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plant identification course formats, the Landscape Plants I and II courses (HORT 374 and HORT 375, respectively) at Kansas State University (Manhattan) consist of two 50-min lectures and one 2-h laboratory each week. In the lecture component, students

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Plant ID courses are a significant component of undergraduate horticulture program curricula. Students are introduced to numerous plant species in these courses, often through instructor-guided walks around campus during the laboratory (lab

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86 WORKSHOP 1 (Abstr. 153–157) Novel Laboratory Exercises in Plant Tissue Culture

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sessions (each 50 min long) and one weekly laboratory session (115 min long). Laboratory sessions emphasize 14 major plant families, representing the subclasses developed by Cronquist ( Walters and Keil, 1996 ). Families include the Nymphaeaceae, Rosaceae

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86 WORKSHOP 1 (Abstr. 153–157) Novel Laboratory Exercises in Plant Tissue Culture

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primary, endogenous, physiological dormancy ( Baskin and Baskin, 1998 ). Therefore, the purpose of this manuscript is to describe an easily performed laboratory experiment suitable for undergraduate courses (both on campus and for distance learning), which

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develop a laboratory method to identify the rain-related incidence of splitting in cultivated blueberries. We suggest that this method will allow blueberry breeders to evaluate new potential blueberry cultivars for splitting tendencies that meet a long

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taught at Iowa State University (Ames, IA, USA)—HORT 240: Landscape Trees, Shrubs, and Woody Vines for Landscaping and HORT 330: Herbaceous Annuals and Perennials. High-quality teaching materials are used in both courses for lectures, laboratories, and

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Foundation. The authors would like to thank Stephanie Larsen and Andreana Lau for their assistance with this research and David A. Nickle, USDA Systematic Entomology Laboratory, Beltsville, Md., for the identification of thrips species used in this project

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. In addition to educating students about biotechnology, laboratory exercises in biotechnology techniques provide students with problem solving, inquiry-based, hands-on experiences that build confidence, demystify the subject, and make biotechnology

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