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Climate change impacts on invasive potential of pink hibiscus mealybug, Maconellicoccus hirsutus (Green), in Chile
(2013) Jara Contreras, Valentina Isabel; Meza, Francisco Javier; Zaviezo Palacios, Tania; Chorbadjian Alonso, Rodrigo Armen
Maconellicoccus hirsutus (Green) (Hemiptera: Pseudoccidae) is an important pest in many countries being responsible for considerable economic loses. Although it is not currently present in Chile, the chance that it could be accidentally introduced rises with the list of infested countries increasing over the last years. In addition, climate change projections indicate that a larger region would fit as potential habitat for this pest, allowing it to persist over time and colonize a larger proportion of the Chilean territory. In this study the geographic distribution and the number of generations this mealybug would develop in Chile were determined, under current temperatures and under two projected climatic scenarios. Cumulative degree days were calculated for current and future scenarios using a lower temperature threshold of 14.5 degrees C, with 624.5 degree-days as the thermal requirement for the species to complete one generation. The results show that under current climate conditions M. hirsutus could develop up to three generations in the north of the country (i.e. 18 degrees South) and one generation in the region near 37 degrees South. Under future scenarios' conditions the pest could develop up to five generations in the north, and one generation around the 42 degrees South. Present climate conditions in Chile would allow the establishment of the pink hibiscus mealybug, if the pest enters the country. Climate change conditions would allow the potentially invaded area to expand south, and would promote the development of more generations per year of the mealybug in the studied territory.
Coastal Wetlands: Ecosystems Affected by Urbanization?
(2020) Rojas Quezada, Carolina Alejandra; Novoa, Vanessa; Rojas, Octavio; Ahumada-Rudolph, Ramón; Sáez, Katia; Fierro, Pablo; CEDEUS (Chile)
Coastal wetlands are ecosystems that provide multiple benefits to human settlements; nonetheless, they are seriously threatened due to both a lack of planning instruments and human activities associated mainly with urban growth. An understanding of their functioning and status is crucial for their protection and conservation. Two wetlands with different degrees of urbanization, Rocuant-Andalién (highly urbanized) and Tubul-Raqui (with little urbanization), were analyzed using temperature, salinity, dissolved oxygen, pH, turbidity, granulometry, fecal coliform, and macroinvertebrate assemblage variables in summer and winter. In both wetlands marked seasonality in salinity, temperature and sediment texture classification, regulated by oceanic influence and changes in the freshwater budget, was observed. In the Rocuant-Andalién wetland, the increases in pH, dissolved oxygen, gravel percentage, and coliform concentration were statistically significant. Urbanization generated negative impacts on macroinvertebrate assemblage structure that inhabit the wetlands; greater richness and abundance (8.5 times greater) were recorded in the Tubul-Raqui wetland than in the more urbanized wetland. The multivariate statistical analysis reflects the alteration of these complex systems.
Global citizenship and youth: Profiles of perception of global threats
(Routledge, 2022) Treviño Villarreal, Juan Ernesto; Escribano, Rosario; Villalobos, Cristóbal; Carrasco, Diego; Morel, Maria Jesús; Miranda, Catalina; Rocuant, Adolfo
This study investigates the perception of global threats among young people. Using data from the 2016 International Civics and Citizenship Study and applying a latent class analysis technique, the chapter classifies students according to their perceptions on global threats in three dimensions: (1) environmental (pollution, climate change, and water shortages); (2) economic (global financial crises, energy shortages, poverty, unemployment, and food shortages); and, (3) sociopolitical (crime, violent conflict, terrorism, overpopulation, and infectious diseases). The results show that students can be categorized into five classes: (a) aware: students who are quite aware of all the threats posed to them in the survey; (b) unaware: students who consider the threats to the future, except for pollution, as mostly not important; (c) aware but conflict senseless: students who consider most of the global threats as important, except for crime, violent crime, and unemployment; (d) aware but climate change and overpopulation senseless: students who consider most of the global threats as important, except for overpopulation and climate change; and, (e) pollutionists: students who consider pollution as important. These classes are comparable across countries, and important regional differences are discussed.
Nature Is for Trees, Culture Is for Humans: A Critical Reading of the IPCC Report
(2021) Matus Cánovas, Claudia; Bussenius Méndez, Pascale; Herraz Mardones, Pablo Cristián; Riberi Manzur, Valentina Constanza; Prieto, Manuel
In this article, we problematize conventional views regarding culture presented in the assessment report entitled Climate Change 2014: Impacts, Adaptation, and Vulnerability. This report is a contribution to the Fifth Assessment Report produced by the Intergovernmental Panel on Climate Change (IPCC). We posit that when culture is seen as a stable category and imagined as a space composed of humans-and, more precisely, only certain humans-an epistemological, ontological, and ethical order is reproduced in which (a) nature is framed as a passive and apolitical "out there ", (b) knowledge based on this division is misleading and partial (e.g., social scientists study culture and natural scientists study nature), and (c) dominant humanist assumptions become common-sense explanations for inequalities. We conduct a critical discourse analysis of the IPCC report to better understand which assumptions produce the conceptualization of culture as a stable category. In our conclusion, we offer an example of a semiotic-meaning intervention of a section of the report to demonstrate the vitality of the concepts presented in this document. Subsequently, we discuss the consequences of omitting the vital traffic between the biological, social, and cultural realms from discussions on climate change to reexamine the production and reproduction of inequalities.
Respuestas locales para una crisis global: pueblos indígenas, sociedad civil y transdisciplina para enfrentar el cambio climático
(2022) Carmona, Rosario; Biskupovich, Consuelo; Ibarra Eliessetch, José Tomás
El cambio climático se ha posicionado en la agenda de investigación de las ciencias sociales. El escaso éxito de las respuestas hegemónicas y el avance de los impactos han fortalecido la irrupción de actores no estatales. Sin embargo, su rol continúa siendo poco explorado, especialmente en América Latina. En este artículo indagamos en tres ámbitos centrales a considerar para enfrentar los desafíos y las políticas asociadas al cambio climático, que aún son áreas incipientes de investigación en Latinoamérica: las demandas de participación de los pueblos indígenas; la organización de la sociedad civil, y la colaboración entre comunidades locales, academia y otros actores sociales a través de la transdisciplina. Resulta urgente que las respuestas de los actores no estatales sean tomadas en mayor consideración. Además de fortalecer la democracia, la participación de estos actores conlleva el potencial de promover las transformaciones necesarias para responder de manera justa al cambio climático.
Students understanding of earthquakes and tsunamis in risk areas
(2022) Cabello González, Valeria Magaly
Population growth and spread have increased human exposure to natural hazards and potential disasters affecting people’s quality of life. This situation is especially manifested in marginalized or vulnerable areas. Moreover, within such vulnerable areas, children are especially affected, and are, at the same time, considered to be agents of change. However, children’s voices have been scarcely considered for disaster risk reduction planning, and science education has not widely addressed these ideas. This study explores the understanding of earthquakes and tsunamis by children living in high-risk areas of Chile during a learning unit and according to their geographical zone. The study was part of a context-based science education learning unit. One hundred and two students from four schools used explanations to draw and write the causes of the risk situation, revealing their understanding of each phenomenon. The results show most students attributed earthquakes to the Tectonic Plates Theory while holding ancient scientific ideas about tsunami causes, for example, some explanations were based on air pressures. More sophisticated reasoning was found at the end of the learning unit, advancing their understanding of hazards promoted by the science education of the learning unit. The relevance of context-based science education for disaster risk reduction is discussed, especially for the cases of children with animistic - transferring human needs and attributes to non-animated entities- or fatalist understandings of the phenomena. The scientific understanding perhaps promotes empowerment and action-based choices for safety. Furthermore, the argument for policy curriculum design in primary science education for mitigating disasters is discussed.

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