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Transformation has become a prevailing and desirable concept in blue economy literature. In parallel, researchers have been considering ways to effectively engage stakeholders to support just transformational agendas. Globally, coastal communities are already being affected by the inevitable impacts of climate change and changes to the blue economy. These pressures present complex contexts for coastal zone stakeholder engagement. In this paper, I argue that taking a systems integration approach to interacting with stakeholders is needed to support just transformational change. Assessing stakeholder systems and their relationship to coastal resources is imperative for understanding dynamics that may promote or hinder just transformation. Taking an adaptive management approach to working alongside stakeholders through transitional processes, thus building capacity, is needed to generate momentum toward just transformational change. Lastly, I explain how applications of the subsidiarity principle in integrating stakeholder systems can support a just transformational process and can inform more durable transformational outcomes.
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The United States’ seaweed industry is worth over $300 million annually thanks in part to the rising popularity of seaweed-based products. Seaweed has myriad uses and great potential for novel product innovation and development while also providing numerous environmental benefits including carbon and nitrogen sequestration and other crucial ecosystem services . One of the most promising and prevalent species under domestic cultivation is Saccharina latissma. Also known as sugar kelp, this abundantly grown cold-water species dominates the edible seaweed market in the United States . This paper provides an in-depth geographical analysis of the current state of the U.S. sugar kelp industry, comparing regional market differences and opportunities for growth in Maine, Alaska, and Connecticut. Data was collected from the 2020 National Sea Grant Seaweed Symposium (https://seaweedhub.org/symposium/) and through a series of semi-structured interviews with key industry participants, yielding insights into the challenges that seaweed stakeholders face across the country. Proposed solutions for increasing the profitability of sugar kelp are explored and include market differentiation through regional origin labels, eco-labels, and quality labels.
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We designed and implemented a discrete choice experiment to assess how information about the health, environmental, and economic benefits of locally produced aquaculture products affect Connecticut consumers’ willingness to pay (WTP) for products produced in the state, as compared with products from another state or another country. We find that information about local economic benefits tended to increase WTP for Connecticut-grown and -raised products, whereas information about health, safety, and the environment tended to decrease WTP for products from other regions. We also explore heterogeneous effects of the information treatments by respondent gender, education, and income. © 2021 Taylor & Francis Group, LLC.
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Background: It is crucial to support students in better understanding water and sustainability issues because water plays a vital role in maintaining global ecosystems, including human life. A wide range of curricular and instructional supports like those embodied in model-based learning (MBL) are necessary for teachers to engage students in the core epistemic commitments of the Next-Generation Science Standards (NGSS). Purpose: The main purpose of this study is to inform theory about students’ early attempts to engage in the complex kinds of sensemaking experiences inherent in the Framework for K-12 Science Education and the NGSS. Sample: Data for this study was collected from 74 10th grade students in a high school in the Northwest region of the New England state. Design and Methods: An explanatory sequential mixed-method research design was used to examine students’ learning outcomes, and to better understand these outcomes in connection to their experiences engaging in modeling in the MBL curriculum unit. Results: The results indicated that students’ model scores, the number of concepts in models, and the coherence and sophistication of models improved between their initial and final models. Additionally, the following patterns emerged related to ways in which students engaged in the practice of modeling: (1) students attempted to directly represent what they observed, (2) they struggled to pictorially express complex patterns or mechanisms, and (3) students experienced difficulties representing models from a diverse range of perspectives. Conclusion: The patterns identified across student models, as well as their reports of experiences related to the MBL unit implementation, provided insight into student experiences with models, while also providing meaningful implications for the refinement of the MBL curriculum unit investigated in this research specifically, while informing approaches MBL curricular units aimed at supporting NGSS implementation efforts more generally. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
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