Thesis (M. Arch.)--Montana State University--Bozeman, 2007. / Typescript. Chairperson, Graduate Committee: Tom Wood. Includes bibliographical references (leaves 87-88).

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Environmental and socio-economic crises are creating compelling needs for radical social change. This project investigated the options and barriers for three Scottish rural communities (Fintry, Killin and Kinlochleven) to become sustainable and thrive in a future resource-constrained world. A unique, holistic and mixed methods approach was used to assess baseline sustainability, envision and model futures and develop possible options for sustainability. Central to this investigation was the development of a strong and holistic model of a sustainable community: the sustainable community design (SCD). This framework shaped the assessment of each community’s baseline sustainability. Sustainability was measured for the ten aspects of the SCD using a scorecard approach with a basket of indicators populated by primary data (collected in a household survey) and secondary data (national statistics). Sustainable consumption was analysed using the Resources and Energy Analysis Programme (REAP) to generate each community’s ecological footprint (EF) and results were compared to current estimates of per capita world biocapacity to gauge sustainability. Even the most sustainable community was only sustainable in three out of ten of the SCD’s aspects and this community had the highest EF. Although the most deprived community had the lowest EF, it was unsustainable in all ten SCD aspects. The results reflected the heterogeneity of rural communities and complexity of sustainability measurement. The SCD scorecard approach for sustainability measurement was shown to be sensitive and robust and can be applied to rural communities across Scotland. Future visions were created in focus groups, in which participants were asked to envision what their community would need to thrive in 2030 under the scenario of peak oil and a low carbon economy. Vision ideas and examples of best practice and technological innovation were used to create narrative scenarios for modelling transport, food and energy futures. The scenarios’ EFs were calculated in REAP for three discrete levels of change: a marginal change, a step change and radical transformation. The results suggested that radical transformation is required for communities to become sustainable. Key features are likely to be re-localised and highly co-operative societies, which utilise technological innovations (such as electric cars powered by renewable energy) and share resources to maximise opportunities for living in rural areas. A community’s transformation is likely to be bespoke and require local control, requiring changes to governance and supportive policy. Key barriers identified were availability of affordable technological innovations, energy injustice, power to achieve self-determination, community governance, property rights and sustainability literacy. A process model, incorporating the SCD scorecard approach, was proposed for furthering sustainable community development and research. In taking an interdisciplinary and mixed methods approach, this study has pioneered a novel approach to the holistic enquiry of the options for creating sustainable rural communities.

Abstract Educational leaders who have an awareness of social justice are those who advocate for and achieve more equitable schools. School leader preparation programs that focus on social justice may help to improve schools, systems, and society (Dentith & Peterlin, 2011; Boske, 2012; Marshall and Oliva, 2006; Shields, 2004, 2010, 2012). For the purpose of this study, social justice is defined as fairness in terms of distribution of wealth, social privileges and opportunities within society. Some school leaders experience transformative processes which increase their critical awareness or consciousness during their formal preparation. What is not known is the extent to which social justice and transformative learning are salient characteristics of leader preparation programs- even those with an explicit social justice focus. Informed by Capper, Theoharis, & Sebastian’s (2006) framework for preparing educational leaders for social justice, this explanatory case study for dissertation examined a single educational leadership preparation program with an explicit social justice focus to explore the ways in which social justice is operationalized. Data was collected from multiple sources, guided by the following research questions: How can a stated commitment to social justice and transformation (transformative learning) be operationalized in a graduate program of study? and What perceptions do graduates have of the operationalization of a social justice-oriented school leader preparation program? Data was collected via nine semi-structured one-on-one interviews as a primary source for capturing participants’ perceptions of the program and its impact. It examined the in-place curriculum, pedagogy, and assessments that participants felt contributed to their development as socially-just school leaders. In addition, participants shared aspects of the program which they feel most effectively promoted their own critical consciousness, knowledge and skills. This study also utilized data from print sources (program overview and course syllabi) to provide additional information about the program. This research adds to the scholarly discussion of educational leadership development (in theory and practice). It focuses on the processes of developing an understanding of diversity and equity during preparation of socially-just school leaders. Finally, there are suggestions for further development of Capper, et. al’s (2006) framework for preparing social justice school leaders. This further developed framework, informed by leaders in the field, should be used to guide the development, review and improvement of programs that prepare school leaders for social justice.

Made available in DSpace on 2016-04-26T20:22:55Z (GMT). No. of bitstreams: 1 Priscilla da Costa Lima Jimenez.pdf: 1067465 bytes, checksum: 3f1f54b3011415dbc04ec370685445f2 (MD5) Previous issue date: 2014-06-26 / The subject of this paper is due to the concern about the recognition of and respect to the power of the National Justice Council (Conselho Nacional de Justiça CNJ), be it as the administrative-strategic, budgetary-financial and disciplinary controller of the Judicial power; be it as the responsible for the progression and development of Justice in society. Being this study an exploratory research, the author sought to develop a broad empirical study in order to give rise to theoretical studies on the matter. To that extent, aiming at understanding the dynamics of recognition and respect to the powers of CNJ by the Judicial power and by the society and at measuring the impact of the creation of the CNJ in the number of lawsuits that discuss those before the Supreme Court (Supremo Tribunal Federal STF), the author has decided to research the lawsuits in which the STF acknowledged the powers of the CNJ in the first place and afterwards, research (i) the lawsuits that challenge these powers even after their recognition and try to measure the continuity or not of the respect to these powers; and (ii) the lawsuits that challenge these powers before their recognition by the STF, in order to enable the discussion around the judicial costs and benefits of the recognition of the powers of the CNJ / A escolha do tema do presente trabalho deve-se à preocupação com o reconhecimento e respeito aos poderes do Conselho Nacional de Justiça CNJ, seja como controlador administrativo-estratégico, orçamentário-financeiro e disciplinar do Poder Judiciário; seja como responsável direto pelo avanço e desenvolvimento da Justiça perante a sociedade. Sendo uma pesquisa investigativa, buscou-se desenvolver um estudo empírico bastante amplo a fim de fomentar estudos teóricos sobre a matéria ora desenvolvida. Para tanto, pretendendo entender a dinâmica de reconhecimento e respeito aos poderes do CNJ pelo Judiciário e pela sociedade e, ainda, mensurar o impacto da criação do CNJ no número de processos que os discutem perante o STF, resolveu-se pesquisar as ações judiciais em que primeiro o STF reconheceu os poderes do CNJ para logo depois, pesquisar (i) as ações judiciais questionando esses poderes mesmo após o seu reconhecimento, intentando mensurar a continuidade ou não do respeito a esses poderes reconhecidos; e (ii) as ações judiciais questionando esses poderes antes de seu reconhecimento pelo STF, a fim de possibilitar a discussão sobre os custos e os benefícios judiciais do reconhecimento dos poderes do CNJ