Tree Morphology - a Branch of Arboriculture from Renaissance to Raimbault1
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Developing a PREVENTIVE PRUNING PROGRAM in Your Community: Mature TREES
CHAPTER DEvElopinG A pREvEnTIVE pRUNING pRoGRAM in yoUR coMMUniTy: mature TREES PUBLICATION Nº ENH 1063 e d w a r d f. g i l m a n a m a n d a b i s s o n Introduction A preventive pruning program should be designed to create structurally sound trunk and branch architecture that will W\QZcRSRPO`Y sustain a tree for a long time. The goal Q]R][W\O\babS[a with mature trees is to develop and maintain a sound structure to minimize RSORP`O\QV hazards such as branch failure. This task is easier provided a good structure was eObS`a^`]cba established earlier in the tree’s life. When properly executed, a variety of benefits are derived from pruning. Benefits include reduced risk of branch P`]YS\P`O\QV and stem breakage, better clearance for vehicles and pedestrians, improved health and appearance, and enhanced view. When improperly performed, pruning can harm a tree’s health, stability, acQYS` and appearance. Several consequences occur when pruning is not performed q at all (Figure 1). These consequences include development of low limbs; weak, codominant stems; defects such Figure q as included bark; and accumulation of Problems that can develop on trees include codominant dead branches. Formation of codominant stems, included bark, broken and dead branches and large stems and defects such as included bark removed limbs that result in trunk decay. can lead to increased risk of breakage. The Urban Forest Hurricane Recovery Program http://treesandhurricanes.ifas.ufl.edu One of the most common defects in Figure planted trees is formation of large, w low limbs. -
Branching in Nature Jennifer Welborn Amherst Regional Middle School, [email protected]
University of Massachusetts Amherst ScholarWorks@UMass Amherst Patterns Around Us STEM Education Institute 2017 Branching in Nature Jennifer Welborn Amherst Regional Middle School, [email protected] Wayne Kermenski Hawlemont Regional School, [email protected] Follow this and additional works at: https://scholarworks.umass.edu/stem_patterns Part of the Biology Commons, Physics Commons, Science and Mathematics Education Commons, and the Teacher Education and Professional Development Commons Welborn, Jennifer and Kermenski, Wayne, "Branching in Nature" (2017). Patterns Around Us. 2. Retrieved from https://scholarworks.umass.edu/stem_patterns/2 This Article is brought to you for free and open access by the STEM Education Institute at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Patterns Around Us by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. Patterns Around Us: Branching in Nature Teacher Resource Page Part A: Introduction to Branching Massachusetts Frameworks Alignment—The Nature of Science • Overall, the key criterion of science is that it provide a clear, rational, and succinct account of a pattern in nature. This account must be based on data gathering and analysis and other evidence obtained through direct observations or experiments, reflect inferences that are broadly shared and communicated, and be accompanied by a model that offers a naturalistic explanation expressed in conceptual, mathematical, and/or mechanical terms. Materials: -
Askdoctorbonsai-Book Sm.Pdf
COLD WEATHER VARIETIES Contents Can not be grown indoors - Outside spring through late fall (25 degrees) - Cold location in winter (below 50 degrees) 2 What is Bonsai? 7 Basic Bonsai Care 11 Indoor Trees Non-deciduous Deciduous: 11 Light ! Andromeda ! Beech 12 Humidity ! Atlas Cedar ! Birch ! Blue Moss Cypress ! Crabapples 12 Ventilation ! Cryptomeria ! Elms 13 Temperate trees ! Eastern Hemlock, ! Hornbeams 16 Cold Weather trees ! Hinoki Cypress ! Larch 20 Fertilizing ! Pines, all varieties ! Linden 21 Soils ! ! Rhododendrons Japanese Maples 23 Repotting ! Spruce, all varieties ! Native Maples 28 Pruning, Shaping & Styling ! Yews ! Pears 29 Maintenance pruning ! Privet ! Prunus species 30 Pruning to style ! English Holly ! Hawthorn ! Procumbens Juniper ! Wisteria 31 Wiring ! San Jose Juniper ! Ginkgo 32 Insect Control ! Rocky Mountain Juniper 34 Moss 35 Vacation care 35 Your Bonsai Through the Year 38 Categories of Bonsai 40 What is a Bonsai? TEMPERATE Q Outdoors in summer and fall - Can stay out late into fall (25 degrees) - Cool location for winter The exact origins of Bonsai are difficult to determine, but it is A generally believed that the art form began in China, and from there spread to Japan. Trees from the wild were collected from cliff faces and rocky ledges, ! ! trees that had naturally been growing in limited amounts of soil. A tree Adelyensis Cypress Western Hemlock grows differently under such adverse conditions: it grows more slowly, it ! Azalea ! Ilex Pagoda develops definite bark character, smaller foliage, windswept branches, a rugged aged appearance. A small Bonsai pot imitates those adverse natural ! Bald Cypress ! Japanese Yew conditions. ! Boxwoods ! Procumbens Juniper In simplest terms, a Bonsai is a tree, shrub, tropical plant, grass, or herb, grown in a small container and shaped to recreate the look of an older tree ! Catlin Elm ! Pyracantha in nature. -
Merritt College Landscape Horticulture Degree & Certificate
1 Merritt College Landscape Horticulture Degree & Certificate Options 2019-2021 Merritt College Landscape Horticulture now has a new Arboricul- Program Learning Outcomes: ture program offering two Certificates of Achievement & an Associate Students who complete the certificate will be able to: of Science degree. This program was designed with input from local tree • Create & maintain landscapes that provide basic human comfort and livability industry employers, and those employers are looking to hire our grads! • Create and maintain landscapes that respect and respond to regional ecology, including plant community dynamics, soil mediums, water and moisture Merritt College is home to one of the largest horticulture facilities in requirements, and sustainable potential in Bay Area environments northern California. Our 7.5-acre facility includes 10k sq. ft. of greenhouse • Communicate basic horticulture concepts to clients, contractors, public agencies. and lath house space; drafting & floral design labs; and the Emile Labadie Arboretum. Students on an associate degree track will be able to complete Certificate of Achievement Requirements: all required coursework within a two-year period, but students are free to LH 1 (day) OR 1E (eve) Intro to LANHT 3 units work at their own pace. Merritt Landscape Horticulture is a Career Education LH 23 Plant Terminology 2.5 units program, and our programs are designed to equip students with the knowledge and LH 26 Pruning .5 units experience needed to be job-ready, and to enhance/refresh the skills of those One 3 unit plant ID course: already working in the field. LH 2 or 2E; 3 or3E; 4 or 4E; 5 A, EA, B or EB; 6A, EA, B or EB; 7 or 7E; 40 or 40E 3 units One course from following: One or more certificates or degrees in Landscape Horticulture will be LH 13 (day) OR 13E eve Arboriculture 3 units awarded upon satisfactory completion of the program requirements. -
Strategies for Growing a High‐Quality Root System, Trunk, and Crown in a Container Nursery
Strategies for Growing a High‐Quality Root System, Trunk, and Crown in a Container Nursery Companion publication to the Guideline Specifications for Nursery Tree Quality Table of Contents Introduction Section 1: Roots Defects ...................................................................................................................................................................... 1 Liner Development ............................................................................................................................................. 3 Root Ball Management in Larger Containers .......................................................................................... 6 Root Distribution within Root Ball .............................................................................................................. 10 Depth of Root Collar ........................................................................................................................................... 11 Section 2: Trunk Temporary Branches ......................................................................................................................................... 12 Straight Trunk ...................................................................................................................................................... 13 Section 3: Crown Central Leader ......................................................................................................................................................14 Heading and Re‐training -
Perspectives of Branching Pattern and Branching Density in 30 Woody Trees and Shrubs in Tamulipan Thornscrub, Northeast of Mexic
rch: O ea pe es n A R t c s c Maiti et al., Forest Res 2015, 4:4 e e r s o s Forest Research F Open Access DOI: 10.4172/2168-9776.1000160 ISSN: 2168-9776 Research Article Open Access Perspectives of Branching Pattern and Branching Density in 30 Woody Trees and Shrubs in Tamulipan Thornscrub, Northeast of Mexico Maiti R1*, Rodriguez HGM1, Aruna Kumari2 and Díaz JCG1 1Faculty of Forestry, Autonomous University of Nuevo Leon, Carr. Nac. No. 85 Km. 45, Linares, Nuevo Leon 67700, México 2Agricultural College, Telangana State Agricultural University, Polasa, Jagtial, Karimnagar, Telangana, India Abstract In the context of the ecological perspectives, there is growing attention in the modelling of the morphological structure of the plants for developing the model of the functional processes of plants. The branching pattern functions as solar panel in the capture of solar radiation for the production of biomass and timber. The present study undertaken with the objective of determining the density of branching and types of branching of 30 tree species (trees and shrubs of Tamaulipan thorn scrub such; Helietta parvifolia, Sargentia gregii, Guaiacum angustifolium, Ebenopsis ebano, Harvadia pallens, Condalia hoockeri, Zanthoxylum fagara, Cordia boissieri, Acacia berlandieri, Diospyros texana, Celtis pallida, Forestiera angustifolia, Diospyros palmeri, Parkinsonia texana, Acacia farnesiana, Sideroxylon celastrina, Caesalpinia mexicana, Karwinskia humboldtiana, Croton suaveolens, Amyris texana, Leucaena leucocephala, Ehretia anacua, Gymnosperma glutinosum, Celtis laevigata, Acacia rigidula, Acacia shaffneri, Eysenhardtia polystachya, Prosopis laevigata, Bernardia myricifolia and Leucophyllum frutescens located at the experimental field of Forest Science Faculty of Autónoma de Nuevo en Linares, N.L., México has shown a large variability in the density and branching patterns. -
Horticulture/Arboriculture/Landscape/Organic Farming (HOR) 1
Horticulture/Arboriculture/Landscape/Organic Farming (HOR) 1 HOR-124 Food Harvest HORTICULTURE/ 3 credits, Fall This course provides a basic knowledge of aspects of harvesting, ARBORICULTURE/ handling, storing and marketing of produce from small-scale, organic operations. Topics include: food safety laws and practices, harvest LANDSCAPE/ORGANIC and storage requirements for a variety of crops, factors that impact quality and storage ability, and post-harvest biology. Class includes a lab FARMING (HOR) component. HOR-126 Landscape Water Features Many horticulture classes will transfer as Lower Division Collegiate (LDC) 1 credits, Not Offered Every Year credits to Oregon State University. For additional information contact Methods used in building water features with emphasis placed on design, April Chastain, Horticulture Department Advisor, 503-594-3055. material selection, construction and maintenance considerations. HOR-111 Horticulture Practicum/Fall HOR-127 Landscape Lighting 2 credits, Fall 1 credits, Not Offered Every Year Practical experience with seasonal horticulture activities in the areas of Methods used with lighting in the residential landscape, with emphasis container nurseries, greenhouses, landscape management, arboriculture, placed on design, material selection, installation and maintenance and organic food production. considerations. HOR-112 Horticulture Career Exploration HOR-128 Landscape Stones & Pavers 2 credits, Spring 1 credits, Not Offered Every Year This course is a survey of the various career options available to students Methods used in building walls, patios and walkways out of stones in the horticulture industry, with emphasis on nursery and greenhouse and pavers, with an emphasis placed on design, material selection, production, retail nursery, organic fruit and vegetable production, construction and maintenance considerations. -
International Society of Arboriculture Don't Plant and Run—Young Tree
For More Information Sonia Garth, Public Relations and Marketing Manager International Society of Arboriculture 217.355.9411 ext. 217, [email protected] For Immediate Release Don’t Plant and Run—Young Tree Maintenance CHAMPAIGN, IL (May 2012) – Spring is now in full bloom, and thanks to Arbor Day and countless other tree-planting initiatives across the globe, you may be the proud owner of a brand new tree. It may be small now, but with a basic understanding of tree biology, you can help it grow to its full potential through proper pruning and maintaining its health and structure. This, in turn, “will enhance the aesthetic and economic values of your landscape,” says Jim Skiera, Executive Director of the International Society of Arboriculture (ISA). Here are three simple tasks you can perform to ensure you’ll enjoy your new tree for years to come: Stake the tree, only if necessary. Studies have shown that trees establish more quickly and develop stronger trunk and root systems if they are not staked at the time of planting. However, staking may be required when planting bare root stock or planting on windy sites. Stakes may also offer protection against lawn mower damage and vandalism. One or two stakes used in conjunction with a wide, flexible tie material on the lower half of the tree will hold the tree upright and minimize injury to the trunk, yet still allow movement. It is important to remember to remove support staking and ties after the first year of growth. Mulch the base of the tree. -
Pruning Cuts
Colorado Master Gardenersm Program Colorado Gardener Certificate Training Colorado State University Extension GardenNotes #613 Pruning Cuts Fact sheet outline: Size of branch to remove, page 1 Thinning cuts, page 2 Reduction cuts, page 4 Heading cuts, page 6 Three cut method, page 6 Wound dressing, page 7 Time of year to prune, page 7 Amount of wood to remove, page 8 Hiring a qualified tree pruning professional, page 9 Additional information, page 9 A pruning cut may or may not predispose the tree to internal decay and stress depending on the type of cut used, technical precision of the cut, size of the branch removed, species, and general health of the tree. For details on tree growth and decay, refer to CMG GardenNotes #611, Tree Growth and Decay. In pruning, there are three primary types of pruning cuts, thinning cuts, reduction cuts, and heading cuts, each giving different results in growth and appearance. Note: In this publication the term “trunk” refers to the trunk or parent branch and “side branch” refers to the adjacent side branch arising from the trunk (parent branch). The same relationship exists between a side branch and secondary side branch. Size of Branch to Remove Ideally, all pruning cuts are two inches in diameter and smaller. Woundwood (the callus tissue that grows over pruning cuts or wounds) quickly grows over these small pruning cuts. Any cut on a branch larger than 4-inch diameter should be justified, taking into account the potential for decay. 613-1 Thinning Cuts Thinning cuts (also known as removal cuts, collar cuts or natural target pruning cuts) remove a side branch back to the larger parent branch or trunk. -
What Does Research Tell Us About the Practice of Pruning in Arboriculture? by James R
What does research tell us about the practice of pruning in arboriculture? By James R. Clark and Nelda Matheny Top quality arborists rely on scientific research to provide the basis for tree care. Tree care prac- tices should be founded in good science. At the same time, the practice of arboriculture offers many questions that researchers can answer with experiments. How is the practice of tree pruning reflected in these two ideas? How has research supported practice? Does practice guide research? With these questions in mind, ISA’s Science and Research Committee contracted with HortScience, Inc. to assemble a bibliography of research on the topic of pruning. The complete literature review will be published in Arboriculture & Urban Forestry in the 2010-year. This article is a brief summary of that review. We assembled 201 research citations from peer-reviewed journals, books, book chapters, and conference proceedings. We identified articles dealing with pruning in 44 journals from 12 countries. Our primary focus was on articles published in English. We were, how- ever, able to draw from a number of other languages. The scientists most frequently cited should be familiar to English- speaking arborists: Alex Shigo, Ed Gilman, Jason Grabosky, Brian Kane, Dan Neely, and Tom Smiley. Yet scientists from other coun- tries were also cited: Karen Barry and Elizabeth Pinkard of Australia; Dirk Dujesiefsken, Walter Liese, D. Eckstein, Francis Schwarze, and Horst Stobbe, of Germany; and Francesco Ferrini of Italy. Dujesiefsken and Stobbe’s (2002) review of the Hamburg Tree Pruning System is an excellent summary of current pruning prac- tice, applicable to arborists around the world. -
Training and Pruning of Apple and Modern Trends of Development - an Overview
Turkish Journal of Agricultural and Natural Sciences Special Issue: 1, 2014 TÜRK TURKISH TARIM ve DOĞA BİLİMLERİ JOURNAL of AGRICULTURAL DERGİSİ and NATURAL SCIENCES www.turkjans.com Training and Pruning of Apple and Modern Trends of Development - An Overview Stefan GANDEV , Vasiliy DZHUVINOV Fruit Growig Institute, Plovdiv, Bulgaria *Corresponding author: [email protected] Abstract Since Second stage of intensification of apple industry in Europe started during early of 1970`s with Dutch `Slender spindle` training system for high density plantations. Other systems such as `Verical axis', V and Y- shaped system,`Tatura trellis`,`Solen`, `Solax`, `Cone` etc. were developed in different countries of the world. Planting systems were classified at five group as low to ultra high density, that is since less 1000 to more than 8000 trees per hectare. According to studies in France during the last 40 years, apple tree cultivars have been classified in four group depend of their fruiting type - I type Starkrimson, II- Reine des Reinettes, III-Golden Delicious and IV-Granny Smith. This classification give us the answer why we have biennial bearing for the apple cultivars in type I and regular bearing for type IV, and why is very important to maintain good balance between vegetative growth and reproductive shoots as a part of apple canopy architecture. Keywords: Malus domestica (Borkh), training and pruning systems, fruiting type and habit Introduction - an annual production and better quality fruit The evolution of apple industry in different which requires a balance between fruiting and countries from 1950 to 1970, apple training (goblets, vegetation vigour. structured hedgerow) and pruning have resulted in good High yield performance of fruit crops results fruit production in terms of yield and fruit quality. -
Wildland Shrub and Arid Land Restoration Symposium
United States Department of Agriculture Proceedings: Forest Service Intermountain Wildland Shrub and Research Station General Technical Report INT-GTR-315 Arid Land Restoration April 1995 Symposium SHRUB RESEARCH CONSORTIUM USDA Forest Service, Intermountain Research Station, Shrub Sciences Laboratory*, Provo, Utah, E. Durant McArthur (Chairman); Brigham Young University*, Provo, Utah, Daniel J. Fairbanks; USDA Agricultural Research Service, Renewable Resource Center*, Reno, Nevada, James A. Young; Utah State University*, Logan, Frederick D. Provenza; State of Utah, Department of Natural Resources, Division of Wildlife Resources*, Salt Lake City, David K. Mann; University of California, Los Angeles, Philip W. Rundel; Colorado State University, Fort Collins, William K. Lauenroth; University of Idaho, Moscow, Steven J. Brunsfeld; University of Montana, Missoula, Don Bedunah; Montana State University, Bozeman, Carl L. Wambolt; University of Nevada-Reno, Paul T. Tueller; University of Nevada, Las Vegas, Stanley D. Smith; Oregon State University, Corvallis, Lee E. Eddleman; New Mexico State University, Las Cruces, Kelly W. Allred; Texas A & M System, Texas Agricultural Experiment Station, San Angelo, Darrell N. Ueckert; Texas Tech University, Lubbock, Ronald E. Sosebee; USDA Agricultural Research Service, High Plains Grassland Research Station, Cheyenne, D. Terrance Booth; USDA Agricultural Research Service, Jornada Experimental Range, Las Cruces, New Mexico, Jerry R. Barrow; USDA Forest Service, Intermountain Research Station, Renewable Resource Center, Reno, Nevada, Robin J. Tausch; University of Utah, Salt Lake City, James R. Ehleringer; Weber State University, Ogden, Utah, Cyrus M. McKell; Washington State University, Pullman, Benjamin A. Zanora; University of Wyoming, Laramie, Rollin H. Abernethy; Battelle Pacific Northwest Laboratories, Richland, Washington, Steven O. Link; E G & G Energy Measurements, Inc., Las Vegas, Nevada, W.