National Agronomy Manual

Total Page:16

File Type:pdf, Size:1020Kb

National Agronomy Manual National United States Agronomy Department of Agriculture Natural Manual Resources Conservation Service (190-V-NAM, 3rd Ed., July 2001) i National Agronomy Manual October 2002 The United States Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, gender, religion, age, disability, political beliefs, sexual orientation, and marital or familial status. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternate means for communication of program information (Braille, large print, audiotape, etc.) should contact the USDA’s TARGET Center at (202) 720-2600 (voice and TDD). To file a complaint of discrimination, write USDA, Director, Office of Civil Rights, Room 326W, Whitten Building, 14th and Independence Avenue, SW, Washington, DC 20250-9410, or call (202) 720-5964 (voice or TDD). USDA is an equal opportunity employer. ii (190-V-NAM, 3rd Ed., October 2002) Part 500 Authorities, Policies, and Responsibilities Contents: Subpart 500A Authority 500–1 500.00 Soil Conservation and Domestic Allotment Act of 1935 ................................. 500–1 500.01 Purpose of the Agronomy Manual .................................................................... 500–1 Subpart 500B Agronomic policies 500–2 500.10 Location of policy ............................................................................................. 500–2 500.11 Amendments to NAM ....................................................................................... 500–2 Subpart 500C Responsibilities of agronomists 500–2 500.20 Responsibilities of national, State, area, and field agronomists ........................ 500–2 500.30 Technical information—preparing, transferring, and training .......................... 500–3 500.40 Certification ...................................................................................................... 500–3 500.50 Affiliation with professional organizations ...................................................... 500–3 (190-V-NAM, 3rd Ed., October 2002) 500–i Part 500 Authorities, Policies, and Responsibilities 500.01 Purpose of the AgronomyManual Subpart 500A Authority The National Agronomy Manual (NAM) contains policy for agronomy activities and provides technical procedures for 500.00 Soil Conservation and Domestic uniform implementation of agronomy tools and applica- Allotment Act of 1935 tions. The basic legislation for soil and water conservation pro- grams by the Natural Resources Conservation Service (NRCS) is the Soil Conservation and Domestic Allotment Act, Public Law 74–46 of 1935 (16 U.S.C. 590a-590f). This original act recognized that agronomy, the science of field crop production, is essential in fulfilling the agency’s responsibilities. The Buchanan Amendment to the Agricul- tural Appropriations Bill for FY 1930 (Public Law 70-769) led to the enactment of Public Law 74-46. In 1933, the Soil Erosion Service was established as a temporary agency of the Department of the Interior. The agency was transferred to USDA in 1935 and named the Soil Conservation Service (SCS). In 1994, the Natural Resources Conservation Service was established by Public Law 103–354, the Department of Agriculture Reorganization Act (7 U.S.C. 6962). The NRCS combines the authorities of the former Soil Con- servation Service as well as five natural resource conserva- tion cost-share programs previously administered by other USDA agencies. The mission of the NRCS is to provide leadership in a partnership effort to help people conserve, maintain and improve our natural resources and environ- ment. NRCS provides technical assistance through local conservation districts on a voluntary basis to land users, communities, watershed groups, Federal and State agencies, and other cooperators. The agency’s work focuses on ero- sion reduction, water quality improvement, wetland restora- tion and protection, fish and wildlife habitat improvement, range management, stream restoration, water management, and other natural resource problems. 190-V-NAM, 3rd Ed., October 2002) 500–1 Part 500 Authorities, Policies, and National Responsibilities Agronomy Manual Subpart 500B Agronomic policies Subpart 500C Responsibilities of agronomists 500.10 Location of policy Agronomic policies are contained in specific parts and sub- 500.20 Responsibilities of national, State, parts of this National Agronomy Manual as appropriate. area, and field agronomists The national agronomist, nutrient management, and pest 500.11 Amendments to NAM management specialists at the national level, cooperating scientists for agronomy, and agronomists on the institutes The NAM will be amended as needed, as additional re- and center staffs provide staff assistance in all NRCS pro- search is completed, existing methods or procedures are up- grams and provide national leadership on NRCS agronomy dated, or as new technology is developed and approved for related activities. They are responsible for: use in the NRCS. The national agronomist is responsible for • assisting upper management in formulating and updating this manual. recommending national policies, procedures, and standards; • technical leadership and guidance; quality control; • national coordination of agronomy with other NRCS technical fields; and • promoting and maintaining relations with groups and agencies that have common interest in agronomy. State agronomists provide staff assistance to the State Con- servationist for all agronomy and related functions. They are responsible for: • Assisting in developing State policies, procedures, and instructions, and coordinating them with other States within the region. • Providing technical leadership and guidance to other agronomists and appropriate personnel within the State. • Collaborating with other State staff members to ensure interdisciplinary action in all NRCS programs. • Training field personnel. • Participating in agronomy components of appraisals and reviews. • Maintaining working relations with research centers and other cooperating agencies. • Developing and revising of all aspects of Field Office Technical Guides related to agronomy. • Providing assistance in interdisciplinary technical reviews of project plans, environmental impact statements, and other technical materials. • Coordinating agronomy functions with other States in the region and across regional boundaries as appro- priate. 500–2 (190-V-NAM, 3rd Ed., October 2002) Part 500 Authorities, Policies, and National Responsibilities Agronomy Manual Area or zone agronomists provide staff assistance in all Agronomists receive and provide training necessary to NRCS programs. They are responsible for carrying out the maintain technical competency at all administrative levels. requirements of conservation agronomy consistent with Training includes but is not limited to National Employee technical proficiency, training, interdisciplinary action, and Development Courses, workshops, conferences, and univer- quality control within their administrative area. In some sity courses. cases, these agronomists may carry out some of the respon- sibilities of the state agronomists if so delegated. 500.40 Certification Field office agronomists are usually in training positions. Training is provided by agronomists at the area or State Agronomists at all levels of the agency are encouraged to level. obtain professional certification(s). Examples of certifica- tion programs include the Certified Crop Adviser (CCA) Agronomists in the above positions may provide specific and Certified Professional Agronomists (CPAg) under functions through team or ad hoc assignments at a national, ARCPACS of the American Society of Agronomy, Certi- regional, or State level. fied Professional in Erosion and Sediment Control (CPESC) of the Soil and Water Conservation Society, and Each agronomist has the responsibility to develop their state pesticide applicator licenses. Continuing educational training needs inventory and to work with their supervisor requirements of most certification programs provide excel- to obtain technical training to improve their overall agro- lent opportunities to stay abreast of advances in technology. nomic expertise. Standards of performance for agronomists are contained in 500.50 Affiliation with professional organi- the NRCS Personnel Manual. zations Agronomists at all levels are encouraged to be active mem- 500.30 Technical information—preparing, bers of professional scientific societies, such as the Ameri- transferring, and training can Society of Agronomy, Soil Science Society of America, Crop Science Society of America, the Soil and Water Con- Agronomists use technical information that has been devel- servation Society. These organizations provide opportuni- oped at centers, institutes, national, or State level and main- ties to interact with researchers at the national and State tain technical materials for the administrative area they level and to stay current on the latest technology. serve. State staff agronomists develop and review field of- fice technical guide materials and ensure materials are tech- nically correct, comprehensive, and useful to the end user. NRCS policy on preparing and maintaining technical guides is in Title 450-GM, Part 401. In addition, state agronomists are responsible for technical notes and other agronomy technical materials that are applicable to the State. Agronomists issue technical information at the area, state, or national level. This may include original information,
Recommended publications
  • THE AGRONOMY GUIDE Precautions on Pesticide Use About the Guide • Use of Restricted Pesticides Requires Certification
    2021–2022 THE AGRONOMY GUIDE Precautions on Pesticide Use About the Guide • Use of restricted pesticides requires certification. The Penn State Agronomy Guide is designed for easy reading • Use pesticides only when necessary. and quick reference. • Use pesticides only at the recommended dosages and timing to keep residues on crops and animals within the In Part I: Crop and Soil Management, the sections on specific limits set by law. crops include information about: • Avoid spray or dust drift to other crops and bee yards. • Varieties • Cover food and water containers in livestock areas. • Nutritional Requirements • Read the label and follow safety precautions listed. • Establishment • Maintain a pesticide use record and inventory. Wear • Harvesting protective masks and clothing if so directed on label. • Special Considerations • Avoid inhaling pesticides. • Never eat or smoke while spraying or dusting. In Part II: Pest Management, the sections on pest control for • Avoid spilling spray materials on skin and clothing. If specific crops include information on: spilled, wash off immediately with soap and water. • Weeds • Wash hands and face and change to clean clothing after • Insects spraying or dusting. Wash spray clothing after each day’s • Diseases use. • Store pesticides in original containers and out of reach The College of Agricultural Sciences strongly recommends of children, pets, and livestock, and away from food that you have a soil test made to determine your lime and fer- and feed; keep in a locked storeroom or cabinet marked tilizer needs before using the suggestions presented through- “Pesticides—Keep Out!” out this book. Success is directly related to correct analysis of • Dispose of empty containers so that they are no longer a your soils.
    [Show full text]
  • On the Agronomy and Botany of Salak(Salacca Zalacca)
    On the agronomy and botany of Salak (Salacca zalacca) CENTRALE LANDBOUWCATALOGUS 0000 0904 4757 Promotoren: Prof. dr. ir. P.C. Struik Hoogleraar ind e gewasfysiologie Prof. dr. ir. M.Flac h Hoogleraar ind etropisch e plantenteelt Samenstelling promotiecommissie: Prof. dr. ir. M.Wesse l (Wageningen Universiteit) Dr. ir. E.W.M. Verheij (Wageningen Universiteit) Prof. dr. ir. L.J.G. van der Maesen (Wageningen Universiteit) Dr. ir. J.S.Siemonsm a (Wageningen Universiteit) , >.'J^' ,'-;'j;> On the agronomy and botany of Salak (Salacca zalacca) SumeruAshar i Proefschrift ter verkrijging van degraa dva n doctor op gezag van de rector magnificus van Wageningen Universiteit, Prof. dr. ir. L. Speelman in het openbaar te verdedigen op maandag 2decembe r 2002 des namiddagst e half twee ind e Aula w SumeruAshar i (2002) Onth e agronomy and botany of salak (Salacca zalacca) PhDThesi s Wageningen University - With ref. - With summaries in English,Dutc han d Indonesian ISBN: 90-5808-424-8 Subject heading:agronomy , botany, salak, Salaccazalacca Propositions 1. In East Java, salak has been in cultivation for more than hundred years; it is time that research and extension start to contribute toth e development ofth e crop. This thesis 2. Imperfect pollination is a major cause of low salak yields. The improvement of hand pollination methods shouldtherefor e receive priority. This thesis 3. The pollen source strongly influences the fruit yield of salak, both qualitatively and quantitatively. This thesis 4. Cultural practices in salak production should be improved in such a way that harvesting can be spread more evenly over the year.
    [Show full text]
  • Biological and Practical Importance of Light Microenvironments in a Tree: Participatory Research to Match Teaching and Learning Styles G
    Biological and Practical Importance of Light Microenvironments in a Tree: Participatory Research to Match Teaching and Learning Styles G. A. Picchioni,* S. A. Weinbaum, D. L. Daniel, and H. Karaca ABSTRACT usual profit-generating portion of the tree, are driven by the photosynthetic activity of nearby leaves and the importation Productivity and crop quality vary strongly among the diverse light microenvironments within a tree’s canopy. An effective of carbohydrates (Marschner, 1995, p. 131). The level of nat- teaching exercise to convey this biologically and agriculturally ural irradiance within tree canopies is spatially linked to the important principle to plant science students is lacking. We ap- allocation of metabolic resources such as reduced carbon (C) plied a simple participatory learning approach to teach the im- and nitrogen (N) (Flore and Lakso, 1989; Weinbaum et al., portance of light microenvironment in the dense canopy of a ma- 1989). Accordingly, the light microclimate conditions the lo- ture pecan tree [Carya illinoinensis (Wangenh.) K. Koch ‘Sch- calized availability of C and N and determines in large mea- ley’]. Leaves and nuts were sampled along a steep light flux gra- sure the productivity and quality of the tree’s crop within that dient through the canopy, and specific leaf weight (leaf weight per portion of the canopy. Intracanopy light distribution is thus unit leaf area), was used as a simple, proven, and integrative mea- both physiologically and economically important. sure to quantify the incident light gradient. Simple regression At a given level of management, a tree’s quantity and qual- analysis revealed the importance of specific leaf weight (light ex- ity of yield involve a complex interaction between light in- posure) as a predisposing factor controlling nut quality and ni- tensity, relative light distribution, time, space, and the translo- trogen (N) allocation.
    [Show full text]
  • Classification of Botany and Use of Plants
    SECTION 1: CLASSIFICATION OF BOTANY AND USE OF PLANTS 1. Introduction Botany refers to the scientific study of the plant kingdom. As a branch of biology, it mainly accounts for the science of plants or ‘phytobiology’. The main objective of the this section is for participants, having completed their training, to be able to: 1. Identify and classify various types of herbs 2. Choose the appropriate categories and types of herbs for breeding and planting 1 2. Botany 2.1 Branches – Objectives – Usability Botany covers a wide range of scientific sub-disciplines that study the growth, reproduction, metabolism, morphogenesis, diseases, and evolution of plants. Subsequently, many subordinate fields are to appear, such as: Systematic Botany: its main purpose the classification of plants Plant morphology or phytomorphology, which can be further divided into the distinctive branches of Plant cytology, Plant histology, and Plant and Crop organography Botanical physiology, which examines the functions of the various organs of plants A more modern but equally significant field is Phytogeography, which associates with many complex objects of research and study. Similarly, other branches of applied botany have made their appearance, some of which are Phytopathology, Phytopharmacognosy, Forest Botany, and Agronomy Botany, among others. 2 Like all other life forms in biology, plant life can be studied at different levels, from the molecular, to the genetic and biochemical, through to the study of cellular organelles, cells, tissues, organs, individual plants, populations and communities of plants. At each of these levels a botanist can deal with the classification (taxonomy), structure (anatomy), or function (physiology) of plant life.
    [Show full text]
  • Basic Qualifications Standards
    BASIC QUALIFICATIONS STANDARDS GS-454 RANGE MANAGEMENT SPECIALIST GS-5/above Basic Requirements: NOTE: At least 12 semester hours of the 42 must be in upper level courses (300 and 400 level) A. Degree: range management or a related discipline, which includes at least 42 semester hours in a combination of the plant, animal and soil sciences and natural resources management as follows: Range Management. At least 18 semester hours of course work in range management, including courses in such areas as basic principles of range management; range plants; range ecology; range inventories and studies; range improvement; and ranch or rangeland planning. Directly Related Plant, Animal and Soil Sciences. At least 15 semester hours of directly related courses in the plant, animal and soil sciences, including at least one course in each of these three scientific areas, i.e., plant, animal and soil sciences. Courses in such areas as plant taxonomy; plant physiology; plant ecology; animal nutrition; livestock production; and soil morphology or soil classification are acceptable. (NOTE: Of the 15 semester hours, we require at least 3 semester hours must be in each of the three scientific areas noted above) Related Resource Management Studies. At least 9 semester hours of course work in related resource management subject, including courses in such areas as wildlife management; watershed management; natural resource or agricultural economics; forestry; agronomy; forages; and outdoor recreation management. ----------------------------------------------------------------------------------------------------------------------------------------------------------------------- GS-457 SOIL CONSERVATION GS-5/above Basic Requirements:NOTE: At least 12 semester hours of the 30 must be in upper level courses (300 and 400 level) Course work in the fields noted below should be in the Biological or Physical Sciences (not social sciences) A.
    [Show full text]
  • Agronomy Spotlight Corn Pollination Affected by Heat and Drought
    Agronomy Spotlight /////////////////// Corn Pollination Affected by Heat and Drought High Temperature Versus Drought Stress High-temperature damage to corn typically coincides with drought stress. It is difficult to separate the effects of drought and heat stress. However, high temperatures alone are not believed to severely stress corn pollination when there is adequate soil moisture.1 Effects of Heat on Pollen Shed An individual tassel can shed pollen for a week with peak shed occurring on the second or third day.2 Hot temperatures along with dry weather can hasten pollen shed. Each tassel produces millions of pollen grains providing adequate pollen in most Figure 1. Drought stressed plant during conditions.3 Pollen production may be reduced pollination showing rolled leaves. by continuous hot weather occurring a few days before and during pollination as photosynthesis may not be efficient and carbohydrate production Effects of Heat on Silking can be reduced.4 Severe drought stress, as indicated by rolling Pollen shed from anthers is called dehiscence leaves (Figure 1) and wilting of the corn plant, and occurs when there is a drop in humidity affects pollination primarily by its impact on silk as temperatures begin to rise.4 Typically, pollen elongation. Silks begin elongating from the ovules, shed begins in the early to mid-morning when or potential kernels, of the ear shoot about seven temperatures are not as extreme and a second days before silks are visible outside the husk ‘flush’ of pollen shed sometimes occurs in the later tips.3 The silks from the butt of the ear elongate afternoon with cooler temperatures.
    [Show full text]
  • Agronomy and Crop Physiology of Fibre Hemp. a Literature Review HMG Van
    •/./• ' Agronomyan dcro pphysiolog yo f fibrehemp .A literatur erevie w H.M.G.va nde rWer f CABORepor t14 2 March199 1 Centerfo rAgrobiologica lResearc h (CABO-DLO) P.O.Bo x 14,670 0A AWageningen ,Th eNetherland s AGRONOMYan dCRO PPHYSIOLOG Yo fFIBR EHEMP ,A LITERATUR EREVIE W H.M.G.va nde rWerf ,Februar y1991 . Contents. 1Objective s ofthi sliteratur e review 2 2Th ehem pplan t 2. 1 Originan d importance 3 2.2 Varieties 4 2. 3 Sexexpressio n 4 2. 4 Anatomy ofth este m 4 2.5 Lengthan ddiamete ro fth e stem 6 3Cultura l practiceso fth ehem pcro p 3. 1 Soilrequirement san dfertilizatio n 7 3. 2 Sowingdat ean ddept h 8 3.3 Sowing rate,plan tdensit yan dro wwidt h 8 3.4 Weeds 9 3.5 Diseasesan dpest s 10 3.6 Harvest timing 10 3.7 Yield componentsan dyiel dleve l 11 4 Discussionan dconclusion s 12 L Objectiveso fthi sliteratur ereview . Withinth eframewor ko fth eNationa l HempResearc hProgramme ,researc h isconducte d toinvestigat e thepotentia l ofhem pa sa sourc eo ffibr e forth epape r industry inth eNetherlands .Thi sprogramm e startedo n January 1,199 0an dshoul d reacha conclusio no nth eeconomi c feasabilityo fhem pfo rfibr eb yth een do f1992 .Majo r subjectso f research inth eprogra mare : -Breeding -Soil-bornedisease s -Cropphysiolog yan dagronom y -Harvesting andconservatio n -Pulpan dpape rtechnolog y -Economyan dlogistic s Researcho ncro pphysiolog y isbein gcarrie d outwithi na researc h projecta tCABO ,researc ho nagronom ywithi na join tLUW-PAG Vproject .
    [Show full text]
  • Agronomy Courses
    Agronomy Courses Undergraduate Level/Lower-Division Courses AGRY 10500 - Crop Production Credit Hours: 3.00. Fundamental principles of crop production and distribution. Emphasis is placed on applying technological advances in agronomy to active crop-production situations, including basic soils, agricultural meteorology, and crop physiology and breeding. Typically offered Fall Spring. AGRY 12000 - Water And Food Security Credit Hours: 3.00. General science introduction to global and regional water resources issues, especially with respect to food security. It will address the role of water in agriculture throughout the world and agriculture's impact on water resources. Students will focus first on developing the scientific underpinnings of water supply and crop water use. With this background, they will explore key issues relating to water scarcity and balancing agricultural and urban demands for water, water quality and soil salinization, water footprints of food and the use of virtual water embedded in food to offset national water deficits, regulation and roles science and policy in solving water problems. Typically offered Fall Spring. AGRY 12300 - Genetics And Society Credit Hours: 3.00. Introduction to the broad impacts that genetics and genomics have on society, from medicine, genetic testing and DNA evidence to agriculture, genetically modified crops and synthetic life. Background information is provided on a weekly topic followed by extensive in-class discussion. Typically offered Fall. AGRY 12500 - Environmental Science And Conservation Credit Hours: 3.00. (EAPS 12500, FNR 12500, NRES 12500) Introduction to environmental science and conservation includes topics in ecological principles, conservation and natural resource management, human impacts on the environment, toxic waste disposal, climate change, energy, air and water pollution, environmental geology and geologic hazards.
    [Show full text]
  • Agronomy Notes
    AGRONOMY NOTES Vol. 31:3 March 2007 DATES TO REMEMBER April 12 - Winter annual forage/wildlife food plot field day– N. FL REC, Live Oak, FL May 1 - Twilight field day – N. FL REC, Live Oak, FL May 2-4 - Florida beef cattle short course, Gainesville, FL May 25 - 75th Anniversary and field day, Brooksville REC, Brooksville, FL May 30-June 1 - Southern pasture & forage crop improvement conference, Tallahassee, FL June 5 - Beef forage field day – N. FL REC, Marianna, FL June 25-27 - Southern conservation tillage conference – N. FL REC, Quincy, FL IN THIS ISSUE FORAGE Fertilization of Bahiagrass Pastures.........................................................................2 Agrotain - Fertilizer Additive – Potential for Pasture Fertilization .........................2 WEED CONTROL Frost and Tropical Soda Apple ................................................................................2 Journey Herbicide for Bermudagrass Hay Fields ....................................................3 MISCELLANEOUS 29th Annual Southern Conservation Tillage Conference .........................................3 Get Seed for Crops Early .........................................................................................3 Kill Cover Crops Early in Conservation Tillage Plantings......................................4 Lime and Calcium Materials....................................................................................4 Soil Compaction and Root Restriction ....................................................................4 Use Good Rotations.................................................................................................5
    [Show full text]
  • Dictionary of Cultivated Plants and Their Regions of Diversity Second Edition Revised Of: A.C
    Dictionary of cultivated plants and their regions of diversity Second edition revised of: A.C. Zeven and P.M. Zhukovsky, 1975, Dictionary of cultivated plants and their centres of diversity 'N -'\:K 1~ Li Dictionary of cultivated plants and their regions of diversity Excluding most ornamentals, forest trees and lower plants A.C. Zeven andJ.M.J, de Wet K pudoc Centre for Agricultural Publishing and Documentation Wageningen - 1982 ~T—^/-/- /+<>?- •/ CIP-GEGEVENS Zeven, A.C. Dictionary ofcultivate d plants andthei rregion so f diversity: excluding mostornamentals ,fores t treesan d lowerplant s/ A.C .Zeve n andJ.M.J ,d eWet .- Wageninge n : Pudoc. -11 1 Herz,uitg . van:Dictionar y of cultivatedplant s andthei r centreso fdiversit y /A.C .Zeve n andP.M . Zhukovsky, 1975.- Me t index,lit .opg . ISBN 90-220-0785-5 SISO63 2UD C63 3 Trefw.:plantenteelt . ISBN 90-220-0785-5 ©Centre forAgricultura l Publishing and Documentation, Wageningen,1982 . Nopar t of thisboo k mayb e reproduced andpublishe d in any form,b y print, photoprint,microfil m or any othermean swithou t written permission from thepublisher . Contents Preface 7 History of thewor k 8 Origins of agriculture anddomesticatio n ofplant s Cradles of agriculture and regions of diversity 21 1 Chinese-Japanese Region 32 2 Indochinese-IndonesianRegio n 48 3 Australian Region 65 4 Hindustani Region 70 5 Central AsianRegio n 81 6 NearEaster n Region 87 7 Mediterranean Region 103 8 African Region 121 9 European-Siberian Region 148 10 South American Region 164 11 CentralAmerica n andMexica n Region 185 12 NorthAmerica n Region 199 Specieswithou t an identified region 207 References 209 Indexo fbotanica l names 228 Preface The aimo f thiswor k ist ogiv e thereade r quick reference toth e regionso f diversity ofcultivate d plants.Fo r important crops,region so fdiversit y of related wild species areals opresented .Wil d species areofte nusefu l sources of genes to improve thevalu eo fcrops .
    [Show full text]
  • Revisiting the Status of Cultivated Plant Species Agrobiodiversity in India: an Overview ANURUDH K SINGH* 2924, Sector-23, Gurgaon, Haryana, India 122 017
    Proc Indian Natn Sci Acad 83 No. 1 March 2017 pp. 151-174 Printed in India. DOI: 10.16943/ptinsa/2016/v82/48406 Review Article Revisiting the Status of Cultivated Plant Species Agrobiodiversity in India: An Overview ANURUDH K SINGH* 2924, Sector-23, Gurgaon, Haryana, India 122 017 (Received on 14 March 2016; Revised on 20 May 2016; Accepted on 16 June 2016) A revisit to the literature on cultivated plant species agrobiodiversity in India revealed that the floristic diversity is represented by 17,926 species of angiosperm, while Indian agriculture cultivates 811 plant species and harbours more than 900 wild relatives of the cultivated plant species distributed over 10 (+ 1) biogeographic regions of the the country, significantly higher than commonly cited in the literature. Further, it revealed the role of Indian communities in domestication to cultivation of around 215 economically important plant species, and adaption of around 600 exotic crop species. Based on new evidence, several species require inclusion and others deletion, and many need further investigations to resolve the issue on country of their origin. Cultivation of crop species in diverse natural and man-made agroecological systems for centuries has generated a huge amount of genetic diversity in a large number of crop species, maintained by the farmers in the form of landraces or farmer’s varieties, and conserved as collections/accessions in the national agricultural research system. Keywords: Agrobiodiversity; Domestication; Cultivation; Genetic Diversity; Wild Relatives
    [Show full text]
  • Crop Physiology Course-Level And
    AI crop physiologycourse--level and content F.~ P. Gardner and R. B. Pearce ABSTRACT amongcrops which tended to result in superficial treat- ment of basic concepts. (3) An introductory course Undergraduatecourses in crop science have crop science was offered at most institutions, but the traditionally beenpresented on a cropor crop-type content varied widely, ranging from essentially a begin- basis(grain, forage, oil, fiber, etc.) ratherthan on ning botany course to a general course in crop produc- conceptualbasis (crop physiology).Peer appraisal tion, often geographically oriented. Mitchell and of a coursein cropphysiology, proposed on a con- 3 ceptualbasis, wasobtained. Gardner suggested that key concepts in a body of In 1977, a questionnairewas sent to cropphysi. knowledge could be more effectively learned if subject ologists in the AmericanSociety of Agronomyfor matter was presented on a conceptual basis. Also, the their evaluation of the importanceof selected introductory course in crop science should contain the topics for a proposedcrop physiology course (1 broad, basic concepts. very important, to 5 = not important). Respond- Gardner (F. P. Gardner. 1971. A model for deriva- ents consideredthe proposedoutline logical. tion and organization of courses, p. 126. Agron. Abstr.) Sometopics were rankedas moreimportant than suggested that courses in crop science and soil science others for a crop physiologycourse. Major topics should embrace key concepts of these respective bodies suchas carbon(1.8), partitioning (1.8), plant of knowledge. The introductory course should consist stresses(1.9), photosynthesis(2o0), andlight (2.0) were viewedas moreimportant for the proposed of the families of concepts in the discipline as the basic coursethan respiration(2.1), growthand develop- units of instruction in the introductory course.
    [Show full text]