DOCSLIB.ORG

Prickly Pear from Ponderosa

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Prickly Pear from Ponderosa From Ponderosa to Prickly Pear Exploring the Native Plants of New Mexico An ecoregional curriculum for grades 9-12 From Ponderosa to Prickly Pear: Exploring the Native Plants of New Mexico • An ecoregional curriculum for grades 9-12 • Written by: Jennie Crammer, Jody Einerson, Yvonne Hickerson (New Mexico Edition) Significant contributions by: Melanie Gisler, Carolyn Menke, Ian Silvernail, Sarah Stevens Adapted from: Graphic Design and Layout: From Salmonberry to Sagebrush: Jessica Brothers, Institute for Applied Ecology Exploring Oregon’s Native Plants Management Support: Cover Art: Stacy Moore, Institute for Applied Ecology Steven Gisler Printing and Distribution: Illustrations: Native Plant Society of New Mexico Larkin Guenther, Steven Gisler, Bella Smith (Institute of American Indian Arts, Vision and Creation: student), Amanda Devine, Jody Einerson, U.S. Department of the Interior Barbara Gleason Bureau of Land Management www.appliedeco.org ©2016 Institute for Applied Ecology From Ponderosa to Prickly Pear: Exploring the Native Plants of New Mexico • An ecoregional curriculum for grades 9-12 • Content Reviewers and Resource Experts: Tom Kaye, Ph.D. Botany & Plant Pathology, Larry Littlefield, Ph.D., Plant Pathologist, Professor Emeritus, Executive Director, Institute for Applied Ecology Oklahoma State University Rob Fiegener, Institute for Applied Ecology, Jeff Hickerson, Regional Wildland Fire Specialist, Native Seed Network National Park Service Matt Blakeley-Smith, Restoration Biologist, Richard Ford, Ph.D., Ethnobotanist, Professor Emeritus, Institute for Applied Ecology University of Wisconsin Amanda Stanley, Ecologist, Institute for Applied Ecology Alexander Evans, Ph.D., Forest Stewards Guild Steve Cary, Geographer/Naturalist, Natural Resource Institute Jim McGrath, Botanist, JM Botanical Enterprises Bob Sivinski, Botanist Catherine Ashley, Educator Steven Gisler, Botanist John Egbert, Educator Daniela Roth, Botany Program Coordinator, Mollie Parsons, Education Director, New Mexico Department of Forestry Santa Fe Botanical Garden Zoe Davidson, State Botanist, Thomas M. Antonio, Ph.D. Science Coordinator, New Mexico Bureau of Land Management Institute of American Indian Arts Jennifer Dann, Urban and Community Forestry Program Matt Bahm, Conservation Research Director, Manager, NM State Forestry Institute for Applied Ecology Anne Bradley, Forest Conservation Program Manager, Jessa Davis, Botanist, Chicago Botanical Garden, The Nature Conservancy Conservation Land Management Program Vanessa Saccone, Environmental Sciences Technical Editor Mollie Walton, Ph.D., Restoration Ecologist, Quivira Coalition Tim Lowrey, Ph.D., Associate Dean of Graduate Studies, Karl Anderson, Native Plant Society of New Mexico Professor of Biology, and Curator, UNM Herbarium ii A very special thanks to our funders: U.S. Department of the Interior Bureau of Land Management and the Native Plant Society of New Mexico -&- to the following for their vision in making this curriculum possible: Peggy Olwell Bureau of Land Management, Plant Conservation Lead, BLM National Program Joan Seevers Bureau of Land Management, Plant Conservation Lead, BLM Oregon/Washington (retired) Nancy Sawtelle Bureau of Land Management, Plant Ecologist, Eugene District, Oregon (retired) In addition we have had numerous people who have acted as advisors and have contributed botanical, ecological, or educational expertise, and painstakingly edited and re-edited materials. Thank you all, your contribution has been important and appreciated. A special thanks to Earth Partnership for Schools Program for acting as a model in developing place- based curric- ulum and for allowing us to adapt some of their materials for New Mexico. University of Wisconsin-Madison Arboretum, 1207 Seminole Highway, Madison WI 53711. www.uwarboretum.org Digital printing by Oregon State University Printing and Mailing Services For additional copies of the curriculum contact: Institute for Applied Ecology, www.appliedeco.org About Institute for Applied Ecology Founded in 1999, the Institute for Applied Ecology (IAE) is a non-profit organization established to provide a ser- vice to public and private agencies and individuals by developing and communicating information on ecosystems and effective management strategies. IAE offers habitat restoration services complete with habitat management plans, site preparation, maintenance and monitoring. Our Native Seed Network connects buyers and sellers of native seed while our Conservation and Research division conducts native ecosystem research and monitoring and provides surveys for rare plants. The Ecological Education Program provides opportunities for K-12 students, teachers and the adult community in place-based education and service learning projects. Institute for Applied Ecology 563 SW Jefferson Ave • Corvallis, OR 97333 541-753-3099 Southwest Program Office: 100 La Salle Circle, Suite B • Santa Fe, NM 87505 iii From Ponderosa to Prickly Pear: Exploring the Native Plants of New Mexico Table of Contents Acknowledgments ............................................................................ i, ii Introduction .................................................................................vii-xi Section 1: Plant Identification 1. Botany Bouquet ........................................................................... 1-4 Explore and become familiar with plant names, and the usefulness of a common plant language. 2. Botanical Terms Challenge ......................................................... 5-14 A plant structure and function vocabulary-building exercise. 3. The Secret Life of Flowers ........................................................ 15-21 Students dissect, observe, and record flower anatomy. 4. Drupes, Pomes, and Loculicidal Capsules: A Botanist’s Lingo for Describing Fruits ................................... 22-26 Understand the different types of native fruits and learn to categorize them. 5. What’s in a Name? ................................................................... 27-32 A technology-based lesson on the importance of using scientific names. 6. Plants Have Families Too ......................................................... 33-41 Learn ten common New Mexico plant families and explore the science of taxonomy. 7. Mechanics of a Key ................................................................... 42-47 Learn the basics of how a dichotomous key works and how to construct one by keying out students’ shoes in the classroom. 8. Make a Field Guide for Your School ......................................... 48-52 Construct a dichotomous key and field guide to a natural area near or around the school grounds. 9. Make Your Own Plant Collection ............................................. 53-59 Make a herbarium of local species. Learn proper technique for collecting, pressing, labeling, mounting, and storage of the collection. 10. Plant Adaptations: Create-A-Plant ........................................ 60-69 Create a fictional plant and field guide entry to demonstrate understanding. Section 2: Ecoregions of New Mexico 11. Exploring New Mexico’s Ecoregions ...................................... 71-79 An overview of New Mexico’s eight ecoregions. Learn about the biological, climatic, and geographical diversity of the state. iv Table of Contents 12. The Place I Call Home ............................................................. 80-86 Explore what makes your ecoregion different from your neighbors, find out about human influences, land use, and a few of the special species that live there. 13. Ecosystem Comparisons ........................................................ 87-94 Collect data to compare and contrast different native habitats in their ecoregion. 14. An Ecosystem through an Artist’s Eye ................................. 95-100 Explore the concept of ecological scale through art to encourage aesthetic appreciation of natural landscapes. Section 3: Ecology of Native Plants 15. What’s Going Down Underground? ................................... 102-108 Explore two important biotic interactions in the soil—nitrogen fixation and mycorrhizae. Study how plants, bacteria, and fungi work together. 16. Survival Quest: A Pollination Game ................................... 109-117 Explore the relationships between flowers and pollinators, gain a basic understanding of co- evolution, and study local native flowers and their pollinators. 17. Plant Wars: A Tale of Offense and Defense ....................... 118-124 Learn about secondary chemicals that plants produce to protect themselves, and how other organisms counteract these chemicals in the intricate dance of co-evolution of species. 18. What Is a Plant? ................................................................. 125-136 Explore other plant-like organisms, such as lichens, mosses, and fungi and learn what makes a plant a plant. Section 4: The Good, the Bad, and the Ugly: Native, Non-native, and Invasive Plants 19. Field Journaling ................................................................. 138-141 Observations From a Special Spot: Introduction to the use of a journal for making field observations, and recording seasonal activities and our reactions to them. 20. Nurture a Native Garden Project (three part lesson) ......... 142-161 Research, plan, and grow a native plant wildflower garden as a school project. Part 1: Research and Planning ........................................................................................................142-147 Part
Load more

Recommended publications
  • Structure of the Crust and Uppermost Mantle Beneath the Sicily Channel from Ambient Noise and Earthquake Tomography
    ANNALS OF GEOPHYSICS, 63, 6, SE666, 2020; doi:10.4401/ag-8356 Structure of the crust and uppermost mantle beneath the Sicily Channel from ambient noise and earthquake tomography Radia Kherchouche*,1,2,3, Merzouk Ouyed1, Abdelkrim Aoudia3, Billel Melouk2, 2 Ahmed Saadi (1) Laboratoire de Géophysique, Faculté des Sciences de la Terre, de la Géographie et de l’Aménagement du territoire, USTHB, B.P. 32 El Alia, 16111 Bab Ezzouar Alger, Algeria. (http://www.usthb.dz) (2) Centre de Recherche en Astronomie, Astrophysique et Géophysique, BP. 63, Bouzaréah, 16340, Algiers, Algeria. (https://www.craag.dz) (3) The Abdus Salam International Centre for Theoretical Physics, Earth System Physics Section, Strada Costiera 11, 34014, Trieste, Italy. (https://www.ictp.it) Article history: received September 6, 2019; accepted September 16, 2020 Abstract In this work, we study the crust and the uppermost mantle structure beneath the Sicily Channel, by applying the ambient noise and earthquake tomography method. After computing cross-correlation of the continuous ambient noise signals and processing the earthquake data, we extracted 104 group velocity and 68 phase velocity dispersion curves corresponding to the fundamental mode of the Rayleigh waves. We computed the average velocity of those dispersion curves to obtain tomographic maps at periods ranging from 5 s to 40 s for the group velocities and from 10 s to 70 s for the phase velocities. We inverted group and phase speeds to get the shear-wave velocity structure from the surface down to 100 km depth with a lateral resolution of about 200 km. The resulted velocity models reveal a thin crust with thickness value of 15 km beneath the southern part of the Tyrrhenian basin and a thickness value of 20 km beneath Mount Etna.
    [Show full text]
  • List of Boundary Lines
    A M K RESOURCE WORLD GENERAL KNOWLEDGE www.amkresourceinfo.com List of Boundary Lines The line which demarcates the two countries is termed as Boundary Line List of important boundary lines Durand Line is the line demarcating the boundaries of Pakistan and Afghanistan. It was drawn up in 1896 by Sir Mortimer Durand. Hindenburg Line is the boundary dividing Germany and Poland. The Germans retreated to this line in 1917 during World War I Mason-Dixon Line is a line of demarcation between four states in the United State. Marginal Line was the 320-km line of fortification on the Russia-Finland border. Drawn up by General Mannerheim. Macmahon Line was drawn up by Sir Henry MacMahon, demarcating the frontier of India and China. China did not recognize the MacMahon line and crossed it in 1962. Medicine Line is the border between Canada and the United States. Radcliffe Line was drawn up by Sir Cyril Radcliffe, demarcating the boundary between India and Pakistan. Siegfried Line is the line of fortification drawn up by Germany on its border with France.Order-Neisse Line is the border between Poland and Germany, running along the Order and Neisse rivers, adopted at the Poland Conference (Aug 1945) after World War II. 17th Parallel defined the boundary between North Vietnam and South Vietnam before two were united. 24th Parallel is the line which Pakistan claims for demarcation between India and Pakistan. This, however, is not recognized by India 26th Parallel south is a circle of latitude which crosses through Africa, Australia and South America. 30th Parallel north is a line of latitude that stands one-third of the way between the equator and the North Pole.
    [Show full text]
  • List of International Boundary Lines | GK Notes in PDF
    List of International Boundary Lines | GK Notes in PDF Radcliffe Line Radcliffe Line was drawn by Sir Radcliffe. It marked the boundary between India and Pakistan. The Radcliffe Line was officially announced on August 17, 1947, a few days after the independence of India and Pakistan. The newly demarcated borders resulted into one of the biggest human migrations in modern history, with roughly 14 million people displaced. More than one million people were killed. The Maginot Line The Maginot Line named after the French Minister of War André Maginot, was a line of concrete fortifications, obstacles, and weapon installations built by France in the 1930s to deter invasion by Germany. The Mannerheim Line The Mannerheim Line was a defensive fortification line on the Karelian Isthmus built by Finland against the Soviet Union. The line was constructed in two phases: 1920–1924 and 1932–1939. By November 1939, when the Winter War began, the line was by no means complete The Medicine Line The medicine line, a hundred-mile stretch of the U.S. Canadian border at the top of Blaine County, Montana, epitomizes borderlessness . Natives called the border between Canada and the United States the Medicine Line, because during the 19th century Indian wars American troops respected it as if by magic. A century later, the medicine line deserves our respect for many different reasons: the history of peaceful coexistence it represents, and the model it offers for the future. The Hindenburg Line The Hindenburg Line is the boundary dividing Germany and Poland. The Hindenburg Line was a German defensive position of World War I, built during the winter of 1916–1917 on the Western Front, from Arras to Laffaux, near Soissons on the Aisne.
    [Show full text]
  • GK Digest for SSC CGL V2  455: Accession of Skandagupta
    Index- GK Digest for SSC CGL319–320 v2: Commencement of Gupta era. Subject - History - Page No : 1-19 380: Accession of Chandragupta II Subject - Geography - Page No : 19-28 ‘Vikramaditya’ Subject - General Science - Page No : 28-78 405–411: Visit of Chinese traveller Fahien. 415: Accession of Kumargupta I. GK Digest for SSC CGL v2 455: Accession of Skandagupta. 606–647: Harshavardhan’s reign. SUBJECT - HISTORY II. MEDIEVAL PERIOD Indian History – Important Dates BC ( BEFORE CRIST ) 712: First invasion in Sindh by Arabs (Mohd. 2300–1750 : Indus Valley Civilization. Bin Qasim). From 1500 : Coming of the Aryans. 836: Accession of King Bhoja of Kannauj. 1200–800 : Expansion of the Aryans in the 985: Accession of Rajaraja, the Chola ruler. Ganga Valley. 998: Accession of SultanMahmud Ghazni. 600 :Age of the 16 Mahajanapadas of 1001: First invasion of India by Mahmud northern India. Ghazni who defeated Jaipal, ruler of Punjab. 563–483: Buddha’s Life-span. BankExamsToday.com 1025: Destruction of Somnath Temple by 540–468: Mahavir’s Life-span. Mahmud Ghazni. 362–321: Nanda dynasty. 1191: First battle of Tarain. 327–326 : Alexander’s invasion of India. It 1192: Second battle of Tarain. opened a land route between India and 1206 :Accession of Qutubuddin Aibak to the Europe. throne of Delhi. 322: Accession of Chandragupta Maurya. 1210 :Death of Qutubuddin Aibak. 305: Defeat of Seleucus at the hands of 1221: Chengiz Khan invaded India (Mongol Chandragupta Maurya. invasion). 273–232: Ashoka’s reign. 1236: Accession of Razia Sultana to the 261: Conquest of Kalinga. throne of Delhi. 145–101: Regin of Elara, the Chola king of 1240: Death of Razia Sultana.
    [Show full text]
  • A Nationwide Survey of Pediatric Acquired Demyelinating Syndromes in Japan
    A nationwide survey of pediatric acquired demyelinating syndromes in Japan Y. Yamaguchi, MD ABSTRACT H. Torisu, BS, MD, PhD Objective: To investigate the clinical and epidemiologic features of pediatric acquired demyelinat- R. Kira, MD, PhD ing syndromes (ADS) of the CNS in Japan. Y. Ishizaki, MD, PhD Methods: We conducted a nationwide survey and collected clinical data on children with ADS Y. Sakai, MD, PhD aged 15 years or younger, who visited hospitals between 2005 and 2007. M. Sanefuji, MD, PhD T. Ichiyama, MD, PhD Results: Among 977 hospitals enrolled, 723 (74.0%) responded to our inquiries and reported A. Oka, MD, PhD a total of 439 patients as follows: 244 with acute disseminated encephalomyelitis (ADEM), T. Kishi, MD, PhD 117 with multiple sclerosis (MS), 14 with neuromyelitis optica (NMO), and 64 with other ADS. S. Kimura, MD, PhD We collected and analyzed detailed data from 204 cases, including those with ADEM (66), MS M. Kubota, MD, PhD (58), and NMO (10). We observed the following: (1) the estimated annual incidence rate of pedi- – J. Takanashi, MD, PhD atric ADEM in Japan was 0.40 per 100,000 children (95% confidence interval [CI], 0.34 0.46), Y. Takahashi, MD, PhD with the lowest prevalence in the north; (2) the estimated prevalence rate of MS was 0.69 per – H. Tamai, MD, PhD 100,000 children (95% CI, 0.58 0.80), with the lowest prevalence in the south; (3) NMO in – J. Natsume, MD, PhD Japan was rare, with an estimated prevalence of 0.06 per 100,000 children (95% CI, 0.04 S.
    [Show full text]
  • General Knowledge
    A M K RESOURCE WORLD GENERAL KNOWLEDGE www.amkresourceinfo.com General Knowledge – Part 10 WORLD RECORD BREAKERS Largest Continent Asia, 17,212,2000 square miles Smallest Continent Australia,312,2000 square miles Highest Mountain Mount Everest, Himalayan Mountains, Nepal-Tibet, 29,035 feet above sea level Lowest Point on land The Dead Sea, Israel-Jordan, water surface 1,349 feet below sea level Deepest Underwater Marina Trench, 200 miles southwest of Guam in the Pacific Ocean, Trench 36,198 feet below the ocean surface Largest Sea The Mediterranean Sea, 1,144,800 square miles Highest Lake The Highest navigable lake is Lake Titicaca in Peru, 12,500 feet above sea level Lowest Lake The Dead Sea, Israel-Jordan, surface of water 1,349 feet below sea level Largest Lake Caspian Sea, 152,239 square miles Largest Freshwater Lake Superior, US-Canada, 31,820 square miles Lake Deepest Ocean Pacific Ocean, average depth 13,215 feet Largest Ocean Pacific Ocean, 60,060,700 square miles Smallest Ocean Arctic Ocean, 5,427,000 square miles Largest Gulf Gulf of Mexico, 615,000 square miles Bay The Bay of Bengal, 1,300,000 square miles Largest Island Greenland, 839,999 square miles Largest Peninsula Arabia, 1,250,000 square miles Largest Archipelago Indonesia, 3,500-mile stretch of 17,000 islands Largest Gorge Grand Canyon, Colorado River, Arizona, US, 217 miles long, 4-18 miles wide, 1 mile deep 1 www.amkresourceinfo.com A M K RESOURCE WORLD GENERAL KNOWLEDGE Deepest Gorge Hells Canyon, Snake River, Idaho, 7,900 feet deep Longest Mountain The Andes of South America, 5,000 miles Range Longesr River The Nile, Africa, 4,180 miles Shortest River The Roe, Montana, US, 200 feet long Largest River The Amazon, South America, basin of 2,500,000 square miles Longesr Estuary Ob River, Russia, 550 miles long, up to 50 miles wide Larget Lagoon Lagoa dos Patos, Brazil, 150 miles long, 4,500 square miles Largest Waterfall Angel Falls, Venezuela, 3,212 feet high Oceans of the World (by Size) Oldest Countries .
    [Show full text]
  • Travel Narratives and Life-Writing Travel Narratives and Life-Writing
    LHJ 2020 Travel Narratives and Life-Writing and Travel Narratives Travel Narratives and Life-Writing LINCOLN U N I V E R S I T Y Fall 2020 | Volume 8 LHJ LHJ V The Lincoln Humanities Journal olume 8 The Lincoln Humanities Journal Abbes Maazaoui, Editor Fall 2020 Volume 8 LHJ The Lincoln Humanities Journal Fall 2020 | Volume 8 Travel Narratives and Life-Writing Abbes Maazaoui, Editor Annual publication of Lincoln University of Pennsylvania All rights reserved ISSN 2474-7726 Copyright © 2020 by the Lincoln Humanities Journal The Lincoln Humanities Journal (LHJ) The Lincoln Humanities Journal, ISSN 2474-7726 (print), ISSN 2474-7726 (online), is an interdisciplinary double blind peer-reviewed journal published once a year by Lincoln University of Pennsylvania. Its main objective is to promote interdisciplinary studies by providing an intellectual platform for international scholars to exchange ideas and perspectives. Each volume is focused on a pre-selected theme in the fields of arts, humanities, the social sciences, and contemporary culture. Preference is given to topics of general interest that lend themselves to an interdisciplinary approach. Manuscripts should conform to the MLA style. Submissions may be made by e-mail to the editor at [email protected]. The preferred language is English. The journal is published both online and in print, in November-December of each year. The Lincoln Humanities Journal Fall 2020 | Volume 8 Editor ABBES MAAZAOUI Lincoln University Editorial Board J. KENNETH VAN DOVER Fulbright Scholar ERIK LIDDELL Eastern Kentucky University KIRSTEN C. KUNKLE Co-Founder and Artistic Director, Wilmington Concert Opera HÉDI JAOUAD Professor Emeritus, Skidmore College EZRA S.
    [Show full text]
  • Yucca from Wikipedia, the Free Encyclopedia
    Yucca From Wikipedia, the free encyclopedia Yucca is a genus of perennial shrubs and trees in the family Asparagaceae, subfamily Agavoideae.[2] Its 40-50 species are notable for Yucca their rosettes of evergreen, tough, sword-shaped leaves and large terminal panicles of white or whitish flowers. They are native to the hot and dry (arid) parts of North America, Central America, South America, and the Caribbean. Early reports of the species were confused with the cassava (Manihot esculenta).[3] Consequently, Linnaeus mistakenly derived the generic name from the Carib word for the latter, yuca (spelt with a single "c").[4] It is also colloquially known in the Midwest United States as "ghosts in the graveyard", as it is commonly found growing in rural graveyards and when in bloom the flowers appear as floating apparitions. Contents 1 Distribution 2 Ecology Yucca filamentosa in New Zealand 3 Uses 4 Cultivation Scientific classification 5 Symbolism 6 Species Kingdom: Plantae 7 Taxonomic arrangement Clade: Angiosperms 8 Cultivars 9 Gallery Clade: Monocots 10 References Order: Asparagales 11 External links Family: Asparagaceae Subfamily: Agavoideae Distribution Genus: Yucca L. The natural distribution range of the genus Yucca (49 species and 24 subspecies) covers a vast area of North and Central America. From Baja Species California in the west, northwards into the southwestern United States, through the drier central states as far north as Alberta in Canada (Yucca See text. glauca ssp. albertana), and moving east along the Gulf of Mexico, and then north again, through the Atlantic coastal and inland neighbouring Synonyms states. To the south, the genus is represented throughout Mexico and extends into Guatemala (Yucca guatemalensis).
    [Show full text]
  • Housing Vacancy and Hypervacant Neighborhoods: Uneven Recovery After the U.S
    Georgia State University ScholarWorks @ Georgia State University USI Publications Urban Studies Institute 7-19-2021 Housing Vacancy and Hypervacant Neighborhoods: Uneven Recovery after the U.S. Foreclosure Crisis Austin Harrison Georgia State University, [email protected] Dan Immergluck Andrew Young School of Policy Studies, [email protected] Follow this and additional works at: https://scholarworks.gsu.edu/urban_studies_institute Part of the Urban Studies and Planning Commons Recommended Citation Austin Harrison & Dan Immergluck (2021) Housing vacancy and hypervacant neighborhoods: Uneven recovery after the U.S. foreclosure crisis, Journal of Urban Affairs, DOI: 10.1080/07352166.2021.1945930 This Article is brought to you for free and open access by the Urban Studies Institute at ScholarWorks @ Georgia State University. It has been accepted for inclusion in USI Publications by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. Housing Vacancy and Hypervacant Neighborhoods: Uneven Recovery after the US Foreclosure Crisis Austin Harrison and Dan Immergluck Forthcoming, Journal of Urban Affairs May 21, 2021 Introduction Housing vacancy, especially spatially concentrated longer-term vacancy, has been viewed as a problem in U.S. cities since at least the second half of the twentieth century (Bradbury et al., 1982; Grigsby et al., 1987; Newman et al., 2016; Sternlieb et al., 1974). Starting with postwar suburbanization, and especially from 1980 onward, the number of empty houses in the U.S. rose to substantially higher levels, especially in America's older post-industrial central cities. Beginning especially in the 1990s, urban scholars began focusing more on how many vacant houses there were, where they were located, and what to do in neighborhoods with high concentrations of empty homes (Accordino & Johnson, 2000; Cohen, 2001; Goetz et al., 1998, and Mallach, 2006).
    [Show full text]
  • Checklist of Vascular Plants of the Southern Rocky Mountain Region
    Checklist of Vascular Plants of the Southern Rocky Mountain Region (VERSION 3) NEIL SNOW Herbarium Pacificum Bernice P. Bishop Museum 1525 Bernice Street Honolulu, HI 96817 [email protected] Suggested citation: Snow, N. 2009. Checklist of Vascular Plants of the Southern Rocky Mountain Region (Version 3). 316 pp. Retrievable from the Colorado Native Plant Society (http://www.conps.org/plant_lists.html). The author retains the rights irrespective of its electronic posting. Please circulate freely. 1 Snow, N. January 2009. Checklist of Vascular Plants of the Southern Rocky Mountain Region. (Version 3). Dedication To all who work on behalf of the conservation of species and ecosystems. Abbreviated Table of Contents Fern Allies and Ferns.........................................................................................................12 Gymnopserms ....................................................................................................................19 Angiosperms ......................................................................................................................21 Amaranthaceae ............................................................................................................23 Apiaceae ......................................................................................................................31 Asteraceae....................................................................................................................38 Boraginaceae ...............................................................................................................98
    [Show full text]
  • Gradeup.Co/Banking-Insurance
    gradeup.co/banking-insurance 1 gradeup.co/banking-insurance Dear readers, This STATIC GK TORNADO is a complete docket of important news and events. The STATIC GK TORNADO is important and relevant for all competitive exams like – IBPS Clerk 2016, IPPB 2016, Insurance and UPSC Exams. STATIC BANKING AWARENESS TORNADO What is Bank? Bank is a financial institution which deals in debts and credits. It accepts deposits, lends money and also creates money. It bridges the gap between the savers and borrowers. Banks are not merely traders in money but also in an important sense manufacturer of money. Primary banking functions of the banks include: 1. Acceptance of deposits 2. Advancing loans 3. Creation of credit 4. Clearing of cheques 5. Financing foreign trade 6. Remittance of funds Demonetization : Withdrawal of a particular form of currency (such as gold coins) from circulation. On 8th November 2016 GOI made history by taking a striking bold step to demonetize Rs.500 & Rs.1000 note to reform the finance sector. Making 86 per cent of the currency in circulation illegal in one stroke. History of Demonetization in India: • First demonetization : Pre Independence era in year 1946. • The highest denomination note ever printed by the Reserve Bank of India was the Rs 10,000 note in 1938 and again in 1954. But these notes were demonetized in January 1946 and again in January 1978, according to RBI data to curb counterfeit and black money. Sources of Black Money : • Corruption • Tax evasion Countries Implemented Demonetization : • Nigeria • Ghana • Pakistan • Zimbabwe • North Korea • Soviet Union • Australia • Myanmar What do you mean by Central Bank of a Country? The central bank of the country is the Reserve Bank of India (RBI).
    [Show full text]
  • Magyar Kaktusz És Pozsgás Társaság Internetes Újságja
    X. évf. 120. sz. 2019. szeptember KAKTUSZ ÉS POZSGÁS A Magyar Kaktusz és Pozsgás Társaság internetes újságja „Sok érték veszett már el az emberiség kárára úgy, hogy azok, kik sok tapasztalatot hordtak össze önmagukban, azt üzleti titokként szigorúan megőrizték s magukkal vitték a másvilágra is. Úgy tűnik fel nekem, mintha ezek tolvajok lennének, mert az emberi fejlődés eredményét, saját tudásukat, önző célokból utódaiktól s fajrokonaiktól eltulajdonították.” (1927) dr. FÖLDI FERENC Az Országos Magyar Kertészeti Egyesület Kaktuszkedvelők Szakosztálya Elnöke Egy évre csak 5.000,-Ft! Érdeklik a pozsgásnövények, a kaktuszok? A világ élvonalába tartozó írásokat akar olvasni újonnan felfedezett növényekről? Ismerni akarja élőhelyüket? Szeretné beszerezni e növényeket? Színvonalas, teljesen színes és pontosan megjelenő folyóiratot szeretne? Debreceni Pozsgástár Megjelenik évente négy alkalommal, újságonként 60 teljesen színes, összesen 240 oldalon, kiváló színes képekkel. A postai költség bérmentesítve a megadott címig! Előfizetés történhet belföldi rózsaszínű postai utalványon és banki átutalással a Magyar Kaktusz és Pozsgás Társaság Közhasznú Egyesület számlaszámára: 60600084-14000072, Hajdú Takarékszövetkezet. Újságunkat régebbi előfizetőinknek is csak akkor tudjuk postázni, ha az éves előfizetési díjat befizették! Érdeklődés, információ: Szászi Róbert, e-posta: [email protected], tel: 30/425-6067 Barizs Dániel, e-posta: [email protected] KAKTUSZ és POZSGÁS Magyar Kaktusz és Pozsgás Társaság Közhasznú Egyesület internetes újságja Kiadja: Magyar Kaktusz és Pozsgás Társaság Közhasznú Egyesület, Debrecen 4078 Debrecen-Haláp, Tanya 93. E-posta: [email protected] Szerkesztőség: [email protected] Elérhető honlapunkon: http://kaktusz-es-pozsgas-tarsasag.hu/hirleveleink Készíti, szerkeszti: Ficzere Miklós Az újságban megjelenő cikkek azok szerzőinek véleményét, meglátását juttatják kifejezésre, amelyektől a szerkesztő nézete eltérő is lehet.
    [Show full text]