The purpose of this thesis is to develop a comprehensive educational program involving student activities related to the biotope of the garden pond. The theoretical part deals with general issues of inquiry-based education and the utilization of school gardens. The main contribution of the thesis is the creation of a concrete educational program, comprising seven activities which employ the environment of a garden pond. It is designated for biology and geography classes at middle/secondary schools. Each activity portfolio consists of a methodological sheet for teachers and a work sheet for students. Most activities can be carried in the environment of any water tank; some activities can be also done in the school building. The training program was pilot tested with elementary school teachers and subsequently with sixth and seventh grade students. Concurrently, an evaluation of the program's effectiveness was implemented in the form of written tests. The thesis discusses the findings from this evaluation as well as the practical verification of the suggested program that was carried out on teachers and on students.

Urban environments are typically host to a high level of biodiversity which is important for the provision of ecosystem services, and for facilitating contact between humans and nature. However, accelerating urbanisation precipitates considerable declines in the number of species which inhabit these environments as a greater number of homes and roads are constructed to accommodate a growing global human population. Domestic gardens afford an important opportunity to combat these declines, owing to their capacity to support a high level of biodiversity and the substantial land area which they cover. However, the fine spatial scale of individual isolated domestic gardens constrains their ability to increase biodiversity at larger spatial scales. Consequently, managing domestic gardens collectively, by conjoining multiple neighbouring domestic gardens and managing them as a single larger habitat, has been proposed as a promising approach to increase biodiversity at these scales. Importantly however, the practical implementation of this approach necessitates neighbouring householders to collaboratively undertake biodiversity favourable garden management and to conjoin their domestic gardens. Crucially, this management is performed by householders discretionarily and can be influenced by demographic, perceptual, environmental, and socio-economic factors. Furthermore, householder attitudes towards conjoining domestic gardens may also influence the practicality of this approach. Therefore, this research explores what impact the extent to which householders undertake biodiversity favourable garden management has on the practicality of the collective management approach and how this is influenced by the aforementioned factors. In addition, it explores how this practicality is influenced by householder attitudes to conjoining domestic gardens. Lastly, it investigates how the collaborative undertaking of biodiversity favourable garden management by neighbouring householders could be encouraged, taking into consideration the constraints associated with current projects which promote such management. A survey was used to explore the prevalence of biodiversity favourable garden management, the influences on this management, and attitudes towards conjoining domestic gardens. This was conducted with an online semi-structured questionnaire which was distributed to householders using the social-networking site, Facebook. In addition, a bio-indicator approach was used to analyse the impact of general domestic garden management on biodiversity and birds were selected as a bio-indicator. Accordingly, respondents to the survey were also required to identify which bird species visit their domestic gardens. Seventeen elite interviews were also conducted with representatives from a range of organisations operating domestic garden projects, participants in such projects, and academics with expertise in domestic garden management, in order to explore the constraints associated with current domestic garden projects. The survey yielded 276 responses and provided support to the practicality of the collective management approach. In particular, it indicated that householders commonly undertake biodiversity favourable garden management, by predominantly providing food for birds and planting vegetation, and 60% of householders are willing to conjoin domestic gardens. However, the survey also highlighted that biodiversity favourable garden management is impeded by a number of factors. These included small domestic gardens, which particularly limit vegetation planting, and can be commonplace in urban environments. In addition, householders commonly nullify the benefits afforded by undertaking this management by covering domestic gardens with hard surface and lawns, which eliminate space for vegetation. Moreover, strong desires to retain ownership and privacy of domestic gardens precipitate the unwillingness of a significant proportion of householders to conjoin domestic gardens. This therefore challenges the practicality of the collective management approach. The results from the elite interviews indicated that householders lack commitment to current domestic garden projects, which are constrained by difficulties acquiring sufficient funding. These issues could also be pertinent to approaches which are developed to encourage the collaborative undertaking of biodiversity favourable garden management, further rendering the collective management approach impractical. The practicality of the collective management approach could be enhanced by modifying the design of new housing in a manner which is favourable to biodiversity and which ensures a minimal domestic garden size. In addition, including domestic gardens in green infrastructure strategies could further enhance this practicality. Furthermore, amending planning policy to regulate the covering of domestic gardens with hard surface and lawns more stringently could reduce the prevalence of these features. Householder commitment to approaches which encourage the collaborative undertaking of biodiversity favourable garden management could be promoted by providing feedback regarding the contribution this makes to increasing biodiversity at large spatial scales. Moreover, greater funding for these approaches could be acquired by also focusing on promoting the provision of ecosystem services. Finally, householder collaboration could be encouraged by accommodating desires for ownership and privatisation of domestic gardens. This could be respectively achieved by permitting flexibility regarding the biodiversity favourable garden management undertaken and separating conjoined domestic gardens with hedgerows.

This thesis will build upon my undergraduate dissertation. It is enriched by the new information about the original historic Beaufort rock garden. It explores the Beaufort rock garden and includes points of view of the experts on its condition today. The following part of the thesis comprises of a proposal for a renewal of the current Bečov botanical garden framework and of a more detailed focus on few selected rocks and their initial planting. The main contribution of this work is an expansion of the total number of the initially grown plants (from 654 to 1228) thanks to the newly found resources and to the writing down all the newly discovered information from the archival research of the original historical documents dated from 1908 to 1937. All the documents were catalogued by the author of the original concept alpina, the head gardener Johann Koditek. What we do know from the original documentation is how the area expanded between the years 1922 - 1927 with the purchase of the surrounding land. It is clear that the expenses for the land were about 18 098,31crowns and for various works, building construction, plants, materials and wages the total sum was 468 336.07 crowns. The exact mounting plans for landscape park were rediscovered (10 plans and inventories in total) and 16 plans and inventories in total of 47 for the rock garden. The chart with the total number of the originally cultivated taxa also consists of the surviving taxa in the area (22 specific herb species + 43 specific tree species and 12 tree genera). The synonymy of the original plants was created for three selected rocks and surveyed their purchase options today. Most of the taxa will return back to the garden, only rock no. 8 will have to be planted differently due to the lack of light on the original plants. Keywords: origin

Submitted by Maike Costa (maiksebas@gmail.com) on 2017-03-29T14:52:20Z No. of bitstreams: 1 arquivo total.pdf: 5170267 bytes, checksum: 3c56a27d34ff0a642cc77e2e279ae770 (MD5) / Made available in DSpace on 2017-03-29T14:52:20Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 5170267 bytes, checksum: 3c56a27d34ff0a642cc77e2e279ae770 (MD5) Previous issue date: 2014-02-14 / This research comes from the general hypothesis that Learning Objects (LOs) enable meaningful learning. To verify this hypothesis, a Learning Object was analyzed, it was developed for experimental psycholinguistics area, in order to facilitate the understanding of the Late Closure Principle, postulated by Garden-Path Theory. The Learning Objects are designed as reusable digital tools that facilitate learning, that are available over the Internet. Through the Learning Objects It is possible to simulate and study in an interactive and non-linear way. Being a non-traditional method, it provides an interesting research about the different styles of learning and, as a digital resource, provides an understanding of the use of technology in education and learning by natives and digital immigrants. To analyze the characteristics of the LO and relate them to the profiles of the participants, two questionnaires were applied to two classes of Linguistics Theories II discipline, in Letras undergraduate course, that get in touch with the content through a lecture and later explored the elements of LO. The results of the questionnaires allowed to characterize the technical and educational quality of the resource, since the survey participants positively assessed the potential of learning, usability and content. It was concluded that the analyzed learning object is characterized as a potentially significant material and, therefore, provides a meaningful learning of the Late Closure Principle because its resources were structured based on the principles of cognitive theory of meaningful learning that reflect the way how knowledge is organized in the cognitive structure of learners. Besides that, the participants identified as natives and digital immigrants and with different learning styles, performed well in the resolution of the analyzed activities, as well as showed interest in learning through learning objects. Thinking that way, the use of learning objects for understanding linguistic content in higher education is an issue that worth further investigation and it is still a challenge, as there is a need for greater availability of these resources. / A presente pesquisa parte da hipótese geral de que Objetos de Aprendizagem (OAs) possibilitam a aprendizagem significativa. Para averiguar tal hipótese, foi analisado um Objeto de Aprendizagem desenvolvido para a área da psicolinguística experimental, com o intuito de facilitar a compreensão do princípio da aposição local (Late Closure), postulada pela Teoria do Garden-Path ou Teoria do Labirinto. Os Objetos de Aprendizagem são concebidos como ferramentas digitais reutilizáveis que facilitam a aprendizagem, sendo disponibilizadas através da Internet. Através dos Objetos de Aprendizagem é possível simular e estudar de maneira interativa e não linear. Por ser um método não tradicional, proporciona uma investigação interessante sobre os diferentes estilos de aprender e, por ser um recurso digital, fornece a compreensão sobre o uso da tecnologia na educação e a aprendizagem por nativos e imigrantes digitais. Para analisar as características do OA e relacioná-las aos perfis dos participantes, foram aplicados dois questionários com duas turmas da disciplina Teorias Linguísticas II, curso de Letras, que conheceram o conteúdo abordado através de aula expositiva e, posteriormente, exploraram os elementos do OA. Os resultados dos questionários permitiram caracterizar a qualidade técnica e pedagógica do recurso, pois os participantes da pesquisa avaliaram positivamente o potencial de aprendizagem, usabilidade e conteúdo. Concluiu-se que o objeto de aprendizagem analisado é caracterizado como um material potencialmente significativo e, por isso, possibilita uma aprendizagem significativa do princípio da aposição local, pois seus recursos foram estruturados com base nos princípios da teoria cognitiva da aprendizagem significativa que refletem o modo como os conhecimentos são organizados na estrutura cognitiva dos aprendizes. Além disso, os participantes, identificados como nativos e imigrantes digitais e com diferentes estilos de aprendizagem, apresentaram um bom desempenho na resolução das atividades analisadas, assim como expuseram interesse em aprender através de objetos de aprendizagem. Nesse sentido, o uso dos objetos de aprendizagem para compreensão de conteúdos linguísticos no ensino superior é um tema que merece maior investigação e ainda é um desafio, visto que há a necessidade de uma maior disponibilização desses recursos.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-06-13T17:39:14Z No. of bitstreams: 1 2015 - S?lvia Maria de S? Berreto Ferreira.pdf: 907631 bytes, checksum: 83122d961d78c54fedee1df798feecab (MD5) / Made available in DSpace on 2017-06-13T17:39:14Z (GMT). No. of bitstreams: 1 2015 - S?lvia Maria de S? Berreto Ferreira.pdf: 907631 bytes, checksum: 83122d961d78c54fedee1df798feecab (MD5) Previous issue date: 2015-12-16 / de Janeiro PPGEA/UFRRJ. Serop?dica/RJ, 2015. Under the picture of the use of organic agriculture to the work of interdisciplinarity, the food culture with its great importance for family farming (which provide the support of the majority of rural households) and knowing that school gardens have a role fundamental, both aesthetically, pedagogical, educational point of view also functions as a space of discovery and direct learning many subjects that are covered in the classroom. From this perspective it appears that an organic garden at school Agricultural Dom Augustine Ikas, with the participation of the whole school community. Conforming so, the study leaning out the possibility of growing a vertical garden as a teaching tool, with high school students and technical federal schools. This research aimed to identify the concept of organic agriculture as interdisciplinary approach to environmental education, gathering data to demonstrate the relevance of the subject and enables the work of environmental education as a transdisciplinary element in the curriculum of courses, discussing sustainability from development this garden vegetables and rescuing species from the city of S?o Louren?o da Mata. For this work we were used plastic bottles of 2 liters in the form of suspended planters (vertical planting). The substrate used was humos earthworm, Eisenia andrei, and topsoil. During the deployment and development of vegetables, which showed biological cycle of approximately 90 days, a great interest of the student body and teaching was observed in furthering the teaching-learning about sustainability from the concrete reality of the construction of the organic garden within a small urban space. / Sob o panorama do uso da agricultura org?nica para o trabalho da interdisciplinaridade, e do cultivo de alimentos com sua grande import?ncia para a atividade agr?cola familiar (que proporcionam o sustento da maioria das fam?lias rurais). Sobretudo, sabendo-se que as hortas escolares possuem um papel fundamental, tanto do ponto de vista est?tico, pedag?gico, educativo tamb?m funciona como um espa?o de descoberta e aprendizagem direta de muitas mat?rias que s?o abordadas na sala de aula. Nessa perspectiva ? que surge uma horta org?nica no col?gio Agr?cola Dom Agostinho Ikas, com a participa??o de toda a comunidade escolar. Conformando assim, o estudo debru?ado na possibilidade de cultivo a uma horta vertical, como uma ferramenta did?tica, com os estudantes do Ensino M?dio e T?cnico da Rede Federal de Ensino. Esta pesquisa teve como objetivos identificar o conceito da agricultura org?nica como conhecimento interdisciplinar para a educa??o ambiental, reunindo dados que demonstrem a relev?ncia do tema e possibilite ao trabalho da Educa??o Ambiental como elemento transdisciplinar na grade curricular dos cursos, discutindo a sustentabilidade a partir do desenvolvimento desta horta e resgatando esp?cies hort?colas oriundas no munic?pio de S?o Louren?o da Mata. Para a realiza??o deste trabalho foram utilizadas garrafas pets de 2 litros em forma de jardineiras suspensas (plantio verticalizado). O substrato utilizado foi humos de minhoca, Eisenia andrei,e terra vegetal. Durante a implanta??o e o desenvolvimento das hortali?as, que apresentaram ciclo biol?gico de aproximadamente 90 dias, foi observado um grande interesse do corpo discente e docente em aprofundar o processo de ensino-aprendizagem sobre sustentabilidade a partir da realidade concreta da constru??o da horta org?nica dentro de um pequeno espa?o urbano

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-13T12:17:42Z No. of bitstreams: 1 vanessacristinadearaujo.pdf: 1306440 bytes, checksum: de01a0603451122bff6ee752d2078172 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-27T20:09:58Z (GMT) No. of bitstreams: 1 vanessacristinadearaujo.pdf: 1306440 bytes, checksum: de01a0603451122bff6ee752d2078172 (MD5) / Made available in DSpace on 2016-06-27T20:09:58Z (GMT). No. of bitstreams: 1 vanessacristinadearaujo.pdf: 1306440 bytes, checksum: de01a0603451122bff6ee752d2078172 (MD5) Previous issue date: 2013-03-01 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este estudo tem como objetivo investigar a influência da prosódia no processamento sintático de sentenças que possuem ambiguidades estruturais temporárias, conhecidas na literatura psicolinguística como sentenças Garden-Path. Assim, toma-se como hipótese de trabalho que os ouvintes nativos do Português Brasileiro (doravante PB) utilizam as pistas prosódicas como facilitadoras no processamento sintático das sentenças em estudo. Quanto à abordagem teórica utilizada, assume-se o modelo proposto por Corrêa (2006; 2009) que integra teoria linguística, mais especificamente o Programa Minimalista (CHOMSKY, 1995; 1999) com modelos de processamento linguístico como o Bootstrapping Fonológico (MORGAN & DEMUTH, 1996; CHRISTOPHE et al., 1997). Considera-se ainda a Fonologia Prosódica (NESPOR &VOGEL, 1986) que fundamenta a concepção de interface entre os níveis prosódico e sintático. A fim de encontrar evidências a favor da hipótese assumida neste trabalho, foi desenvolvida uma atividade experimental, tendo como base o estudo de Gayle Dede (2010) em língua inglesa. Ouvintes nativos do PB foram expostos a pares de sentenças lexicalmente idênticas, porém com contornos prosódicos distintos. Nas frases (a) utilizaram-se verbos com dupla transitividade como acordava em “Enquanto a mãe acordava os filhos faziam seu café”, seguidos de expressões que podem ser interpretadas como complementos destes (os filhos no exemplo). Já nas frases (b), utilizaram-se verbos intransitivos como caminhava em “Enquanto a mãe caminhava os filhos faziam seu café”, nas quais as expressões que os seguem não podem ser interpretadas como complementos. Os contornos prosódicos, tanto em (a) quanto em (b), levavam a interpretação da expressão temporariamente ambígua, ora como sujeito do verbo da oração principal (condição (P1)), ora como complemento do verbo da oração subordinada (condição (P2)). Os resultados encontrados vão ao encontro da hipótese inicial de que as pistas prosódicas exercem influência no processamento sintático de sentenças Garden Path. / This study investigates the influence of intonational phrase boundaries on the restriction of the syntactic processing of sentences which have temporary structural ambiguities, known in psycholinguistic literature as Garden Path sentences. The working hypothesis is that native listeners of Brazilian Portuguese (BP) uses prosodic cues, more specifically, phonological phrase boundary cues to facilitate the syntactic processing of these sentences. As for the theoretical approach, we assume the model proposed by Corrêa (2006, 2009) that integrates linguistic theory, specifically the Minimalist Program (CHOMSKY, 1995, 1999) with models of language processing as the Phonological Bootstrapping (MORGAN & DEMUTH, 1996; CHRISTOPHE et al., 1997). We also adopt the conception of interface between the prosodic and syntactic levels proposed by the Prosodic Phonology (Nespor & Vogel, 1986). In order to investigate the role of prosodic cues in the syntactic ambiguity resolution, we developed an experimental activity, based on Gayle Dede experiments (2010). BP native listeners were exposed to pairs of lexically identical sentences but with different prosodic contours. In the sentences (a) intransitive subordinate verbs were followed by plausible direct objects as in While the mother woke up the children prepared the breakfast. In the sentences (b) intransitive subordinate verbs were paired with implausible direct objects as in While the mother walked the children prepared the breakfast. Both sentences were unregistered in two prosodic conditions in which the critical segment (the children) were produced as an direct object of the first verb (P2 condition) or as the subject of the second verb object (P1 condition).The results support our hypothesis that prosodic cues facilitate Garden Path sentence syntactic processing by BP native speakers.

Recently, research on community gardens and their benefits to health and community has become very popular. However, this influx of research has failed to investigate challenges to successful community gardening. Some articles examine issues between community gardeners and the land owners, but other than these conflicts community garden challenges, like lack of participation and quality leadership, have not been discussed in the literature (Draper and Freedman, 2010). To allow future gardens to be as successful as possible it is important to identify potential obstacles. Additionally, it is just as important to continue to examine possible benefits, for example, physical activity and health benefits of community gardening and the breadth of community issues possibly addressed by community gardeners. Continuing to research on community will allow for more successful gardens and encourage funding for these programs. This study examines how food insecurity, health and community cohesion issues can be affected by community gardens in Central Florida. It also investigates challenges community gardens often face. To do this I conducted structured interviews with community gardeners and semi-structured interviews with community garden leaders at several gardens throughout Orange County, Florida. The results show that community gardens have several benefits including increased consumption of fresh produce, improved physical activity, mental health and community cohesion. However, gardens are not without difficulties. About a third of the gardeners and the majority of the leaders said that lack of participation was a challenge they faced.

No description available.

This thesis is a meditation upon silence, upon its ontological relationship to architecture. As such, it relies more upon insight and contemplation than analysis. It seeks to explore this realm through the making of a trappist monastery, to ask fundamental questions about the nature of human dwelling in the most complete sense, to stir the memory and perhaps to move the heart toward that silence which is beyond thought, which precedes and bounds and yet pervades all human experience. / Master of Architecture

Typescript (photocopy). / Digitized by Kansas Correctional Industries