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The Role of Seed Plants
Chapter 26 | Seed Plants 751 26.4 | The Role of Seed Plants By the end of this section, you will be able to do the following: • Explain how angiosperm diversity is due, in part, to multiple complex interactions with animals • Describe ways in which pollination occurs • Discuss the roles that plants play in ecosystems and how deforestation threatens plant biodiversity Without seed plants, life as we know it would not be possible. Plants play a key role in the maintenance of terrestrial ecosystems through the stabilization of soils, cycling of carbon, and climate moderation. Large tropical forests release oxygen and act as carbon dioxide “sinks.” Seed plants provide shelter to many life forms, as well as food for herbivores, thereby indirectly feeding carnivores. Plant secondary metabolites are used for medicinal purposes and industrial production. Virtually all animal life is dependent on plants for survival. Animals and Plants: Herbivory Coevolution of flowering plants and insects is a hypothesis that has received much attention and support, especially because both angiosperms and insects diversified at about the same time in the middle Mesozoic. Many authors have attributed the diversity of plants and insects to both pollination and herbivory, or the consumption of plants by insects and other animals. Herbivory is believed to have been as much a driving force as pollination. Coevolution of herbivores and plant defenses is easily and commonly observed in nature. Unlike animals, most plants cannot outrun predators or use mimicry to hide from hungry animals (although mimicry has been used to entice pollinators). A sort of arms race exists between plants and herbivores. -
Alberta Canola Producers Critical Issues Guides
Alberta Canola Producers Critical Issues Guides Sustainability and Agriculture: Making Wise Decisions Exploring Critical Issues Series Agriculture in Education Teaching and Learning Resource The roots of most Canadian rural communities are in agriculture. Today, Canada is no longer an agrarian nation. And in this change, we are losing the connection to the food that we eat – where it comes from, what is required to provide our „daily bread‟, and the independence that our forefathers knew came with being able to grow enough to feed one‟s self. But more importantly, we are losing the resources that allow Canada to produce its food, and the citizenship that values regional cuisine made from foods that are produced in the areas where they live. These resources are meant to „re-connect‟ a population pulled to the city with the industrial revolution, with an appreciation for the resources that agriculture needs, if „made in Canada‟ food is to continue to be a reality. The websites in this resource were current as of the printing date of this publication. It is, however, beneficial to preview all websites before asking students to use them. Every effort has been made to acknowledge sources used in this resource. Should any question arise from the use of any material, we will be pleased to make the necessary corrections in future printings. Simone Demers Collins, PHEc Industry Development Officer Alberta Canola Producers Commission (ACPC) Alberta Canola Producers Commission gratefully acknowledges the following groups and individuals who have participated in the development of this resource. Writers: Patricia Shields-Ramsay Doug Ramsay InPraxis Learning Systems Editor: Virginia Durksen Visible Ink Inc. -
H a R L E S D E N Town Garden Hub
H A R L E S D E N Town Garden Hub StorpWeber Architecture THIS COMMUNITY GARDEN HAS BEEN CREATED THROUGH “ THE HARD WORK AND GENEROSITY OF LOCAL VOLUNTEERS, CHARITIES AND FUNDERS. THE MAIN AIM FOR THE GARDEN IS TO PROMOTE HEALTH AND WELL-BEING TO THE LOCAL COMMUNITY “ THROUGH EXERVISE AND FOOD GROWING, AS WELL AS TO ENSURE H A R L E S D E N 0TOWN GARDEN CLUB HOUSE1 THAT BIODIVERSITY FLOURISHES IN THIS URBAN ENVIRONMENT. Historic records show that garden nursery buildings dominated the site from around 1896-1935. These were then demolished to make way for the 32 do- mestic garages that were removed in 1980 to allow for an open space and play- ground. Unfortunately, in later years the park became a magnet for antisocial be- haviour and no longer was a welcoming space for the community…. until 2013, when a community consultation on how to improve the area - part funded by Catalyst housing association - was carried out by local homeless charity Lift. As a result of this consultation, the Friends of Harlesden Town Garden (FHTG) was formed – In partnership with Lift (Now Crisis Brent) and Brent Coun- cil - in order to help coordinate the park and to reintroduce a community as- set that offers something for everyone to enjoy: a play area for children, green lawn and wild flower area, multi-use games area and raised bed allotments. + Harlesden Town Garden is now well established and it will grow into a green sanctuary at the heart of the Harlesden. To extend the impact of the Gar- den onto the local community it is necessary to establish a base for group meeting, gardening workshops, community events and other gatherings. -
Urban Agriculture, Which Has Been Advocated As Benefiting Individuals, Society, and the Natural Environment
Factors Influencing Peri-urban Residents’ Decisions to Adopt Gardening Innovations, Hat Yai District, Thailand Troy Santos A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Science in Agricultural Development Prince of Songkla University 2017 Copyright of Prince of Songkla University i Factors Influencing Peri-urban Residents’ Decisions to Adopt Gardening Innovations, Hat Yai District, Thailand Troy Santos A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Science in Agricultural Development Prince of Songkla University 2017 Copyright of Prince of Songkla University ii Thesis Title Factors Influencing Peri-urban Residents’ Decisions to Adopt Gardening Innovations, Hat Yai District, Thailand Author Mr. Troy Santos Major Program Agricultural Development _______________________________________________________________________________ Major Advisor Examining Committee: ......................................................... ...............................................Chairperson (Assoc. Prof. Dr. Somyot Thungwa) (Prof. Dr. Buncha Somboonsuke) ..................................................Committee Co-advisor (Assoc. Prof. Dr. Somyot Thungwa) ......................................................... ..................................................Committee (Dr. Kobchai Worrapimphong) (Dr. Kobchai Worrapimphong) ..................................................Committee (Dr. Cherdsak Kuaraksa) The Graduate School, Prince of Songkla University, has approved -
Why Are Plants Important?
4H359 Why Are Plants Plant2 Connections Important? PURPOSE: LEARNING ACTIVITIES To recognize the importance of plants: to 1. PLANT GOODIES humans, animals, and the environment. 2. LET'S GET TOGETHER OBJECTIVES: 3. DRESS ME UP For youth to: 4. REUSABLE PLANTS identify common uses of plants. 5. THE HEALTHY PROVIDERS describe ways that plants 6. EVERY BREATH YOU TAKE and animals depend on each other. create a landscape. list the benefits of composting. identify producers, consumers, and decomposers. DO discuss the end products of photosynthesis. The following are suggestions for using the activities in Lesson 2. The materials needed for each are listed within the activity. LESSON TIME: Lesson time may vary Give examples of plants and their uses in PLANT GOODIES. based upon learning Describe ways in which plants and animals depend on each activities selected. Most other in LET'S GET TOGETHER. activities are approximately 30 minutes. Explain the importance of landscaping in DRESS ME UP. Demonstrate the rate of decomposition of natural products in ADVANCE PREPARATION: REUSABLE PLANTS. Read the BACKGROUND BASICS on Why Are Plants Identify the components of an ecosystem in THE HEALTHY Important? PROVIDERS. Review activities and Discuss the importance of plants in EVERY BREATH YOU TAKE. choose appropriate one(s) to use. Collect and prepare materials for appropriate activities. REFLECT After completing the activities in this lesson, help youth reflect on what they have learned with these questions: What are five common human uses -
K/1 Curriculum Contents
K/1 Curriculum Contents Ecology Explorer Curriculum The Olbrich Explorer K/1 Ecology Explorer curriculum provides hands-on learning focused on ecosystems. Each activity includes detailed information sheets that will appear on the table with activity materials. Read the curriculum and share the Copy Pages with all chaperones prior to your field trip. Olbrich staff provides a program introduction, guided tours of the Gardens, and support for adult chaperones as they guide small groups through the hands-on activities. Enjoy! Garden Walk Olbrich’s educators lead students on a trek through the outdoor gardens, searching for the habitats of some of the plants and animals that live in Olbrich Gardens. Explorer Activities Bottle Gardens Use your HANDS! Make a tiny ecosystem in a bottle Observe your bottle garden back at school! Water Cycle Use your SENSES! Investigate water samples and discover the water cycle. Nature’s Recycling Use your EYES! Discover decomposition and what garbage has to do with it. Habitat Use your IMAGINATION! Design your own garden and match living things with their proper habitat Supplemental activities are included in the curriculum for use in your classroom before and after your visit to Olbrich Botanical Gardens. Olbrich Ecology Explorer Program 2006-K/1 Garden Walk Objective: Students experience the sights, sounds, feelings, and smells of a garden. Students learn to identify what living things need to survive by investigating different habitats in the garden. Students are encouraged to ask questions and to develop strategies for finding answers through observation and experiment. Method: Olbrich educators take students on a tour through Olbrich Gardens. -
Nparks A4 Brochure INST3
EDUCATIONAL INSTITUTIONS GROWING COMMUNITY GARDENS A garden leader’s guide to community garden projects Acknowledgements Special thanks to the following educational institutions: - Broadrick Secondary School - Edgefield Primary School - Hougang Primary School - ITE College East - Jurong Primary School - Temasek Secondary School Copyright This document will be reviewed periodically and changes may be made at any time. All rights reserved. No part of this work may be reproduced or copied in any form or by any means, electronic or mechanical including photocopying, without the permission of the copyright owners. National Parks Board, 2014 TABLE OF CONTENTS 01 INTRODUCTION 26 STEP 3: PLANT YOUR GARDEN - Community Gardens - Preparing Groundwork - About this Guide - Buying Plants, Gardening Materials - Support from NParks and Tools - Checklist for Community Garden Projects 03 ABOUT COMMUNITY IN BLOOM - Reaching Out 31 MANAGEMENT TIPS - Tips for Success 04 GET INSPIRED - Responsible Gardening – - Award-winning Community Gardens Health And Safety 11 GETTING STARTED 35 SUSTAINING INTEREST - Steps for Success - Activities - Garden Rules 12 STEP 1: GET PEOPLE - Garden Project Ideas - Form a Gardening Group and get Support 38 FEATURED GARDEN 1: - Organising a Sharing Session for HOUGANG PRIMARY SCHOOL the Participants 41 FEATURED GARDEN 2: 16 STEP 2: PLANNING YOUR GARDEN JURONG PRIMARY SCHOOL - Identifying a Suitable Site for the Garden 44 FEATURED GARDEN 3: - Getting the Scale Right TEMASEK SECONDARY SCHOOL - Selecting a Garden Theme - Selecting the Right Plants - Drawing your Garden Design - Examples of Garden Layout INTRODUCTION 01 INTRODUCTION Community Gardens Community gardens are where people come together to nurture, develop and sustain a lively green space in their estate. -
View 2020 Fair Book
July 22 - 25‚ 2020 Finney County Commissioners Lon E. Pishny, District 1 Dave Jones, District 2 Duane Drees, District 3 William S. Clifford, MD, District 4 Larry C. Jones, District 5 Finney County Fairboard Jeremy Gigot, President Carole Fry, Treasurer Gene Robertson, Secretary Colton Regier, Vice President Brian Sherwood Amy Golay, Fair Secretary Finney County Extension Council Deann Gillen, Chair Johnetta Hebrlee, Vice-Chair Jennifer Gerber, Secretary Jackie Gigot, Treasurer Kelli Livermore Bill McNeill Carmen Rhodes Justin Waggoner Finney County Extension Office Staff Jennifer LaSalle, Family & Consumer Science/4-H Agent Stephanie Wildeman, Office Director 2 2020 Finney County Fair Disclaimer ***Please read this disclaimer as it may affect your entries in the Finney County Fair*** Due to the COVID19 Pandemic, changes have been made to entries for the Finney County Fair. changes that have been made to ensure that our fair is a safe place to exhibit. The 2020 Finney County Fair will be an Exhibitor Only Fair. There will be no spectator events this year (ie. Free concerts, carnival, BBQ contest, Kansas Kruisers car show, SW Kansas Juried Art Show, etc.) opportunity to showcase the hard work that all exhibitors have put into their projects. ALL Exhibitors (4-H and Open Class) must pre-register in FairEntry. If help is required to pre-register, please contact the Extension Office (272-3670) and they will help get you registered. Final date to enter exhibits into FairEntry will be July 15th July 8th. Enter ONLY what you will be showing. STATIC ENTRIES (all entries except for Livestock) 1 entry per class with a maximum of 3 entries total per project will be allowed. -
A-1-17 Plants for Terrariums and Dish Gardens.Pmd
HOME GROUNDS FACT SHEET Horticulture Center Cornell University Demonstration & Community Gardens at East Meadow Farm Cooperative Extension 832 Merrick Avenue East Meadow, NY 11554 Nassau County Phone: 516-565-5265 Plants for Terrariums and Dish Gardens Invented in 1836 by N. B. Ward and originally Soil called “Wardian Cases,” terrariums were used for Soil from the garden is not good for terrariums. A transporting growing plants on long sea voyages. good soil mix should be composed of 1/3 soil, 1/3 They provided the best and safest method of sand and 1/3 peat moss. Some houseplant mixes transporting potted and living plants across the sold under various trade names are ideal. One ocean. tablespoon of water soluble houseplant food in dry A true terrarium is an enclosed environment. form may be added to 2 pounds or 1 quart of soil When it is properly sited so it receives the correct mix. When you add soil to the terrarium, make sure light, it should be almost self-sustaining for at least it's no more than 1/5 the total volume of the ter- a month, perhaps longer. rarium. Since there are no drainage holes, some The terrarium can be a work of art when the provision must be made for this. A layer of sand, proper materials are cleverly combined in an small gravel or moss can be placed on the bottom attractive container. It can also provide the for drainage. opportunity to grow some of the delicate plants that would ordinarily dwindle rapidly when exposed to the dry atmosphere of the home. -
Rare Visions and Roadside Revelations” Episode Guide (1996 - 2010)
“RARE VISIONS AND ROADSIDE REVELATIONS” EPISODE GUIDE (1996 - 2010) NOTE: Main titles refer to specific DVD collection ”Who Says Kansas is Dull”? (1995) - First episode, only issued on VHS MILES & MILES... #201 (1996) - Warrensburg, MO to Sikeston, MO Stops in Missouri include J.C. Carter's metal sculptures and singing dogs near Warrensburg; the world's second-largest collection of farm implement seats in Iona; Larry Bagget's stonework, including a monument to the Trail of Tears outside Rolla; and Lambert's Restaurant, "home of the throwed rolls," in Sikeston. MILES & MILES... #202 (1996) - Hornersville, MO to Fulton, MO Stops include the gravesite of Major Ray, real-life inspiration for Buster Brown, in Hornersville, MO; the workshop of whirligig artist John North in Alton, IL; the Shrine of the Black Madonna in Eureka, MO; and the Elvis Is Alive Museum off I-70 at Wright City. / Ken and Kate Anderson Collection MILES & MILES... #203 (1996) - Springfield, MO to Conway, AK Stops include a visit with painter Robert E. Smith in Springfield, MO; Ralph Lanning's Roadside Sculpture Park in Republic, MO; Quigley's Castle and a giant Ozark shoe tree outside Eureka Springs, AR; and Tiny Town and the bathhouses of Hot Springs, AR. Michael Brewer, half of the musical duo Brewer and Shipley, sings "I Hate Country" on Highway 76 in Branson, MO. PROWLINʼ THE PRAIRIE #204 (1996) - Catoosa, OK to Erie, KS Sights include a 300-foot fence sculpted from tools and appliances in Collinsville, OK; Ed Galloway's Totem Pole Park near Foyil, OK; Big Brutus, the electric mining shovel in West Mineral, KS; the Dinosaur Not-So-National Park near Erie, KS; and "the Flying Nun House" in Pittsburg, KS. -
Human Uses of Plants
Human Uses of Plants dried and burned for fuel medicinal uses as astringents, germicides, antiseptics extracts for treatment of eczema, psoriasis, hemorrhoids, scabies, acne & insect bites Mosses & construction material where wood is not available; peatcrete and peatwood are low cost alternatives Moss-Like as bioindicators of air pollution Plants horticultural uses as soil additives, mulch and for propagation by “air layering” water filtration and waste water treatment arts and crafts horticultural use as ornamental plants Ferns & a few species are eaten Fern-like basketry& weaving Plants all coal deposits come from ancient fern forests lumber, plywood, fiberboard flooring, furniture, paneling wood pulp for paper products Conifers & Conifer-Like turpentine, varnish, rosin, adhesives, chewing gum, printing ink Plants cellulose fibers are processed into cellophane, rayon and insulation as food and drink; pine nuts, ginkgo seeds, gin pharmaceuticals; ephedrin to treat asthma hay fever colds and as a stimulant addictive drugs; methamphetamines horticultural uses, landscaping, Christmas trees recreation; hiking, camping virtually all crop plants are flowering plants caffeine beverages; teas, coffee, cocoa cooking oils; corn, canola, peanut, sesame, olive, etc spices and seasonings; black pepper, cinnamon, vanilla, cloves, nutmeg, saffron, etc specialty lumber, flooring, paneling and furniture; oak, walnut, mahogany, maple, teak, pecan, etc wood alcohol, latex, adhesives Flowering maple syrup Plants dyes & perfumes; indigo, saffron, etc pharmaceuticals; atropine, aspirin, digitalis, aloe, quinine, morphine, strychnine, castor oil, etc addictive drugs; tobacco, marijuana, cocaine, opium cork; stoppers, flooring, insulation, etc fibers; cotton, flax, hemp, jute, rayon specialty papers; cotton, linen, papayrus burned as an energy source; fermented into gasohol and as alternative fuel source important in paleobotany and forensic botany phytoremediation to clean up hazardous wastes horticulture & landscaping recreation; hiking, camping. -
Ethno Medicinal Survey of Plants Used for the Treatment of Rheumatism in Kajuru Local Government Area of Kaduna State, Nigeria
Available online at www.worldscientificnews.com WSN 80 (2017) 43-56 EISSN 2392-2192 Ethno medicinal survey of plants used for the treatment of rheumatism in Kajuru Local Government Area of Kaduna State, Nigeria O. A. Ogunkalu1,*, A. I. Sodimu1, R. A. Suleiman2, B. O. Oni3, G. I. Otiwa2 1Department of Forestry Technology, Federal College of Forestry Mechanization, Forestry Research Institute of Nigeria, Nigeria 2Trial Afforestation Research Station, Forestry Research Institute of Nigeria Ibadan, Oyo State, Nigeria 3Department of National Innovation Technology, Federal College of Forestry Mechanisation, Afaka Kaduna State, Nigeria *E-mail address: [email protected] ABSTRACT The study ethno- medicinal survey of plants used for the treatment of Rheumatism was carried out in Kajuru Local Government Area of Kaduna State. Multi-stage random sampling was employed the groups of respondents in this study. Primary and secondary data was used for the study; a total of fifty (50) questionnaires were randomly distributed among ten (10) herbal medicine practitioners from each of the five (5) selected wards selected within the Local Government. Data obtained was also supported with personal interviews. Result revealed that majority of the respondents were male (70.2%), while 29.8% of the population were female, the age group with the highest percentage (40.4%) of the respondents was between 41-50years, 55.3% of the respondents do not have opportunity to attend formal education. The highest percentage of the respondents (53.2%) identified bone ache as the commonest symptom of this disease, is closely followed by 44% of the respondents that identified muscle pull as sign of Rheumatism in the study area.