Bioeconomy strategies in high income societies focus at replacing finite, fossil resources by renewable, biological resources to reconcile macro-economic concerns with climate constraints. However, the current bioeconomy is associated with critical levels of environmental degradation. As a potential increase in biological resource use may further threaten the capacity of ecosystems to fulfil human needs, it remains unclear whether bioeconomy transitions in high income countries are sustainable. In order to fill a gap in bioeconomy sustainability assessments, we apply an ontological lens of coupled social-ecological systems to explore critical mechanisms in relation to bioeconomy activities in the global resource system. This contributes to a social-ecological systems (SES)-based understanding of sustainability from a high income country perspective: the capacity of humans to satisfy their needs with strategies that reduce current levels of pressures and impacts on ecosystems. Building on this notion of agency, we develop a framework prototype that captures the systemic relation between individual human needs and collective social outcomes on the one hand (microlevel) and social-ecological impacts in the global resource system on the other hand (macro-level). The BIO-SES framework emphasizes the role of responsible consumption (for physical health), responsible production (to reduce stressors on the environment), and the role of autonomy and selforganisation (to protect the reproduction capacity of social-ecological systems). In particular, the BIO-SES framework can support (1) individual and collective agency in high income country contexts to reduce global resource use and related ecosystem impacts with a bioeconomy strategy, (2) aligning social outcomes, monitoring efforts and governance structures with place-based efforts to achieve the SDGs, as well as (3), advancing the evidence base and social-ecological theory on responsible bioeconomy transitions in the limited biosphere.

The role of philanthropy in K-12 public education has historically ebbed and flowed in relation to public expenditures. Early K-12 education philanthropy peaked during and after the Civil War when philanthropists supported education for emancipated slaves through initiatives like Freeman’s Bureau, Slater Fund and Rosenwald Schools until state and federal governments assumed responsibility (Bremner, 1988; Finkenbine, 2003; Fleishman, 2009; Mays, 2006; Stephenson, 2012). With sufficient public support, K-12 education philanthropy did not see its next major wave of investments until the 1990s, with significant increases occurring after 2000. From 2000-2010 the number of education related grants from major national philanthropists increased from 1,200 to 2,600, and the amount of total funding, $486 million to $843 million (Reckhow & Snyder, 2014, p.3). The latest wave of education philanthropy occurs at the intersection of two key events: Funding challenges for public education and increasing philanthropic resources particularly among a new generation of philanthropists. While significant philanthropic resources have poured into K-12 public education, they are more likely to support changes in education policy than to provide direct support to the schools (Ferris, Hentschke, & Harmssen, 2008; Greene, 2015). In addition, rural communities receive very little support from national education philanthropy. Vermont is a rural state with a relatively successful K-12 public school system that faces significant funding challenges (Pache, 2017; Valley News, 2015). The questions at the core of this research are what role does philanthropy play in Vermont K-12 public education and what role might it play? To answer these questions, the literature provides a foundation by exploring the history of philanthropy in general, and specifically education philanthropy. Further literature review examines the current trends of using philanthropy to shape national education policy and fund programs that compete with public education. A gap in the research on rural philanthropy and rural K-12 education philanthropy provides the impetus for the focus on the rural schools in Vermont. The study focuses on two geographically defined regions in Vermont that utilize two different models of place-based philanthropy to support their public schools. The two case studies include interviews with 24 participants with backgrounds in and knowledge about education and philanthropy. In addition, document review was used to support and triangulate the findings. The findings, presented for each case and in a cross-case analysis, reveal the effective and unique ways these two rural areas use philanthropy to support its K-12 public schools. One model was regional with a focus on broad program support through use of local nonprofits, while the second model was town specific and provided direct support to the local schools. Both cases demonstrate the challenges and opportunities associated with place-based philanthropy. The conclusion offers further information on how schools and communities might develop their own place-based philanthropy.

Numerous research studies have shown that when teachers take children outdoors to learn, children show an increase in cognitive, physical, social, and emotional skills. Few researchers have focused, however, on teachers and their decision to use the outdoors as a way of teaching. The purpose of this qualitative study was to explore whether life experiences impact a teacher's choice to not use the outdoor environment. Ham and Shuman's model of environmental education commitment and Kaplan and Kaplan's environmental cognition theory served as the conceptual frameworks for this study. The research question was designed to explore the experiences and barriers of teachers and how these experiences and barriers affected a teacher's decision to use or not use an outdoor classroom when one was available. Data were obtained using individual interviews of a purposeful sample of seven elementary teachers from a large school district in the U.S. state of Georgia who were not using outdoor classrooms at the time of the study. Themes that emerged from data analysis were lack of time in tightly controlled class schedules, lack of administrator support, lack of staff development for teachers, weather, and lack of time to research and prepare lessons. Study findings have the potential to engender positive social change by increasing insight about the barriers teachers perceive to using the natural environment in instruction. With more knowledge about such barriers, administrators may able to encourage teachers to use the natural environment as an extension of the indoor classroom to increase academic achievement and lifelong behaviors in nature among students.

Thesis (Ph.D.)--Antioch University, 2006. / Title from PDF t.p. (viewed April 11, 2007). Advisor: Carolyn B. Kenney. Keywords: place-based education, school culture, leadership, portraiture, program evaluation, urban elementary, environmental education. Includes bibliographical references (p. 126-139).

Having experienced climatic warming before, First Nations people of the Albany River basin in sub-arctic, Canada, have already shown the ability to be adaptable to external influences. However, societal changes and the current accelerated rate of environmental change have reduced First Nations people ability to adapt. In addition, young people are no longer going out on the land as much. Fort Albany First Nation community members have commented on the lack of connection that some youth have with the land. A disconnect with the environment by youth can threaten the adaptive capacity of sub-arctic First Nations. As identified by Fort Albany First Nation community members, one potential tool that could influence the youth to become more aware of their land, is the collaborative geomatics tool. The collaborative geomatics tool is based on the WIDE (Web Informatics Development Environment) software toolkit. The toolkit was developed by The Computer Systems Group of the University of Waterloo to construct, design, deploy and maintain complex web-based systems. The collaborative geomatics tool supports a common reference map, based on high-resolution imagery. Three environmental outreach camps were held from 2011-2012, programming utilized place-based education as the platform to engage youth in their environment and community and begin using the associated mapping technology. All camps utilized the newly developed collaborative-geomatics tool and a camera ready handheld Global Positioning System (GPS) while participating in various activities that engaged them in their community and environment. The outreach program worked well in connecting youth with knowledgeable community members allowing for the direct transfer of traditional knowledge in a culturally appropriate manner, that is, learning through observation and doing, as well as other culturally-appropriate educational strategies. In addition, the informatics tool supported the archiving of this knowledge through the uploading of geospatially tagged pictures taken by the youth.

The pressing environmental crisis compels educators to question the purposes and practices of formal education and to adopt environmentally-informed transformative approaches to education. Critical place-based learning refers to a wide variety of approaches to teaching and learning that take the local context as the starting point for curriculum that fosters a critical stance towards the status quo. There is a need for more research that brings together environmental and critical learning goals in the early years. In this qualitative case study, I explored critical place-based learning and teaching in kindergarten. I explored the parallels between critical place-based learning and a Reggio Emilia-inspired emergent curriculum approach. I considered how teacher researcher collaboration served to support teacher professional development. This study demonstrated the possibilities, benefits, and challenges, of critical place-based learning in the early years. I conclude with some recommendations for facilitating critical place-based learning in the early years.

The pressing environmental crisis compels educators to question the purposes and practices of formal education and to adopt environmentally-informed transformative approaches to education. Critical place-based learning refers to a wide variety of approaches to teaching and learning that take the local context as the starting point for curriculum that fosters a critical stance towards the status quo. There is a need for more research that brings together environmental and critical learning goals in the early years. In this qualitative case study, I explored critical place-based learning and teaching in kindergarten. I explored the parallels between critical place-based learning and a Reggio Emilia-inspired emergent curriculum approach. I considered how teacher researcher collaboration served to support teacher professional development. This study demonstrated the possibilities, benefits, and challenges, of critical place-based learning in the early years. I conclude with some recommendations for facilitating critical place-based learning in the early years.

A historical approach to preserving biodiversity throughout the world is the establishment of protected areas, with the underlying philosophy that the greatest public benefit is achieved by protecting natural resources, despite exclusion of affected human communities. Consequently, protected areas can become arenas of struggle between local communities and state conservation agendas. Some suggest socio-ecological sustainability is gained by shifting to decentralized governance structures and interjurisdictional arrangements. Biosphere reserves allow for policies, management and institutional arrangements that integrate social, economic, political and environmental issues and better aligns them with decision-making processes, place-based governance and dynamic socio-ecological systems. This research project explores the real-life experiences and unanticipated outcomes of public participation in conservation projects and compares them against the scholarly discourse to examine our understanding of public participation and place-based governance in two Atlantic Canada protected areas. Using case studies of South West Nova Biosphere Region, Nova Scotia and Burnt Cape Ecological Reserve region, Newfoundland and Labrador, this study assesses levels of public participation by various stakeholder groups within the two case studies, examines the credibility of the public participation criteria and explores the challenges and opportunities of implementing community-based conservation projects. The case studies were assessed against eight criteria for effective public participation, focusing on public engagement (strategic, inclusive, transparent), the decision-making process (enabling, respectful, constructive) and desired outcomes (instrumental and meaningful). Based on semi-structured interviews, participant observation and a literature review, results suggest that open and public deliberative activities seeking and incorporating public interests into decision-making processes throughout an initiative contributes to local legitimacy, credibility and fairness. The case studies provide insight into the value of the public participation criteria, the long-term regional commitment required, the complexity in shifting to place-based governance arrangements and the importance of linking individual and collective identity with public participation. The primary research findings advocate a comprehensive, flexible, pluralistic, bioregional and contextually responsive approach to public participation and place-based governance.

A historical approach to preserving biodiversity throughout the world is the establishment of protected areas, with the underlying philosophy that the greatest public benefit is achieved by protecting natural resources, despite exclusion of affected human communities. Consequently, protected areas can become arenas of struggle between local communities and state conservation agendas. Some suggest socio-ecological sustainability is gained by shifting to decentralized governance structures and interjurisdictional arrangements. Biosphere reserves allow for policies, management and institutional arrangements that integrate social, economic, political and environmental issues and better aligns them with decision-making processes, place-based governance and dynamic socio-ecological systems. This research project explores the real-life experiences and unanticipated outcomes of public participation in conservation projects and compares them against the scholarly discourse to examine our understanding of public participation and place-based governance in two Atlantic Canada protected areas. Using case studies of South West Nova Biosphere Region, Nova Scotia and Burnt Cape Ecological Reserve region, Newfoundland and Labrador, this study assesses levels of public participation by various stakeholder groups within the two case studies, examines the credibility of the public participation criteria and explores the challenges and opportunities of implementing community-based conservation projects. The case studies were assessed against eight criteria for effective public participation, focusing on public engagement (strategic, inclusive, transparent), the decision-making process (enabling, respectful, constructive) and desired outcomes (instrumental and meaningful). Based on semi-structured interviews, participant observation and a literature review, results suggest that open and public deliberative activities seeking and incorporating public interests into decision-making processes throughout an initiative contributes to local legitimacy, credibility and fairness. The case studies provide insight into the value of the public participation criteria, the long-term regional commitment required, the complexity in shifting to place-based governance arrangements and the importance of linking individual and collective identity with public participation. The primary research findings advocate a comprehensive, flexible, pluralistic, bioregional and contextually responsive approach to public participation and place-based governance.

Denna forskningsöversikt handlar om effektiviteten av platsbaserat polisiärt arbete, som fokuserar på små geografiska områden med hög kriminalitet. Har platsbaserat polisiärt arbete en brottsminskande effekt? Minskar bara en viss typ av kriminalitet? Flyttar brottsligheten bara på sig? - Genom lämpliga sökord och välkända databaser valdes de studier ut som hade bra utvärderingsdesigner. Resultatet blev 14 studier varav 9 randomiserade experiment, 4 kvasiexperimentella studier och 1 metaanalys. Översikten visar på en delad bild när det kommer till signifikant effekt vid brottsminskning. Sammanfattningsvis är 6 studier signifikanta med liten effekt och 4 icke signifikanta när det kommer till total brottslighet. Problemorienterat arbete och samarbete med andra instanser ger bäst resultat. Att enbart arbeta platsbaserat påverkar inte all brottslighet, andra instanser/metoder behövs. / This research review is about the effectiveness of hot spot policing. Does hot spot policing have an effect on crime? Does only one type of crime decline? Does crime just move from one place to another? Through suitable keywords and well known databases, studies with good research designs were chosen. The result was 14 in all, 9 randomized controlled trials, 4 quasi-experiments and 1 meta-analysis. The review shows a divided picture when it comes to significance in crimeprevention. In summary: 6 studies are significantly small and 4 non-significant when it comes to the total of crime. To work problem-oriented and to work with other authorities is most effective. Only place-based work does not affect all crime, other authorities/methods are needed.