum. Another question must then be posed- what competences do young citizens need to be considered as active and engaged in modern democracies? In 2011 an invited research symposium of leading civic and political educators, and social scientists from across Europe met in Hannover, Germany to consider this key concern facing Europe today. In examining the above questions the symposium addressed two significant issues: 1. Identify key competencies required for active citizenship of young people in Europe of the future. 2. Translate those competencies to school-based activities in the form of curricular and pedagogical strategies. The publication Civic Education and Competences for Engaging Citizens in Democracies addressed the first issue and this volume addresses the second issue. Through discussion in the invited symposium, previously prepared papers, and participation in a modified Delphi Technique the participants have prepared chapters for this book. The chapters of this book represent the contribution of the participants before, during and after the symposium with opportunities for review and reflection about competences for democratic citizenship and the role of schools and the curriculum. Murray Print and Dirk Lange are professors from the University of Sydney and Leibniz University of Hannover respectively and are national leaders in civics and citizenship education in their respective countries. They have brought together a group of leading European civic and citizenship educators from different academic fields to explore the key issue and to identify the competences for young people to become active and engaged European citizens.