You are looking at 1 - 10 of 47 items for
- Author or Editor: Ellen T. Paparozzi x
As a floriculturist, when I first decided to grow strawberries (Fragaria ×ananassa) in the greenhouse, I thought it would be a snap. After all, I could practice what I preach to my classes in that I would use all the sustainable growing tricks from floriculture, create a production time line and it would be ready, set grow. However, moving a field-grown summer crop into a greenhouse as a winter crop was not the same as moving a winter greenhouse-grown crop outside for the summer. Not only were the plants typically grown in lush field soil, but also the fertilizer recommendations were not directly translatable (i.e., parts per million nitrogen). The pesticides used were not licensed for greenhouses and of course, there were no clues as to schedules of what to do when. Finally, there were the mystery problems that occurred. With high gas prices and the interest in local food production, it seems probable that over the next 5 to 10 years, more and more fruit, vegetables and even nut plants will be moved into greenhouse and high tunnel production. The purpose of this article is to identify the kinds of information needed to make a “smooth” transition from field to greenhouse for alternative crops, like strawberries, grown during nontraditional seasons.
To start such a topic as this, one could turn to a dictionary to define “networking.” Personally, I like to refer to the comics—in this instance the comic strip “Nancy”. The first frame finds Nancy, in class, turned around in her seat earnestly talking to another young colleague. In the next frame Nancy has turned in response to the teacher asking her if she was talking. Nancy replies, “Talking? No Ma'am, I'm not talking. I'm establishing contacts and exchanging information with my peers.” The middle frame shows Nancy grumbling, “OK, whatever you say… ” and the final frame of the comic shows Nancy, at her desk, busily writing “I will not network in class, I will not network in class, I will not network in class.” Yes, some of the terms may have changed, but the point is still why network or, more specifically, why join a formal network or a group that networks?
Fertilizer particularly nitrogen is part of the concern about groundwater contamination. Many floricultural and ornamental plants do not need the high rates of nitrogen that are typically recommended. However, whenever one alters the quantity of a given nutrient the overall nutrient balance, as well as other physiological processes, changes. A brief overview of our research on poinsettias, roses, and chrysanthemums will be presented. Suggested ratios, critical S levels and nutrient problems associated with incorrect balances will be shared. Limitations due to statistical methods and the impact nutrient balance has on certain plant processes such as flowering and coloring and thus, consumer acceptance will be summarized. Future plans in this area may focus on the need for new statistical techniques, nutrient acquisition by roots and consumer perceptions of plant quality.
In order to understand the effects of reduced nitrogen and sulfur on overall poinsettia plant growth and development, experiments were run to determine the relationship, if any, between nitrogen and sulfur applied and other macroand micronutrients. Cuttings of `Freedom Red' (Euphorbia pulcherrima Willd. ex Klotzsch) were grown vegetatively in a peat:perlite:vermiculite mix during the fall and spring. Three levels of sulfur (0, 12.5, 25 ppm) were applied in combination with four levels of nitrogen (50, 100, 200, 275 ppm). The experimental design was a randomized complete block. Leaf samples were analyzed using LECO for nitrogen and ICP-ES for sulfur. X-ray fluorescence was used to determine trends in the nutrient concentration of other macronutrients and micronutrients. Nutrient analyses indicated that all nutrients were present in sufficient quantities. Leaf concentrations of nitrogen, sulfur, potassium, and copper were distinctly higher in spring and fall, while phosphorus, calcium, magnesium, and iron concentrations were higher in fall. The typically subtle effects of sulfur were most obvious in magnesium and calcium leaf concentrations. Phosphorus and calcium concentrations increased at lower levels of applied nitrogen. Concentrations of boron, copper, and manganese also increased strikingly at lower levels of applied nitrogen. Apparently when levels of nitrogen less than 200 ppm are applied, micronutrient uptake increases, suggesting the potential of either luxury consumption or possible toxic effects if too little nitrogen is supplied.
Chat rooms and their use in everyday life are becoming increasingly common, and the technology may be a useful tool to link students with experts of a given subject material and each other. In our shared course Plant Nutrition and Nutrient Management, we experimented with using a chat room to link students with experts in the field of plant nutrition. Our main goal was to enhance the learning experience of the students by providing them with access to national and international plant nutrition researchers. Web CT was used to create and conduct the chat rooms and a chat etiquette evolved to prevent crosstalk and control the flow of the discussions. Positive outcomes of the chat room use included exposure of students to the technology and beneficial interaction between students and experts. Negative aspects of chat room use included the time involved to coordinate the overall effort and train experts to use the technology; the slow pace of some chats; effective grading; and the superficial coverage of some topics. We are developing modifications for future sessions to allow subjects to be explored in more depth and to improve networking between students and experts.
A model for the creation of shared synchronous courses between universities has been developed based on our experiences during the development and delivery of an upper-level undergraduate/graduate course in Plant Nutrition and Nutrient Management offered by Kansas State Univ. and the Univ. of Nebraska–Lincoln. The course was conducted during the Spring 1999 semester using two-way compressed video so that instructors and students at both sites could see and hear each other in live time. Our model is set up as a flow-chart and currently has 10 steps that include areas such as “Identifying the Need,” “University Must-Do's,” “Distance Class Technology Requirements,” and “Advertising the Course.” Each step details procedures to follow, offers ideas and suggestions, and includes examples taken from our course. Also included is information about web site development and chat room use. The model is easily adapted for use with distance technologies similar to two-way compressed video such as Internet 2. An electronic version of the model can be accessed at http://www.oznet.ksu.edu/dp_hfrr/Floriculture.