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1
Henderson, D. G. E., i n/a. "Botanic gardens as outdoor museums". University of Canberra. Landscape Architecture, 1996. http://erl.canberra.edu.au./public/adt-AUC20060720.153832.
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Museum techniques of presentation are reviewed for the
possibility of use in contemporary botanic gardens.
Supporting evidence suggests that these techniques are
being successfully applied in some botanic gardens around
the world. Institutions that have adopted museum techniques
have been found to operate efficiently, whilst providing
increased levels of enjoyment and education for visitors.
Cultural differences between various countries have
small influences on the most effective presentation
techniques used, but further local research is required to
uncover visitor preferences and use patterns in Australian
botanic gardens. General principles of design that work
well in the indoor environments of international musuems
apply well in the outdoor environments of botanic gardens.
Therefore greater use should be made of existing
international museum research into visitor patterns of
behaviour where it is locally appropriate.
2
Brooks, Ann. "A veritable Eden : the Manchester Botanic Garden 1827 - 1907 and the movement for subscription botanic gardens". Thesis, University of Manchester, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506142.
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Hickey, Michael. "British habitat creation in botanic gardens". Thesis, University of Reading, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553113.
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The project traces the cultural changes in European botanic gardens with special reference to those in Britain, from the early days of medicine to more recent habitat creations and from plant taxonomy through to the new science of plant ecology. The main aim was to identify which British botanic gardens contribute to the biodiversity, conservation and display of British flora. Another important part was to :find out the opinions of the botanic garden administration and the informed public, thereby discovering the merits, validity and impact of British habitat creation within the botanic garden situation. First-hand investigations were made into the types of habitat which have, or are being, created, discovering habitat definition and the principles behind habitat creation as well as the value that these habitats have for conservation and education. During the research period, out of the listed botanic gardens, twelve botanic gardens were found to contribute in a major way to British Habitat Creation, most of them being influenced by their geographical position. A small number show some evidence of British habitat representation but not in a sufficiently comprehensive manner for detailed study. Botanic gardens are becoming more aware of the recovery, maintenance and preservation of genetic purity of native species. For further reform to take place there is a need to review training programmes to include principles of British conservation as well as co-ordinated action between national and local wildlife groups and to improve interpretation and display in order to encourage public interest in British habitats.
4
Houston, C. Craig. "Conservation Design Guidelines for Botanic Gardens". DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/529.
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Botanic gardens worldwide are asked to be centers of conservation. However, little is written about conservation-specific planning and design forms botanic gardens should use to fulfill this assignment. After looking at the history of botanic gardens, with a focus on the purpose/design relationship, examining design guidelines suggested in and inferred from the literature, and presenting habitat conservation principles and sustainable construction guidelines from other areas of practice, the author developed conservation design guidelines for botanic gardens focused on conservation. The guidelines address the following five categories: (1) Mission Statement and Site Character, (2) Presentation of Native Habitats, (3) Presentation of Native Plants in Man-made Landscapes, (4) Sustainable Practices in Daily Operations, and (5) Educational Components. To illustrate the guidelines, they were applied in a hypothetical, conceptual redesign of the Belize Botanic Gardens, located near San Ignacio, Belize.
5
Wong, Lok-yan Martika. "Establishing an eco-botanic park : MT. Parker Road, Quarry Bay /". View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3202065X.
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Sanders, Dawn. "Botanic gardens : 'walled, stranded arks' or environments for learning?" Thesis, University of Sussex, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408084.
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Moskwa, Emily. "A study of interpretation for tourism in the Adelaide Botanic Gardens /". Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09AEVH/09aevhm911.pdf.
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Wieck, Susannah Diane. "The Happy Heterotopia: Science and Leisure in the Christchurch Botanic Gardens". Thesis, University of Canterbury. Sociology and Anthropology, 2006. http://hdl.handle.net/10092/886.
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The botanic garden is a space of leisure, scientific endeavour, passive recreation, education and conservation. These roles are contradictory, yet coexist 'happily' in a single space. The central aim of this thesis is to investigate the diversity of spaces and meanings in the Christchurch Botanic Gardens from the perspectives of both users and producers of this space. The fieldwork component involves interviews with staff members of the Botanical Services Team at the Gardens, and selected people at the Christchurch City Council offices who were connected with the Gardens in various ways. Additionally, I use the data gathered during my participation in tours of the Gardens. This thesis is both an historical and contemporary analysis of the Christchurch Botanic Gardens. In a general history of the Western botanic garden, I show how colonialism, the Garden City movement and science shaped how botanic gardens functioned in society. This discussion contextualises the history of Christchurch's Botanic Gardens, which I compiled using archival material based on site, and the social practices that take place in this space. Using Foucault's concept of the heterotopia, I analyse the multiple and seemingly conflicting sites that exist inside the boundaries of the Christchurch Botanic Gardens. I explain how these sites are able to coexist inside what Foucault terms a 'happy, universalizing' heterotopic space. I conclude that conflicts between science and leisure, and colonial spaces are not experienced inside the Gardens by visitors. In reality, for visitors to the Gardens, the paradoxical nature of the space and the resulting tension deriving from its multi-faceted role in society continue to exist in harmony. However, conflict between science and leisure is claimed by those who produce the Gardens. This is because the producers are conscious of the competing roles of the Gardens yet are involved in creating a space that caters for a diverse group of visitors.
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Rae, David A. H. "Botanic gardens and their live plant collections : present and future roles". Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/21475.
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Wong, Lok-yan Martika, i 王洛恩. "Establishing an eco-botanic park: MT. Parker Road, Quarry Bay". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45009697.
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Thompson, Robert. "A creative project for the US Botanic Garden : an alternative design for the National Garden". Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864950.
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A call for design proposals for three features for the National Garden was held in October, 1992 by the National Fund for the U.S. Botanic Garden. The competition called for refinement of an existing master plan developed by EDAW, a landscape architectural firm, or the design of a new concept for the National Garden. This creative project chose to develop a new master and to document the research, process, and assumptions that lead to the final design. The research will focus on the examination of the site and it's history (Washington, D.C.) and examination into the history, evolution, and relevance of botanic gardens.The underlying thesis is that the changing roles that botanic gardens have played in society have had an effect on their built form. The current role of botanic garden as a pleasure garden aswell as an educational experiences is the result of hundreds of years of evolution. By the examination of the history and changing roles of botanic gardens, this creative project will design a space that not only meets the needs of the competition, but will meet the needs of the generation at hand.Department of Landscape Architecture
12
Pickering, Anne Thérèse. "An evaluation of the rôles of botanic gardens in recreation and conservation". Thesis, University of Newcastle Upon Tyne, 1992. http://hdl.handle.net/10443/326.
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their ownership and financial status is diverse. Most are funded and managed through Universities though some are run by National or Local Government or by charitable or private organizations. Whilst they share a number of characteristics they are diverse in location, aims, objectives and facilities provided. As a consequence of changing economic and social conditions there is growing financial pressure such that a number have closed in the last decade and several are threatened with closure. The research sets out to evaluate the overall costs and benefits of botanic gardens. Their financial costs and revenues are analysed and compared with the costs of managing other urban green space. It is shown that the labour intensive nature of botanic gardens makes them much more expensive to run than Local Authority grounds. The role of botanic gardens in research and higher education is examined by literature review, analysis of published data and interviews with directors and others and shows that the gardens role in education and research is much less than formerly and that current botanical research relies on the gardens only to a small extent. Their current role in the conservation of biodiversity is evaluated. It is shown that, while they have a role in conservation education, with current funding, species conservation on any meaningful scale, could not realistically be accomplished. Their value in public recreation is examined. A cluster analysis of 48 botanic gardens in the UK is used to select a representative sample of four gardens; Edinburgh, Cambridge, Westonbirt and Sheffield, for detailed study. The travel cost method of valuation is used to show that, while recreation benefits are real and previously uncalculated, the sums are much less than the running costs of the gardens. The interests and attitudes of visitors are examined and show that the gardens are of great social value to particular groups. Finally, the diverse benefits of botanic gardens are contrasted with the pressures which are leading to a re—examination of their value and a case argued for a more coherent policy and an enlightened unified organization which will take account of the varied uses of botanic gardens and ensure that all current and future user groups are represented when funding is allocated.
13
Vergou, Asimina. "An exploration of botanic garden-school collaborations and student environmental learning experiences". Thesis, University of Bath, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538145.
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Botanic gardens, as outdoor education settings, combine educating about the interdependence of people and plants, and the importance of protecting their habitats so that people’s willingness to protect the environment is enhanced. This research has been conducted within a renewed interest in the educational significance of learning beyond the classroom in the UK, and considers that botanic gardens – school collaborations have the potential to overcome barriers to the provision of outdoor education. Additionally, such collaborations offer appropriate grounds to investigate the relationship of school-based and outdoor learning. This research looks for the factors that militate in favour of successful collaborations between botanic gardens and schools, and explores how such collaborations shape pupils’ environmental learning experiences in the school and in the gardens. My research entails an ethnographic multi case study of collaborations between Wakehurst Place and three local primary schools. I conducted my fieldwork during the school year 2006-2007, and my research techniques included participant observation, semi-structured interviews, informal talks, keeping fieldnotes, and collecting documents and artifacts. Data were analysed using thematic analysis techniques. My research shows that the history of collaboration between the gardens and local schools, the organisations’ interdependency, and the development of professional relationships between the individuals involved, are the overarching factors that contribute to the success of collaborations. In addition, acknowledging that experience can be conceptualised in different ways, this research has shown that successful botanic gardens – school collaborations can result in pupils’ linking their environmental learning experiences across settings. Arguing that pupils merge the learning they acquire from different sources into a whole unit, and taking into account that individual behaviours are influenced by a variety of factors, it is suggested teachers and educators need to focus on encouraging pupils’ critical thinking on environmental issues through environmental learning experiences in the gardens and at school.
14
Oikawa, Junko. "Future role of living plant collections in gardens for biodiversity conservation". Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314314.
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Chang, Li-shin. "The role of landscape design in improving the educational functions of botanic gardens in Taiwan". Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365383.
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This thesis investigates the relationship between landscape design and effectiveness of environmental education in botanic gardens in Taiwan. Beginning with a review of the historical development and changing role of the botanic garden, botanic gardens have been shown to react to the development of plant sciences and to reflect contemporary human demands, such as commercial trade, collecting habits and recreation. The conclusion is reached that after the Rio Earth Summit the most important role of the botanic garden in the 21 st century lies in enviromnental education. l. Interviews with educators and those involved in design of botanic gardens in the • UK reveal that botanic gardens have been actively producing educational programmes for different age groups of people and they have ingeniously incorporated interpretation techniques into the sites and plant collections to send enviromnental messages. The results of interviews with educators of Taiwan botanic gardens reveal that efforts have been made to improve the educational function while serving strong recreational demands of the Taiwanese people. Surveys of visitor distribution in two Taiwan botanic gardens identify attractive landscape features and popular activities conducted by users which lead to uneven distribution of visitors on the site. A questionnaire survey of visitors' responses to an exhibition focuses on the detailed relationships between exhibition design and the effectiveness in attraction and informing people. The results shows that "attractive" landscapes do not always need to be beautiful. A panel with an intriguing theme title could directly create a sense of mystery to arouse visitors' interests to explore and participate in the activity. In order to maximise the educational outcome the holistic approach should start from a collaboration of educators and garden designers. Carefully making landscape attractive and narrative has the potential to assist educators to tell stories and send enviromnental messages to the public in Taiwan.
16
MacNab, Alasdair James. "Can the balanced scorecard supported by strategic objective costing improve the governance of public sector bodies such as Botanic Gardens?" Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5954.
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The research study set out to establish whether the balanced scorecard suitably adapted and supported by a relevant costing system could improve the focus on outputs and thereby improve governance processes of public sector bodies. What was established from this review was that strategic planning has a role to play in achieving the agreed strategy but without engaging all of the stakeholders in the formulation process there was little chance of success. Moreover, it was indicated that frameworks would encourage greater coherence of planning effort and staff alignment and could be of significant benefit to the formulation processes. The solution developed in this case study involved novel managerial constructions which significantly adapted the Balanced Scorecard specifically for the RBGE. Lessons were taken from the literature review, paying particular attention to the identified weaknesses. The RBGE scorecard’s perspectives were not only adapted but a fifth perspective (the principal external stakeholder: Scottish Government) was included. A new accounting model (Strategic Objective Costing and Budgeting) was developed which identified staff effort allocated to completing activities that directly supported the strategic objectives. The key attribute required of management is strong leadership if these constructions are to be implemented successfully. The constructive approach to management accounting research was strengthened by including a literature review to inform analysis of the identified problem in the framework and by engaging external knowledgeable audiences to test the ideas being developed for the constructs. The constructions passed the “weak market test” and therefore were validated as suitable models.
17
Nayyef, Alaa Shallal. "Conservation of Arid Plants through Improved Understanding of Seed Biology as a Means of Enhancing the Functionality of Botanic Gardens". Thesis, Curtin University, 2018. http://hdl.handle.net/20.500.11937/79932.
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This study analysed the seed biology of species from the semi-arid Pilbara region to assist restoration programs. Afterripening, wet/dry cycling and scarification were found to overcome physiological dormancy in selected native understorey species, while seed priming was also found to enhance germination. Through a world-wide survey the study also defined the functionality of botanic gardens from different continents; the outcomes of which will aid the development of strategic planning for botanic gardens in arid regions.
18
Morrow, Lorna Helen. "Geographies of botanical knowledge : the work of John Hutton Balfour, 1845-1879". Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33248.
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This thesis forms a contribution to the historical geography of botanical knowledge. It examines the writings, teaching and public engagement in botany of John Hutton Balfour (1808-1884), Regius Professor of Botany and Medicine at the University of Edinburgh and Regius Keeper of the Royal Botanic Garden Edinburgh (RBGE) between 1845 and 1879. The thesis explores the methods and approaches used by Balfour to promote botany. It pays specific attention to his scientific correspondence, publications, teaching and pedagogical practices (including fieldwork) and to his role in promoting the Botanical Society of Edinburgh. The curriculum Balfour constructed covered the major aspects of nineteenth-century botanical knowledge: plant structure, morphology and classification as well as aspects then 'on the fringes' of becoming popular - plant physiology. In order to teach this curriculum, Balfour meticulously shaped scientific, pedagogic and social spaces into places of scientific production and discovery. Study of his published work, classroom, field sites and involvement with the public sphere together form the principal elements of this thesis. These are the central places and productive sites in which his botany was made. Balfour's published work allowed him to develop theoretical aspects in his view of botany. For Balfour, writing was an occupation about which he cared deeply both in terms of its role in knowledge circulation but also from a personal perspective. His publication of texts suitable for several distinct audiences (while financially rewarding,) was also an excellent method of circulating botanical and religious knowledge, two topics he was passionate to promote. The classroom provided the setting for Balfour to teach through practical instruction. He employed sensory stimulating objects in order to encourage students to learn the skill of botanical identification and observation. The 'field', like the classroom, was also a site of practical instruction. Balfour's construction of 'the field' was careful and deliberate. It was based on familiarity of location, experience of working in the field, and an extensive knowledge of the geographical distribution of plants in Scotland. Balfour's engagement with the public was evident in his involvement with the Botanical Society of Edinburgh (BSE), and by lectures delivered to groups with the object of moral improvement through botany. The thesis situates Balfour's work within recent literature on the historical geography of scientific knowledge, with particular attention to the importance of place and the sites of science's making. In this way, Balfour's work is illustrative of wider elements of the situated production, and variable dissemination, of scientific (botanical) knowledge.
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Sutherland, Lucy Ann. "The role of botanic gardens in less developed countries in sustainable nature-based tourism and their contribution to conservation and sustainable development". Thesis, London Metropolitan University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722606.
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Zarei, Hossein. "An investigation into the missions, values and strategies of contemporary botanic gardens in Britain with particular reference to methods of presenting plant collections". Thesis, University of Newcastle Upon Tyne, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442348.
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Skirgård, Milton. "Institutionell grönska : Uppsalas akademiträdgårdar som idé och praktik igår, idag och imorgon". Thesis, Uppsala universitet, Konstvetenskapliga institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-432879.
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The aim of this essay is to study the historical process of the academic gardens in Uppsala. Which works in different ways in relation to the university, Uppsala university. The history of the academic garden in Uppsala is varied, with the exemplified gardens individually expressing different garden contextual ideals. From the 17th century academy gardens and Sweden's first botanical garden created by Olof Rudbeck d.ä (1630-1702), through the world-renowned botanist Carl von Linné (1707-1778) to today's version of the academic garden at the Swedish University of Agricultural Sciences. By studying general change processes of the university, a basis is provided for understanding its built environment and gardens in the long run. The essay also aims to shed light on important components of the academic garden and how they have changed over time. The essay shows that although the academic garden varies in terms of plant material, scale and purpose, it possesses similar elements throughout history. All gardens covered in the essay possess qualities important to the general Swedish garden history and indicate a number of foreign influences.
22
Brennan, E. "Heterogeneous cloth : an ethnography of the coming into being of barkcloth artefacts at the Royal Botanic Gardens, Kew, and amongst the Nuaulu of Nua Nea Village, Maluku, Eastern Indonesia". Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10037521/.
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This thesis uses barkcloth artefacts as a methodological point of entry and fieldsite, to explore their material properties. It argues that the material properties of barkcloth artefacts are indexical of social relations, as it moves between contexts; exploring the nature of properties as inherently diverse or diversely exploited, rather than homogenously embedded. The thesis argues that properties are processual, and uses the operational sequence or chaîne opératoire as a route to beginning to unpack the attribution of these qualities. The thesis follows the material through two distinct contexts; beginning with a collection of barkcloth artefacts in the Economic Botany Collection, at the Royal Botanic Gardens, Kew. Here artefacts illustrate the relationship between people and plants through technical process; and are packed within the botanical episteme and a British history of material relations, exploitation and development. From within the collections store, laboratory, and herbarium at Kew, material origins and structure are foregrounded as inherent to material identity. From Kew, research relocates to Maluku in eastern Indonesia; to a region situated historically as foundational in the exploitation of plant ‘resources’ and botanical exploration. Thematically then, the region is congruous with the Kew context. Nuaulu barkcloth artefacts, as explored in Nua Nea village, on Seram island are efficacious in male life-transformation rituals, and clan constitution. Barkcloth properties are generative and contingent. The efficacy of these artefacts is inseparable from the proximal dynamics as managed through their ongoing coming into being: bodily, temporal and territorial. A processual approach to barkcloth artefacts’ material properties across contexts allows access to the nature and diversity of the relationships between humans and non-humans: in this case, with plants, and trees. This is in what plant materials are able to reflect back at us, as transformed living kinds.
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Oliver, Ian B. "Oman Botanic Garden: A Unique Desert Botanic Garden in the Making". University of Arizona (Tucson, AZ), 2014. http://hdl.handle.net/10150/622040.
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The Sultanate of Oman is an old sea-faring country located in southeastern Arabia. The coastline of Oman is approximately 1750 km long. It extends from the Musandam peninsula in
the north of the country, which includes the important sea-lane of the Straits of Hormuz, to the border with Yemen in the south. Neighboring countries are the United Arab Emirates to the north, Saudi Arabia to the west and Yemen to the south. The Sultanate has a free market economy. Oil and gas are its biggest drivers. However, because of the realization that the oil
reserves will not last forever, one of the initiatives is to capitalize on tourism. Scenically, Oman is an extremely beautiful country; it offers everything from pristine beaches and fascinating
rugged mountains where terraced agriculture is practiced very successfully, to rolling red desert sands that stretch as far as the eye can see. Then, in the south, there is the unique escarpment
of the southern mountains of Dhofar, whose seasonal mists attract vast numbers of tourists in the height of the season every year. In 2012 Oman was voted one of the world’s top tourist destinations. It is a country where one can still see the real Arabia without too much glitz and glamour. The best time to enjoy its unique beauty and attractions is from November through mid- April. These are the coolest months of the year. Climatically, Oman is a hot country. Typically summers along the coastline and in Muscat can reach a maximum of 48°C and may be unbearably humid during the months of August and September. Inland temperatures may exceed 51°C. The higher mountainous areas can reach 32°C in summer. Winters, which are generally from late November till mid-March, are cool and mild with rain falling mainly in January. Maximum winter temperatures in Muscat do not normally exceed 25°C and the minimum temperature is around 8°C. The higher Hajar mountains (2800 m - 3000 m) experience freezes (-3°C) and occasionally receive light snow in mid-winter. The annual rainfall in Muscat is approximately 120 mm. Tropical cyclones are rare but in recent years have caused severe damage along the coast and inland as well - for example, Cyclone Gonu in June 2007. The Oman Botanic Garden project was promulgated by Royal Decree in 2006. The GPS coordinates for the garden are North 23° 33’ 35.65’’ and East 58° 07’ 50.95’’. The garden is a first for Oman and for the Gulf region as a whole, as it will focus almost entirely on the native flora of this country alone. The Oman Botanic Garden nursery is tasked with growing all the plants needed for this massive undertaking. In addition to native Omani plants, the plants of the ancient agricultural terraces will also be cultivated and displayed: Damascus roses, citrus, deciduous stone fruits, pomegranates and date palms. Most of the deciduous fruit trees and roses grown in Oman are cultivated on the cooler mountain terraces and irrigated using the ancient falaj (water canal) system. Some of these working falaj systems are hundreds of years old—the canals
are constructed of stone and mortar. The more modern falaj are built of block and cement. All falaj work on gravity and the keeper of the canal ensures that equal amounts of water are allocated on a daily basis to those who own plots on the agricultural terraces. The garden is situated northwest of the capital city, Muscat, on 420 ha of nature reserve. It is within easy reach of the international airport (20 minutes) and the main Sultan Qaboos Harbor (45 minutes). Arid, undulating topography, interspersed with seasonal wadi systems (intermittent streams), is fairly common on the Oman Botanic Garden site. Lower hill slopes are covered mainly in Acacia tortilis. To the south and west, one can make out the Western Hajar mountain system.
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Souza, Maria Paula Correia de. "O papel educativo dos jardins botânicos: análise das ações educativas do Jardim Botânico do Rio de Janeiro". Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20012012-100419/.
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Os jardins botânicos são tipos muito peculiares de museus, principalmente porque apresentam exposições em que os elementos são vivos e, em sua maioria, imóveis. Destaca-se dentre as diversas funções definidas para esse tipo de instituição, a função educativa, em uma perspectiva da valorização crescente da Educação Não Formal. Em uma perspectiva qualitativa de pesquisa em educação, este trabalho analisou as ações educativas oferecidas para o público geral e escolar promovidas pelo Jardim Botânico do Rio de Janeiro, buscando compreender como estas ações vem sendo desenvolvidas, gerando, assim conhecimento para a reflexão sobre o papel educativo desses espaços. Como parte do processo foi delineada a trajetória histórica dos jardins botânicos em paralelo a dos museus, enfatizando a evolução do papel educativo do Jardim Botânico do Rio de Janeiro. Este delineamento mostrou um aumento na importância do papel educativo nestas instituições. No que concerne o Jardim Botânico do Rio de Janeiro, nota-se que as relações estabelecidas a principio com o público estavam mais centradas no lazer, a trajetória desta instituição aponta mudanças nestas relações, com paulatina ampliação da função educativa. Salienta-se na historia recente do Jardim as mudanças estruturais, políticas e sociais que levaram a criação de setores exclusivos para atender o público visitante. No sentido de ampliar a compreensão da função social da instituição, faz-se necessário entender quais as concepções e objetivos norteadores das ações educativas desenvolvidas para o público e como são avaliadas e reestruturadas tais ações. Para fundamentação das análises propostas foram criadas categorias baseadas em referenciais oriundos da educação em museus, da comunicação pública da ciência e das tendências pedagógicas em ciências. Em termos gerais, constatou-se que as ações educativas desenvolvidas para o público geral que visita o Jardim Botânico do Rio de Janeiro inserem-se em uma perspectiva mais informacional. Já as ações para o público escolar apontam para maior presença de elementos dialógicos. Nota-se contudo, que as categorias não são totalmente excludentes, isto é, elementos de mais de uma categoria podem caracterizar as ações. Ao que tudo indica esta mescla de características informacionais e dialógicas podem conviver nas ações, sem que estas sejam melhores ou piores do ponto de vista da apropriação pelo público, da mesma forma que os modelos de comunicação convivem atualmente e elementos e práticas das diferentes tendências pedagógicas também. Ressalta-se que para além de mapear as ações e caracterizá-las, este estudo pode auxiliar a instituição a ampliar a compreensão destas ações no sentido de adequá-las aos seus objetivos e intenções. Em um contexto mais amplo, esta pesquisa contribui também para a reflexão critica da função social do Jardim Botânico do Rio de Janeiro, na medida em que dá subsídios sobre a imagem educativa e comunicativa que esta sendo passada para seu público. Ademais este estudo também traz evidencias de que as relações com os visitantes têm se tornado cada vez mais importantes para a instituição, legitimando-a perante a sociedade e assumindo assim, importante papel social. Por fim, os resultados deste trabalho reforçam a importância das avaliações e pesquisas sobre as ações educativas desenvolvidas por espaços como jardins botânicos, zoológicos, museus e centros de ciência, no sentido da ampliação da divulgação científica e da efetiva participação do público nas questões relacionadas com a ciência e o ambiente.Botanical gardens are particular types of museums, especially because they exhibit living elements, most of them static. Among the functions of this type of institution, the educational one is particularly relevant within a growing valorization of informal education. In a qualitative research perspective, this study analyses the educational actions addressed to spontaneous and scholarship publics by the Rio de Janeiro Botanical Garden. We aimed to understand how these actions are being developed, creating knowledge for further thought about the educational role of these institutions. Within this perspective, we compared the historical development of botanical gardens with the one of museums, highlighting the growth of the education role in the Rio de Janeiro Botanical Garden. This analysis showed an increased importance of the education role in these institutions. For the Rio de Janeiro Botanical Garden, the initial relationships with the public were essentially based on the recreational function, but were then progressively changed, with the expansion of the educational function. In the recent history of the Botanical Garden we observed structural, political and social changes which resulted in the creation of public visiting sectors. To understand the social function of the institution, it is necessary to understand which are the fundamental concepts and aims of these public educational actions, and how were these actions evaluated and adapted. To support the proposed analyses, we created categories based on referential concepts from museum education, public communication of science, and also from pedagogical trends in science teaching. We observed that the educational actions developed for the large audience which visit the Rio de Janeiro Botanical Garden were usually developed within an information focused perspective. On the other hand, actions for scholarship publics presented more clearly dialogical elements. However, these categories do not obligatory exclude each other, once elements from more than one category may characterize each action. Apparently this mixture of dialogical and information focused characteristics may coexist, without being better or worst for the public assimilation. This is similar to the present coexistence of different communication models, as well as of different educational elements and practices. Beyond the identification and characterization of different educational actions, this study allowed the institution to better understand their actions, and thus to adapt them to their maim objectives and intentions. In a wider perspective, this research contributed also for a critical thought about the social function of the Rio de Janeiro Botanical Garden, once it provides information about how the public perceive the educational and communication role of the Botanical Garden. Furthermor this study also showed that the relationships with visitors are becoming increasingly important for the institution, reinforcing the significant social role of the institution. Finally, our results emphasize the important role of this kind of evaluation and research about the educational actions developed in spaces such as botanical gardens, zoos, museums, and science centers, once they promote science communication, and allow an effective public participation in environmental and scientific issues.
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MacKenzie, Julia. "Impact of floral origin, floral composition and structural fragmentation on breeding success in Blue Tits (Cyanistes caeruleus) and Great Tits (Parus major)". Thesis, Anglia Ruskin University, 2010. http://arro.anglia.ac.uk/123186/.
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Existing research on the foraging ecology and breeding biology of blue tits (Cyanistes caeruleus) and great tits(Parus major) has mainly concentrated on populations in woodland. However increasing urbanisation means much of the suitable tit habitat is represented by fragmented areas, not large woodlands, and little is known about factors that may affect reproductive success in urban environments. Using General and Generalised Linear Models this study compared reproductive performance in four habitat types with differing levels of habitat modification: the Cambridge University Botanic Garden (CUBG) with an abundance of non-native vegetation and structural fragmentation, two marginal sites with native scrubby vegetation and structural fragmentation and small fragments and large fragments of native woodland. Compositional analysis was used in a study focused on how foraging blue tits used the heterogeneous habitat of the CUBG. Additionally frequency tests were used to compare foraging preferences and foraging behaviours of both species in the CUBG. Productivity was poor in the CUBG compared to all of the other habitats, with great tits appearing to do worse than blue tits, rearing lower quality chicks (significantly lower mean mass than in other habitats). Within the CUBG, positive relationships were found between the abundance of native trees and shrubs and breeding success for both blue tits and great tits. A positive relationship was found between breeding success in blue tits and the abundance of Quercus and Betula. However, habitat and year interactions showed that habitat and reproductive relationships were complicated by annual variation. The two species differed in their foraging preferences in the CUBG; blue tits were observed feeding in native deciduous trees significantly more than in non-native species and had a preference for birch trees over other taxa. Great tits however showed no strong preferences for any of the habitat types. With regards to foraging behaviours, great tits used a wider range of foraging heights and different foraging locations and capture techniques than blue tits. Blue tits were observed‘hanging’ from twigs more frequently, and appeared to be more effective at foraging in the wider variety of plants available in the heterogeneous vegetation of the garden. The data presented in this thesis suggest that blue tits have adopted a better foraging strategy by preferentially choosing native deciduous trees over the abundance of non-natives available in the CUBG. However, despite the apparent better foraging strategy of blue tits, reproductive performance of both species is poor in this urban garden compared to marginal sites and woodland. Urbanisation and the associated loss of optimal tit habitat are likely to continue. It is therefore important to offset urbanisation by the addition of appropriate foraging habitats that are likely to improve reproductive success, such as native trees and shrubs.
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MacKenzie, Julia. "Impact of floral origin, floral composition and structural fragmentation on breeding success in Blue Tits (Cyanistes Caeruleus) and Great Tits (Parus Major)". Thesis, Anglia Ruskin University, 2010. https://arro.anglia.ac.uk/id/eprint/123186/1/JuliaMackenzieThesis.pdf.
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Existing research on the foraging ecology and breeding biology of blue tits (Cyanistes caeruleus) and great tits(Parus major) has mainly concentrated on populations in woodland. However increasing urbanisation means much of the suitable tit habitat is represented by fragmented areas, not large woodlands, and little is known about factors that may affect reproductive success in urban environments. Using General and Generalised Linear Models this study compared reproductive performance in four habitat types with differing levels of
habitat modification: the Cambridge University Botanic Garden (CUBG) with an abundance of non-native vegetation and structural fragmentation, two marginal sites with native scrubby vegetation and structural
fragmentation and small fragments and large fragments of native woodland. Compositional analysis was used in a study focused on how foraging blue tits used the heterogeneous habitat of the CUBG. Additionally
frequency tests were used to compare foraging preferences and foraging behaviours of both species in the CUBG.
Productivity was poor in the CUBG compared to all of the other habitats, with great tits appearing to do worse than blue tits, rearing lower quality chicks (significantly lower mean mass than in other habitats). Within the CUBG, positive relationships were found between the abundance of native trees and shrubs and breeding success for both blue tits and great tits. A positive relationship was found between breeding success in blue tits and the abundance of Quercus and Betula. However, habitat and year interactions showed that habitat and
reproductive relationships were complicated by annual variation. The two species differed in their foraging preferences in the CUBG; blue tits were observed feeding in native deciduous trees significantly more than in non-native species and had a preference for birch trees over other taxa. Great tits however showed no strong
preferences for any of the habitat types. With regards to foraging behaviours, great tits used a wider range of foraging heights and different foraging locations and capture techniques than blue tits. Blue tits were observed‘hanging’ from twigs more frequently, and appeared to be more effective at foraging in the wider variety of
plants available in the heterogeneous vegetation of the garden. The data presented in this thesis suggest that blue tits have adopted a better foraging strategy by preferentially choosing native deciduous trees over the abundance of non-natives available in the CUBG. However, despite the apparent better foraging strategy of
blue tits, reproductive performance of both species is poor in this urban garden compared to marginal sites and woodland. Urbanisation and the associated loss of optimal tit habitat are likely to continue. It is therefore important to offset urbanisation by the addition of appropriate foraging habitats that are likely to improve
reproductive success, such as native trees and shrubs.
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Thomas, Adrian Peter. "Calcutta Botanic Garden : knowledge formation and the expectations of botany in a colonial context, 1833-1914". Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/calcutta-botanic-garden(aaa00d1d-17a2-47dc-be76-a51ee6cf5be2).html.
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Calcutta Botanic Garden was founded in 1786 to acclimatise economic plants, but it quickly became the main institutional base for scientific botany in colonial India. However, it had to make a new start in 1833 after the Garden superintendent, Nathaniel Wallich, distributed its herbarium to botanists in Europe. The thesis shows how the revival of the scientific project to investigate and catalogue the south Asian flora was the main priority for Wallich’s successors, but depended on successful negotiation with the government. The central theme of the thesis is the tension between scientists, intent on their research, and sponsors, who need to demonstrate practical outcomes. It breaks new ground by focussing on how these issues were debated and resolved within a particular colonial scientific institution. It argues that the Garden was able to attract the resources it needed for its scientific work by responding appropriately to government pressures: although its achievements in economic botany were limited, it successfully highlighted them, regularly citing the introduction of tea and cinchona; it reinforced its case by managing its site in ways that reassured the government. The thesis also adds to our understanding of centre-periphery relationships. It argues that the Garden’s role as an important nodal point in the global botanic network was key to achieving its objectives. It shows how the Garden was strengthened by its mutually supportive relationship with Kew Gardens, based on the close bonds that botanists formed with each other. The thesis concludes by showing how, despite the Garden’s achievements, the government gradually lost faith in the ability of botany to contribute to economic progress in India; in the twentieth century it increasingly turned to more specialist disciplines and institutions. The thesis therefore suggests that further studies of scientific institutions would enhance our understanding of how science continued to support and validate imperial rule.
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Kay, Lily Shannon. "The design of a botanical garden based on an analysis of four English gardens". Thesis, Georgia Institute of Technology, 1985. http://hdl.handle.net/1853/21671.
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Colburn, Terra Celeste Mrs. "GROWING GARDENS: BOTANICAL GARDENS, PUBLIC SPACE AND CONSERVATION". DigitalCommons@CalPoly, 2012. https://digitalcommons.calpoly.edu/theses/788.
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This thesis examines the history of botanical gardens and their evolution
from ancient spaces to the modern gardens of the 20th century. I provide a brief
overview of botanical gardens, with a focus on the unique intersection of public
participation and scientific study that started to occur within garden spaces during
the 20th century, which still continues today. I reveal the history of gardens that
influenced the uses of gardens today, with a focus on: the first ancient gardens
and the dependency societies had on them, the influence of science in gardens
starting in the Enlightenment period, the shift away from scientific gardens and
the introductions of public gardens in the early 20th century, and the
reintroduction of science into gardens during the conservation movement of the
1950s.
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Fletcher, Rebecca, i fletcherette@hotmail com. "The child in nature". RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070418.102156.
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There is little research on the young child's experience of the natural environment. Due to the increase in urbanisation, indoor recreation and indoor schooling many young children have become isolated from the natural environment. A love for nature and a sense of wonder in nature is being lost in the hurried childhood. This loss of access to nature impacts on the child's health and wellbeing, sense of connection and environmental literacy. This research study explores how Melbourne preschool children experience and use nature through the environments provided to them in the preschool program. The main environment is naturally the preschool play yard; however, as excursions also form part of the curriculum, the child's visit to the Royal Botanic Gardens and the Ian Potter Foundation Children's Garden forms part of this experience. Six case studies of Melburnian preschool children have been developed as a means to capture and communicate the interactions of individual children. Each of the six case studies present a child or pair of children 'in the moment,' as a snap shot of ecological learning and play behaviour and are presented as six stories, which allow the child's individual character and unique experience of nature to be expressed. Issues and behaviours evident in the children's interactions are then discussed through a framework of the seven ways of interacting in nature, which emerges from the demonstrations of these children. This information was collected using research techniques in observation; structured observations using time sampling and behaviour mapping; participating in conversations with children and collecting anecdotal observations and children's artwork. The case studies provide insight into childhood interactions with the natural environment and the levels of engagement experienced by children, with nature. The six stories, alongside topical literature, form the basis for deep discussion on the observed ways of interacting with nature.
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Cherry, Levi Scott. "Community Development at Heronswood Botanical Garden". Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799524/.
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The overall main goal of this research is to assist with the planning and creation of an ethnobotanical addition at the Heronswood Garden, a botanical garden located in northwest Washington state recently purchased by the Port Gamble S’Klallam Tribe. Methods included a three month long ethnographic study of Heronswood Garden as an official intern, and conducting a needs assessment that primarily employed participant observation and semi-structured open-ended interviews with all garden employees. Information revealed through the research includes causal issues behind a lack of community participation at the garden, elaboration on the solutions to various issues facilitated by negotiating and combining the views and opinions of the garden’s employees, and author reflections on the needs assessment report and the project as a whole. This research connects itself with and utilizes the methodologies and theories from applied anthropology, environmental anthropology, and environmental science to provide contemporary perspective into the subject of preserving or preventing the loss of biodiversity, language diversity, and sociocultural diversity.
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Steinhauer, Melissa. "Factors affecting botanic garden visitation among African Americans". [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015865.
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Wassenberg, Christopher Lee. "Botanic Garden User Outcomes: A Means-End Investigation". DigitalCommons@CalPoly, 2012. https://digitalcommons.calpoly.edu/theses/741.
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ABSTRACT
Botanic Garden User Outcomes: A Means-End Investigation
Christopher Lee Wassenberg
This study explored the outcomes that Leaning Pine Arboretum users experience from visiting the botanic garden. Understanding visitor motivations and benefits has been a focus in the field of outdoor recreation, and the subject of a number of botanic garden and green space visitor studies. Previous studies have found that visiting a botanic garden can serve as a coping strategy for dealing with and reducing life stress (Holbrook, 2010; Kohlleppel, Bradley, & Jacob, 2002; Maller, Townsend, Pryor, Brown, & St Leger, 2005) and that visiting public outdoor green spaces led visitors to experience greater exposure to natural spaces and to have meaningful experiences with others (Burgess, Harrison, & Limb, 1988).
This study employed means-end theory (Gutman, 1982) to investigate the link between garden attributes and user outcomes. In-person interviews were conducted with 83 garden visitors during the summer of 2011. Researchers coded the interview data to identify participants’ reported attributes, consequences, and values. Intercoder reliability was conducted to ensure validity of the results. Coded data were entered into the Laddermap (Gengler & Reynolds, 1995) computer software program to be analyzed. Implication matrixes were created to determine the number of times concepts were linked. From the implication matrixes, hierarchical value maps (HVMs) were developed to display the results graphically. HVMs show the strength of links between attributes, consequences, and values, and were used to compare results from different visitor groups within the study. These groups included males and females, students and non-students, and first time and return visitors.
The findings revealed that participants felt that the botanic garden and plants were the most meaningful garden attributes. These garden attributes led participants to experience the consequences new experiences and learning stress and relief and relaxation. Having experienced these meaningful consequences allowed participants to reach the most frequently mentioned values: transference and improved quality of life. The study found important links between attributes, consequences, and values, including the consequences escape and stress relief and relaxation, and the consequence new experiences and learning, and the value transference. Important differences were also found between the attribute, consequence, and value chains of multiple visitor groups.
Botanical garden and arboretum mangers may use this study to improve visitor experiences and outcomes. A better understanding of visitor benefits and outcomes can help managers understand the needs of current visitors, potential visitors, and potential garden supporters. In turn, garden visitors who have better experiences may be more inclined to provide funding or other support to conserve and preserve their local gardens. Based on the results garden managers should maintain a broad range of healthy, well-displayed plants; exert high-levels of detail to all aspects of garden operations; continue to provide opportunities for full visitor immersion; and offer unified, accessible interpretation of garden spaces and plants. Additionally, these results may be used to validate funding requests and guide allocation of funding.
Keywords: Botanic garden users, outcomes, means-end theory, Leaning Pine Arboretum
34
Gagliardi, James A. "An analysis of the initial planning process of new public horticulture institutions". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 157 p, 2009. http://proquest.umi.com/pqdweb?did=1694433141&sid=7&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Oliver, Ian. "Karoo Desert National Botanical Garden". University of Arizona (Tucson, AZ), 2003. http://hdl.handle.net/10150/555906.
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Sellers, Catherine Clabby. "Botanical gardens the influence of Islam, arid lands, and water in the Middle East /". Thesis, The University of Arizona, 1988. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu_e9791_1988_201_sip1_w.pdf&type=application/pdf.
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Furse-Roberts, James. "Botanic garden creation : the feasiblity and design of new Britsh collections". Thesis, University of Reading, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419818.
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Keppler, Mary Lee. "Promoting Botanical Education through Children's Gardens and Program Assessment". Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1271982907.
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Watson, Travis. "Not All Pollinator Gardens are Created Equally: Determining Factors Pertinent to Improving Pollinator Garden Effectiveness". Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3876.
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Increasing evidence documenting the decline of insect populations, resulting from increasing human disturbances has resulted in efforts to establish pollinator gardens to provide additional resources for insect populations. However, our understanding of biotic and abiotic garden characteristics important for attracting and sustaining pollinator diversity is limited. Here, we evaluated 17 pollinator gardens to evaluate the effect of five biotic and three abiotic garden characteristics on pollinator species richness, abundance, and proportional representation of four pollinator functional groups. Plant species richness positively influenced pollinator richness and negatively influenced flower visitation. Bombus proportional abundance responded to several variables (distance to vegetation, plant species richness, floral symmetry, floral native status, habitat type), and decreases in their proportional representation were accompanied by increasing proportions of other insect groups. Our results suggest any size, diverse, native pollinator gardens can improve pollinator diversity, and small-scale pollinator gardens should favor functional groups adapted for the habitat type.
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Maunder, Michael. "Botanic garden response to the biodiversity crisis : implications for threatened species management". Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363658.
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Changes in intramuscular connective tissue brought about by conditioning were investigated in bovine muscles of different quality. Perimysial and endomysial collagens were solubilized to a small extent during conditioning and residual insoluble collagens in both connective tissue domains were damaged by proteolytic processing. Yields of soluble perimysial material from unconditioned muscles were significantly lower (p = 0.096) than from conditioned muscles. Solubilized perimysial collagen from unconditioned muscles was significantly lower (p = 0.015) than from conditioned muscles with 1±0.8 % of original collagen solubilized for unconditioned muscles and 3.4 ± 3.3 % for conditioned muscles. 87.5 % of the muscles examined showed an increase in percentage solubilized collagen due to conditioning. The main peptide components observed on analysis of insoluble perimysial fractions after CNBr digestion were derived from types I and III collagen. No changes were observed in the major peptide bands due to conditioning. Yields of soluble endomysial fractions representedo, n average,9 4.5 % of total extracted endomysial material for unconditioned muscles compared with 97.5 % for conditioned muscles. Soluble endomysial fractions contained, on average, 0.13 % collagen from unconditioned muscles and 0.22 % collagen from conditioned muscles. The main peptide components observed on analysis of insoluble endomysial fractions after CNBr-digestion were derived from types I and III collagen. Changes observed on the peptide maps, evident as the appearanceo f a number of new bandsf rom conditioned samples,a ppearedt o be muscle specific. % Type III collagen decreasedo n conditioning, indicating that endomysial type III collagen was preferentially destroyed during - conditioning. In model systems, insoluble perimysium treated with pepsin over 24 h resulted in little damage to the insoluble collagenous residue remaining. Insoluble perimysium treated with cathepsin resulted in changes to the major peptide bands on one-dimensional SDSpolyacrylamide gel electrophoresisw hich were evident after 24 h treatment. Two-dimensional peptide maps obtained from conditioned insoluble perimysium and from insoluble perimysium treated with cathepsin for 24 h were altered relative to the unconditioned insoluble perimysium, indicating proteolytic damage to high molecular weight fractions. The in vitro case was extreme, but was comparable with conditioned insoluble perimysium. In addition, new peptide material in conditioned perimysium and endomysium in the molecular weight range 40 000 to 50 000 was observed, while perimysial samples revealed loss of peptide material, due to conditioning. Percentage solubilized collagen was higher (p < 0.05) from three muscles of varying quality when pre-injected with 0.1 M lactic acid and conditioned from 1 to 14 days than from untreated muscles. Analysis of the high molecular weight collagen peptides from lactic acid treated muscles by two-dimensional SDS-polyacrylamide gel electrophoresis revealedi ncreasedin cidenceo f degradationi n this region comparedw ith untreated controls. Sensory profiling using quality descriptive analysis (QDA) was carried out on three muscles of varying quality, pre-injected with 0.1 M lactic acid and results compared with untreated muscles. The results obtained failed to correlate the observed biochemical changes due to lactic acid treatment with perceived textural changes in these muscles. However, variability of the taste panel scores contributed significantly to the results obtained.
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Grimes, Kristin H. "Guereza dietary and behavioural patterns at the Entebbe Botanical Gardens". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0015/MQ49567.pdf.
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Kemp, Ronelle. "The algal gardens of Patella cochlear". Thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/26450.
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Rajkumar, Reuben Sajith. "Monitoring Human Activity Patterns in Linnaean Botanical Gardens using Machine Learning". Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-449230.
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Urbanisation in this fast-paced world although possessing some lucrative advantages causes some serious problems to its inhabitants. Green spaces are important in highly urbanised societies for adequate restoration of mental health and physical well being. This study focuses on understanding people’s behaviour in green spaces. To enable this, this study was designed with a video of volunteers in a greenspace. In order to automate the data collection required to observe the participants and study their behavioural patterns, computer science aided interventions and machine learning algorithms were employed. YOLOv4 enabled the detection of objects using a regression-based approach to accurately determine the position of the bounding boxes. Using the bounding box coordinates, experiments were conducted with several use cases like hotspot detection and crowd detection. Further using transfer learning, attempts were made to recognize the actions of humans in the videos. The experiments were evaluated using the mean Average Precision technique and achieved good results for the use cases mentioned above. With implications in hotspot detection and crowd detection, the outcome of the study can contribute towards a better and efficient object detection and action recognition.
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SAISSE, MARYANE VIEIRA. "SCHOOL GOES TO THE GARDEN AND THE GARDEN GOES TO SCHOOL: THE EDUCATIONAL DIMENSION OF THE BOTANICAL GARDEN". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4140@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIORJardins botânicos são instituições que visam a pesquisa, o estudo e a conservação vegetal, e estão cada vez mais abertas ao público. O Jardim Botânico do Rio de Janeiro, uma das mais antigas instituições científicas do país, tem na dimensão educativa um importante elo de ligação com o público. As escolas são parte significativa do universo de visitantes, que a cada ano e para a qual, foram criados projetos específicos de educação ambiental. Este estudo teve por objetivo examinar as relações do Jardim Botânico do Rio de Janeiro com o público escolar, através de observações de práticas educativas desenvolvidas na instituição, e de entrevistas realizadas nas escolas, com professores que levam suas turmas para visitas ao Jardim. Os dados obtidos na pesquisa permitem identificar questões que favorecem e outras que dificultam a aproximação entre esses dois universos, Jardim e escola, o que pode contribuir para a construção de uma possível parceria.
Botanical Gardens are institutions increasingly open to a public that seeks to study and preserve flora. The Botanical Garden of Rio de Janeiro, one of the oldest scientific institutions in Brazil, has created an important bond with the public through its educational activities. Schools, for which specific environmental educational projects have been created, are a significant portion of the universe of visitors, which is increasing every year. The present study has the purpose of examining the relationship between the Botanical Garden and the school public, by means of observation of the educational practices developed by the institution, together with interviews conducted with the teachers who bring their students to the Garden. The data obtained in the research allowed the identification of elements that favor, as well as those that hinder, the approximation of these two universes, The Botanical Garden and the school, thus contributing to the development of an effective partnership.
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Melchior, Caleb David. "Knowledge gardens: designing public gardens for transformative experience of dynamic vegetation". Kansas State University, 2014. http://hdl.handle.net/2097/19763.
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Master of Landscape ArchitectureDepartment of Landscape Architecture/Regional and Community Planning
Mary Catherine (Katie) Kingery-Page
This project explores the potential of gardens as specific physical places where humans cultivate vegetation. Humans are increasingly separated from natural systems, particularly vegetation, in their daily lives. Such a disconnect results in a failure to build emotional ties to and deep care for the natural world. To address this disconnect, landscape architects and planting designers need to understand how to design public gardens as ambiguous landscapes, landscapes that refer to natural ecosystems while also clearly revealing the human role in their design and care. Design choices involve environmental components and their articulation. Designers currently lack a vocabulary to identify the components of transformative experiences between people and plants. They also lack a visual understanding of how relationships between components can be articulated to establish ambiguity in specific sites. Synthesis of literature in experiential learning, dynamic vegetation, and planting design establishes a vocabulary of component cues to set up conditions for transformative experience in public gardens. Critical drawing of ambiguous landscapes by contemporary planting designers augments the researcher’s understanding of experiential cues. In order to explore the potential formal impact of designing for ambiguity throughout the design process, this project’s design application spans two sites: Chapman Botanical Garden in Apalachicola, Florida, and the Meadow on the Kansas State University campus, Manhattan, Kansas. Designing Chapman Botanical Garden offers the potential to be involved with the conceptual phases of site design: site planning, programming, and planting design. Designing at the Meadow offers the opportunity to be involved in the implementation phase of design: stakeholder involvement, selection and growing of plants, and design interpretation. Together, the two planting design explorations represent a complete design process for transformative experience.
46
Armstrong, Ann. "Beyond Eden : cultivating spectacle in the Montreal Botanical Garden". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ47735.pdf.
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Burden, Jeffrey. "A design for a botanical garden based on the work of Edwin Lutyens and Gertrude Jekyll". Thesis, Georgia Institute of Technology, 1985. http://hdl.handle.net/1853/23386.
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Murdock, J. Melody. "An external communication audit of the National Tropical Botanical Garden /". Diss., CLICK HERE for online access, 2003. http://contentdm.lib.byu.edu/ETD/image/etd194.pdf.
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Murdock, Jennifer Melody. "An External Communication Audit of the National Tropical Botanical Garden". BYU ScholarsArchive, 2003. https://scholarsarchive.byu.edu/etd/63.
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This study presents the results of an external communication audit of the National Tropical Botanical Garden (NTBG), a congressionally chartered nonprofit organization dedicated to the conservation of tropical plant diversity. Information was gathered during the communication audit through interviews with NTBG's key decision makers, content analyses of NTBG's primary publications, and a questionnaire measuring the public-organization relationship. The audit assesses NTBG's external communication policies, practices, capabilities, and needs in the context of systems theory and external relations strategic planning theories. The findings of the audit identify who NTBG considers its target publics and how well they are reaching certain audiences. The results also indicate in which areas NTBG's current communication system is meeting or not meeting the objectives of the organization. The study concludes with a series of recommendations for how NTBG can improve its external communication system.
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Gilberthorpe, Enid Constance. "British botanical gardens in the 1980s : changes reflected by bibliographical and social survey". Thesis, University of Sheffield, 1987. http://etheses.whiterose.ac.uk/2963/.
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1) British botanical gardens in the 1980s represent the latest stage in their long history dating from the Middle Ages. Origins lie in different types of institution:religious; academic;economic; amateur; scientific; and municipal. This diversity explains the variety of modern institutions involved with gardens, which may be recognized in four categories: state; university; local authority; and private societies. (2) The relationship of the gardens to the community is central to this study. Emphasis is placed on public views of them. (A small sample survey was conducted to obtain the ideas of the public about their functions.)(3) A questionnaire was sent to relevant gardens, enquiring about possible international relationships based on European twinning schemes.(4) Many influences are seen to contribute to the substantial changes evident in the activities of British botanical gardens today. New developments are considered, e.g. increased leisure and consequent need for recreation activities; transport facilities; influence of the mass media, especially television; conservation schemes; and current financial stringency. Some scientific advances (e.g. micropropagation) and technical progress (e.g. labour-saving machinery) are mentioned. (5) Six main functions of the gardens are identified and considered in detail: teaching and research; economic botany; horticulture; amenity; public in.iormation arid education services, public recreation facilities; and conservation. The functions are reviewed in relation to overlap with those of other modern institutions (e.g. research stations), and other types of garden. (6) Sheffield Botanical Gardens - seen in their historical context - provide a good example of change affecting a nineteenth-century institution adapted to the 1980s. The Gardens' importance to the local community is assessed from informal enquiries. (7) A bibliography of non-specialized material is included. Most chapters contain a literature section with notes on important published material. (8) Findings include: the contribution, uniquely made by academic botanical gardens, to teaching and research; the importance in all the gardens of public information and education services and recreation facilities; the significance of conservation activities within a national and international framework.