How to Prune Young Shade Trees
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Recovering from Wildfire a Guide for Arizona’S Forest Owners Tom Degomez
ARIZONA COOPERATIVE E TENSION AZ1294 Revised 12/11 Recovering From Wildfire A Guide for Arizona’s Forest Owners Tom DeGomez What Do I Do Now? Wildfire, the disaster so many forest owners fear has occasional pockets of moderate to high intensity burn. happened—to you. Fire may have burned all or just a Occasionally, fires do burn at high intensity over large portion of your property, over many acres of your land or areas. Fires which burn at low intensity do not burn up just your homesite, burned it completely or only partially. the forest canopy. Most leaves or needles remain on trees, Whatever the circumstances, you’re now left wondering, even though some may be brown and the lower branches “What should I do now?” may be scorched. The ground is still partially covered by After the fire is out, it’s time to start making some old needles, leaves, and decaying wood. decisions. Although you may feel that the worst has happened, there are actions you can take now to protect Low-intensity fires are in the long run, beneficial to your property from further impacts and to recoup some maintaininga healthy forest. In fact, many Arizona tree of your losses. species and plant communities evolved with low-intensity This publication discusses issues property owners should fire as part of the natural system. These fires clear out consider following a wildfire on their property, including the underbrush, thin out young trees which may be too how to protect your valuable property from further damage numerous, and reduce the amount of fuel accumulating on due to erosion, where to go for help and financial assistance, the forest floor, thereby lessening the chance of future high how remove or salvage trees that were lost or damaged, intensity wildfires (Fig. -
Pest Management Strategic Plan for Christmas Trees In
Pest Management Strategic Plan for Christmas Trees in Oregon, Washington, and Idaho Lead Authors: Joe DeFrancesco and Katie Murray, Oregon State University Editor: Diane Clarke, University of California, Davis Summary of a workshop held on February 2 nd and 3 rd , 2009 Aurora, Oregon Issued: August 2009 Contact Person: Joe DeFrancesco Integrated Plant Protection Center Oregon State University 2040 Cordley Hall Corvallis, OR 97331-2915 (541) 737-0718 [email protected] This project was sponsored by the Western Integrated Pest Management Center, which is funded by the United States Department of Agriculture, Cooperative State Research, Education, and Extension Service. Table of Contents Work Group Members ................................................................................................... 3 Summary of Critical Needs ............................................................................................ 5 Introductory Pages: Process for this Pest Management Strategic Plan ............................................. 6 Regulatory Background ...................................................................................... 7 Christmas Tree Production Overview ............................................................... 8 Christmas Tree Export Markets ........................................................................ 13 Targeting Pests in Christmas Tree Production................................................ 15 Christmas Tree Pests Outline ...................................................................................... -
SFI 2020 Annual Report
SUSTAINABLE FORESTRY INITIATIVE 2YEARS SFI-00001 1995-20205 BETTER CHOICES FOR THE PLANET 2020 SFI PROGRESS REPORT 18-month calendar July 2020–December 2021 SUSTAINABLE FORESTRY INITIATIVE 2YEARS SFI-00001 1995-20205 IT IS CRITICAL THAT WE WORK TOGETHER TO ENSURE THE SUSTAINABILITY OF OUR PLANET. People and organizations are seeking solutions that don’t just reduce negative impacts but ensure positive contributions to the long-term health of people and the planet. SFI-certified forests and products are powerful tools to achieve shared goals such as climate action, reduced waste, conservation of biodiversity, education of future generations, and sustainable economic development. SFI PROVIDES PRACTICAL, SCALABLE SOLUTIONS FOR MARKETS AND COMMUNITIES WORKING TO PURSUE THIS GROWING COMMITMENT TO A SUSTAINABLE PLANET. When companies, consumers, educators, community, and sustainability leaders collaborate with SFI, they are making active, positive choices to achieve a sustainable future. Our mission is to advance sustainability through forest-focused collaborations. For 25 years, SFI has been a leader in sustainable forest management through our standards. In recent years, we have built on our successes and evolved into a solutions-oriented sustainability organization that addresses local, national, and global challenges. Our recently updated mission, to advance sustainability through forest-focused collaborations, reflects this focus. Climate change, biodiversity, strength in diversity, clean water, the future of our youth, the importance of a walk in the forest, and the sustainability and resilience of our communities—these are some of the important issues that the SFI community is working to address. Thank you for We also realized that we will need a new generation of leaders to help us tackle the future challenges being a part of facing our planet. -
4009-Uandcf Guidebook New2
MULTI-CULTURAL COMMUNITIES ADDRESSING THE NEEDS OF ALL CHAPTER FIVE ester Brown of the World WatchL Institute once wrote, “Tree planting fosters community spirit and pride, bringing people together for a meaningful purpose that can build bridges and promote understanding...” In a living example of Brown’s vision, it was trees that brought together people of diverse ethnic backgrounds in a Long Beach, California, tree planting campaign that won a 1993 National Arbor Day Foundation Project Award. The project demonstrated bridge- building cooperation among 28 local organizations that included city bureaus, civic organizations and neighborhood associations. It was reported that during this project people of different ethnicities from the same neighborhood worked together side by side toward a common goal for the first time ever. The Trees benefit everyone equally and tree project even found its way into projects can be the builder of bridges local school curricula and between cultures. resulted in educational tree materials being printed in English, Spanish and Khmer. 30 To build any strong, sustainable urban forestry program a different approach is needed today than has been used traditionally. The foundation for today’s program Terms Intended to Help must not only be ecologically and economically sound, Communicate Sometimes it must also be embraced by all segments of the society Don’t Work it is intended to serve. To succeed, urban forestry must reflect the social makeup of the local community. It To address and overcome the must be understood, supported and guided by all. problem of inclusion in urban forestry, terms are necessary to communicate The social composition of each community is about under-represented stakeholders different, and knowing what it is locally is your first and potential audiences. -
Tree City USA® Take Pride in a Greener Community
Tree City USA® Take Pride in a Greener Community ou have seen the signs along the road and perhaps a Tree City USA flag flying at city hall in other communities. Towns and cities that have Y received their Tree City USA recognition take pride in this distinction. And the people who live there enjoy the valuable benefits of having a greener, healthier community. Tree City USA is a national recognition program that began in 1976 and is sponsored by the Arbor Day Foundation in partnership with the U.S. Forest Service and National Association of State Foresters. By meeting four fundamental standards, an incorporated municipality of any size can qualify. Applying for the Tree City USA award is easy and the recognition is outstanding. There are now thousands of communities that proudly receive roadside signs, fly the flag of Tree City USA and — knowing the value of participation — renew their application every year. Tree City USA is a great way to get the community involved in green space. A community that feels involved will take better care of their environment. – ALISON LITCHY, FORT SMITH, AR FUNDAMENTAL COMPONENTS OF TREE CITY USA n STANDARD 1: A TREE BOARD OR DEPARTMENT The formation of a tree board or value enhancement, and all the other department often stems from a group attributes of trees in cities of all sizes. It of citizens. In some cases a mayor or also enables city government to prevent city officials have started the process. and control destructive insects and Either way, the benefits are immense. diseases, avoid unnecessary costs and Involving residents and business owners liability from hazardous trees and tree- creates wide awareness of what trees do related accidents, and protect residents for the community and provides broad from unscrupulous or careless operators. -
Wildfire Suppression Funding and Forest Management Activities Act
Consolidated Appropriations Act, 2018 Public Law 115-141 H. R. 1625—712 DIVISION O—WILDFIRE SUPPRESSION FUNDING AND FOREST MANAGEMENT ACTIVITIES ACT SEC. 101. SHORT TITLE. This division may be cited as the ‘‘Wildfire Suppression Funding and Forest Management Activities Act’’. TITLE I—WILDFIRE AND DISASTER FUNDING ADJUSTMENT SEC. 102 . WILDFIRE AND DISASTER FUNDING ADJUSTMENT. (a) Section 251(b)(2) of the Balanced Budget and Emergency Deficit Control Act of 1985 (2 U.S.C. 901(b)(2)) is amended— (1) in subparagraph (D)(i), by striking subclauses (I) and (II) and inserting the following— ‘‘(I) the average over the previous 10 years (excluding the highest and lowest years) of the sum of the funding provided for disaster relief (as that term is defined on the date immediately before the date of enactment of the Wildfire Suppression Funding and Forest Management Activities Act); ‘‘(II) notwithstanding clause (iv), starting in fiscal year 2018, five percent of the total appropria- tions provided after fiscal year 2011 or in the previous 10 years, whichever is less, net of any rescissions of budget authority enacted in the same period, with respect to amounts provided for major disasters declared pursuant to the Robert T. Staf- ford Disaster Relief and Emergency Assistance Act (42 U.S.C. 5121 et seq.) and designated by the Congress and the President as an emergency pursuant to subparagraph (A)(i) of this paragraph; and ‘‘(III) the cumulative net total of the unused carryover for fiscal year 2018 and all subsequent fiscal years, where the unused carryover for each fiscal year is calculated as the sum of the amounts in subclauses (I) and (II) less the enacted appro- priations for that fiscal year that have been des- ignated as being for disaster relief.’’; (2) in subparagraph (D)(ii), by striking ‘‘not later than 30 days after the date of enactment of the Budget Control Act of 2011’’ and inserting ‘‘not later than 30 days after the H. -
Branching in Nature Jennifer Welborn Amherst Regional Middle School, [email protected]
University of Massachusetts Amherst ScholarWorks@UMass Amherst Patterns Around Us STEM Education Institute 2017 Branching in Nature Jennifer Welborn Amherst Regional Middle School, [email protected] Wayne Kermenski Hawlemont Regional School, [email protected] Follow this and additional works at: https://scholarworks.umass.edu/stem_patterns Part of the Biology Commons, Physics Commons, Science and Mathematics Education Commons, and the Teacher Education and Professional Development Commons Welborn, Jennifer and Kermenski, Wayne, "Branching in Nature" (2017). Patterns Around Us. 2. Retrieved from https://scholarworks.umass.edu/stem_patterns/2 This Article is brought to you for free and open access by the STEM Education Institute at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Patterns Around Us by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. Patterns Around Us: Branching in Nature Teacher Resource Page Part A: Introduction to Branching Massachusetts Frameworks Alignment—The Nature of Science • Overall, the key criterion of science is that it provide a clear, rational, and succinct account of a pattern in nature. This account must be based on data gathering and analysis and other evidence obtained through direct observations or experiments, reflect inferences that are broadly shared and communicated, and be accompanied by a model that offers a naturalistic explanation expressed in conceptual, mathematical, and/or mechanical terms. Materials: -
Arborist Tree Assessment Report
Arborist Tree Assessment Report Lower Laurel School Menlo Park, California Prepared for Ahmad Sheikholeslami Director of Facilities and Operations Menlo Park City School District 181 Encinal Ave., Atherton Ca 94025 Prepared by Robert Weatherill, Certified Arborist WE 1936a Advanced Tree Care P.O. Box 5326 Redwood City, CA 94063 (650) 839 9539 Office March 6, 2017 Advanced Tree Care P.O. Box 5326, Redwood City, CA 94063 650 839 9539 ------------------------------------------------------------------------------------------------------------ Introduction Assignment At the request of Menlo Park City School District, I was asked to provide a tree assessment of significant trees on the grounds and within 8 feet of the grounds of Lower Laurel School located at 90 Edge Rd, Atherton, CA 94027. A recent tree failure has prompted the need to inspect all the large trees around the property for health and safety. Survey Methods A visual assessment of the trees was made from the ground. No samples were collected for laboratory analysis, nor were the trees climbed as neither were part of the assignment. The trees had previously been affixed with numerical aluminum tags which are referred to in the report. Observations On March 6, 2017, I visited the school to assess the health and conditions in and around the school property. There are 25 significant trees or areas of trees included in the survey of which 23 are on this property. Many of the trees are mature, some have been maintained where as others have not been maintained for some time. Each tree is photographed with observations and recommendations for maintenance. There are some trees that require further investigation with resistograph if they are to stay; other trees show evidence of root decay and are therefore a hazard and should be removed. -
Arbor Day Teacher's Guide
Teacher’s Guide Arbor Day Seedling Distribution Program A Maryland Forest Education Initiative Maryland Department of Natural Resources Forest Service and Maryland State Department of Education 1 Maryland State Department of Education Nancy S. Grasmick 200 West Baltimore Street State Superintendent of School Baltimore, Maryland 21201 Phone (410) 767-0100 TTY/TDD (410) 333-6442 Dear Arbor Day Teachers, The Arbor Day Teacher’s Guide was written by Maryland elementary school educators who have been involved with Arbor Day in their schools. The development of the Guide was a cooperative effort between Maryland’s Department of Natural Resources and the State Department of Education. We have tried to make the activities child-centered, fun and authentic, while keeping the use of activities flexible enough to meet your particular class or school needs. The activities in the Teacher’s Guide should be helpful to you as you prepare for Arbor Day. Although Maryland’s ‘official’ ArborDay is the first Wednesday in April, almost any day is a good day to plant trees. Planting directions and informative classroom activities are included in the Guide. Arbor Day is a wonderful opportunity to help students developtheir sense of appreciation and ability to care for living things in general and trees in particular. We are dependent on trees and forests for many difference resources we use every day. Trees and forests give us jobs, many environmental benefits and a quiet place to walk on a summer day. We hope you find this Teacher’s Guide helpful and easy to use, and that as you implement Arbor Day you take a few minutes to sit in the shade with two of Maryland’s special resources, our trees and our children. -
Tree Owner's Manual Table of Contents for the Northeastern And
United States Department of Agriculture Forest Service Northeastern Area State and Private Forestry NA-FR-04-07 November 2008 TTreeree Owner’s Manual for the Northeastern and Midwestern United States www.treeownersmanual.info Tree Owner's Manual Table of Contents for the Northeastern and Midwestern United States Important Precautions ................................1 Model Information and Parts Diagram ........2 Deciduous Model..................................... .2 Authors: Evergreen Model...................................... 3 Jill R. Johnson, Forest Service Packaging ..................................................3 Roots .......................................................3 Gary R. Johnson, University of Minnesota Trunk and Branches .................................3 Maureen H. McDonough, Michigan State Pre-Installation (Preparing to Plant) ...........4 University Materials ................................................4 Lisa L. Burban, Forest Service Instructions .............................................4 Installation (Planting) .................................6 Janette K. Monear, Tree Trust Materials .................................................6 Instructions .............................................6 Illustrator: Maintenance Schedule ............................. 12 Maintenance Instructions ......................... 13 Jennifer Salveson Watering ................................................ 13 Installing a Trunk Guard ........................ 14 Technical Reviewers: Preventing and Correcting Katie Armstrong, -
Strategies for Growing a High‐Quality Root System, Trunk, and Crown in a Container Nursery
Strategies for Growing a High‐Quality Root System, Trunk, and Crown in a Container Nursery Companion publication to the Guideline Specifications for Nursery Tree Quality Table of Contents Introduction Section 1: Roots Defects ...................................................................................................................................................................... 1 Liner Development ............................................................................................................................................. 3 Root Ball Management in Larger Containers .......................................................................................... 6 Root Distribution within Root Ball .............................................................................................................. 10 Depth of Root Collar ........................................................................................................................................... 11 Section 2: Trunk Temporary Branches ......................................................................................................................................... 12 Straight Trunk ...................................................................................................................................................... 13 Section 3: Crown Central Leader ......................................................................................................................................................14 Heading and Re‐training -
Arbor Day in South Dakota
South Dakota State University Open PRAIRIE: Open Public Research Access Institutional Repository and Information Exchange SDSU Extension Fact Sheets SDSU Extension 1968 Arbor Day in South Dakota Cooperative Extension South Dakota State University Follow this and additional works at: https://openprairie.sdstate.edu/extension_fact Recommended Citation South Dakota State University, Cooperative Extension, "Arbor Day in South Dakota" (1968). SDSU Extension Fact Sheets. 1074. https://openprairie.sdstate.edu/extension_fact/1074 This Fact Sheet is brought to you for free and open access by the SDSU Extension at Open PRAIRIE: Open Public Research Access Institutional Repository and Information Exchange. It has been accepted for inclusion in SDSU Extension Fact Sheets by an authorized administrator of Open PRAIRIE: Open Public Research Access Institutional Repository and Information Exchange. For more information, please contact [email protected]. Historic, archived document Do not assume content reflects current scientific knowledge, policies, or practices. SDSU ® Extension For current policies and practices, contact SDSU Extension \,\Tebsite: extension.sdstate.edu Phone: 605-688-4 792 Email: [email protected] SDSU Extension is an equal opportunity provider and employer in accordance with the nondiscrimination policies of South Dakota State University, the South Dakota Board of Regents and the United States Department of Agriculture. FS 391 ARBOR DAY tn SOUTH DAKOTA } ' FRI S~l 3 4 5 6 2 ,o n l2 l3 9 17 ,s 19 20 14 5 163 24 25 ?-7 ,_, ,_,_ 2 ® 28 29 30 COOPERATIVE EXTENSION SERVICE SOUTH DAKOTA STATE UNIVERSITY U. S. DEPARTMENT OF AGRICULTURE "Hail South Dakota," "The Sunshine State," "Land of Infinite Variety," "The Shrine of Democ A SOR DAY racy" ..