The ami of the study is to contribute with knowledge about how young adults with intellectual disability experience the trasition from upper secondary school to working life. The following research questions have been formulated based on the aim: How do ten young adults with intellectual disability describe the transition from school to work or daily activities? What factors affect the young adults' chances of getting a job or daily activity after finishing school? Which parts of their education has facilitated or created barriers for the young adults' transition from school to work or daily activity? The study is based on a qualitative method. Semi-structured interviews were conducted with ten youn adults with intellectual disabilitities who have completed upper secondary school. The analysis and interpretation work of the study's empirical data material is based on Bronfenbrenner's (1979) ecological systems theory. These systems include the microsystem, mesosystem, exosystem, and macrosystem. The study's resluts indicate that workplace-based learning is a central factor in promoting young adults with intellectual disability's establishment in the labour market. The results also show that the informants in the study do not remember and have difficulties explaining the transition from school to work or daily activities. The young adults want to work, but it is challenging for this group to get a job in the open labour market. They have skills that are fit for the labour market, but need support to cope with working life. Collaborations between different actors and social support are required for this to work.

Angesichts der weltweit zunehmenden Zerstörung von Ökosystemen spielen ökologisch wirksame und sozial gerechte Umweltschutzinstrumente eine wichtige Rolle. Zahlungen für Ökosystemleistungen (Payments for Ecosystem Services, PES) finden zunehmend Anwendung. Sie dienen als freiwillige und konditionale Anreize für die Bereitstellung von Ökosystemleistungen. Einige dieser PES-Verträge werden mit lokalen Gemeinschaften abgeschlossen, die die Vertragsbedingungen gemeinsam erfüllen (Collective PES, C-PES). Während diese Programme einerseits als Chance für einen erfolgreichen Umweltschutz gesehen werden, wird zum anderen befürchtet, dass sich die Einführung von Marktprinzipien negativ auf lokale Gemeinschaften auswirkt. Vor diesem Hintergrund widmet sich die Dissertation der Frage, inwieweit C-PES-Programme die sozial-ökologische Transformation in Richtung Nachhaltigkeit fördern oder erschweren. Paper I gibt einen literaturgestützten Überblick über Definitionen und Systematisierungen von Kommodifizierungsprozessen und deren sozial-ökologische Auswirkungen. Basierend auf einem im ersten Paper entwickelten Framework werden in Paper II 29 C-PES-Programme weltweit hinsichtlich ihres ökosystemleistungsbezogenen Kommodifizierungsgrades untersucht. Paper III fokussiert auf Mensch-Wildtier-Konflikte im Zusammenhang mit einem Schutzprogramm für Vielfraße und Luchse im Kontext indigener Samen-Gemeinschaften in Schweden. Insgesamt zeigt sich, dass C-PES nicht per se eine Transformation in Richtung sozial-ökologischer Nachhaltigkeit unterstützen, sondern nur dann einen erfolgreichen Beitrag leisten können, wenn bei der Umsetzung die lokalen Gegebenheiten berücksichtigt und Entscheidungen über die Programmgestaltung inklusiv getroffen werden. Darüber hinaus ist es wichtig, dass C-PES Programme engere Mensch-Natur-Beziehungen ermöglichen und in einen umfassenden institutionellen Wandel eingebettet sind, der sich über verschiedene räumliche und politische Ebenen erstreckt. / As ecosystems around the world continue to degrade, the implementation of ecologically effective and socially just conservation instruments is critical. Payments for ecosystem services (PES) are an increasingly popular tool. PES are voluntary and conditional incentives for the provision of ecosystem services, rewarding landowners for their conservation efforts. Some PES programs target local communities that collectively meet contractual obligations (collective PES, C-PES). Proponents see C-PES as a promising tool for successful nature conservation, while critics argue that the introduction of market principles into areas not previously characterized by them can have negative effects, such as the erosion and replacement of well-functioning local community institutions and the crowding out of intrinsic conservation motivations. Against the background of these controversies, this dissertation aims to contribute to answering the question of how paying local communities for their conservation efforts supports or hinders the social-ecological transformation towards sustainability. Paper I reviews definitions and systematizations of program-related commodification processes and local land tenure structures, and their links to social-ecological program outcomes. Based on a framework developed in the first paper, Paper II examines 29 C-PES programs worldwide regarding their ES-related degree of commodification. Paper III focuses on human-environment conflicts in the context of conservation performance payments for wolverines and lynxes in Sweden, which are made to indigenous Sámi communities. Overall, the findings of the three papers suggest that C-PES programs do not in themselves address leverage points for a sustainability transformation, but can only be fully effective when implemented in a careful and inclusive manner, ensuring that they contribute to a larger institutional change across scales and when they support closer connections between people and nature.

Plastics pollution is a global planetary threat to both humans and the environment, leading to injustice throughout its lifecycle and disproportionately affecting the most vulnerable. The United Nations Environmental Assembly adopted Resolution 5/14 to create a legally binding instrument to end plastics pollution, known colloquially as the Plastics Treaty. The treaty is currently under negotiation, and the implicit understandings of justice that will be incorporated will significantly impact the outcome of the treaty. This thesis employs critical discourse analysis and key stakeholder interviews to examine the various justice narratives and framings of actors in the treaty through an environmental justice lens. Additionally, the role of power in shaping these narratives is examined from a critical and decolonial perspective. My research demonstrates the value of a critical approach in addressing power dynamics and normative concepts such as justice in social-ecological and sustainability research. This study identifies three distinct discourses, each offering different problematizations of plastics and justice framings. The analysis reveals competing definitions of just transition, a disconnect between the recognition of Indigenous Knowledge and the rights of Indigenous People, and underdeveloped gender and intersectional considerations. Furthermore, this thesis highlights the enduring influence of colonial dynamics on plastics pollution, potentially reinforcing waste colonial relations in the Plastics Treaty. Finally, this thesis contends that problematizing plastics as a human rights issue offers a valuable approach to address these shortcomings, thereby enhancing the treaty's potential for promoting justice by ensuring that the voices of those most affected are heard.

The aim of the study is to contribute with knowledge about how young adults with intellectual disability experience the transition from upper secondary school to working life. The following research questions have been formulated based on the aim: How do ten young adults with intellectual disability describe the transition from school to work or daily activities? What factors affect the young adults`chances of getting a job or daily activity after finishing school? Which parts of their education has facilitated or created barriers for the young adults`transition from school to work or daily activities?  The study is based on a qualitative method. Semi-structured interviews were conducted with ten young adults with intellectual disabilities who have completed the upper secondary school. The analysis and interpretation work of the study´s empirical data material is based on Bronfenbrenner´s (1979) ecological systems theory. These systems include the microsystem, mesosystem, exosystem and macrosystem. The study´s results indicate that workplace-based learning is a central factor in promoting young adults with intellectual disability´s establishment in the labour market. The results also show that the informants in the study do not remember and have difficulties explaining the transition process from school to work or daily activities. The young adults want to work, but it is challenging for this group to get a job in the open labour market. They have skills that are fit for the labour market, but need support to cope with working life. Collaborations between different actors and social support are required for this to work. / Syftet med studien är att bidra med kunskap om hur unga vuxna upplever övergången från anpassad gymnasieskola till arbetsliv. Följande frågeställningar har formulerats utifrån syftet: Hur beskriver tio unga vuxna som tidigare har läst nationellt program vid anpassad gymnasieskola, sin väg från skola till arbete eller daglig sysselsättning? Vilka faktorer påverkar de unga vuxnas chanser att få ett arbete eller daglig sysselsättning efter avslutad skolgång? Vad i skolgången underlättar, respektive skapar barriärer för de unga vuxnas väg från skola till arbete eller daglig sysselsättning?  Studien grundar sig på en kvalitativ metod och bygger på semistrukturerade intervjuer med tio unga vuxna som har avslutat nationellt program i anpassad gymnasieskola. Analys- och tolkningsarbetet av studiens empiriska datamaterial utgår ifrån Bronfenbrenners (1979) utvecklingsekologiska teori, som innehåller de fyra nivåerna; mikrosystem, mesosystem, exosystem och makrosystem. Studiens resultat tyder på att arbetsplatsförlagt lärande utgör en central faktor för att främja unga vuxna med intellektuell funktionsnedsättnings etablering på arbetsmarknaden. Resultatet visar även att informanterna i studien inte kommer ihåg och har svårt att redogöra för övergångsprocessen från anpassad gymnasieskola till arbete eller daglig sysselsättning. De unga vuxna vill ha ett arbete men det är en utmaning för denna målgrupp att få en anställning på den öppna arbetsmarknaden. De har färdigheter som är användbara på arbetsmarknaden, men behöver anpassningar och stöd för att klara av arbetslivet. För att detta ska fungera krävs samarbeten mellan olika aktörer och socialt stöd.

The purpose of this study was to explore and describe the EcoHealth markers and health promotion interventions in the behaviour and practices of vegetables growers in Addis Ababa. The objectives were to assess the urban and peri-urban community members’ knowledge and practices on the existing environmental health policies/regulations/guidelines, assess the perspectives of women and youth on urban and peri-urban EcoHealth promotions and protections and evaluate the development and implementation of the health promotion activities on waste water use by applying an ecological model aimed at changing behaviour and by providing Bio-sand filter to promote hand wash practice which helps to reduce potential health risks among urban vegetable growers. Both quantitative and qualitative descriptive researches were conducted to identify the urban and peri urban community members’ knowledge and practices of the existing environmental health regulators and the perspectives of women and the youth on EcoHealth. Additional quasi experimental method; multiple baseline survey along with the EcoHealth Stress Process promotion method was employed to identify stressors, measure changes in environmental health promotion intervention and use of hand wash (biosand filter for hand wash). Six woredas from two subcities of the Addis Ababa City Administration were purposely selected, and a total of 845 (98.9% response rate) households participated in the quantitative study, while 142 community members (public sector offices, factories and establishments’ management and employee), participated in the qualitative survey. For quasi experimental method, six settings/blocks (of which 3 sites were provided with a bio-sand filter for hand washing) cultivated by 6 to 8 vegetable growers and their family members, were included in the intervention (multiple baseline survey). The findings revealed that about 77 percent of participants reported, knowledge of one or more of the selected environmental health and EcoHealth regulations. Ownership of assets and education tend to influence the public awareness of selected EcoHealth and environmental health regulations. Women and youth found to be significant contributors to better urban and peri-urban EcoHealth conditions and were the ones primarily affected by environmental hazards. The intervention study results also indicated evidence-based IEC interventions and ecological health promotion methods proved useful in promoting EcoHealth in an urban environment. Moreover, the biosand filter used to provide evidence of health promotion was found to be valuable for wastewater treatment and significantly reduced chemical, physical and biological contaminates from the wastewater. / Health Studies / D. Litt. et Phil. (Health Studies)

The National Commission of Special Needs in Education and Training (NCSNET) Document (1997) which portrays the new Education Policy in South Africa. clearly states that one of the crucial outcomes is that all possible barriers to learning must be eliminated so that all learners are able to actualise their full potential. Inclusive education, as embedded within the Education Policy, is regarded as an approach which will allow learners to actualise their full potential. This study is a critical reflection on whether inclusive education is practised in primary schools in the Thohoyandou area. The research findings indicated that inclusive education is not practised in the Thohoyandou area. A major factor or barrier in this regard is that teachers and principals are not empowered in terms ofknowledge to practise inclusive education. Other factors acting as barriers to the implementation of inclusive education are that the school buildings do not cater for physically and visually impaired learners as well as the attitudes of teachers, parents and peers are inclined to be negative towards learners experiencing barriers to learning. The community should also be educated and empowered to assist and understand these learners, who will become the future members of the community, more effectively, As inclusive education is one of the means whereby all learners are given the opportunity to actualise their full potential, these barriers must be addressed so that inclusive education can be practised in all primary schools in the Thohoyandou area. A few strategies to implement inclusive education in the Thohoyandou area are suggested by the researcher. / Educational Studies / M. Ed. (Special Needs Education)

There has been a paucity of research concerning vocational training of learners with special education needs. The literature study focused on a vocational training and transition planning programme in the United States of America, which could provide as a useful guide to educators and school managers, when implementing vocational training and transitional planning in South Africa. Research was conducted using semi-structured interviews with educators and principals at special schools, observation of learners whilst performing skills training and documentary analysis, to explore whether learners with barriers to learning are receiving skills training that could position them for employment in the open labour market after they exit school. Findings revealed that principals and educators at special schools are faced with challenges in the learner’s microsystem, exosystem and macrosystem, resulting in the inadequate preparation of learners with special education needs for employment in the open labour market. Based on the findings, recommendations in terms of Bronfenbrenner’s Ecological Systems Theory were made, to increase the opportunity for learners who experience barriers to learning, to be engaged in meaningful employment. / Education Management / M. Ed. (Education Management)

Thesis (MEdPsych))--University of Stellenbosch, 2010. / Bibliography / ENGLISH ABSTRACT: Teachers have been strategically positioned to mediate information that might lead to increased HIV and AIDS knowledge and preventative measures among school-based youth. This study attempted to understand such teachers' knowledge and attitudes within a particular social context using the Bio-ecological systems model of Bronfenbrenner. The systems model provided the framework for understanding teachers' knowledge and attitudes of HIV and AIDS given their choices in terms of background, knowledge, attitude, and their links with multiple systems. The study was conducted within the qualitative paradigm. Semi-structured interviews were conducted with thirteen intermediate phase primary school teachers from seven primary schools in Phillipi, Cape Town. This study showed that teachers were aware of being part of complex systems. They expressed their difficulties with teaching HIV and AIDS education in the classroom, particularly conditioned by cultural taboos. This study further showed that teachers. interactions, particularly with people living with HIV and AIDS, changed their knowledge of, and attitudes towards, HIV and AIDS and the teaching thereof. It also pointed to the dissonance between teachers' beliefs and behaviours in serving people living with HIV and AIDS. For some teachers, religious beliefs provided the means with which to deal with the HIV and AIDS pandemic. For others, particularly some female teachers, unequal gendered roles and expectations with regard to sex and sexuality in their communities had a direct impact on the spread of HIV and AIDS and safe-sex practices (knowledge) in their communities. Finally, teachers were actively and critically engaged with systems that impact upon them; particularly, the Macrosystem of the Education Department (in this case, the Western Cape), and the Microsystems of the societies and communities within which their schools were located. In summary, the study showed that a contextual, system-related approach to teachers in the classroom highlighted how they related to HIV and AIDS. Such complex, and inter-connected relations cannot be ignored by teachers, educators, policy-makers, material developers and trainers. More studies will give us a better model of the challenges and opportunities facing those who are helping stem the tide of the pandemic. / AFRIKAANSE OPSOMMING: Onderwysers is in 'n strategiese posisie om inligting oor te dra aan jong leerders wat sal lei tot meer kennis van MIV en ook sal voorkom dat dit versprei. In hierdie studie is onderneem om onderwysers se kennis en denkwyse in 'n besondere sosiale verband te verstaan, deur gebruik te maak van die Bio-ekologiese stelsels-model van Bronfenbrenner. Die stelsels-model voorsien die raamwerk om onderwysers se kennis en houdings van MIV/VIGS te verstaan, aangesien hulle keuses maak in terme van hulle agtergrond, kennis, denkwyse en hulle kontak met meervoudige stelsels. Hierdie studie is uitgevoer in die kwalitatiewe paradigma. Halfgestruktureerde onderhoude is uitgevoer met dertien intermediêre fase primêre-skool onderwysers by sewe primêre skole in Philippi, Kaapstad. Hierdie studie het bewys dat onderwysers bewus is daarvan dat hulle deel vorm van ingewikkelde stelsels. Hulle het te kenne gegee dat hulle dit moeilik vind om MIV/VIGS opvoeding te gee in die klaskamer, veral as gevolg van kulturele taboes. Hierdie studie het ook bewys dat onderwysers se interaksie, veral met mense wat met MIV/VIGS saamleef, hulle kennis van en houding teenoor MIV/VIGS, en die onderrig daarvan, verander het. Dit het ook die verskil tussen onderwysers se godsdienstige oortuigings en houdings uitgewys wanneer hulle in kontak kom met mense wat met MIV/VIGS saamleef. Sommige onderwysers het hulle godsdienstige oortuigings gebruik wanneer hulle met die MIV/VIGS pandemie gewerk het. Sommige onderwyseresse veral, het gevind dat ongelyke geslagsrolle en verwagtinge ten opsigte van seks en seksualiteit in hulle gemeenskappe 'n direkte invloed gehad het op die verspreiding van MIV/VIGS en veilige sekspraktyke in hulle gemeenskappe. Onderwysers was aktief betrokke by stelsels wat 'n invloed op hulle gehad het, veral die Makrostelsel van die Onderwysdepartement (in hierdie geval die Wes-Kaap), en die Mikrostelsels van die samelewings en gemeenskappe waar die skole hulself bevind. In opsomming, het hierdie studie bewys hoedat 'n kontekstuele, stelsel- verwante benadering tot onderwysers in die klaskamer in verhouding staan met kennis en houdings teenoor MIV/VIGS. Sulke komplekse en onderlinge verhoudings kan nie deur onderwysers, beleidmakers, materiële ontwikkelaars en afrigters geïgnoreer word nie. Verdere navorsing en studies sal vir ons 'n meer effektiewe model bied van die uitdagings en geleenthede wat onderwysers in die gesig staar en wat sal help om die pandemie hok te slaan.

Progress towards sustainability requires changes in our individual and collective behaviour. Yet, our fundamental understanding of behaviour in relation to environmental change remains severely limited. In particular, little attention has been given to how individual and collective behaviours respond to, and are shaped by, non-linear environmental change (such as ‘regime shifts’) and its inherent uncertainties. The thesis makes two main contributions to the literature: 1) it provides one of the first accounts of human behaviour and collective action in relation to ecological regime shifts and associated uncertainties; and 2) extends the incipient behavioural common-pool resource literature that acknowledges social-ecological dynamics and ecological complexity. The overarching aim of this thesis is to further advance an empirically grounded understanding of human behaviour in social-ecological systems. In particular, the thesis attempts to unravel critical social-ecological factors and mechanisms for the sustainability of common-pool resources. This is especially relevant for contexts in which livelihoods can be more directly threatened by regime shifts. The following methods are applied: behavioural economic experiments in the lab (with students; Papers I and II) and in the field (with small-scale fishers from four different communities in the Colombian Caribbean; Paper III), and agent-based modelling empirically informed by a subset of the lab experiments (Paper IV). Paper I tests the effect of an endogenously driven regime shift on the emergence of cooperation and sustainable resource use. Paper II tests the effect of different risk levels of such a regime shift. The regime shift in both papers has negative consequences for the productivity of the shared resource. Paper III assesses the effect of different degrees of uncertainty about a climate-induced threshold in stock dynamics on the exploitation patterns; as well as the role of social and ecological local context. Paper IV explores critical individual-level factors and processes affecting the simultaneous emergence of collective action and sustainable resource use. Results cumulatively suggest that existing scientific knowledge indicating the potential for ecological regime shifts should be communicated to affected local communities, including the remaining uncertainties, as this information can encourage collective action for sustainable resource use. Results also highlight the critical role of ecological knowledge, knowledge-sharing, perceived ecological uncertainties, and the role local contexts play for sustainable outcomes. This thesis enriches the literature on social-ecological systems by demonstrating how a behavioural experimental approach can contribute new insights relevant for sustainability. Overall, these insights indicate that, given the opportunity and the willingness of people to come together, share knowledge, exchange ideas, and build trust, potential ecological crises can encourage collective action, and uncertainties can be turned into opportunities for dealing with change in constructive ways. This provides a hopeful outlook in the face of escalating environmental change and inherent uncertainties. / <p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Manuscript.</p>

Alors que les activités anthropiques font basculer de nombreux écosystèmes vers des régimes fonctionnels différents, la résilience des systèmes socio-écologiques devient un problème pressant. Des acteurs locaux, impliqués dans une grande diversité de groupes — allant d’initiatives locales et indépendantes à de grandes institutions formelles — peuvent agir sur ces questions en collaborant au développement, à la promotion ou à l’implantation de pratiques plus en accord avec ce que l’environnement peut fournir. De ces collaborations répétées émergent des réseaux complexes, et il a été montré que la topologie de ces réseaux peut améliorer la résilience des systèmes socio-écologiques (SSÉ) auxquels ils participent. La topologie des réseaux d’acteurs favorisant la résilience de leur SSÉ est caractérisée par une combinaison de plusieurs facteurs : la structure doit être modulaire afin d’aider les différents groupes à développer et proposer des solutions à la fois plus innovantes (en réduisant l’homogénéisation du réseau), et plus proches de leurs intérêts propres ; elle doit être bien connectée et facilement synchronisable afin de faciliter les consensus, d’augmenter le capital social, ainsi que la capacité d’apprentissage ; enfin, elle doit être robuste, afin d’éviter que les deux premières caractéristiques ne souffrent du retrait volontaire ou de la mise à l’écart de certains acteurs. Ces caractéristiques, qui sont relativement intuitives à la fois conceptuellement et dans leur application mathématique, sont souvent employées séparément pour analyser les qualités structurales de réseaux d’acteurs empiriques. Cependant, certaines sont, par nature, incompatibles entre elles. Par exemple, le degré de modularité d’un réseau ne peut pas augmenter au même rythme que sa connectivité, et cette dernière ne peut pas être améliorée tout en améliorant sa robustesse. Cet obstacle rend difficile la création d’une mesure globale, car le niveau auquel le réseau des acteurs contribue à améliorer la résilience du SSÉ ne peut pas être la simple addition des caractéristiques citées, mais plutôt le résultat d’un compromis subtil entre celles-ci. Le travail présenté ici a pour objectifs (1), d’explorer les compromis entre ces caractéristiques ; (2) de proposer une mesure du degré auquel un réseau empirique d’acteurs contribue à la résilience de son SSÉ ; et (3) d’analyser un réseau empirique à la lumière, entre autres, de ces qualités structurales. Cette thèse s’articule autour d’une introduction et de quatre chapitres numérotés de 2 à 5. Le chapitre 2 est une revue de la littérature sur la résilience des SSÉ. Il identifie une série de caractéristiques structurales (ainsi que les mesures de réseaux qui leur correspondent) liées à l’amélioration de la résilience dans les SSÉ. Le chapitre 3 est une étude de cas sur la péninsule d’Eyre, une région rurale d’Australie-Méridionale où l’occupation du sol, ainsi que les changements climatiques, contribuent à l’érosion de la biodiversité. Pour cette étude de cas, des travaux de terrain ont été effectués en 2010 et 2011 durant lesquels une série d’entrevues a permis de créer une liste des acteurs de la cogestion de la biodiversité sur la péninsule. Les données collectées ont été utilisées pour le développement d’un questionnaire en ligne permettant de documenter les interactions entre ces acteurs. Ces deux étapes ont permis la reconstitution d’un réseau pondéré et dirigé de 129 acteurs individuels et 1180 relations. Le chapitre 4 décrit une méthodologie pour mesurer le degré auquel un réseau d’acteurs participe à la résilience du SSÉ dans lequel il est inclus. La méthode s’articule en deux étapes : premièrement, un algorithme d’optimisation (recuit simulé) est utilisé pour fabriquer un archétype semi-aléatoire correspondant à un compromis entre des niveaux élevés de modularité, de connectivité et de robustesse. Deuxièmement, un réseau empirique (comme celui de la péninsule d’Eyre) est comparé au réseau archétypique par le biais d’une mesure de distance structurelle. Plus la distance est courte, et plus le réseau empirique est proche de sa configuration optimale. La cinquième et dernier chapitre est une amélioration de l’algorithme de recuit simulé utilisé dans le chapitre 4. Comme il est d’usage pour ce genre d’algorithmes, le recuit simulé utilisé projetait les dimensions du problème multiobjectif dans une seule dimension (sous la forme d’une moyenne pondérée). Si cette technique donne de très bons résultats ponctuellement, elle n’autorise la production que d’une seule solution parmi la multitude de compromis possibles entre les différents objectifs. Afin de mieux explorer ces compromis, nous proposons un algorithme de recuit simulé multiobjectifs qui, plutôt que d’optimiser une seule solution, optimise une surface multidimensionnelle de solutions. Cette étude, qui se concentre sur la partie sociale des systèmes socio-écologiques, améliore notre compréhension des structures actorielles qui contribuent à la résilience des SSÉ. Elle montre que si certaines caractéristiques profitables à la résilience sont incompatibles (modularité et connectivité, ou — dans une moindre mesure — connectivité et robustesse), d’autres sont plus facilement conciliables (connectivité et synchronisabilité, ou — dans une moindre mesure — modularité et robustesse). Elle fournit également une méthode intuitive pour mesurer quantitativement des réseaux d’acteurs empiriques, et ouvre ainsi la voie vers, par exemple, des comparaisons d’études de cas, ou des suivis — dans le temps — de réseaux d’acteurs. De plus, cette thèse inclut une étude de cas qui fait la lumière sur l’importance de certains groupes institutionnels pour la coordination des collaborations et des échanges de connaissances entre des acteurs aux intérêts potentiellement divergents. / As anthropic activities are slowly pushing many ecosystems towards their functional tipping points, social-ecological resilience has become a pressing concern. Local stakeholders, acting within a diversity of groups — from grassroots organizations to higher-scale institutional structures — may act on these issues and collaborate to develop, promote, and implement more sustainable practices. From these repeated collaborations emerge complex networks, the topologies of which have been shown to either enhance or hinder social-ecological systems’ (SES) resilience. The main topological characteristics of a stakeholder network enhancing SES’s resilience include a combination of: a highly modular community structure, which helps groups of stakeholders develop and propose solutions both more innovative (by reducing knowledge homogeneity in the network), and close to their interest and values; high connectivity and synchronizability, in order to improve consensus building, social capital and learning capacity; and high robustness so as to prevent the first two characteristics from sharply decreasing if some stakeholders were to leave the network. These characteristics are straight-forward both in concept and in their mathematical implementation, and have often been used separately to discuss the structural qualities of stakeholder networks in case studies. However, some of these topological features inherently contradict each other. For example, modularity is in direct conflict with connectivity, which is in conflict with a network’s robustness. This issue makes the creation of a more global measure difficult, as the level to which stakeholders contribute to enhancing SES’s resilience cannot simply be a summation of these features, but instead needs to be the outcome of a delicate trade-off between them. The present study aims to: (1) explore the trade-offs at work between these structural features; (2) produce a measure of how well-suited empirical stakeholder networks are to enhancing the resilience of their SES; and (3) thoroughly analyze an empirical stakeholder network in the context, among other things, of its resilience-enhancing qualities. This dissertation is organized in four parts. The first part (Chapter 2) is a review of the literature on SES resilience. It identifies a series of structural features (as well as their corresponding network metrics) associated with resilience-enhancement in SES. The second part (Chapter 3) is a case study on the Eyre Peninsula (EP), a rural region of South Australia where land-use, as well as climate change, contribute to biodiversity erosion. For this case study, field work was conducted in 2010 and 2011, during which time a series of face-to-face interviews was conducted to populate a list of individuals — and groups of individuals — holding a stake in biodiversity conservation on the EP. The data was thereafter used to develop an online questionnaire documenting interactions between these stakeholders. The two steps led to produce a weighted, directed network of 129 stakeholders interacting through 1180 collaboration links. The third part (Chapter 4) describes a methodology to measure the level to which stakeholder networks contribute to resilience-building in SES. The method is articulated in two steps: (i) an optimization algorithm (simulated annealing — SA —) is used to craft a semi-random archetypal network which scores high in one compromise of modularity, connectivity, synchronizability, and robustness, and (ii) an empirical stakeholder networks (such as our EP network) is compared to the archetypal network through a measure of structural distance. The shorter the distance, the closer the empirical network is to its ideal configuration. The fourth and last part of the dissertation research (Chapter 5) is an improvement on the simulated annealing used in Chapter 4. As is frequently done for this kind of optimization technique, the SA used in Chapter 4 projected the four dimensions of the multi-objective problem into one (as a weighted average). While performing well, this only resolves one of the possible trade-offs between the objectives. To better explore the trade-offs at work in this optimization problem, a true multi-objective simulated annealing (MOSA) is proposed where, instead of optimizing one solution, the algorithm optimizes a multidimensional surface of solutions scoring better than the others in a least one of the objectives. This study, which focuses on the social part of SESs, improves our understanding of the stakeholder collaboration structures which, theoretically, best contribute to resilient SESs. It shows that while some resilience-enhancing topological characteristics are in conflict (modularity vs. connectivity, and connectivity vs. robustness to a lesser extent) others can be easily reconciled (connectivity vs. synchronizability, and, less-so, modularity vs. robustness). It also provides an intuitive method to quantitatively assess empirical stakeholder networks, which opens the way to comparisons between case studies, or monitoring of stakeholder network evolution through time. Additionally, this thesis provides a case study which highlights the importance of a key institutional group in coordinating collaborations and information exchanges among other stakeholders of potentially diverging interests and values.