<p> This thesis dissects the category of "waste," examining conventional modes of response to the people, places, and things considered waste, and challenging the patterns of both linear disposal and cyclical recycling. I argue that both ways of thinking about "waste" actually share the same problematic roots and reproduce the same problematic logics, and that both oversimplify the diverse spectrum of potentials and histories contained within "waste." </p><p> Using a methodology that links personal narrative with historical analysis, I decompose the very idea of waste to understand the constellation of factors and processes that actively produce "waste" in contrast with "value," discussing histories of recycling and disposal in tandem with histories of capitalism, colonialism, and industrialization. With recent composting work at Northern Arizona University serving as both metaphor and example throughout this thesis, I build an alternative to the existing paradigm of waste, offering a more complex, diverse, dynamic, and interconnected framework for relating to and redefining "waste." </p><p> To do this, I explore not only theoretical and conceptual strategies for revealing and amplifying the hidden diversity of alternate values, benefits, and relationships around (non)waste, but also transition theory to practice by mapping out ways to physically implement these ideas through specific projects and actions that actively shift the ways people think about and interact with "waste" on a daily basis. By mapping out the theory and action involved in re-shaping human interactions with the things considered "waste," this thesis hopes to inspire others to keep working with these ideas and to continue developing projects that transition from a state of waste to (non)waste by creating a more socially and ecologically ethical paradigm of relationships beyond "waste." </p>

<p> Self-sustainability is presented as a foundational practice for creating a more sustainable world. Through an autoethnographic study, the author uses her time as a doctoral student to examine the concept of sustainability and how sustainability can be interpreted through the lens of the individual. Four distinct phases are explored: awareness, permission, change, and intention. These stages were inspired by, and correspond with, her four years at Prescott College. In studying with a fellow student, the researcher learned a method of songwriting called Story-to-Song (STS), wherein a song is lifted from a spoken story. She created an identity that fit her requirements for self-sustainability and wove this identity into her personal, professional, and academic life. The researcher's path to self-sustainability is traced through storied expression and songwriting. Literature and research that examines the importance of creating and sharing identity and through different forms of creative expression is explored. Data includes written pieces, songs composed in the STS tradition, and journals. Together, this autoethnography and the research cited suggest that one of the most important steps in the larger field of sustainability should begin with the examination of self-sustainability.</p><p> Keywords: autoethnography, self, sustainability, story, song, identity </p>

<p> Two related exploratory studies, one with families, and a second one with adult and child members of an independent school community, suggest that our connections with the rhythms, processes, species, and cycles of nature, our <i>love</i> and feelings of affinity for nature, can be strengthened by practicing contemplation outdoors. In The Family Nature Workshop Study, urban and suburban families participated in a seven-week <i> Contemplation in Nature</i> program, and in The Sit Spot Study, children and adult members from an urban school community practiced sitting quietly outdoors, recording observations in a journal twice a week for five weeks. Changes in connectedness were measured using the Inclusion of Nature in Self Scale (Schultz, 2001), the Ten-item Connectedness to Nature Scale (C. Frantz, email communication, January 11, 2012), the Child and Adolescent Mindfulness Measure (Greco, Baer &amp; Smith, 2011), and the Mindful Attention Awareness Scale (Brown &amp; Ryan, 2003). Analysis of journal entries provided additional insight into the participants' experiences of self, experiences of the world outside of self, experiences of the self in relationship with other community members, and expressions of Biophilia Values (Kellert &amp; Wilson, 1993). The journals reveal a picture of nature found in suburban and urban landscapes as it was perceived and experienced by the humans in the environment, people who were willing to take time out of busy schedules to pause, sit, listen, and learn. The journals thereby open a window through which we can view the everyday and extraordinary experiences of being a human in and as part of nature.</p>

Traditionally, feasibility analysis in the construction sector is limited to financial considerations. As the concept of sustainability becomes increasingly important, the methods used in a feasibility analysis have to be reconfigured in a way that incorporates elements of sustainability. This research uses water recycling systems (within the built environment) as an example to demonstrate how sustainability factors can be integrated quantitatively in feasibility studies. The model is structured in a triple-bottom-line framework, which consists of economic, environmental, and social aspects. Each aspect is measured by a spectrum of parameters, which evaluate three project outcomes of water recycling systems—water savings, project requirements, and positive image. Based on the quantified parameters, Green Factor, a decision making method, is formulated to assist in sustainability oriented feasibility analysis for construction projects.

This study documented how the impacts of globalization are experienced at the individual farm level and explored the potential implications that these experiences may have for on-farm sustainability. I selected 12 farms based on how they were exposed to global markets (determined by the distance from urban markets and whether the farm was oriented towards fresh or processed markets). Using interview and statistical census data, I explored the lived experiences and perceptions of farmers concerning the drivers for, and the nature of ecological, economic and social change amongst vegetable farms in Ontario. Amongst the many individual findings, three dominant themes stand out: (1) how globalization has affected the processing industry (economic sustainability) (2) how globalization affects crop diversity (ecological sustainability) and; (3) how globalization affects farmers’ autonomy (social sustainability). When these themes are viewed together they can be categorized by productivist and post-productivist stages of agriculture. These definitions can help characterize common findings (trends) that will likely influence on-farm management strategies and determine the implications these trends may have on sustainability.

This research project sought to understand how a sustainable environment supporting full engagement of volunteers could be developed by examining the question: How can the program leaders at Youth Unlimited North York (YUNY) develop a sustainable environment that promotes full engagement of their ministry volunteers? Action research and action inquiry methodologies guided the research process and data were gathered using an interview matrix and conversation café. The research participants were YUNY's program leaders who lead youth skills and development programs. The study found that sustainable environments supporting fully engaged volunteers included inclusivity and appreciation of volunteers, open communication, increased learning, a well-managed recruitment system, and growth through expansion of current boundaries. Prayer was identified as a metatheme and accountability as missing data. The four recommendations are to strengthen volunteer recruitment support structure, increase capacity of staff and volunteers through learning, investigate improved volunteer care related accountability, and investigate expanded community boundaries.

This is a speculative examination of the feasibility of a productive local food system in rural Manitoba. It strives to provide tools and skills needed for producing food locally for the community of Ste. Agathe. The town was chosen due to its fertile flood plain, abundance of open green space, and lack of a local food source. The condition of America’s industrial food system is examined through research on apparent positive and negative effects it has on society. Ste. Agathe’s land use, cover and ownership are analyzed through mapping, followed by the examination of relevant existing and proposed alternative food production systems. The focus then shifts to existing local food initiatives in Manitoba and the characteristics of valuable crops and livestock suitable to the climate. This knowledge is applied to Ste. Agathe specifically through a series of suitability plans for each crop and livestock group, which when combined, result in a proposed framework plan, layout plans, sections, and perspectives.

The 21st century has emerged with Canadians experiencing great concern about how we do things in the world. The degrading environment preys greatly on the minds of Canadians while our actions may not match our thoughts. How do we educate our students as future leaders about sustainability and help them understand that our individual actions make a difference? The intent of this study was to make a difference in students’ and teachers’ lives. It needed to be determined if teachers felt that there was a gap in the current way that we are teaching about sustainability. The results of a Manitoba teacher survey and a literature review identified several different risk and protective factors: those that either constrain or support the teaching of sustainability in a science classroom. The three risks that were discovered to be the strongest were preparation time, availability of resources and that sustainability issues are often highly complex. These concerns became the foundation for informing the implementation phase of this study. From this information a resource that met all of the specific learning outcomes (SLOs) as mandated by Manitoba Education, Citizenship, and Youth (MECY) for the grade 8 Water Systems cluster was designed and piloted. Bronfenbrenner’s Bioecological theory (1979) and The Natural Step’s Four Systems Conditions were used as a foundation. There was a significant difference between the pilot groups and the control groups in three of the four areas tested. Teachers reported enjoying using the resource, and finding it helpful. They also reported that their students were engaged by the use of the resource. The thesis summation suggests how the resource might be shared and improved upon with and by teachers around the province and beyond, and hope that it provides a framework for future lessons or units related to sustainability.

The perceptions of young farmers about what is necessary for them to achieve farm business sustainability are explored using a phenomenological research design with an interview approach. Six young farmers suggest eight key themes as necessary for sustainability into the next generation: characteristics such as adaptability, passion, work-life balance and human resource skills and literacy strategies which include adult education, economic viability, environmental and socio-political literacy, and change management. Participants linked their farm business sustainability to the personal characteristics of lifespan learning, adaptability, and passion for farming. They seem to understand agricultural sustainability in the context of the economic, socio-political, and environmental aspects of their farm business. Their change management strategies account for their personal and their family needs as well as those required by regulatory bodies. Recommendations are offered in support of family farm business sustainability.

Corporations are a significant contributor to global unsustainability. Use of ISO 14001 environmental management systems (EMS) are considered logical, needed tools for use in meeting corporate sustainability goals. By paying attention to where users identify benefit and challenges and to what sustainability ‘looks like’ an existing system can be adapted effectively. EMS Enablers were considered in the development of a Sustainability Enablers Model, for use with an existing, effective EMS. Planning Enablers include ensuring alignment of leader values, an appropriately scoped policy, base principles upon which to set objectives and comprehensive aspects. Implementation & Operation Enablers include effective engagement and reporting and operating within a learning organization. The primary Checking Enabler is operating with a learning organization in support of an effective corrective action process. Management Review Enablers include effective use of data by the leadership team to improve performance and alignment of leader or organizational values in motivating changes.