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Gregory L. Davis

Landscape design courses typically include real-life projects in which students integrate design principles and selection of plants and materials. Such projects also allow students to sharpen their graphical and interpersonal communication skills; they draw plans to satisfy a client. For one project in our course, students do all of that work plus contribute to the off-campus community via the Habitat for Humanity program. Students gain not only the traditional experience of designing a residential landscape on a strict budget but also the experience of competing to create the plan to be chosen by a committee of decisionmakers. The students gain further practical hands-on experience because they install the landscape. This type of community service project allows horticulture students to earn the satisfaction of seeing a site evolve from an empty lot to a finished landscape, knowing they are enhancing a homeowner' s and the community's environment.

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Edward F. Gilman and Gregory L. Davis

Horticulturists can access an extensive library of data, text, photographs, line drawings, and landscape designs from CD-ROM. In tests conducted in Florida, classroom students successfully accessed this library in a computer lab to study plant identification. This made it unnecessary to duplicate slides for student self-learning. It also builds confidence in students' ability to use computers. The Cooperative Extension Service and Divisions of Forestry in the southern states also have enjoyed access to this technology. Customers of their services have been pleased with the quick access to reliable information. Most are pleased with the information received over the telephone or during their visit to the office. Information generated by the computer programs on CD-ROM has been faxed, mailed. or hand-delivered to customers. Cooperative Extension employees and Master Gardeners are pleased with the quick, easy access to information. Many report that the programs have replaced the need to page through a large number of books to gain access to plant information. This saves time and gives employees a renewed sense of pride in their work.

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Kathleen C. Ruppert and Gregory L. Davis

In his State of the Union Address (1990), President Bush proposed planting a billion trees annually for the next 10 years. Organizations such as Global ReLeaf are planning to plant 400 to 600 million trees by the year 2000. A review of science education periodicals and general information available on tree planting and care reveal little directed to children. Science education tends to focus on the nature, not the handling of trees, and where planting ideas are suggested, they tend to be about growing trees from seed. To determine the level of landscape tree care knowledge of 4th–6th graders, a questionnaire addressing how trees grow, site and tree selection, proper planting, and other areas was administered by 4-H agents and Univ. of Florida students throughout the state during five camps, involving 211 children during the summer of 1995. The questionnaire was revised with additional topics such as irrigation and mulching added and administered during three 4-H camps involving 77 4th–6th graders. Answers to these questionnaires were used to develop materials targeted for this age group and their teachers.

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Jacob C. Domenghini, Dale J. Bremer, Jack D. Fry, and Gregory L. Davis

Municipalities often restrict irrigation of urban landscapes, causing plants to experience drought stress. Few data are available regarding drought resistance of non-turfgrass landscape species. This study evaluated the performance of one turfgrass (Poa pratensis L. ‘Apollo’) and eight herbaceous landscape species (Achillea millifolium L., Ajuga reptans L. ‘Bronze Beauty’, Liriope muscari Decne., Pachysandra terminalis Siebold and Zucc., Sedum album L., Thymus serpyllum L., Vinca major L., and Vinca minor L.) during a severe drydown and subsequent recovery. This greenhouse study was conducted in the spring/summer and again in the fall of 2010. S. album performed the best, averaging 254 days to decline to a drought rating of 1 (1 to 9 scale, 1 = dead/dormant and 9 = best quality). L. muscari and P. terminalis also performed well, averaging 86 days to a drought rating of 1. V. minor and V. major declined faster than the previous species, averaging 63 days. A. millifolium, A. reptans, P. pratensis, and T. serpyllum declined the fastest to a drought rating of 1 (mean 52 days). Thereafter, the only species to recover after 60 days of resuming irrigation were P. pratensis [46% pot cover (PC)], S. album (38% PC), and V. major (35% PC) in the spring/summer study; no species recovered during the fall study. Results indicate S. album, L. muscari, and P. terminalis are the most drought-resistant among the species evaluated in landscapes where severe drought may occur. V. minor and V. major are good selections in less severe droughts as is P. pratensis if periods of dormancy are acceptable.