Urban sprawl, global warming and overused landfills are conditions around the world today, and while people are concerned about these issues they have few practical solutions to them. This creative project seeks to devise a way for a specific sector of business (restaurants), to have a practical way to help reduce global warming and waste while utilizing unused or under-used land in urban areas. While life cycle models are available that address such issues as these, very few case examples are actually in use in this country. Based on existing life cycle models, this project will seek to reuse the wastes from a restaurant and recycle them into a garden/greenhouse (called an urban farm throughout this paper) which will produce food for the restaurant. The three main waste categories from the restaurant to be looked at are the organic kitchen food wastes, water and the heat that is always being expelled from the kitchen while it is operation. Additional ways to make a restaurant more sustainable will also be given. This project will show what the benefits are when a sustainable system is in operation. / Department of Landscape Architecture

The study of ancient Maya intensive, intra-site agricultural systems, such as kitchen gardens, has gained new interest in recent years as a valuable way of interpreting numerous aspects of the ancient Maya's daily life (e.g. subsistence and settlement patterns, population growth, diet and nutrition, gender roles). However, while contemporary Maya kitchen gardens can often be easily identified and studied by cultural anthropologists and archaeologists, ancient kitchen gardens are usually much harder to identify by traditional archaeological techniques because of their lack of architectural structures and other identifying features. To compensate for this limitation, various forms of chemical testing (primarily phosphate analysis) are being used to positively identify kitchen gardens and other specific anthropogenically modified spaces that are invisible to standard archaeological techniques. The archaeological community trusts these methods to be a reliable way of testing soils in archaeological sites for specific agricultural features, even though there has been little research conducted to conclusively prove this assertion. In response to this lack of research, this thesis investigates the viability of phosphate analysis and other chemical tests through a comprehensive literary review of previous and current research and an analysis of the data presented within it. While soil phosphate analysis has been used in past and current research to identify general agricultural features with great success, the chemical signatures produced from this method only give vague information about the soil and what was done to it, making soil Phosphate analysis unreliable to definitively discern specific agricultural areas, such as kitchen gardens, from general agricultural areas.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-21T13:18:34Z No. of bitstreams: 2 Kely_Enisweler2017.pdf: 1731498 bytes, checksum: c4ee432274ec367c5a7e05b5c2e13a05 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-21T13:18:34Z (GMT). No. of bitstreams: 2 Kely_Enisweler2017.pdf: 1731498 bytes, checksum: c4ee432274ec367c5a7e05b5c2e13a05 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-02-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research is based on the assumption of the development of different practices that provide better teaching and learning conditions for students and teachers in the initial years of Elementary School.Considering the timetable of contents directed to the Science Education in the initial training of teachers and that, in the great majority, the teachers of the initial years are undergraduated from the Pedagogy Courses.It becomes urgent the need to think about tools that collaborate for the continuous training of these professionals.Faced with this problem, the aim of this dissertation was to understand the meaning assigned to the space destined to school kitchen gardens -of the municipal schools of the urban perimeter in the city of Cascavel/PR, Brazil- and its importance for the development of teaching and learning Sciences, aiming to contribute to the implementation incentive of the pedagogic school garden,based on the assumption that they are a methodological tool for the development of a living laboratory constituted by kitchen gardens for different practices that provide better teaching and learning conditions for students and teachers in the early years of Elementary School.For its effectiveness, the research was unfolded in bibliographical, documentary and field. In the bibliographic part we considered articles, dissertations and doctoral theses on the theme.The document research was focused on the collection of documents made by the official organs linked to education and related to public policies regarding to the implementation of school kitchen gardens.The field research was carried out in two phases: (i) the first is consisted on the mapping of the school kitchen gardens in the municipal urban perimeter schools and their function; (ii) in the second phase, questionnaires were applied with teachers and students from schools that work with the pedagogic school kitchen garden to verify their importance in the teaching and learning process.The results of the research show that the practice of gardening in the school environment has not yet been part of pedagogical planning in most of the surveyed schools and that the main reason for this is the lack of time and a responsible person to work on this space.One of the possibilities pointed out in this work is the cultivation of kitchen garden in small spaces or as extracurricular activity.The data also highlight the need to think of this space as a pedagogical tool because, according to teachers and students who develop this activity, this has contributed significantly in the teaching and learning process. / Esta pesquisa parte do pressuposto desenvolvimento de diferentes práticas que propiciem melhores condições de ensino e de aprendizagem de alunos e professores dos anos iniciais do Ensino Fundamental. Considerando a carga horária de conteúdos voltados para o Ensino de Ciências na formação inicial de professores e que, em sua grande maioria, os professores dos anos iniciais são egressos dos Cursos de Pedagogia. Torna-se premente a necessidade de pensar ferramentas que colaborem para formação continuada destes profissionais. Diante dessa problemática, nessa dissertação, buscou-se compreender qual o significado atribuído ao espaço destinado a hortas escolares das escolas municipais do perímetro urbano na cidade de Cascavel/PR e sua importância para o desenvolvimento do ensino e da aprendizagem em Ciências, com objetivo de contribuir para o incentivo à implantação da horta escolar pedagógica, partindo do pressuposto de que as mesmas se constituem como um instrumento metodológico para o desenvolvimento de que as hortas escolares constituem um laboratório vivo para o de diferentes práticas que propiciam melhores condições de ensino e aprendizagem de alunos e professores dos anos iniciais do Ensino Fundamental. Para sua efetivação a pesquisa desdobrou-se em bibliográfica, documental e de campo. A bibliográfica considerou artigos, dissertações e teses sobre a temática investigada. A pesquisa documental teve por foco o levantamento de documentos emitidos pelos órgãos oficiais ligados a educação e que tem relação com políticas públicas voltadas para a implantação de hortas nas escolas. A pesquisa de campo aconteceu em duas fases, sendo: (i) a primeira constituída pelo mapeamento das hortas escolares existentes nas escolas do perímetro urbano municipal e a que função se destinam; (ii) na segunda fase foi efetivada a aplicação de questionários com professores e alunos de escolas que trabalham com a horta escolar pedagógica para verificar sua importância no processo de ensino e aprendizagem. Os resultados da pesquisa evidenciam que a prática de cultivo de uma horta no ambiente escolar, ainda não tem feito parte, na maioria das escolas pesquisadas, dos planejamentos pedagógicos e que o grande motivo apontado para isso é a falta de tempo e de uma pessoa responsável para atuar neste espaço. Uma das possibilidades apontadas nesse trabalho é o cultivo de horta em pequenos espaços ou como atividade extracurricular. Os dados ainda ressaltam a necessidade de pensar esse espaço como uma ferramenta pedagógica, pois, segundo os professores e alunos que desenvolvem essa atividade, esta tem contribuído de maneira significativa no processo de ensino e aprendizagem.

Food security exists when the issue of poverty is addressed. Simultaneous access to different forms of capital ensures sustainable livelihoods. On the other hand, food insecurity is interwoven in unemployment and illiteracy, especially amongst adult women. Food insecurity is also deeply rooted in the lack of access to food and non-availability. This compromises the livelihoods within communities The study is concerned with the current state of poverty that remains stagnant, bringing about food insecurity, despite the food security campaigns that have been launched in South Africa. The aim of the study is to establish whether the ‘One Home One Garden’ campaign is unique compared to other campaigns in trying to fight food insecurity. It further inquires about access to the resources necessary to make gardens a sustainable source of livelihood. In order to fulfil these inquiries, qualitative research was undertaken at Nkandla in a section called eQhudeni within two subsections, Nsingabantu and Mjonisini. This research was based on the examination of the impact of the ‘One Home One Garden’ campaign as a poverty alleviation strategy. The study found that poverty, which contributes to food insecurity, has not been addressed by the campaign. Households suffer from chronic food insecurity given the high levels of poverty in the area. ‘The One Home One Garden’ campaign is not sustainable because it does not address the holistic needs of gardening, such as access to organic seeds and water and furthermore it is in any case seasonal. Research obtained showed that people’s perceptions are that the seeds are genetically modified based on the appearance of the produce, and also that they do not reproduce. The study viewed home gardens as a tool capable of addressing food insecurities, but, highlighted that it does not fully address all aspects, rather it upholds that poverty needs to be tackled holistically. In addition, it emphasises that for people to have a sustainable livelihood there should be designated market places from which they can sell their produce. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2011.