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  • Author or Editor: L. Wagner x
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Historically, calendar date has been used to determine when cuttings are collected for rooting. However, year-to-year variations in climate limits the usefulness of using calendar date. More recently, rooting of stem cuttings has been associated with chilling accumulation. In the winter, daily temperatures in northern New Mexico can fluctuate from below freezing to well above freezing. Eight chilling accumulation models and calendar date were tested to determine the best predictor of rooting of white fir. The chilling accumulation models ranged from those based on number of hours at low temperatures to weighted models that calculated chilling unit accumulation and loss. In addition, temperature data based on 3-, 6-, 12-, and 24-hour averages were used. Most of the models were better than calendar date in predicting rooting. The best model was a weighted model that accumulated chilling from -5 to 10C with loss of chilling >15C and less than -10C. Other models that performed well included models that accumulated chilling from 0 to 7.2C, 0 to 15C, or -3.5 to 10C. On the average, the data based on 12-hour means was the best for modeling chilling accumulation to predict rooting.

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The term Ethnobotany describes the study of people's relationships to plants as foods, fibers, medicines, dyes, and tools throughout the ages. Using the student active technique of experiential learning, undergraduate students enrolled in landscape design and implementation classes at Clemson University planned and installed an Ethnobotany garden in partnership with the South Carolina Botanical Garden (SCBG) staff, volunteers, and Sprouting Wings children. Sprouting Wings is an after-school gardening and nature exploration program for under-served elementary school students. College students and faculty working on this service-learning project contributed over 1,000 hours to their community while learning more about both the art and the science of landscape design and implementation. Students enrolled in the landscape Implementation class were surveyed to evaluate their perceptions on a variety of possible learning outcomes for this class. Students indicated that their service learning experience with the Ethnobotany project allowed them to acquire and practice new skills, broadened their understanding of the surrounding community, increased their ability to work in real world situations, introduced new career possibilities, gave students a better understanding of their course work, increased their ability to work on a team, increased their knowledge of environmental sustainability, and allowed them to discover or develop leadership capabilities. In a survey question regarding preference for service learning rather than traditional classes, the majority of students prefer the service learning pedagogy. In addition, most students reported a high degree of initiative for this project in their reflections.

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