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Ecological Society of America, The;
Over the past decade, efforts to value and protect ecosystem services have been promoted by many as the last, best hope for making conservation mainstream - attractive and commonplace worldwide. In theory, if we can help individuals and institutions to recognize the value of nature, then this should greatly increase investments in conservation, while at the same time fostering human well-being. In practice, however, we have not yet developed the scientific basis, nor the policy and finance mechanisms, for incorporating natural capital into resource- and land-use decisions on a large scale. Here, we propose a conceptual framework and sketch out a strategic plan for delivering on the promise of ecosystem services, drawing on emerging examples from Hawai'i. We describe key advances in the science and practice of accounting for natural capital in the decisions of individuals, communities, corporations, and governments.
Pew Charitable Trusts;
Papahānaumokuākea means "a sacred area from which all life springs" and is the Hawaiian name for the Northwestern Hawaiian Islands Marine National Monument. To Hawaiians, Papahānaumokuākea is a place of honor, believed to be the root of native ancestral connections to the gods, and the site to which spirits return after death. The islands and the water around them are home to more than 7,000 species, a quarter of which are found nowhere else on Earth. At the time of its creation in 2006, the Papahānaumokuākea Marine National Monument was, at 140,000 square miles (363,000 square kilometers), the largest fully protected marine park in the world. Its designation marked the first time a protected area of such significance had been established in the ocean.
The evaluation team collected general data on states' Common Core efforts by reviewing recent news articles, journals, online documents, and systems-change literature. Using this knowledge base, the team drafted driving research questions for this final report that focused on exploring how states' higher education systems are involved in standards efforts today, including aligning course sequences, updating placement policies, and supporting faculty awareness of college readiness standards. These research questions informed an interview protocol through which the team engaged several Core to College states in semi-structured conversations.
The WestEd team spoke by phone with key Core to College contacts from seven of the Core to College states: Colorado, Hawai'i, Kentucky, Louisiana, Massachusetts, Oregon, and Washington. These individuals (many held the title of Alignment Director under the grant) had been part of the Core to College work and, for the most part, are still involved in work that has evolved from the initiative. The other four states involved in the initiative did not have applicable staff for the team to speak with.
This report uses a case-study approach to describe how three of the Core to College states -- Washington, Hawai'i, and Louisiana -- continue their Core to College–initiated efforts of aligning K–12 and postsecondary education systems to better prepare students for college. The case studies include details about key components of each state's respective Core to College work, including the state's history with systemschange efforts in education; key staff and organizations that "championed" the Core to College efforts and promoted cross‑system collaboration; specific strategies used to align the state's K–12 and higher education systems; the state's approach to standardized assessments and course-placement policies; and key outcomes of the Core to Collegerelated efforts.