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The nonhuman world is under substantial threat from human activities and economies. Rewilding gardens and community action can build relationships of care with the nonhuman, restore habitat, connect people and land, and empower humans to work with and for the nonhuman. Stories about family relationships to land and through land, and creating a wild garden are used to explore place attachment, creating relationships of care through gardening, and purposeful rewilding of a garden; stories about participation in a community service organization examine how collective action can take rewilding ideas out into the larger community. By consciously creating care for the nonhuman and participating in rewilding, we can actively build ecological paths forward for ourselves and our nonhuman neighbors.

The nature-based solutions (NBS) integrated in urban open spaces are a precious tool that provide better and wider ecosystem services in cities. An ecosystemic approach in planning, designing, and also managing green areas furthermore helps to improve the whole quality of life and perceived well-being of the citizens, increasing too their sense of belonging and fostering the neighboring communities. Under this point of view, greenery should not be considered as a cost but as an investment of public money finalized to improve the quality of life in the cities especially in facing climate change.

A comparison between costs and benefits produced by the green features in the cities allows to evaluate the advantages to include those solutions in planning and designing urban green areas. In the following chapter a step-by-step procedure is proposed to assess the ecosystem services provided by green areas in cities, compared to design, building, and maintenance costs. Some national and international examples are provided too.

Sustainable development is inseparable from rational and responsible use of resources and promotion of green entrepreneurship. The contemporary green development agenda encompasses climate, economic, technical, social, cultural, and political dimensions. International efforts to greening the global development are conducted by the major economies, including China as the world’s largest consumer of energy and the biggest emitter of greenhouse gases. China is aware of its environmental problems, as well as of its part of the overall responsibility for the accomplishment of the sustainable development goals. By means of the decarbonization efforts, the latter are integrated both into the national development agenda (the concept of ecological civilization) and China’s international initiatives (the greening narrative within the Belt and Road Initiative). Over the past decade, China has made a breakthrough on the way to promoting green entrepreneurship and greening of its development (better quality of air and water, renewable energy, electric vehicles, and organic farming). On the other hand, emissions remain high, agricultural land loses productivity, and freshwater resources degrade due to climate change. In conventional industries (oil, coal mining, and electric and thermal energy), decarbonization faces an array of impediments. In this chapter, the authors summarize fundamental provisions of China’s approach to building an ecological civilization and measures to reduce emissions and achieve the carbon neutrality status within the nearest decades. The analysis of obstacles to the decarbonization of the economy and possible prospects for the development of green entrepreneurship summarizes China’s practices for possible use in other countries.

This essay provides evidence that the invention of agriculture was not a dramatic technological advance in the history of humankind and that agriculture was quite consistent with nomadic hunting and gathering. The available clues also suggest that exact origins of agriculture do not seem important. Rather, the crucial question is why certain societies dramatically increased their dependency on agriculture for subsistence two to ten millennia ago. Unfortunately, most of the major theories purporting to explain the neolithic revolution – either the origins or the spread of agriculture – are either untestable or inconsistent with the available evidence. What is at stake for economic historians is to rethink the process of the adoption of agriculture using a multi-causal approach.

The chapter contains an in-depth analysis of contemporary risks confronting terrestrial ecosystems and examines prominent strategies for biodiversity preservation, sustainable tourism, and ecological management. Agroforestry parks and ecological corridors emerge as central mechanisms for safeguarding biodiversity and enhancing habitat connectivity. The chapter delves also into the urgent task of combating desertification, exacerbated by climate change and unsustainable practices, with a particular emphasis on the challenges inherent in the realm of tourism. Within the context of tourism, the chapter identifies nature and adventure tourism as catalysts for fostering biodiversity conservation through emotive engagement, thereby stimulating visitor support for conservation policies. The imperative of sustainable tourism practices, underscored by a dedicated commitment to attenuating adverse impacts while optimizing positive outcomes, assumes paramount importance in this pursuit. The chapter underscores the strategic significance of managing visitor influxes, exemplified by techniques such as access limitations and temporal restrictions, as a key approach to mitigate issues of overcrowding and ecological deterioration.

Sri Lanka is an island described as a “pearl” situated between latitudes 5.55° 9.51′ N and longitude 79.41° 81.54′ E in the Indian Ocean. It has a coastline of 1,585km (Coast Conservation Department [CCD], 1986a, 1986b). From the coastline, the exclusive economic zone (EEZ) extends 200 nautical miles. This is 6.7 times the country's land area, occupying 437,400km². Coastal waters extend from the continental shelf to the other limits of the EEZ. The coastal area forms a dynamic interface of land and water and is of special significance in the country's economical, ecological, and social fabric. Thus, a “coastal zone” has been defined where activities are regulated by the government (Coast Conservation Act of Sri Lanka [CCD], 1981). Sri Lanka's coastal zone is defined in the Coast Conservation Act as the area lying within a limit of 300m landward of the mean high waterline and, in the case of rivers, streams, lagoons, or any other body of water connected to the sea, either permanently or periodically, the landward boundary shall extend to a limit of 2km perpendicular to the strait baseline drawn between the natural entrance points thereof and shall include waters of such water bodies.

The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early childhood science education has begun (National Research Council (NRC), 2012), and researchers, practitioners, and policy makers have shown great interest in aligning professional development with the new guidelines and standards. There are some important issues that need to be addressed in order to successfully implement guidelines and make progress toward accomplishing standards. Early childhood teachers have expressed a lack of confidence in teaching science and nature (Torquati, Cutler, Gilkerson, & Sarver, in press) and have limited science and pedagogical content knowledge (PCK) (Appleton, 2008). These are critical issues because teachers’ subject-matter knowledge is a robust predictor of student learning outcomes (Enfield & Rogers, 2009; Kennedy, 1998; Wilson, Floden, & Ferrini-Mundy, 2002) and is seen as a critical step toward improving K-12 student achievement (National Commission on Mathematics and Science Teaching for the 21st Century (NCMST), 2000; NRC, 2000). We argue that the same is true of preschool teachers.

This chapter discusses: (a) theories and practices in early childhood science education (i.e., preschool through 3rd grade) in relation to teaching for conceptual change, (b) research on methods of professional development in early childhood science education, and (c) innovative approaches to integrating scientific practices, crosscutting concepts, and disciplinary core ideas with early childhood professional development.

In this paper, we discuss methods to integrate ecological resources, ecosystem services, risk, and the transition to long-term stewardship on Department of Energy lands. Three types of information are required about ecological resources before decisions can be made about remediation, site transitions, and long-term stewardship: (1) the ecological resources and ecosystem functions (such as productivity) present on site and their spatial pattern, (2) the ecosystem services these resources provide to people, and (3) the risks from the interactions between people and these ecosystems. Once the ecological resources and ecosystem services are evaluated, then decisions about future land use, preservation, conservation, or protection of ecological resources within a designated land use can be implemented. Long-term stewardship requires both ecosystem protection in terms of biological resources and ecosystem function as well as biomonitoring to ensure minimal radiological or chemical risk and to inform future management. In some cases, protection of ecological resources may be preferable to cleanup that is physically disruptive, provided land use designation is consistent with ecological protection. In such instances, less site cleanup can prove preferable to more.