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: Improve public perceptions of horticulture Increase number of horticulture students in 2-year and 4-year college and university programs ◦ Develop tactics to ensure that horticulture is part of the national education curriculum ◦ Increase youth
William Brown, Department of Biology, Kutztown University of Pennsylvania, Kutztown, PA 19530 This study was conducted to examine the effect of three iron chelates (iron EDTA, iron EDDHA, and iron DTPA) and iron sulfate, on the development of micronutrient
production practices at Murray State University for growing chrysanthemums. Designing a Memorial Garden for the Riley Child Development Center Emphasizing Education Susannah Horton*, and Mary T. Haque, Department of Horticulture, Clemson University
be a contributor to bone health. A nutrition program, including a bone health curriculum, reduced the risk factors related to osteoporosis ( Cheong et al., 2003 ). Cankurtaran et al. (2005) reported that low educational attainment is a risk factor
have the potential to deplete the initial P concentration in the substrate and may begin reallocating P from older plant tissues, leading to the development of deficiency symptoms on the lower leaves ( Mengel et al., 2001 ). Deficiency symptoms
development company with private residential golf course communities in the Carolinas, to design a botanical garden for the Cliffs at Mountain Park in Travelers Rest, SC. The garden will be open to the public as a place of recreation and education for the
groups while for the others this is their first time in a group session, providing not only education but also a chance for socialization. The group meets twice a month with each session lasting for 2 hours. The curriculum being used was developed by
, and inclusion of a required internship experience. An additional change to the curriculum was development of a “Career and Professional Development” course, now a core course and prerequisite for the internship experience. The objectives of the course
Growing, and Plant Breeding. Such courses continued in the curriculum and focused research and extension efforts on these commodities and disciplines. Today, the Department of Horticultural Science is well-known for established, rich traditions in plant
community ( Anderson and Feder, 2004 ; Stewart et al., 2014 ). The standardized T&V curriculum largely fails to take into consideration that farmers continuously learn independently, solve problems, and identify new ones ( Leeuwis, 2004a ). Given the