Growing Gardens in Urban Soils
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Water Gardening27.Pdf
Visit us on the Web: www.gardeninghelp.org Water Gardening A water garden in the landscape brings an immediate sense of tranquility and intrigue. Like no other feature in the garden, a small pond of water lilies, cattails and Japanese Koi can transform and ordinary outdoor living space into an oasis. Ancient Egyptians and Far Eastern cultures were of the first to develop water gardens in the landscape. It was common to find lotus plants, papyrus, water lilies and other aquatic plants used to accent and focus on man’s relationship with nature. Since that time, Europeans have traditionally incorporated water gardens into the landscape and used Roman and Greek statuary to create formal pools and spectacular fountains such as those found at Tivoli Gardens in Rome and Versailles in France. Still a common practice in European countries, water gardens are finding a place in American gardens today. Fast becoming a favorite hobby for experienced and beginning gardeners, a water garden can be quite sophisticated with a series of waterfalls and pond levels, as interesting as a single 3 to 4 foot pool in the corner of the yard, or as simple as a half wooden barrel filled with floating plants and small water lilies. Installation of a Water Garden The most popular type of water garden installed today uses a synthetic liner to form the sides and bottom. There is very little time involved in installing this type water garden because these materials are lightweight, portable and adaptable to a variety of shapes and sizes. However, for one which will give years of enjoyment you will need to begin by making some careful plans. -
Rain Garden Plant Guide Table of Contents
RAIN GARDEN PLANT GUIDE TABLE OF CONTENTS INTRODUCTION 3 Blue Lobelia ................................................................................ 16 Blue Vervain ............................................................................... 16 Boneset ........................................................................................ 17 GRASSES/SEDGES/RUSHES 4 Butterfly Milkweed ................................................................... 17 Big Bluestem .............................................................................. 4 Cardinal Flower ......................................................................... 17 Bottlebrush Grass .................................................................... 4 Celandine Poppy ...................................................................... 18 Fox Sedge ................................................................................... 4 Columbine ................................................................................... 18 Frank’s Sedge ............................................................................ 5 Common Milkweed .................................................................. 18 Indian Grass ................................................................................ 5 Compass Plant .......................................................................... 19 Little Bluestem .......................................................................... 5 Culver’s Root ............................................................................ -
Land-Use, Land-Cover Changes and Biodiversity Loss - Helena Freitas
LAND USE, LAND COVER AND SOIL SCIENCES – Vol. I - Land-Use, Land-Cover Changes and Biodiversity Loss - Helena Freitas LAND-USE, LAND-COVER CHANGES AND BIODIVERSITY LOSS Helena Freitas University of Coimbra, Portugal Keywords: land use; habitat fragmentation; biodiversity loss Contents 1. Introduction 2. Primary Causes of Biodiversity Loss 2.1. Habitat Degradation and Destruction 2.2. Habitat Fragmentation 2.3. Global Climate Change 3. Strategies for Biodiversity Conservation 3.1. General 3.2. The European Biodiversity Conservation Strategy 4. Conclusions Glossary Bibliography Biographical Sketch Summary During Earth's history, species extinction has probably been caused by modifications of the physical environment after impacts such as meteorites or volcanic activity. On the contrary, the actual extinction of species is mainly a result of human activities, namely any form of land use that causes the conversion of vast areas to settlement, agriculture, and forestry, resulting in habitat destruction, degradation, and fragmentation, which are among the most important causes of species decline and extinction. The loss of biodiversity is unique among the major anthropogenic changes because it is irreversible. The importance of preserving biodiversity has increased in recent times. The global recognition of the alarming loss of biodiversity and the acceptance of its value resultedUNESCO in the Convention on Biologi – calEOLSS Diversity. In addition, in Europe, the challenge is also the implementation of the European strategy for biodiversity conservation and agricultural policies, though it is increasingly recognized that the strategy is limitedSAMPLE by a lack of basic ecological CHAPTERS information and indicators available to decision makers and end users. We have reached a point where we can save biodiversity only by saving the biosphere. -
How to Install a Rain Garden at Home
How to Install a Rain Garden at Your Home Name of Location Date What is a Rain Garden? • Shallow landscaped depression that collects and treats stormwater runoff. • Designed to merge two important goals: aesthetics and water quality. • Can be blended into the landscape and made to look natural. • Water is directed into them by pipes, swales, or curb openings. Benefits • Designed to intercept, treat, and infiltrate stormwater at the source before it becomes runoff. • Provides very high pollutant removal efficiencies. • Can be incorporated into the landscapes of many locations, including your home. The Parts of a Rain Garden Your Home The Science Behind Rain Gardens • Absorption to soil particles − Removes dissolved metals and soluble phosphorus • Plant uptake − Removes small amounts of nutrients • Microbial processes NOTE: 90% of all storm events − Removes organics and pathogens produce less than 1 inch of rain. Therefore, the key to reducing • Exposure to sunlight and dryness pollutant loads is to treat the runoff associated with the first 1 − Removes pathogens inch of rain (Clayton & Schueler, • Sedimentation and filtration 1996). − Removes total suspended solids, floating debris, trash, soil-bound phosphorus, some soil-bound pathogens • Infiltration of runoff − Provides flood control, groundwater recharge, and nutrient removal Infiltration of Runoff How much water does a typical rain garden treat in a year? • 90% of rainfall events are less than 1.00” • New Jersey has approx. 44” of rain per year • The rain garden will treat and recharge: 0.9 x 44” = 40”/year = 3.3 ft/year • The rain garden receives runoff from 1,000 sq.ft. • Total volume treated and recharged by the rain garden is 1,000 sq. -
Vision 2030 Maharashtra
Overview of the State ………………………………………………………….. 01 Demographic Profile ……………………………………………………………….. 03 State Economy ………………………………………………………………………. 04 Key Challenges ……………………………………………………………………... 08 Way forward ……………………………………………………………………. 13 Core five pillars (themes) of Vision 2030 …………………………………………… 15 Vision Statement & Components …………………………………………... 17 Agriculture & Allied activities Current Scenario …………………………………………………………………… 21 Vision Elements and Targets ………………………………………………………. 26 Action Points ………………………………………………………………………. 30 Industry & Services Current Scenario ……………………………………………………………………. 47 Vision Elements and Targets ……………………………………………………….. 50 Action Points ……………………………………………………………………... 52 Infrastructure Current Scenario ………………………………………………………………….. 62 Vision Elements and Targets ……………………………………………………... 65 Action Points ………………………………………………………………………. 68 Social Sectors Current Scenario ..…………………………………………………………………. 74 Vision Elements and Targets ……………………………………………………… 84 Action Points ……………………………………………………………………… 92 Governance Current Scenario …………………………………………………………………… 113 Vision Elements and Targets ……………………………………………………… 117 Action Points ……………………………………………………………………… 123 Environment Current Scenario …………………………………………………………………… 128 Vision Elements and Targets ……………………………………………………… 129 Action Points ……………………………………………………………………… 130 Implementation Strategy……………………………………………………….. 131 OVERVIEW OF THE STATE Maharashtra occupies the western and central part of the country and has a long coastline stretching nearly 720 km along the Arabian Sea. The -
Evaluating Vapor Intrusion Pathways
Evaluating Vapor Intrusion Pathways Guidance for ATSDR’s Division of Community Health Investigations October 31, 2016 Contents Acronym List ........................................................................................................................................................................... 1 Introduction ........................................................................................................................................................................... 2 What are the potential health risks from the vapor intrusion pathway? ............................................................................... 2 When should a vapor intrusion pathway be evaluated? ........................................................................................................ 3 Why is it so difficult to assess the public health hazard posed by the vapor intrusion pathway? .......................................... 3 What is the best approach for a public health evaluation of the vapor intrusion pathway? ................................................. 5 Public health evaluation.......................................................................................................................................................... 5 Vapor intrusion evaluation process outline ............................................................................................................................ 8 References… …...................................................................................................................................................................... -
Basic Soil Science W
Basic Soil Science W. Lee Daniels See http://pubs.ext.vt.edu/430/430-350/430-350_pdf.pdf for more information on basic soils! [email protected]; 540-231-7175 http://www.cses.vt.edu/revegetation/ Well weathered A Horizon -- Topsoil (red, clayey) soil from the Piedmont of Virginia. This soil has formed from B Horizon - Subsoil long term weathering of granite into soil like materials. C Horizon (deeper) Native Forest Soil Leaf litter and roots (> 5 T/Ac/year are “bio- processed” to form humus, which is the dark black material seen in this topsoil layer. In the process, nutrients and energy are released to plant uptake and the higher food chain. These are the “natural soil cycles” that we attempt to manage today. Soil Profiles Soil profiles are two-dimensional slices or exposures of soils like we can view from a road cut or a soil pit. Soil profiles reveal soil horizons, which are fundamental genetic layers, weathered into underlying parent materials, in response to leaching and organic matter decomposition. Fig. 1.12 -- Soils develop horizons due to the combined process of (1) organic matter deposition and decomposition and (2) illuviation of clays, oxides and other mobile compounds downward with the wetting front. In moist environments (e.g. Virginia) free salts (Cl and SO4 ) are leached completely out of the profile, but they accumulate in desert soils. Master Horizons O A • O horizon E • A horizon • E horizon B • B horizon • C horizon C • R horizon R Master Horizons • O horizon o predominantly organic matter (litter and humus) • A horizon o organic carbon accumulation, some removal of clay • E horizon o zone of maximum removal (loss of OC, Fe, Mn, Al, clay…) • B horizon o forms below O, A, and E horizons o zone of maximum accumulation (clay, Fe, Al, CaC03, salts…) o most developed part of subsoil (structure, texture, color) o < 50% rock structure or thin bedding from water deposition Master Horizons • C horizon o little or no pedogenic alteration o unconsolidated parent material or soft bedrock o < 50% soil structure • R horizon o hard, continuous bedrock A vs. -
Port Silt Loam Oklahoma State Soil
PORT SILT LOAM Oklahoma State Soil SOIL SCIENCE SOCIETY OF AMERICA Introduction Many states have a designated state bird, flower, fish, tree, rock, etc. And, many states also have a state soil – one that has significance or is important to the state. The Port Silt Loam is the official state soil of Oklahoma. Let’s explore how the Port Silt Loam is important to Oklahoma. History Soils are often named after an early pioneer, town, county, community or stream in the vicinity where they are first found. The name “Port” comes from the small com- munity of Port located in Washita County, Oklahoma. The name “silt loam” is the texture of the topsoil. This texture consists mostly of silt size particles (.05 to .002 mm), and when the moist soil is rubbed between the thumb and forefinger, it is loamy to the feel, thus the term silt loam. In 1987, recognizing the importance of soil as a resource, the Governor and Oklahoma Legislature selected Port Silt Loam as the of- ficial State Soil of Oklahoma. What is Port Silt Loam Soil? Every soil can be separated into three separate size fractions called sand, silt, and clay, which makes up the soil texture. They are present in all soils in different propor- tions and say a lot about the character of the soil. Port Silt Loam has a silt loam tex- ture and is usually reddish in color, varying from dark brown to dark reddish brown. The color is derived from upland soil materials weathered from reddish sandstones, siltstones, and shales of the Permian Geologic Era. -
Course Handout for Introduction to Forest Gardening
COURSE HANDOUT FOR INTRODUCTION TO FOREST GARDENING Complied by Jess Clynewood and Rich Wright Held at Coed Hills Rural Art Space 2010 ETHICS AND PRINCIPLES OF PERMACULTURE Care for the Earth v Care for the people v Fair shares PRINCIPLES Make the least change for the greatest effect v Mistakes are tools for learning v The only limits to the yield of a system are imagination and understanding Observation – Protracted and thoughtful observation rather than prolonged and thoughtless action. Observation is a key tool to re-learn. We need to know what is going on already so that we don’t make changes we will later regret. Use and value diversity - Diversity allows us to build a strong web of beneficial connections. Monocultures are incredibly fragile and prone to pests and diseases – diverse systems are far more robust and are intrinsically more resilient. Relative Location and Beneficial Connections – View design components not in isolation but as part of a holistic system. Place elements to maximise their potential to create beneficial connections with other elements. Multi-functional Design – Try and gain as many yields or outputs from each element in your design as possible. Meet every need in multiple ways, as many elements supporting each important function creates stability and resilience. Perennial systems – minimum effort for maximum gain Create no waste - The concept of waste is essentially a reflection of poor design. Every output from one system could become the input to another system. We need to think cyclically rather than in linear systems. Unmet needs = work, unused output = pollution. Stacking – Make use of vertical as well as horizontal space, filling as many niches as possible. -
Advanced Crop and Soil Science. a Blacksburg. Agricultural
DOCUMENT RESUME ED 098 289 CB 002 33$ AUTHOR Miller, Larry E. TITLE What Is Soil? Advanced Crop and Soil Science. A Course of Study. INSTITUTION Virginia Polytechnic Inst. and State Univ., Blacksburg. Agricultural Education Program.; Virginia State Dept. of Education, Richmond. Agricultural Education Service. PUB DATE 74 NOTE 42p.; For related courses of study, see CE 002 333-337 and CE 003 222 EDRS PRICE MF-$0.75 HC-$1.85 PLUS POSTAGE DESCRIPTORS *Agricultural Education; *Agronomy; Behavioral Objectives; Conservation (Environment); Course Content; Course Descriptions; *Curriculum Guides; Ecological Factors; Environmental Education; *Instructional Materials; Lesson Plans; Natural Resources; Post Sc-tondary Education; Secondary Education; *Soil Science IDENTIFIERS Virginia ABSTRACT The course of study represents the first of six modules in advanced crop and soil science and introduces the griculture student to the topic of soil management. Upon completing the two day lesson, the student vill be able to define "soil", list the soil forming agencies, define and use soil terminology, and discuss soil formation and what makes up the soil complex. Information and directions necessary to make soil profiles are included for the instructor's use. The course outline suggests teaching procedures, behavioral objectives, teaching aids and references, problems, a summary, and evaluation. Following the lesson plans, pages are coded for use as handouts and overhead transparencies. A materials source list for the complete soil module is included. (MW) Agdex 506 BEST COPY AVAILABLE LJ US DEPARTMENT OFmrAITM E nufAT ION t WE 1. F ARE MAT IONAI. ItiST ifuf I OF EDuCATiCiN :),t; tnArh, t 1.t PI-1, t+ h 4t t wt 44t F.,.."11 4. -
OSU Gardening with Oregon Native Plants
GARDENING WITH OREGON NATIVE PLANTS WEST OF THE CASCADES EC 1577 • Reprinted March 2008 CONTENTS Benefi ts of growing native plants .......................................................................................................................1 Plant selection ....................................................................................................................................................2 Establishment and care ......................................................................................................................................3 Plant combinations ............................................................................................................................................5 Resources ............................................................................................................................................................5 Recommended native plants for home gardens in western Oregon .................................................................8 Trees ...........................................................................................................................................................9 Shrubs ......................................................................................................................................................12 Groundcovers ...........................................................................................................................................19 Herbaceous perennials and ferns ............................................................................................................21 -
Buying a Mining Claim from BLM Field Offices Bureau of Land Management the Internet
U.S. Department of the Interior Investigate before buying a mining claim from BLM Field Offices Bureau of Land Management the internet. The BLM manages public lands to support many uses, FRONT RANGE DISTRICT including mining claims Royal Gorge Field Office 3028 E. Main St. and mineral Cañon City, CO 81212 extraction. You 719-269-8500 can file mining Buying A claims on any San Luis Valley Field Office 1313 E. Highway 160 public lands Monte Vista, CO 81144 that are open to 719-852-7074 Mining Claim mineral entry, and the law NORTHWEST DISTRICT Important Information You Should Know encourages you Colorado River Valley Field Office to explore and 2300 River Frontage Road develop minerals Silt, CO 81652 in those areas. 970-876-9000 However, before Grand Junction Field Office buying an 2815 H Road unpatented mining claim from a private seller, make sure Grand Junction, CO 81506 you understand what you are purchasing. 970-244-3000 Kremmling Field Office A Federal unpatented mining claim describes a parcel 2103 E. Park Ave. of federal land that may contain valuable minerals. Any Kremmling, CO 80459 prospective buyer should understand federal mining laws, 970-724-3000 including the rights and responsibilities of an unpatented mining claim. Little Snake Field Office 455 Emerson St. Craig, CO 81625 Keep in mind the phrase “buyer beware” when 970-826-5000 deciding to purchase a mining claim via an White River Field Office Sellers may provide incomplete or internet site. 220 E. Market St. incorrect information about the mining claim or what Meeker, CO 81641 type of operation is allowable on the claim.