Thesis (M.S.)--University of North Texas, Aug., 2007. / Title from title page display. Includes bibliographical references.

Thesis (M.A. in sociology)--Washington State University, August 2008. / Includes bibliographical references (p. 42-44).

Thesis (Ph. D.)--Rutgers University, 2008. / "Graduate Program in Planning and Public Policy." Includes bibliographical references (p. 273-281).

Thesis (Ph. D.)--Northeastern University, 2008. / Title from title page (viewed June 22, 2009). Graduate School of Arts and Sciences, Law, Policy and Society Program. Includes bibliographical references (p. 228-236)

Thesis (MA)--University of Melbourne, School of Science and Political Sciences, 2009. / Typescript. Includes bibliographical references (p. 90-98)

Thesis (Ph.D.)--Aberdeen University, 2009. / Title from web page (viewed on June 26, 2009). Includes bibliographical references.

Thesis (Ph.D.)--University of Delaware, 2009. / Principal faculty advisor: John Byrne, Center for Energy and Environmental Policy . Includes bibliographical references.

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Dr. Jane B. Robbins, Florida State University, College of Information. Title and description from dissertation home page (viewed Sept. 20, 2005). Document formatted into pages; contains iv, 166 pages. Includes bibliographical references.

<p> The transformative benefits of cross-cultural interaction and the &ldquo;disruption&rdquo; caused by the confrontation with injustice, poverty and culture shock for students through immersion experiences are well-documented. In contrast, however, there is very little research that documents the experience of host communities - those into whom the traveler is immersed. What is the experience of individuals from these host communities? What is the value or significance to them of hosting educational travel groups? What opportunities exist for educational travel programs to be venues for decolonization and social justice work that is mutually beneficial to student groups and host communities? This project is a phenomenological study consisting of in-depth interviews with six native or indigenous community partners who worked with two high school educational travel programs&mdash;one internationally and one domestically. Participants reported a clear understanding of their co-educational role and attached broader global and spiritual significance to that. A number of recommendations emerged for building mutually beneficial relationships in the context of educational travel.</p>

<p> The geographic variability and uneven distribution of climate-related impacts in urban environments pose serious challenges to achieving social-ecological resilience and environmental justice. There are no generalizable solutions for the anticipated climate challenges facing urban environments, which vary from increased frequency and intensity of extreme weather events to flooding, heat waves, droughts, and worsening air quality. Densely populated coastal urban areas, like Long Beach, California, are further exposed to sea level rise, coastal erosion, and saltwater intrusion. In response, ecosystem-based adaptation plans have gained traction in the scientific literature and policy circles as viable, multi-beneficial strategies to build urban resilience to withstand anticipated climate threats. Green infrastructure (GI) offers flexible, place-based solutions and as such, has surged in popularity as an urban planning strategy, reflecting the focus of planners and policy-makers to design and implement location-specific interventions. Utilizing a mixed-methods approach, this empirical case study analyzes the spatial distribution and projected intensity of climate-related impacts in Long Beach, California. Integrating geospatial data, surveys, and key informant interviews, this study explores citizen perception of climate risk and desirability of GI solutions to increase adaptive capacity across two high risk communities with unevenly distributed biophysical and social vulnerabilities.</p><p>