Cultivating Cultural Learning in School Gardens
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Traditional African Vegetables: Directory of Research and Development Specialists
Neglected leafy green vegetables in Africa. Vol. 1. TraditionalTraditional AfricanAfrican Vegetables:Vegetables: DirectoryDirectory ofof ResearchResearch andand DevelopmentDevelopment SpecialistsSpecialists H. de Koeijer (compiler), J.A. Chweya and A.F. Attere netic t Ge Res lan ou P rc al e n s o I ti n a s t n i r t u e t t e n I IPGRI IPGRI is an institute of the Consultative Group on International Agricultural Research (CGIAR) Neglected leafy green vegetables in Africa. Vol. 1. TraditionalTraditional AfricanAfrican Vegetables:Vegetables: DirectoryDirectory ofof ResearchResearch andand DevelopmentDevelopment SpecialistsSpecialists H. de Koeijer (compiler), J.A. Chweya and A.F. Attere t Genetic Re lan so P ur al ce n s o I ti n a s t n i r t u e t t e n I IPGRI ii Traditional African Vegetable Workers Directory The International Plant Genetic Resources Institute (IPGRI) is an autonomous international scien- tific organization, supported by the Consultative Group on International Agricultural Research (CGIAR). IPGRIs mandate is to advance the conservation and use of plant genetic resources for the benefit of present and future generations. IPGRIs headquarters is based in Rome, Italy, with offices in another 14 countries worldwide. It operates through three programmes: (1) the Plant Genetic Resources Programme, (2) the CGIAR Genetic Resources Support Programme, and (3) the Interna- tional Network for the Improvement of Banana and Plantain (INIBAP). The international status of IPGRI is conferred under an Establishment Agreement which, by January 1998, had been signed and ratified by the Governments of Algeria, Australia, Belgium, Benin, Bolivia, Brazil, Burkina Faso, Cameroon, Chile, China, Congo, Costa Rica, Côte dIvoire, Cyprus, Czech Republic, Denmark, Ecuador, Egypt, Greece, Guinea, Hungary, India, Indonesia, Iran, Israel, Italy, Jordan, Kenya, Malaysia, Mauritania, Morocco, Pakistan, Panama, Peru, Poland, Portugal, Romania, Russia, Senegal, Slovak Republic, Sudan, Switzerland, Syria, Tunisia, Turkey, Uganda and Ukraine. -
Peek-A-Boo Flower Pot 5 Newspaper Garden Pots SM WHAT’S GROWING on AGRICULTURE in the CLASSROOM • SPRING 2021 / VOLUME NO
THIS ISSUE 2-3 Garden Spotlights 4 Peek-A-Boo Flower Pot 5 Newspaper Garden Pots SM WHAT’S GROWING ON AGRICULTURE IN THE CLASSROOM • SPRING 2021 / VOLUME NO. 1 Seed, sprout and grow! ardening is an enjoyable activity for all ages, but especially Gfor children, it’s an opportunity to learn and grow while getting their hands dirty. In gardens, students are given a space to reconnect with the world School gardens encourage students to take an interest in where their food comes from, learn the around them and learn importance of a healthy diet and develop learning skills while getting their hands dirty. important lessons about agricultural systems. By children to take pride are assisted by heavy advantages. growing their own fruits in their work, and farming equipment and Because gardens are and vegetables, students garden-based learning advanced technology, much smaller than farms, can discover where their has been shown to most gardening work gardeners can plant food comes from, how positively impact is done by hand and is whatever they want in it’s produced and how it students’ behavioral and labor-intensive. Seeds their plots, while most provides nourishment. educational development. typically are planted farms are limited in the Students also can As students continue individually in small number of commodities learn the importance to learn in the field, quantities in gardening they can efficiently of a healthy diet by they’ll also discover the plots. By contrast, produce. With less land growing their own differences between farmers use drills and to manage, gardeners food. -
Checklist of the Vascular Plants of Redwood National Park
Humboldt State University Digital Commons @ Humboldt State University Botanical Studies Open Educational Resources and Data 9-17-2018 Checklist of the Vascular Plants of Redwood National Park James P. Smith Jr Humboldt State University, [email protected] Follow this and additional works at: https://digitalcommons.humboldt.edu/botany_jps Part of the Botany Commons Recommended Citation Smith, James P. Jr, "Checklist of the Vascular Plants of Redwood National Park" (2018). Botanical Studies. 85. https://digitalcommons.humboldt.edu/botany_jps/85 This Flora of Northwest California-Checklists of Local Sites is brought to you for free and open access by the Open Educational Resources and Data at Digital Commons @ Humboldt State University. It has been accepted for inclusion in Botanical Studies by an authorized administrator of Digital Commons @ Humboldt State University. For more information, please contact [email protected]. A CHECKLIST OF THE VASCULAR PLANTS OF THE REDWOOD NATIONAL & STATE PARKS James P. Smith, Jr. Professor Emeritus of Botany Department of Biological Sciences Humboldt State Univerity Arcata, California 14 September 2018 The Redwood National and State Parks are located in Del Norte and Humboldt counties in coastal northwestern California. The national park was F E R N S established in 1968. In 1994, a cooperative agreement with the California Department of Parks and Recreation added Del Norte Coast, Prairie Creek, Athyriaceae – Lady Fern Family and Jedediah Smith Redwoods state parks to form a single administrative Athyrium filix-femina var. cyclosporum • northwestern lady fern unit. Together they comprise about 133,000 acres (540 km2), including 37 miles of coast line. Almost half of the remaining old growth redwood forests Blechnaceae – Deer Fern Family are protected in these four parks. -
What to Do: a School Garden Calendar
month by month reminders and suggestions what to do: A School Garden Calendar The purpose of this calendar is to provide a Gardening: guide to help you manage and maintain your Early September is your last chance to plant school garden. It is divided into administrative, cool season crops such as kale, spinach, community-based, curriculum-based and radishes, lettuce, mustard and asian greens, gardening tasks. and cover crops. You can replace finished summer plants with these crops. Start saving seeds for next year. september Administrative: Schedule Garden Council meetings for the year (consider assigning classes to beds). Create calendar (e.g. Google Calendar) to determine who will be assigned which garden chore and when. Capture garden observations in your record keeping system: What grew well? What didn’t? Community-based: Schedule and plan a harvest festival for the fall and invite the community. Curriculum-based: The fruit/seed stage of the lifecycle in its prime state. Plant seeds and pull weeds to explore the just so you know different plant parts. Have students identify the plant parts of many plants in the garden Seed saving is an ancient practice where to see a diversity of roots, stems, and leaves. farmers and gardeners choose the best of Assign different gardening tasks to students their crops to save seed for the next growing to show how working together is beneficial season. This makes a great in-garden activity, to achieving school garden tasks. as well as a history or math lesson! Some Have students create their own journals to seeds, like peppers can be dried right on the use in the garden to keep track of what they plant. -
'Pushing the Week' an Ethnography on The
‘PUSHING THE WEEK’ AN ETHNOGRAPHY ON THE DYNAMICS OF IMPROVING LIFE IN KIBERA: THE INTERPLAY OF INTERNAL AND EXTERNAL INFLUENCES THESIS MSC DEVELOPMENT AND RURAL INNOVATION WAGENINGEN UNIVERSITY AND RESEARCH CENTRE THE NETHERLANDS KEYWORDS SLUM, NGO’S, UPGRADING, GRASSROOTS, UPWARD MOBILITY, IMPROVEMENT, AGENCY, INFORMALITY, TRIBALISM, SPATIALITY, ETHNOGRAPHY STUDENT EVA VAN IWAARDEN STUDENT NUMBER 870712-383060 [email protected] SUPERVISOR DR. B.J. JANSEN SOCIOLOGY OF DEVELOPMENT AND CHANGE [email protected] ABSTRACT The title of this research starts with ‘pushing the week’. This is the translation of the most eaten vegetable in Kenya and Kibera, a kale by the name of ‘sukuma wiki’ in Swahili. As this research progressed and life in Kibera was examined more closely, it seems that language around life and living in Kibera can be seen closely related to the name of this vegetable that is eaten almost every day. ‘We are just pushing ahead in life, another week, lets see where it takes us’. No matter what is written down about life in Kibera, another week starts, and another one, and another one… This research examines how women living in Kibera perceive improvement of life in Kibera. This topic is very dynamic, broad and has many ways in which it can be approached. It is impossible to merely ask some questions and draw conclusions about a space so dynamic and a population in all its diversity. As most slums worldwide, Kibera is a popular place for organisations to lend a helping hand, where community initiatives are plenty and where slum upgrading programs are implemented. -
Growing a Modern VICTORY GARDEN Everyone Is Looking for Ways They Can Help During the Current COVID-19 Outbreak
Cornell Cooperative Extension April 2020 of Jefferson County Growing a Modern VICTORY GARDEN Everyone is looking for ways they can help during the current COVID-19 outbreak. Planting a garden can be one way for your family to get healthy, fresh vegetables, save money, potentially help others through food donations, get exercise, and relieve stress. Consider these historic facts on Victory Gardens: • World War I: In 1917 home gardeners mobilized and the first Victory Gardens were planted. In 1918, more than 5.2 million gardens were INSIDE THIS GUIDE cultivated. Page 2. No Room for a Garden? Never Fear, Container Gardens are • World War II: In 1944, an estimated 20 million Victory Gardens Here! produced 8 million tons of food. This was 40% of all the fruits and Page 4. Traditional Vegetable Gardens, i.e. Gardening in the vegetables consumed in the U.S. Earth The current COVID-19 situation Page 5. Cool and Warm Season has sparked renewed interest in Vegetables- AKA, When Can I plant? food gardening. Many people are considering vegetable Page 8. Vegetable Transplants gardens as a way to increase Page 9. Everybody Loves Tomatoes! personal food security. This Page 11. Backyard Fruit Production- spring will see first time Some Things to Consider gardens, expansion of current Page 13. Fruits and Nuts You Can Grow in Northern New York gardens, and the re-start of long Page 14. Water, Weeds and Woes dormant food gardens. Page 15. Resources For those current and past Attachment: Cornell Recommended gardeners I don’t expect this information will tell you more than you Vegetable Varieties for New already know, although you may pick up some new tips. -
Growing a School Garden by Holly Tilton Byrne and Laura Marsh, Dakota Rural Action
HOW TO START A SCHOOL GARDEN Factsheet #2|2016 || For More Information: DRA Main Office 910 4th Street, Suite A PO Box 549 Brookings, SD 57006 605.697.5204 [email protected] Rapid City Office 518 6th Street, Suite 6 Rapid City, SD 57701 605.716.2200 Dakota Rural Action is a grassroots, family agriculture and conservation group that organizes South Dakotans to protect our family farmers and ranchers, natural resources and unique way of life. HARVEST AT ST. FRANCIS INDIAN SCHOOL, GOODTHINKING 4 ALL OUR RELATIONS SUCCESS STORIES Growing a School Garden By Holly Tilton Byrne and Laura Marsh, Dakota Rural Action Why Start a Garden? surveyed the state’s Food Service Directors about their Farm to School activities. In 2016, “School gardens are a growing initiative to 18% of 125 reporting districts have a school Dream big, but identify manageable, help children understand where their food garden. According to the USDA, more than incremental pieces that will build support for comes from and how their food choices 7,000 schools nationwide have a garden.2 your garden from other teachers and the impact their bodies, the environment, and community. Ideally, begin planning in the fall their communities at large.”1 Steps for Success: Planning Ahead! or winter so that when spring arrives you are ready to implement your plan. School gardens are a versatile, invaluable tool Before the actual garden work begins, it is that can be incorporated into any classroom important to plan to ensure the longevity and for any age and come in all shapes and sizes – effectiveness of the project. -
Friends of Burlington Gardens School Community Garden 2011 Mini-Grant Program Evaluation Report
Friends of Burlington Gardens School Community Garden 2011 Mini-grant Program Evaluation Report Prepared by: Michele Cranwell Schmidt, MPA Center for Rural Studies, University of Vermont Jessica Hyman, Jim Flint, and Nina McDonnell Friends of Burlington Gardens Nancy Hulett UVM Master Gardener Program Acknowledgments Grant Title: Food Production Education Vermont Sponsor: National Institute of Food and Agriculture, United States Department of Agriculture Grant Recipient: Vermont Community Foundation Co-Recipient: Friends of Burlington Gardens Project Directors: Christopher Kaufman-Ilstrup, Vermont Community Foundation Jim Flint, Friends of Burlington Gardens Jessica Hyman, Friends of Burlington Gardens Project Partner: Nancy Hulett, UVM Extension Master Gardener Program Project Evaluator: Michelle Schmidt, UVM Center for Rural Studies Financial Administrator: Debbie Rooney, Vermont Community Foundation Grant Support: Senator Bernie Sanders Huck Gutman, Chief of Staff Jenny Nelson, Ag Policy Advisor and Rural Development Specialist Mini-grant Review Committee: Nancy Hulett Nina McDonnell Jennifer McGowan Kim Potter Will Workman Mini-grant Coordinators: Margaret Barrand, Guilford Central School Jerry Leonard, Lyndon Institute Marianne Barthel, Bradford Elementary School Mary Lou Massucco, Bellows Falls Middle School Lisa Birchmore, Fair Haven Union High School Joanna May, Richmond Elementary & Camel's Hump Josee Brandstetter, North Country Union Junior High School Middle School Dale Burnash, Orleans Central Supervisory Union Jaxon Morgan, -
Hope Photo Book.Pdf
// 1 Preface Hope - Images of Sustainable Rural Livelihoods in Uganda This book of images helps to mark a time of reflection for Iowa State University’s Center for Sustainable Rural Livelihoods. In 2014, the center is observing its tenth year of working with the people of the Kamuli District in rural Uganda and is assessing directions for the years that lie ahead. With its many partners, the center’s programs have worked with more than 1,200 families and impacted the lives of over 10,000 people. Over a decade, we have successfully worked together to address hunger and poverty through agriculture, education and service. We have seen dramatic improvements in food security, economic stability, nutrition, child welfare, safe water, health and sanitation and education. Every side of this multifaceted partnership has benefited: the families, schools and communities of the Kamuli District; our students and faculty; the students and faculty of Makerere University; and the many benefactors whose depth of caring and support has made the progress possible. There has been progress, too, in ways that may be more difficult to measure: hope for the future, pride in making a contribution, joy of learning something new and useful. We believe that story may best be told through the images in this book — the faces of the people, the lines of the landscape and the raising of crops, livestock and . hope. Wendy Wintersteen Endowed Dean College of Agriculture and Life Sciences Iowa State University // 3 Planting Seeds Since 2004, the Center for Sustainable Rural Livelihoods (CSRL) at Iowa State University has used the power of partnerships, relationships, and science to plant seeds in Africa … both literally and figuratively. -
Summary About the AEOL Project: EOL Background the Smithsonian
Summary about the AEOL project: EOL Background The Smithsonian Institution, in cooperation with other leading international institutions in the field of Biology and Natural History, has started the Encyclopedia of Life – EOL project. The EOL provides an open access documentation of the planet biodiversity heritage. The Encyclopedia of Life (EOL) is an ambitious, even audacious project to organize and make available via the Internet virtually all information about life present on Earth. At its heart lies a series of Web sites—one for each of the approximately 1.8 million known species—that provide the entry points to this vast array of knowledge. A single webpage for each species is created with links to back up material from the 100-300 million pages of literature on biodiversity that has been digitized by the Biodiversity Heritage Library as a part of EOL. The sites sparkle with text and images that are enticing to everyone, as well as providing deep links to specific data. The EOL dynamically synthesizes biodiversity knowledge about all known species, including their taxonomy, geographic distribution, collections, genetics, evolutionary history, morphology, behavior, ecological relationships, and importance for human well being, and distribute this information through the Internet. It serves as a primary resource for a wide audience that includes scientists, natural resource managers, conservationists, teachers, and students around the world. Details of the Project/Objectives: The Smithsonian Institution (SI), Headquartered in Washington DC, USA, on behalf of The Encyclopedia of Life (EOL) and the Biodiversity Heritage Library (BHL) has collaborated with The Bibliotheca Alexandrina (BA), Headquartered in Alexandria, Egypt on behalf of the Arab Biodiversity Committee (ABC) on the EOL project to promote global dissemination of knowledge about Biodiversity and to make this knowledge available in multiple languages so that it can reach the widest possible audience. -
United States Environmental Protection Agency Washington, D.C
UNITED STATES ENVIRONMENTAL PROTECTION AGENCY WASHINGTON, D.C. 20460 OFFICE OF CHEMICAL SAFETY AND POLLUTION PREVENTION MEMORANDUM DATE: March 1, 2013 SUBJECT: Crop Grouping – Part X: Analysis of the USDA IR-4 Petition to Amend the Crop Group Regulation 40 CFR § 180.41 (c) (25) and Commodity Definitions [40 CFR 180.1 (g)] Related to the Proposed Crop Group 23 Tropical and Subtropical Fruit – Edible Peel. PC Code: NA DP Barcode: NA Decision No.: NA Registration No.: NA Petition No.: NA Regulatory Action: Crop Grouping Regulation Risk Assessment Type: None Case No.: NA TXR No.: NA CAS No.: NA MRID No.: 482971-01 40 CFR: 180.41 (c) (25) and 180.1 (g) FROM: Bernard A. Schneider, Ph.D., Senior Plant Physiologist Chemistry and Exposure Branch Health Effects Division (7509P) THROUGH: Donna Davis and Donald Wilbur, Ph.D., Chairpersons HED Chemistry Science Advisory Council (ChemSAC) Health Effects Division (7509P) TO: Barbara Madden, Minor Use Officer Risk Integration, Minor Use, and Emergency Response Branch (RIMUERB) Registration Division (7505P) cc: IR-4 Project, Bill Barney, Jerry Baron, Dan Kunkel, Debbie Carpenter, Van Starner 2 ACTION REQUESTED: William P. Barney, Crop Grouping Project Coordinator, and Kathryn Homa, Assistant Coordinator, USDA Interregional Research Project No. 4 (IR-4), State Agricultural Experiment Station, Rutgers University has submitted a petition (November 16, 2010) on behalf of the IR-4 Project, and the Tropical Fruits Workgroup of the International Crop Grouping Consulting Committee (ICGCC) to establish a new Crop Group (40 CFR § 180.41) Crop Group 23, Tropical and Subtropical Fruit – Edible Peel Group, and propose addition of Commodity Definitions 40 CFR 180.1 (g). -
Vascular Plants of Santa Cruz County, California
ANNOTATED CHECKLIST of the VASCULAR PLANTS of SANTA CRUZ COUNTY, CALIFORNIA SECOND EDITION Dylan Neubauer Artwork by Tim Hyland & Maps by Ben Pease CALIFORNIA NATIVE PLANT SOCIETY, SANTA CRUZ COUNTY CHAPTER Copyright © 2013 by Dylan Neubauer All rights reserved. No part of this publication may be reproduced without written permission from the author. Design & Production by Dylan Neubauer Artwork by Tim Hyland Maps by Ben Pease, Pease Press Cartography (peasepress.com) Cover photos (Eschscholzia californica & Big Willow Gulch, Swanton) by Dylan Neubauer California Native Plant Society Santa Cruz County Chapter P.O. Box 1622 Santa Cruz, CA 95061 To order, please go to www.cruzcps.org For other correspondence, write to Dylan Neubauer [email protected] ISBN: 978-0-615-85493-9 Printed on recycled paper by Community Printers, Santa Cruz, CA For Tim Forsell, who appreciates the tiny ones ... Nobody sees a flower, really— it is so small— we haven’t time, and to see takes time, like to have a friend takes time. —GEORGIA O’KEEFFE CONTENTS ~ u Acknowledgments / 1 u Santa Cruz County Map / 2–3 u Introduction / 4 u Checklist Conventions / 8 u Floristic Regions Map / 12 u Checklist Format, Checklist Symbols, & Region Codes / 13 u Checklist Lycophytes / 14 Ferns / 14 Gymnosperms / 15 Nymphaeales / 16 Magnoliids / 16 Ceratophyllales / 16 Eudicots / 16 Monocots / 61 u Appendices 1. Listed Taxa / 76 2. Endemic Taxa / 78 3. Taxa Extirpated in County / 79 4. Taxa Not Currently Recognized / 80 5. Undescribed Taxa / 82 6. Most Invasive Non-native Taxa / 83 7. Rejected Taxa / 84 8. Notes / 86 u References / 152 u Index to Families & Genera / 154 u Floristic Regions Map with USGS Quad Overlay / 166 “True science teaches, above all, to doubt and be ignorant.” —MIGUEL DE UNAMUNO 1 ~ACKNOWLEDGMENTS ~ ANY THANKS TO THE GENEROUS DONORS without whom this publication would not M have been possible—and to the numerous individuals, organizations, insti- tutions, and agencies that so willingly gave of their time and expertise.