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  • Author or Editor: James E. Arnold x
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Abstract

Methazole [2-(3,4-dichlorophenyl)-4-methy1-1,2,4-oxadiazolidine-3,5-dione] napropamide [2-(α-naphthoxy)-N,N-diethylpropionamide], oryzalin [3,5-dinitro-N4 ,N4 -dipropyl-sulfanilamide], oxadiazon [2-tert-butyl-4-(2,4-dichloro-5-isopropoxyphenyl)-∆2-l,3,4-oxadiazolin-5-one], and simazine [2-chloro-4,6-bis(ethylamino)-s-triazine] each at 4.5 kg/ha were applied preemergence on June 17, 1976 in a nursery of 6-month-old seedlings of peach [Prunus persica (l.) Batsch cv. Nemaguard]. Though simazine and oryzalin provided better weed control, oxadiazon increased seedling height and trunk diameter from 25 to 89 days after application. All treatments impeded bark adhesion (slippage) 25 days after application but not after either 56 or 89 days. No phytotoxicity was observed from any treatment.

Open Access

Abstract

Melfluidide [N-{2,4-dimethyl–5-[[(trifluoromethyl)sulfonyl]amino]phenyl} acetamide] applied at 0, 0.9, 1.9, 3.7, 5.6 and 7.5g/liter to 2nd leaf peach [Prunus persica (L.) Batsch cv. June Gold] on June 14,1976 induced a dwarfing effect on tree height 70 days following treatment which was maintained for the duration of the experiment (471 days). The number of lateral branches increased as early as 100 days after treatment. Lateral branch length was less than that of the check trees. Mefluidide reduced trunk diameter growth over the control. The lowest rate of mefluidide produced slight phytotoxicity but increasing rates caused severe defoliation and other types of phytotoxicity including tree mortality.

Open Access

An interdisciplinary team of Clemson Univ. faculty, graduate students, and undergraduate students partnered with the South Carolina Botanical Garden staff and children from the “Sprouting Wings” after-school garden program to plan and design a 2.5-acre Children's Garden. Imaginative and educational, the plans call for a series of outdoor theme gardens. Proposals for 13 theme gardens include a “Dinosaur Dig”, a “Food for Thought Garden”, a “Hide-and-Seek Garden”, a “Terraced Sitting Garden”, an “Ethnobotany Garden”, a “Wonders of Water Garden”, a “Learning from Nature Outdoor Classroom”, a “Carolina Fence Garden”, a “Cottage Garden”, a “Bold View Butterfly Garden”, a “Woodland Wonderland”, a “Playful Plaza Garden,” and an “Arbored Entrance and Exit Garden.” Project methodology included research, case studies, site analysis, program development, preliminary plans, master plan, and individual garden designs with plan views, elevation drawings, detail drawings, and plant lists. Using an experiential learning pedagogy, a design class of 15 students contributed an estimated 2,000 hours of work while learning about landscape design. Results included 30 drawing boards depicting research, analysis, and design proposals, which were presented to the South Carolina Botanical Garden Staff for approval in Fall 2003. Note: This material is based upon work supported by the cooperative State Research, Education, and Extension service, U.S. Dept. of Agriculture, under Agreement No. 2002-38411-122122. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the view of the U.S. Dept. of Agriculture.

Free access