Thesis (M.L. Arch.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 165-168). Also available via the Internet.

M.Tech. / This research investigates how private, urban gardens in Johannesburg can be regarded as self representations under the ambit of visual culture. Based on the premise that private, urban gardens represent sites where subjective and cultural realms intersect, I employ discourse analysis based on a qualitative, interpretative paradigm to formulate a frame useful to an investigation of gardens. The frame is applied to two private, urban gardens in Johannesburg created by Jean Patchitt and Karel Nel. They are drawn from a single socio-economic class in order to reveal differences in the culturally constructed identities of the gardeners. I use the frame to examine artworks by artist and gardener Nel and artworks comprising my practical research, where gardens form the subject matter, to a similar end. Utilising a phenomenological approach, I argue that since gardens and artworks rely on sensory-perceptual experiences, an aesthetic that negotiates differences in value and pleasure informed by culture plays a determining role. By exploring the link between gardens and artworks as part of a larger signifying practice, my research contributes to the discourse of visual culture in general and to a South African context in particular.

Call number: LD2668 .T4 1949 K91 / Master of Science

Sustainable Built Environments Senior Capstone Project / Pima County, Arizona has a high rate of overall and childhood food insecurity (15.8% and 26.1% respectively). At the same time attitudes and interests in School Garden Programs have led to an increase in programs throughout the county. This research considers the following question: What role do school gardens play in alleviating food insecurity in Pima County? How can a School Garden Program be designed to best attend to food access, and how can it be applied specifically at Acacia Elementary School? Three school garden programs at three different schools were examined based on academic standing of the school, food security status of students and families, and garden programs related to food access. Observations of school garden programs and discussions with school faculty and teachers showed that there were two potential effects of the programs: Direct or Indirect Effects. Direct effects include produce that is directly donated or sold (affordably) to students and families. Indirect effects of school gardens provide skills, resources, confidence to practice gardening, cooking, or raising chickens at home. Indirect effects proved to be more significant than direct effects. Themes of school garden programs that address food access in this way included (1) Community Partnerships, (2) Extra-Curricular Garden Programs, (3) Cooking Education and Cultural Celebration, and (4) School and District Commitment. The potential of school gardens to alleviate food insecurity was directly applied to the new implementation of a school garden at Acacia Elementary School, a Title 1 school located in a rural food desert. The “ripple effect” food access garden programs cause can create a powerful force in communities living in urban or rural food desert and living with extreme food insecurity.

3 pp. / This will be an overview of what IPM is and how to use it in a home garden.

No description available.

An interest in the application of the concept of sustainability to the design of the domestic garden lead to the realisation that the social dimensions of sustainable design, that is, the capacity of the garden to meet human needs, was poorly understood. In the interests of achieving an holistic understanding of the hole of the domestic garden in meeting human needs, fourteen gardeners from rural north-west Hawkesbury were interviewed on the role that gardens and gardening plays in their everyday lives. Using Max-Neef's theory of needs and satisfiers as a reference and applying the principles of qualitative data analysis, the interview transcripts were analysed to identify evidence for the satisfaction of fundamental human needs in the lives of the participants, their partners and families. It was established that gardens and gardening have the potential to satisfy human needs within all nine of Max-Neef's axiological categories of need (Subsistence, Protection, Affection, Understanding, Participation, Leisure, Creation, Identity, Freedom) and across all fours existential states (Being, Having, Doing and Interacting). To present the data in terms which might usefully inform the practice of garden design, key satisfiers identified from the data were conceptualised into themes, which in turn became the basis for five conceptual models (Dwelling, Nurture, Pleasure, Enlightenment and "Being" Fully Human) which serve to define the broad domains within which needs might be satisfied within the garden. Collectively, these five conceptual models constitute the Congruent Garden. A series of garden prototypes relating to the themes of each conceptual model are proposed as the basis for the delivery of garden-related satisfiers. Some suggestions are made on the matter of further research work arising from this initial study.

Thesis (M.S.)--University of Delaware, 2006. / Principal faculty advisor: James E. Swasey, Dept. of Plant & Soil Sciences. Includes bibliographical references.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1997. / Includes vita. Includes abstract. Includes bibliographical references (leaves 193-200).

Inaug.-diss.--Würzburg. / Lebenslauf. "Literatur-verzeichnis": p. i-v.