This study investigates the impact of an online community's control structure on the knowledge sharing process in that community. Using a framework comprised of legitimate peripheral participation theory and the weak-ties phenomenon, the study focuses on a comparative analysis of self-organizing online communities (e.g., weblog networks) and centralized online communities (e.g., discussion forums communities) with respect to the efficacy of knowledge sharing in these communities. The findings of this study indicate that self-organizing communities of practice have more weak-ties among their members compared to centralized communities. As per weak-ties theory of Granovetter (1973, 1983), these findings suggest that self-organizing communities facilitate greater dissemination of knowledge and flow of information among their members than centralized communities. The abundance of weak-ties in their community structure also makes self-organizing communities better environments for the discovery of new information compared to centralized community environments. This study did not find any evidence of community structure impact on peripheral participation and the interaction activity level among peripheral participants of a given online community. These observations may have stemmed from the limitations of research design, however, it is safe to say as of now that verdict on peripheral participation differences in different community structures is inconclusive at best. / Master of Science

I slutet av 1990-talet beslöt den dåvarande regeringen att initiera ett antal projekt i medelstora och större svenska städer. Projekten skulle förläggas till förorternas miljonprogramsområden och målen skulle vara att stärka kompetensen hos de invandrare som bodde i bostadsområdena, öka deras arbetskraftsdeltagande och öka kontaktytorna mellan svenskar och invandrare. Kooperativet Latitud är ett av dessa projekt. Inom kooperativet arbetar flyktingar, långtidsarbetslösa och lågutbildade. Männen har kommit dit genom arbetsmarknadsplaceringar, praktikplatser, aktivitetsgaranti, medan de flesta av kvinnorna har kortvariga anställningar. Studien bygger på Lave och Wengers teorier kring legitimt perifert lärande och lärande i en handlingsgemenskap. Dessutom prövas teoriernas användbarhet i den kontext som kooperativet utgör. Grundläggande i dessa teorier är att lärandet är situerat och sker i handling i en social gemenskap och att lärande och utveckling av identitet är sammanvävda. Arbetsplatsen Latitud studeras i dess egenskap av en handlingsgemenskap, där människors lärande är beroende av och förknippat med den mening de finner i verksamheten och i sin egen tillvaro i kooperativet, lika väl som av den gemenskap de formar som arbetsgrupp. Lärandets betydelse för individens identitet tydliggörs i fyra individers lärande och agerande under deras tid i kooperativet. Avhandlingen visar att de använda teorierna är väl skickade för att studera Latitud som miljö för lärande, dock krävs ytterligare utveckling av teorierna för att utforska och förklara individens lärande och samspelet mellan individ och kontext. En fördjupning av teorin krävs för att beskriva hur en människas identitet byggs från deltagande och lärande i olika lokala praktiker och behov, och hur varje individs lapptäcke av livserfarenheter och lärande formar ett individuellt mönster. / At the end of the 1990s, the then Swedish Government initiated a number of projects in large and medium-sized Swedish cities. The projects were to be conducted in suburban housing areas built during the Million Programme and the objectives were to improve the skills of migrants living in these areas, increase their participation in the workforce and strengthen contacts between them and Swedish people. The Latitude Cooperative (Kooperativet Latitud) was one of these projects. Refugees, long-termed unemployed and low-educated people work within the cooperative. The men have arrived there as labour market placements, whilst most of the women are on short-term employment contracts. The study is based on Lave and Wenger's theories on Legitimate Peripheral Participation and learning in a Community of Practice. The applicability of these theories was also tested in the context of the cooperative. The basic premise of these theories is that learning is situated and occurs when participating in a social community and that learning and development of identity are interwoven. The Latitude Cooperative is studied in its capacity as a community of practice, where people's learning is dependent on and associated with the meaning they find in the activities and in their own existence in the cooperative, as well as on the community they shape as a working group. The significance of learning for individual identity is exemplified in the learning of four individuals and their actions during their time in the cooperative. The thesis shows that the theories employed are well suited to the study of Latitude as a learning environment. The theories require further development, however, in order to research and explain individual learning and the interplay between the individual and the context. Dreier provides the necessary further development of the theory to describe how a person's identity is constructed from participation and learning in different local practices and needs, and how each individual's patchwork of life experiences and learning forms an individual pattern.

LR Konstitucinis Teismas savo išaiškinimuose yra pažymėjęs, kad dėl neteisėtų veiksmų nukentėjusiam asmeniui visais atvejais yra užtikrinama galimybė reikalauti teisingo žalos atlyginimo ir jį gauti, o teisingumo ir teisinės valstybės principai sąlygoja, kad įstatyminės poveikio priemonės garantuotų asmenų teisėtų interesų pusiausvyrą. LR CK 6.270 str. 3 d. numato, kad didesnio pavojaus šaltinio valdytojas (toliau – DPŠV), laikomas solidariai atsakingu su neteisėtai didesnį pavojaus šaltinį užvaldžiusiu asmeniu atvejais, kai dėl šaltinio praradimo yra ir paties valdytojo kaltės, bei tai, kad atlyginęs žalą DPŠV, gauna regreso teisę į neteisėtai didesnio pavojaus šaltinį užvaldžiusį asmenį. Toks teisinis reguliavimas gali sąlygoti, kad DPŠV dėl neatsargumo praradęs tą šaltinį, gali būti priverstas atsakyti ta pačia apimtimi, kaip ir tyčiniais nusikalstamais veiksmais žalą sukėlę asmenys. Todėl kyla abejonė, ar CK 6.270 str. 3 d. ta apimtimi, kuri numato solidariąją DPŠV atsakomybę, nepažeidžia asmenų teisėtų interesų pusiausvyros. Magistro darbe buvo nustatyta ir tiriama: DPŠV atsakomybės požymiai ir atribojimas nuo kitų atsakomybės rūšių; solidariosios atsakomybės problematika deliktiniuose santykiuose; DPŠV ir nukentėjusiojo asmens teisėti interesai Lietuvoje. Darbe vertinama, kaip skirtingose valstybėse gali būti derinami asmens, valdančio objektą, kuris pagal Lietuvos teisę laikomas didesnio pavojaus šaltiniu, ir nukentėjusiojo dėl to šaltinio asmens interesai. Buvo... [toliau žr. visą tekstą] / Constitutional Court of the Republic of Lithuania has held in it’s decisions, that the constitutional imperative for compensation for material and moral damage is inherent in the Constitution enshrined the principle of justice that laws must be provided with all the necessary legal preconditions for just compensation of damages to victims. However, the constitutional principles of justice and the rule of law, also implies that the measures established, have to meet the legitimate and universally important objectives and guarantee of balance of legitimate interests. There is 6.270 Art. 3 p. in Civil Code of the Republic of Lithuania which provides that the possessor of a potentially hazardous object (hereinafter PPHO), the latter and the person who seized the potentially hazardous object unlawfully, shall be held jointly and severally liable for the damage caused by that object, in cases where the loss of possession of a potentially hazardous object results also from the fault (as well negligence) of the possessor. Upon having compensated for the damage, the PPHO shall acquire a right of recourse for the recovery of sums paid against the person who unlawfully seized the potentially hazardous object. Having regard to the legal regulation, there is possibility of situation where the PPHO which contributed fractional share in loss of possession of potentially hazardous object should be liable for the damage caused by intentional criminal acts made by third parties. Moreover... [to full text]

O objetivo desta dissertação é promover estudo abrangente de fenômeno do direito das sucessões que denominamos de sucessão necessária. Trata-se da tutela sucessória imperativa concedida a familiares mais próximos do autor da herança, irredutível por testamento ou doações, excluída nas restritas hipóteses de indignidade e deserdação. Pretende-se demonstrar que, na classificação da sucessão quanto à fonte da vocação hereditária, a sucessão necessária é subespécie autônoma de sucessão legítima, com elementos e fundamentos próprios, regida por normas de natureza distinta da sucessão legítima intestada e da sucessão testamentária. E que, apesar dessas peculiaridades, o Código Civil brasileiro não a reconhece expressamente como mais uma modalidade sucessória, tratando dos temas a ela relacionados de forma dispersa, dificultando visão de conjunto e adequada compreensão do instituto em seu todo. Essa sistematização legal que nos parece inapropriada ainda obscurece a importante evolução da sucessão necessária verificada durante a vigência do Código Civil de 1916, consolidada e ampliada pelo Código Civil de 2002, com incorporação de novas figuras, como legados legais necessários e sucessão imperativa concorrente do cônjuge e companheiro com descendentes e ascendentes. Com o intuito de restabelecer a visão de conjunto e recapitular essa evolução da sucessão necessária, serão examinados os principais aspectos dessa modalidade sucessória, inclusive em sua inter-relação com a sucessão intestada e a sucessão testamentária, apontando seus aspectos singulares. Em seguida, será apresentada a evolução da proteção sucessória imperativa, desde seu passado mais remoto no direito romano, passando pelos antecedentes no direito brasileiro, até seu perfil atual, consolidado pelo Código Civil de 2002, examinando-se os principais temas a ela relacionados. Por fim, serão analisadas as perspectivas da sucessão necessária, em termos de projeções futuras, apontando a tendência, no direito contemporâneo, em direção a sistemas de proteção sucessória imperativa mais abertos, flexíveis e proporcionais. / The objective of this dissertation is to carry out a wide study of the phenomenon of the inheritance law that we call imperative inheritance. It concerns the imperative inheritance guardianship given to the closest relatives of the deceased, which is irreducible by will or donations, except for some particular hypothesis of indignity and disinheritance. The intention is to demonstrate that, in the classification of the succession, according to the source of the hereditary calling, the imperative inheritance is an autonomous subspecies of the legal succession, with its own elements and grounds, guided by rules of a different nature than the legal succession without a will and than the testate succession. Moreover, in spite of these peculiarities, the Brazilian Civil Code doesn´t recognize it as another form of succession and deals with the subjects related to it in a scattered way, reason by which it is difficult to see the entire scene and to have a proper understanding of the institute in its whole. This legal system, that seems to be inappropriate, still obscures the important development of the imperative succession seen during the validity of the 1916 Civil Code, consolidated and enlarged by the 2002 Civil Code, with the incorporation of new figures, as necessary legal legacy and competitive imperative inheritance of the spouse or non-ceremonial wife or husband with ascendants or descendants. With the purpose of reestablishing a view of the whole and reviewing the development of the imperative inheritance, the main aspects of this form of succession, including its inter relation with the succession without a will and the testate succession, will be examined pointing out its specific aspects. Furthermore, the development of the protection of the imperative inheritance, since its most remote past in the Roman Law, through the antecedents of the Brazilian Law, until its present profile, consolidated by the 2002 Civil Code will be presented, examining the main issues related to it. Finally, the perspectives of the imperative inheritance will be analyzed, in terms of future projection, showing the trends in the contemporary law, leading to more open, flexible and proportional systems of protection of the imperative inheritance.

À rebours de l'enseignement des historiens, selon lequel les sociétés se pacifient à mesure que leurs mœurs s'affinent, notre société contemporaine semble en proie à une violence omniprésente. Pour autant, ni le scientifique ni le profane n'est véritablement dans l'erreur, car la notion de violence revêt une dimension subjective qui la rend susceptible de variations considérables selon les époques et les communautés. Cette subjectivité dont est empreinte la notion, le droit pénal, ne s'en accommode que difficilement. Fidèle aux principes qui le fondent, et le préservent de l'arbitraire, le droit pénal se doit de définir avec clarté et précision les comportements qu'il entend réprimer. Or, pas plus que la jurisprudence, le législateur n'a pris soin de définir la notion de violence. Pourtant, celle-ci irradie le Code pénal et connaît de surcroît un emploi inflationniste au sein de l'hémicycle, comme en témoigne la répression des violences routières, conjugales, urbaines, scolaires, sportives… S'il est de son office d'encadrer les évolutions de la société, le droit pénal ne doit cependant pas en accompagner les dérives avec bienveillance. Ne serait-ce parce qu'en matière de violence, il souffrirait immanquablement de se voir reprocher celle qui, originellement, est la sienne / Contrary to historian's learning, according to societies pacify themselves as their manners are refined, contemporary society seems plagued by widespread violence. However, neither the scientist nor layman is really wrong, because the concept of violence has a subjective dimension that makes it susceptible to considerable variations across periods and communities.This subjectivity imbuing the concept, criminal law can't admit it easily. Faithful to the underlying principles, and preserve itself of the arbitrary, criminal law should define clearly and precisely the behavior it intends to punish. However, no more than the jurisprudence, the legislature took care to define the concept of violence. Even so, it radiates the Penal Code and has furthermore inflationary employment within the Parliament, as evidenced by the punishment of violence roads, domestic, urban, school, sports... If it's his office to oversee the evolution of society, the criminal law should not, however, support the drifts with kindness. If only because in terms of violence, suffering inevitably be accused of that which, originally, was hers

L’expression « Principe de confiance légitime » désigne généralement, dans la littérature juridique française, un principe de droit public qui s’est imposé dans différents pays et dans la jurisprudence de la Cour de Justice de l’Union européenne. Au-delà de ce domaine classique, certains auteurs soutiennent qu’un tel principe existe en droit privé français. Il s’agirait, selon une partie d’entre eux, d’un principe explicatif et d’orientation. Pour un autre auteur, il en existerait plusieurs. Ces incertitudes justifient une interrogation sur le bien-fondé de l’existence d’un, voire plusieurs, principe(s) de confiance légitime en droit privé. Dans l’hypothèse où la réponse serait positive, la fonction doit être précisée afin de déterminer si ce ou ces principes n’ont que des fonctions d’orientation – ou d’interprétation – et d’explication. La présente thèse répond par l’affirmative à la première de ces questions et par la négative à la seconde. Ainsi, la première partie de la thèse met en lumière le principe. Elle soutient que le régime des produits défectueux et le droit commun de la responsabilité civile sanctionnent, dans des hypothèses variées, la violation de la confiance légitime. Ce constat présuppose qu’il existe une norme juridique qui impose de respecter cette confiance, norme qui ne peut qu’être un principe général du droit, dans la mesure où sa généralité est telle qu’elle est de nature à inspirer d’autres normes. La seconde partie traite des effets du principe. Plusieurs sont identifiés et deux font l’objet de développements plus substantiels : le droit à l’exécution forcée et la fonction satisfactoire de la responsabilité civile. / The expression "Principle of legitimate expectation" is generally used, within the French legal literature, as a principle under public law which has already been established in several countries as well as exercised in the Court of Justice of the European Union jurisprudence. Beyond this classic area, some authors argue that such a principle does exist in private law. It would be, for a fraction of them, an explanatory and orientative principle. For another author, there would be several principles. These uncertainties justify interrogation on the basis of the existence of one, or even several principles of "legitimate expectation". Assuming that the answer would be positive, the function of the above-mentioned principle must be ascertained so as to determine if that or these principle(s) have for unique function orientation – or interpretation – and explanation. The present thesis tries to answer in the affirmative for the first question and to give a negative answer to the second one. The first part of this thesis highlights the principle. It argues that the legal frame of defective products regulations as well as the civil liability does punish, through several ways, the breach of the legitimate expectation. This observation assumes that there is a legal norm which requires to respect this legitimate expectation. This norm can only be considered as a general principle of law to the extent that, by virtue of its generality, it shall inspire other norms. The second part of the present thesis deals with the consequences of the principle of legitimate expectation. Several have been identified and two of them are subject to more detailed and substantial development : the forced execution related regulations and the satisfactory function of civil liability.

<p>Work integrated learning was established at Swedish universities about twenty years ago; and today there are some different attitudes about the purpose of integrating theoretical perspectives to practical experiences, during higher education. For example, there are arguments that students tend to become clients or tools in order to gain regional development if the practical perspectives overcome the possibilities of reflection. Education will in this case only serve to facilitate employment after graduation, rather than to facilitate developmental learning. To understand the relationship between reproductive- and developmental learning, this thesis explores the different kinds of strategies student teachers develop, during their teacher training – to gain the skills and knowledge needed to work as a professional teacher. The focus is how the students respond to the various emerging contradictions, while crossing the boundaries – between the university, and the workplace. The activity theory approach conceptualizes boundary-crossing as a phenomenon based on the idea of horizontal development – which requires the ability to find relevant information wherever it may be available. The implication is that change and development occur as a result of collaboration through mutual boundary objects, and via emerging contradictions between two or more interacting activity systems. The overall design resembles a phenomenological case study performed over a period of approximately six months. The population providing the empirical data consisted of five student teachers, in their first year, attending a teacher training program in Sweden. Data collection where gathered through a three-step design, where exploratory narrative interviews were conducted at three different occasions: (i) after their first period of work placement, (ii) before entering their second period of work placement and (iii) immediately after their second period of work placement. The results indicate that the students’ processes of learning include four distinct learning strategies (questioning, challenging, adjusting and imitating), to transform the information given in various situations. These strategies are consequences of the students´ prior experiences when encountering contradictions during their teacher training program.</p> / <p>För omkring 20 år sedan utvecklades arbetsintegrerat lärande som en ny pedagogisk form på svenska högskolor och universitet Det råder dock delade meningar om syftet bakom högskolans ambition att integrera teoretiska perspektiv till individuella praktiska erfarenheter. Exempelvis riskerar studenter att liknas vid klienter, eller verktyg för regional utveckling om fokus på praktiska erfarenheter överordnas möjligheten till reflektion. Utbildningens roll kan i så fall bli att underlätta anställningsbarhet efter examen istället för att leda till ett utvecklingsinriktat lärande. För att förstå relationen mellan anpassnings- och utvecklingsinriktat lärande undersöker denna uppsats vilka strategier lärarstudenter utvecklar, under utbildning på lärarprogrammet, för att uppbära den kunskap som behövs för att kunna arbeta som lärare. Fokus ligger på hur studenterna svarar mot de varierande motsättningar som uppstår vid övergångarna mellan högskolan och arbetsplatsen. Uppsatsen utgår från verksamhetsteoretiska resonemang och speciellt fenomenet ”boundary-crossing” som innebär grunden för horisontell utveckling och innefattar förmågan att finna relevant information där den är tillgänglig. Utgångspunkten är att förändring och utveckling sker som ett resultat av samverkan mot gemensamma mål och på grund av motsättningar mellan två eller flera verksamhetssystem. Det övergripande upplägget av studien kan liknas vid en fenomenologisk fallstudie och utfördes under sex månader. Populationen som ligger till grund för studiens empiriska data består av fem lärarstudenter som studerar sitt första år vid en av Sveriges lärarutbildningar. Data samlades in genom narrativa intervjuer vid tre olika tillfällen: (i) efter studenternas första praktikperiod, (ii) innan studenterna påbörjade sin andra praktikperiod och (iii) direkt efter att studenterna avslutat sin andra praktikperiod. Studiens resultat visar att lärarstudenterna använder fyra olika lärandestrategier (ifrågasättande, utmanande, anpassande och imiterande), för att omvandla den information de möter till kunskap, vid olika tillfällen under lärarutbildningen. Dessa strategier utvecklas som följd av de erfarenheter studenterna har med sig när de möter olika motsättningar under lärarutbildningen.</p>

Both of the national reform efforts (AAAS, 1993; NRC, 1996) encouraged teachers to engage in professional development that included authentic scientific research experiences. The Department of Energy developed a program to match teachers with mentor scientists at national laboratories for three consecutive summers. Teachers produced and presented a poster summarizing their research at the conclusion of each summer. The purpose of this qualitative multiple case study was to better understand how scientific research experiences impacted teachers. Six dimensions were examined: trajectory of participation, content knowledge development, mentor relationships, beliefs about the nature of science, teacher confidence, and classroom practice. These six dimensions were integrated into three research questions which guided the research: the teachers’ ability to increase their level of participation from the first to the last summer of research, the teachers’ changes in their understanding of the nature of science (NOS), and any changes in the teachers’ classroom teaching because of their involvement in the program. In-depth interviews were triangulated with teachers’ posters to provide insights into teachers’ legitimate peripheral participation in the research laboratory. The VNOS-C (Lederman et al., 2002) was administered pre/post to the teachers. Evidence of more informed, developing, and more naive understandings of each of the tenets of NOS was collected and compared to identify changes in teachers’ beliefs. Interviews and follow-up correspondence informed the study of changes in classroom teaching. The teachers became very familiar with their mentors’ research, increased their subject content knowledge, and contributed to their mentor’s work. Mentors utilized teachers’ expertise as communicators when presenting research and hosting other student groups. The teachers’ understanding of the NOS did not change as a result of their immersion in the culture of the laboratory. The lens through which the teachers viewed science influenced how they perceived and interpreted their research experiences. Teachers who held positivist views reinforced them, while the lone teacher who held post-positivist views reinforced their positions. The teachers developed confidence in their ability to facilitate classroom inquiry, increased the number of inquiry-based in their curriculum, introduced advanced placement and scientific research courses, and rejuvenated their enthusiasm for teaching.

Work integrated learning was established at Swedish universities about twenty years ago; and today there are some different attitudes about the purpose of integrating theoretical perspectives to practical experiences, during higher education. For example, there are arguments that students tend to become clients or tools in order to gain regional development if the practical perspectives overcome the possibilities of reflection. Education will in this case only serve to facilitate employment after graduation, rather than to facilitate developmental learning. To understand the relationship between reproductive- and developmental learning, this thesis explores the different kinds of strategies student teachers develop, during their teacher training – to gain the skills and knowledge needed to work as a professional teacher. The focus is how the students respond to the various emerging contradictions, while crossing the boundaries – between the university, and the workplace. The activity theory approach conceptualizes boundary-crossing as a phenomenon based on the idea of horizontal development – which requires the ability to find relevant information wherever it may be available. The implication is that change and development occur as a result of collaboration through mutual boundary objects, and via emerging contradictions between two or more interacting activity systems. The overall design resembles a phenomenological case study performed over a period of approximately six months. The population providing the empirical data consisted of five student teachers, in their first year, attending a teacher training program in Sweden. Data collection where gathered through a three-step design, where exploratory narrative interviews were conducted at three different occasions: (i) after their first period of work placement, (ii) before entering their second period of work placement and (iii) immediately after their second period of work placement. The results indicate that the students’ processes of learning include four distinct learning strategies (questioning, challenging, adjusting and imitating), to transform the information given in various situations. These strategies are consequences of the students´ prior experiences when encountering contradictions during their teacher training program. / För omkring 20 år sedan utvecklades arbetsintegrerat lärande som en ny pedagogisk form på svenska högskolor och universitet Det råder dock delade meningar om syftet bakom högskolans ambition att integrera teoretiska perspektiv till individuella praktiska erfarenheter. Exempelvis riskerar studenter att liknas vid klienter, eller verktyg för regional utveckling om fokus på praktiska erfarenheter överordnas möjligheten till reflektion. Utbildningens roll kan i så fall bli att underlätta anställningsbarhet efter examen istället för att leda till ett utvecklingsinriktat lärande. För att förstå relationen mellan anpassnings- och utvecklingsinriktat lärande undersöker denna uppsats vilka strategier lärarstudenter utvecklar, under utbildning på lärarprogrammet, för att uppbära den kunskap som behövs för att kunna arbeta som lärare. Fokus ligger på hur studenterna svarar mot de varierande motsättningar som uppstår vid övergångarna mellan högskolan och arbetsplatsen. Uppsatsen utgår från verksamhetsteoretiska resonemang och speciellt fenomenet ”boundary-crossing” som innebär grunden för horisontell utveckling och innefattar förmågan att finna relevant information där den är tillgänglig. Utgångspunkten är att förändring och utveckling sker som ett resultat av samverkan mot gemensamma mål och på grund av motsättningar mellan två eller flera verksamhetssystem. Det övergripande upplägget av studien kan liknas vid en fenomenologisk fallstudie och utfördes under sex månader. Populationen som ligger till grund för studiens empiriska data består av fem lärarstudenter som studerar sitt första år vid en av Sveriges lärarutbildningar. Data samlades in genom narrativa intervjuer vid tre olika tillfällen: (i) efter studenternas första praktikperiod, (ii) innan studenterna påbörjade sin andra praktikperiod och (iii) direkt efter att studenterna avslutat sin andra praktikperiod. Studiens resultat visar att lärarstudenterna använder fyra olika lärandestrategier (ifrågasättande, utmanande, anpassande och imiterande), för att omvandla den information de möter till kunskap, vid olika tillfällen under lärarutbildningen. Dessa strategier utvecklas som följd av de erfarenheter studenterna har med sig när de möter olika motsättningar under lärarutbildningen.

This dissertation analyses the implications of international investment law on host states’ legal ability to protect the environment, regulate sustainable use of natural resources, and develop new approaches to manage environmental risks and uncertainties. ‘Environmental policy space’ is found to be a useful term when exploring the regulatory autonomy in this context. On one hand, investment law aims to ensure stability of the investment environment. On the other hand, environmental law needs flexibility to react to the degradation of the environment. It is found that those different aims do not have to be in conflict. There are useful mechanisms in national environmental law which provide for accessible, transparent and predictable decisions for the private actor. These mechanisms can fulfill the aim of stability in investment law. It is, however, concluded that core provisions of international investment treaties risk to put constraints to environmental law in a variety of ways. To diminish these risks, states, when concluding investment treaties, should make clear that constraining environmental regulation is not compatible with the overarching aim of sustainable development. Furthermore, the interpretation of provisions of investment protection must respect principles and instruments of environmental law not to continue being unbalanced towards investor interests. It is also concluded that allowing for investor – state arbitration, without the investor exhausting local remedies, will ignore the important national administrative review system of public environmental measures.