Bush garden ethos in South Australia

The bush garden ethos in South Australia, notwithstanding the state's dearth of water, poor soils and Mediterranean climate, has been slow in evolving. Even today. the logical Mediterranean philosophical arguments of Trevor Nottle, expressed in Gardens of the Sun,' are passed over in favour of struggling or often over-watered gardens containing ubiquitous 'Iceberg' roses, an eclectic exotic collection of plants, and the odd umbrageous eucalypt.'

Garden & landscape heritage:a crisis of tangible & intangible comprehension and curatorship

The cultural landscape of George Town, Penang, Malaysia, embraces the historic enclave of George Town as well as a range of other significant colonial vestiges adjacent to the entrépôt. Many of these landscapes cannot be isolated from the énclave as they are integral to and part of its cultural mosaic and character. Perhaps the most important are the Penang Hill hill-station landscape and the 'Waterfall‘ Botanic Gardens. The latter is an under-valued 'garden of the empire‘—a garden that significantly underpinned the development and historical and botanical stature of the Singapore Botanic Gardens.This paper reviews the cultural significance of colonial botanic gardens as they were established around the world during the scientific explosion of the late 1800s. It addresses their position within World Heritage listings, and considers the role, significance and importance of the 'Waterfall‘ Botanic Gardens within this context, within the concept of 'cultural landscapes‘, and critiques its absence from the recent World Heritage Listing of the colonial enclaves of Georgetown and Meleka in Malaysia.

Growing community : the impact of the Stephanie Alexander kitchen garden program on the social and learning environment in primary schools

This article presents results from a mixed-method evaluation of a structured cooking and gardening program in Australian primary schools, focusing on program impacts on the social and learning environment of the school. In particular, we address the Stephanie Alexander Kitchen Garden Program objective of providing a pleasurable experience that has a positive impact on student engagement, social connections, and confidence within and beyond the school gates. Primary evidence for the research question came from qualitative data collected from students, parents, teachers, volunteers, school principals, and specialist staff through interviews, focus groups, and participant observations. This was supported by analyses of quantitative data on child quality of life, cooperative behaviors, teacher perceptions of the school environment, and school-level educational outcome and absenteeism data. Results showed that some of the program attributes valued most highly by study participants included increased student engagement and confidence, opportunities for experiential and integrated learning, teamwork, building social skills, and connections and links between schools and their communities. In this analysis, quantitative findings failed to support findings from the primary analysis. Limitations as well as benefits of a mixed-methods approach to evaluation of complex community interventions are discussed.

Volunteering in a school kitchen garden program : cooking up confidence, capabilities and connections!

This paper reports on the evaluation of a kitchen garden program in primary schools in Victoria, Australia. It focuses on the motivations, impacts, and issues associated with volunteering in the program. The study revealed that volunteers are drawn from a range of sources, including: families of current and former students, former teachers, local residents, clients of aged care and/or disability services, other schools and communities, local universities, community organizations, the community services sector, and the corporate sector. Benefits to volunteers included: opportunities to use time productively, an increased sense of belonging, learning opportunities, and an increased sense of self-worth and enjoyment. For schools, volunteers enhanced engagement between the school and the local community, enabled them to engage more effectively with hard to reach groups, and increased student engagement. In addition, the involvement of volunteers improved the sustainability of the program, improved communication between teachers and families of students from minority ethnic groups, and gave students the chance to relate to new people, to learn from their experience and to have fun in working with the volunteers. Perhaps the most telling benefits to flow both to students and to volunteers were not the “three Rs—reading, w’riting and a’rithmetic” but the three Cs—confidence, capabilities, and connections. However, a clearly identified issue was the importance of matching volunteers’ motivations and needs with the roles they play to sustain current levels of volunteering and, therefore, the program itself.

Expanding children's food experiences : the impact of a school-based kitchen garden program

Objective: Evaluate achievement of the Stephanie Alexander Kitchen Garden Program in increasing child appreciation of diverse, healthy foods.

Design: Comparative 2-year study.

Setting: Six program and 6 comparison primary schools in rural and metropolitan Victoria, Australia, matched for socioeconomic status and size.

Participants: A total of 764 children in grades 3 to 6 (8–12 years of age) and 562 parents recruited. Retention rates at follow-up included 85% children and 75% parents.

Intervention: Each week of the school year, children spent 45 to 60 minutes in a garden class and 90 minutes in a kitchen class.

Phenomenon of interest: Program impact on children’s willingness to try new foods, capacity to describe foods, and healthy eating.

Analysis: Qualitative data analyzed using inductive thematic analysis. Quantitative data analyzed using random-effects linear regressions adjusted for school clustering.

Results: Child and parent qualitative and quantitative measures (if never tried before, odds ratio 2.0; confidence interval, 1.06–3.58) showed increases in children’s reported willingness to try new foods. No differences in articulation of food descriptions (program vs comparison groups). Qualitative evidence showed that the program extended its influence to healthy eating, but this was not reflected in the quantitative evidence.

Conclusions and Implications: Findings indicate program success in achieving its primary objective, meriting further program research.

Promoting appreciation of cultural diversity and inclusion with the Stephanie Alexander Kitchen garden program

Purpose – The purpose of this paper is to present emergent findings from an evaluation of the Stephanie Alexander Kitchen Garden (SAKG) Program showing that the program promoted appreciation of cultural diversity and inclusion of culturally diverse groups. Design/methodology/approach – The findings reported here are from the qualitative component of a mixed-method, nonrandomized, pre- and post-comparison evaluation study. Focus groups and interviews were held with school principals, teachers, program specialist staff, parents, volunteers and children at the program schools. Findings – In a culturally diverse school, the program enhanced the school’s capacity to engage and include children and families from migrant backgrounds. In less diverse settings, the program provided opportunities for schools to teach children about cultural diversity. Research limitations/implications – Assessing the program’s impact on multicultural education was not a specific objective of this study, rather these findings emerged as an unanticipated outcome during interviews and focus groups that explored participants’ views on important changes to schools associated with the program. Thus, the quantitative component of the evaluation did not assess the extent of this program impact and further research is recommended. Practical implications – The program may have particular value in culturally diverse schools, providing benefits in terms of engagement of children and families and potentially, in the longer term, associated improvements in learning outcomes. Social implications – These findings suggest that the program can help to promote social equity and inclusion for culturally diverse groups. Originality/value – This paper highlights critical equity implications associated with school-based programs’ capacity to include culturally and linguistically diverse groups.

The Secret Garden and the gaze

Frances Hodgson Burnett's The Secret Garden (1911) suggests that acts of looking are seminal to the communication of ideals surrounding gender in the text. The acts of looking – which this paper refers to as the gaze – to which Mary Lennox introduces her cousin Colin Craven direct him toward a model of masculinity characterised by its emphasis on power but, in doing so, disempowers her in her agency in the story.

Multisensory environments for leisure: promoting well-being in nursing home residents with dementia

Multisensory environments such as Snoezelen^® rooms are becoming increasingly popular in health care facilities for older individuals. There is limited reliable evidence of the benefits of such innovations, and the effect they have on residents, caregivers, and visitors in these facilities. This two-stage project examined how effective two types of multisensory environments were in improving the well-being of older individuals with dementia. The two multisensory environments were a Snoezelen room and a landscaped garden. These environments were compared to the experience of the normal living environment. The observed response of 24 residents with dementia in a nursing home was measured during time spent in the Snoezelen room, in the garden, and in the living room. In the second part of the project, face-to-face interviews were conducted with six caregivers and six visitors to obtain their responses to the multisensory environments. These interviews identified the components of the environments most used and enjoyed by residents and the ways in which they could be improved to maximize well-being.

Linking future ecosystem services and future human well-being

Ecosystem services are necessary, yet not sufficient for human well-being (however defined). Insufficient access to the ecosystem provisioning service of food is a particularly important factor in the loss of human well-being, but all ecosystem services contribute in some way to well-being. Although perhaps long obvious to ecologists, the links between ecosystems and aspects of human well-being, including health, have been less well understood among the social science community. This situation may now be starting to change, thanks in part to the Millennium Ecosystem Assessment (MA). Causality between ecosystem services and well-being is bidirectional; it is increasingly clear that functioning societies can protect or enhance ecosystem services, and accordingly, that societies with impaired well-being (best documented in the case of chronic diseases such as malaria and HIV/AIDS) can also experience a related decline in ecosystem services.

The future state of human well-being and of ecosystem services is more than the co-evolution of these two fundamental elements. Human well-being also depends, critically, upon the human institutions that govern relationships between human individuals and groups, and also between humans and ecosystem services.

The scenarios working group of the MA found that human well-being is highest in the Global Orchestration scenario, which assumes the fastest evolution of beneficial institutions, and is lowest in the Order from Strength scenario. Human well-being was found to be intermediate in the other two scenarios (Adapting Mosaic and Techno-Garden) even though these scenarios share a much greater recognition of the importance of ecosystem services to human well-being.

Review of greywater reuse practices in Victoria

Greywater reuse has become popular in rural and urban communities of Australia. In recent years, the Barwon region of Victoria has been affected by drought and as a result, water restrictions were imposed at different stages. While a water conservation by-law was introduced in February 2003 with overwhelming community support, greywater reuse is still debated among householders, Environment Protection Authority (EPA), local councils, and the water authorities. Higher levels of greywater reuse are needed due to low average rainfall in the region and high water consumption per capita. This paper looks at the position of the different parties that govern greywater reuse and presents the factors that restrain uniform reuse practices. Factors considered include quantity and quality of greywater generated in the Barwon region, current regulatory controls as reviewed through a series of surveys of local councils and water authorities. While the water restrictions resulted in an increased demand for alternative means of watering garden areas, the regulatory conditions were found to be unsettled about greywater reuse, with a wide range of concerns making these authorities unwilling to encourage it.