A Pico journey (map) maps the configuring of some capabilities and resources, and the reporting undertaken by a pico actor or physical person, this is a social actor operating at the pico level in a social architecture.


Sustainable household journeys

Sustainable household practices or pico journeys are implemented by pico-level actors as they decide which products and services to use (often purchase from businesses) in their neighbourhood, or via the internet.

Households in the same local government unit depend on products and services offered there.

They are (can become better) aware of how local, national and international macro actors in negotiation with meso actors determine (the sustainability of) sector and landscape journeys, and they can adjust their purchasing behavior accordingly.

Households are invited to use both the #isicWW hashtags and the #WWlgu hashtags to share or learn how to shape the local landshape in its journey towards the sustainable development goals.

See #isicWW hashtags for hashtags for the world's economic activities, ranging from agriculture and fishing to the manufacture of air and spacecraft.

There are global sector hashtags such as #isic0112 - Growing of rice, and national sector hashtags such as #isic0112PH for growing of rice in the Philippines (PH).


Human actors

The target actors at the Pico level are all persons that might use and produce externalized knowledge during their life, education and work. The community of person-actors is very heterogeneous, with age, gender, resource endowment, education, health, kinship and family-relationships, employment and livelihood as some of the typical determinants. Yet, the Universal Declaration of Human Rights and the UN Convention on the Rights of the Child confirms the same rights for all human beings, young or aged, rich or poor.

These pico-level actors (and roles) are included in the Actor Atlas.


Inclusion Failures

In methods of sustainable development it must be ascertained that even smallholders, poor and disadvantaged persons can interactively influence the joint generation of options, joint decision making and joint actions.

This is the inclusion requirement.

The use of the mother tongue in education, and the availability of educational content are important enabling conditions for smallholders' participation in socio-economic development. They are even fundamental human rights, as stated in Article 17 of the UN Convention on the Rights of the Child. Yet in many languages the offering of educational and other content is very limited, see the language pages listed at Language.

Several proposed education sector initiatives to help overcoming failures in meeting fundamental human rights are listed at (possible) education Initiatives.


Persons' Capacities

Humans are self-conscious, anticipatory, imaginative, creative beings. This means that they are not restricted to act in narrowly confined ways according to fixed rules of behaviour. They can invent new solutions—or they may not even see the obvious ones. (Bossel, 1999, page 5 [1]). Where people fulfil roles in economic activities, as public servants or as participants in institutions, specific skills, knowledge and attitudes are expected from them.

In the Preface of atria.us, four broad competence areas are briefly explained: Communications & Teamwork, Knowledge Translation, Listening Attitude and Skills for Civic Participation.

These competences must be combined with specific knowledge, experience and physical capacities of people as they fulfil the roles of pico actors in the classes of economic activity listed in the International Standard Industrial Classification of All Economic Activities.


The Max-Neef Model of Human-Scale Development

Read this brief article Max-Neef on Human Needs and Human-Scale Development (Rainforestinfo.org), or the full version as part of Human Scale Development - Conception, Application and Further Reflections (Manfred A. Max-Neef, with contributions from Antonio Elizalde, Martin Hopenhayn).


Maslow's Hierarchy of Persons' Needs

Maslow's hierarchy of needs gives a holistic perspective on a person's needs. These needs must be taken into consideration in change, education and training initiatives [3].

  • Physiological Needs consist of needs for oxygen, food, water, and a relatively constant body temperature. They are the strongest needs because if a person were deprived of all needs, these would come first in the person's search for satisfaction.
  • Safety Needs. When all physiological needs are satisfied and are no longer controlling thoughts and behaviours, the needs for security can become active. Adults have little awareness of their security needs except in times of emergency or periods of disorganization in the social structure (such as widespread rioting). Children often display the signs of insecurity and the need to be safe.
  • Needs of Love, Affection and Belongingness can emerge next. Maslow states that people seek to overcome feelings of loneliness and alienation. This involves both giving and receiving love, affection and the sense of belonging.
  • Needs for Esteem can become dominant next. These involve needs for both self-esteem and for the esteem a person gets from others. When these needs are satisfied, the person feels self-confident and valuable as a person in the world. When these needs are frustrated, the person feels inferior, weak, helpless and worthless.
  • Needs for Self-Actualization are activated if and only if all of the foregoing needs are satisfied. Maslow describes self-actualization as a person's need to be and do that which the person was "born to do." "A musician must make music, an artist must paint, and a poet must write." These needs make themselves felt in signs of restlessness that cannot be attributed to the non-satisfaction of the foregoing needs

The Person's Context

The Sustainable Livelihoods Framework offers a comprehensive view of the assets and capacities a person needs to escape poverty on a sustainable basis, and of the interactions between the vulnerability context and the poverty of persons and households. Any person needs a critical mass of assets to cope with stresses and shocks, and to maintain and enhance capabilities. Concise descriptions of the Sustainable Livelihoods Framework are at The Sustainable Livelihood Framework (powerpoint, 428KB) or DFID Key Sheet (pdf, 43KB).

For the person in a high-tech facility, Yamada [2]) explains the issues.


Pico-level Classifications

The pico-level actors that we are interested in are human beings. The community of person-actors is very heterogeneous, with age, gender, resource endowment, education, health, kinship and family-relationships, employment and livelihood as some of the typical determinants.

Person can be differentiated according to their skills, earned degrees, consumption patterns, time use, etc.

Some relevant classifications are:


Pico journeys and enterprise architecture

Below figure uses the Archimate model elements Course of Action, Capability, Resource, Outcome, Goal to explain how Hashtags - systematically defined and #xy2wiki, applied in public-sphere communications empowers Pico Journeys by making content more readily accessible. This in its turn will influence individual contributions towards the Sustainable development goals (#SDGs).

Meso journeys and macro journeys provide Lifeworld content that is organised in accordance with the topic dimensions:

Knowledge about Hashtags - systematically defined and the descriptions in the own language of all topics and definitions serve the learning and development of both Reading and writing and digital literacy.

For many languages the editing and publishing of wikis in the own language contribute to reducing the digital content gap.

#tagcoding and #xy2wiki empowering the pico journeys of people in any language.

Other Resources

For a full description of the human body, its functions, possible disabilities and health, see the (browser) of International Classification of Functioning, Disability and Health (ICF). The ICF browser is available in Chinese, English, French, Russian, Spanish and Turkish.

For information on rights, practical tips and advice on life, work and travel in the EU, see the citizen branch of http://ec.europa.eu/youreurope/ (soon to be provided jointly by the European Commission and national authorities in 24 languages).

Check #crg4VSR - Common reporting guidelines for Voluntary Stakeholder Reports for guidelines for the reporting about a pico journey's contribution to the sustainable development goals.

Check customer journey maps and hashtag #PicoJourneys (Twitter) for content that illustrates pico-journeys and for approaches and challenges in the mapping of pico journeys


Bibliography
1. Bossel, H., 1999. Indicators for Sustainable Development: Theory, Method, Applications. The International Institute for Sustainable Development (IISD). URL http://www.iisd.org/pdf/balatonreport.pdf
2. Yamada, S., 2002. Challenges in dealing with human factors issues in manufacturing activities.
URL http://dx.doi.org/10.1007/3-540-46140-X_2
3. Simons, Janet A., Irwin, Donald B. and Drinnien, Beverly A., 1987. Psychology - The Search for Understanding (as summarized at http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/maslow.htm )