text:
1976 A Publication of the Botanical Society of America, Inc. Volume
22 No. 2
students to plants through their relations with man. Jean
H. Langenheim and Kenneth V. Thimann 14 A
personal approach to the teaching of non-major botany courses. William A. Jensen 15
for non-science majors—the cultural approach. Richard
M. Klein 16 Re:
"On toadstool soup and legal aspects of marihuana" by Ernest Small. William
A. Emboden 17
Conferences, Courses 17 Progress
Report: Marine Flora and Fauna 18 Botanical
Potpourri 18 A
Memo to the Vice President for Academic Affairs 18 Professional
Opportunities 19 Book Reviews Geographical
Guide to Floras of the World. S. F. Blake & A. C. Atwood 19
to the Literature of Botany. B. D. Jackson 20 Flora
Japonica. C. P. Thunberg 20 Flora
Indica. W. Roxburgh and N. Wallich 20 Novae
Plantarum Species Praesertim Indiae Orientalis. A. G. Roth 20
Natural y Cronica de la Antigua California. M. del Barco 20
International Journal of Chronobiology. Volume 1. No. 1 21
Aims and Methods
of Vegetation Ecology. D. Mueller-Donibois & H. Ellenberg 21
New Plants
from Old: Pruning and Propagation for the Indoor Gardener. C. M. Evans 21
Physiology. R. G. S. Bidwell 21 Introduction to Plant Science—A
Humanistic and Ecological Approach. N.
H. Russell 21 Perspectives
of Biophysical Ecology. D. M. Gates and R. B. Schmerl (eds.) 22
Mechanism of Photosynthesis. C. P. Whittingha,n 22
How to
Know Western Australian Wildflowers, Parts I. II, III. W.
E. Blackall and B. J. Grieve 22Allelopathy.
Elroy L. Rice 23 Wildflowers of the Southeastern United States.
Wilbur H. Duncan and Leonard
E. Foote 23
Plant Propagation: Principles and Practices.
H. 7'. Hartmann and
D. E. Kester 23
R. G. Stanley and H. F. Linskens 23 Essentials
of Cell Biology. Robert D. Dyson 24 Root
Anatomy and Morphology, A Guide to the Literature. Robert H. Miller 24
Environments for Plant Research. R. J. Downs 24
H. Langenheim and Kenneth V. Thimann
University of California. Santa Cruz
have been stimulated to attempt a fresh approach to the teaching of introductory
plant science, partly under the prodding of thoughtful students who sensed
a need for a greater understanding of the interrelationships between plants
and their own lives, partly because we and some others have for a long time
felt that the students' interest in the fascination of plants was not sufficiently
aroused by the type of courses usually taught. It is also undeniable that
the plant sciences as actually practiced in the real world are largely concerned
with those plants that have been utilized by Man. A botany course should in
our view give the students not only a concept of the science itself but also
some insight into how the science is made use of.
the other hand, we felt unwilling to sacrifice solid content just to achieve
attractiveness and popular appeal, and therefore have worked out a course
which covers a good deal of fundamental science along with numerous examples
of application. Thus the course has become an introduction to the plant sciences
emphasizing the relation-ship of plants to human affairs. The level at which
it is given makes it suitable for biology majors, but comprehensible (at least
in large part) by upper division students whose interests lie in other subjects
than biology. Students majoring in art, literature, economics, anthropology
and environmental studies have all passed the course and some have done exceptionally
well, although the majority have indeed been biology majors. The course is
based on lectures but is heavily supplemented by demonstration of plants and
visual material presenting a global perspective, and by discussion groups.
We are fortunate also in our location, which enables the class to visit nurseries,
wineries, lumbering operations and the wholesale production and processing
of vegetables.
the course emphasizes the flowering plants because of their role in supplying
the varied needs of Man. From the beginning it is made clear that the origin
of our civilization rests upon the utilization of flowering plants to provide
food, clothing, shelter and to meet our aesthetic needs. Since we pay attention
to the evolutionary development of plants and their role in the composition
of ecosystems, students do make the acquaintance of the lower plants both
at the outset and later on in connection with genetics, fermentation, decomposition
in soils, systematics and plant diseases.
first part of the course deals with the long history of the evolution of plants
and the much shorter history of their relationships with Man. Indeed this
relationship has been mutual, since man has not only made use of the plants
but has modified them to fulfill his needs effectively. An associated major
group of topics is the emergence of agriculture in several parts of the world,
the growth of technology and its development into plant science. From there
we go directly into treatment of the functioning of the individual plant:
photosynthesis, respiration and carbohydrate metabolism, growth and its hormonal
control and the uptake of water and minerals. Next we discuss the diversification
of plants within populations, which involves genetics, then the organization
of this diversity into classification systems, and finally the study of ecological
processes and ecosystems, taking particular account of the role of soils.
second part of the course takes up the most important groups of plants and
their products, showing something of how these are synthesized and how they
are processed for human use. The cereals naturally come first, since they
provide the largest part of human energy and offer an outstanding example
of the outcome of selection and breeding over the centuries. Other plants
notable for their carbohydrate yields logically follow. Sugar plants lead
to a discussion of fermentation and thus of yeasts, fiber plants to treatment
of polysaccharides and cell walls as well as of textiles, and edible roots
and tubers to understanding the mechanisms of storage and conversion of reserves.
Fruits are discussed in relation to the wide diversity of re-production structures
and the physiology of ripening. Under wood we included both the development
of secondary tissues and the protection and utilization of forests.
topics concerned with nitrogen, the legumes naturally occupy first place.
together with protein production and the nitrogen cycle. There follows a discussion
of medicinal alkaloids and their role in history and of caffeine and its role
in beverages and hence in economic and social life. Under lipids we take up
the synthesis and utilization of fats and oils. Under terpenoids we consider
not only the biosynthesis but the importance of the terpenoid-producing plants
in providing perfumes, spices, resins and rubber. Historical, anthropological
and even biochemical approaches thus became a part of the broad interpretation
of the plant sciences, as indeed they should be.
course closes with a consideration of world problems of plant usage, including
food supply of the world and human nutrition, with special references to population
growth. We take up also the impact of plant diseases on these problems. Last
comes an examination of the preservation and modification of ecosystems, through
a historical perspective and the development of models for the optimal usage
of land.
an attempt has been made to draw together the many topics and, once a principle
has been introduced, to make use of it in other parts of the course. Thus
under the organization of diversity students are introduced to the major plant
families which are treated again (in varying detail) as their contributions
to Man's welfare are reviewed. Under genetics the roles of mutation, hybridization
and polyploidy frequently occur. The discussion of hormonal control at the
beginning reappears in treatments of seed germination, of differentiation,
and of the growth and maturation of fruit. Morphology and anatomy, which are
treated briefly in the early part, are supplemented in numerous parts of the
course dealing with relevant plants and their functions, such as water uptake,
transpiration, flowering, wood formation, root and stem modification, and
many other topics.
no suitable current text is available for the course, we have made use of
a lengthy reading list culled from numerous books and journals. This need
has provoked the authors to prepare a book specifically covering the broad
content of the course.
A. Jensen
University of California, Berkeley
the past 18 years I have been teaching a course known at the University of
California at Berkeley as Botany 10. This is a course that is specifically
designed for the non-major. Its aim is to introduce students who are not particularly
interested in science to botany. Through the years that I have been teaching
this course, I have tried a variety of approaches and introduced a number
of features, none of which I think are original or unique with me, but which
have resulted in what I like to tell myself is a successful course.
describing the way I teach Botany 10, I think the appropriate questions to
ask are why should there be a non-majors course and what are the educational
goals for such a course? With a large student population there exists a great
heterogeneity among the students both in terms of ability and interests. It
seems therefore only logical, where one can afford it, to have a separate
class for those students that are interested in learning some botany but to
whom it is clearly an optional endeavor rather than part of their major goals
in a university education. This brings up the second question as to what are
the goals of such a course. I feel they are to introduce students to the world
of plants in a way that they get some basic fundamental idea of the science
and some facts that they can use in their daily lives and leave the course
in a positive frame of mind. Many of these students have had disastrous brushes
with previous science courses where they were treated as second-class citizens.
therefore have set out to design a course which would be interesting to them,
that will not try to cover all the basic principles of botany or necessarily
touch on all the major plant groups, but which will give them something to
remember in a positive way from a biological science.
first using a standard lecture-laboratory format and later a lecture-demonstration
one, I finally decided to use the audio-tutorial approach to teaching this
group of students. I have used this method for some eight years and continue
to be delighted with the response of the students to it. The pattern I follow
is a rather traditional one in terms of AT education. The students are expected
to come to a room set up with 18 booths. The room is open some 30 hours a
week and there are usually some 250 students in the class. They schedule their
own time in the AT room and they must complete each week a unit consisting
of three parts. The average time taken to complete these three parts is approximately
34 hours. The booths contain a tape re-corder, the materials they need for
that unit, as well as a terrarium and a small pond in the form of a large
gallon jug. Each week a new plant is put in the booths with a small written
statement about it, and each week a number of cartoons with some biological
significance are also used. The student is expected to bring his textbook
and is given a series of handout materials to be used with the course. Also
in the traditional mode, there are materials at a center table that will not
fit into the booths and that are used to get the students out of the booths.
feature that I introduced a few years ago that appears to he working well
is to give the students at the beginning of each week a series of 12 questions,
four on each of the three parts of the unit. The next week the student is
quizzed on one of these 12 questions. The questions serve as a focal point
for the students listening to the tapes and are in effect a series of learning
objectives that are placed in a format that is extremely meaningful to a student,
namely a quiz question.
the quizzes are a major portion of the student's grade, it would seem logical
that each of the students would make sure that he knew all of the answers
to the questions. In fact, most do make this effort and I found that one of
the problems with the AT method was solved because of this. This problem relates
to the fact that once the students get into the booths they are loathe to
interrupt themselves or to be interrupted by an instructor. By having the
questions available and making them aware that the teaching assistants and
the professor are a fair game to get the answers from, I end up with a lot
more interaction between the students and the teaching assistants. The teaching
assistants are also told that they can help the student to find the answers,
but they are not simply to tell them the answers that they can memorize in
some rote fashion. This makes for an interesting interaction between the students
and the TA that has turned out to be on the whole highly successful. It would
also seem apparent that the grades would be high on the quizzes hut in fact
this is only partially true—much to my initial surprise. Even when given
the chance with enough work to achieve perfect scores on all the quizzes,
this rarely happens and the grade distribution is far more normal than one
would anticipate in such a situation.
students also meet one hour a week in a general assembly. This is to provide
them an overview for the week's work and for this I have designed a series
of multi-image lectures. I found that with the technology that was involved
in the AT methods, straight lectures on Monday, even if well done, did not
particularly appeal to the students. Neither did motion pictures, nor did
I have much luck with guest lecturers. I therefore decided that a fairly spectacular
approach was necessary for the assemblies and have designed the 3-screen multi-image
lectures. Three images are used side-by-side on a large screen. In our
Richard M. Klein, Editor
Department of Botany
University of Vermont
Burlington, VT. 05401
Editorial Board
Robert W. Long, University of South Florida
Donald Kaplan, University of California (Berkeley)
Beryl Simpson, Smithsonian Institution
June 1976 Volume Tewnty-two Number
Changes of Address: Notify the Treasurer of the Botanical Society
of America, Inc., Dr. C. Ritchie Bell, Department of Botany, University of North
Carolina, Chapel Hill, North Carolina 26514.
Subscriptions for libraries and persons not members of the Botanical
Society of America are obtainable at the rate of $4.00 a year. Send orders with
checks payable to "Botanical Society of America, Inc." to the Treasurer.
Manuscripts intended for publication in PLANT SCIENCE BULLETIN should
be addressed to Dr. Richard M. Klein, Department of Botany, University of Vermont,
Burlington, Vt. 05401. Announcements, notes, short scientific articles of general
interest to the members of the Botanical Society of America and the botanical
community at large will be considered for publication to the extent that the
limited space of the publication permits,
Material submitted for publication should be typewritten, doublespaced,
and sent in duplicate to the Editor. Copy should follow the style of recent
issues of the Bulletin.
Microfilms of Plant Science Bulletin are available from University
Micro-film, 300 North Zeeb Road, Ann Arbor, Michigan 48106.
Plant Science Bulletin is published quarterly at the University of Vermont,
Burlington, Vt. 05401. Second class postage paid at Burlington, Vermont.
recent developments, I use six projectors with three dissolve units; the whole
apparatus is coordinated with a tape recorder by a programmer. This means
that once the lecture is recorded, properly cued, and set up it can be easily
run with a single operator. The topics I use are such things as Introduction
to the World of the Cell, Plant Communities, Photosynthesis. Intertidal Life,
and Evolution. The student response to these multi-image lectures has been
overwhelmingly favorable and I am pleased by the interest that they generate
in the students with regard to the more detailed knowledge given in the AT
addition to the AT units and the assembly, the students must do two outside
projects. One is a take-home experiment where the students are given seeds
of tall and dwarf peas in plastic cups. They plant the peas in vermiculite
and take them to their rooms for the actual growing periods. They are given
three cups, two with dwarf seeds and one with tall, and asked to measure the
growth rate from the time that the seedlings appear until they are about one
week old. Then I give them gibberellic acid in a lanolin paste and tell them
to put this on one of the sets of dwarf plants and to continue measurements.
At the end they are asked to write the report of their experiment in the form
of a scientific paper after I have given them a lecture in the assembly on
the art of writing a scientific paper. The purpose of this is to get them
familiar with a formal approach to language and to give them a slightly vicarious
thrill of writing their own scientific paper. The results of this project
have been uniformly good and the propaganda value of having the plants go
into the dormitories is excellent. Again this is another way of getting interaction
between the instructor, TA and students because many problems arise during
the experiment and the writing of the paper.
second project is one of their own choosing. They can do anything at all that
they want for the final project for the course so long as they can write me
an explanation as to how this project relates to the course. I urge them to
use some interest of their own for the project and see how they can relate
that to plants. The types of projects that I have gotten over the years continue
to please, amuse, intrigue, astonish and delight me. I have received everything
from traditional term papers on the use of drug plants by Hopi Indians to
a taped message that went with a freshly cooked Chinese dinner, explaning
the origin of all the vegetables and the materials used in preparing the dinner.
I have had mobiles made of pine cones, all carefully identified to species,
to batiks on ultrastructural motifs, to architectural renderings of a room
made into a live-in model of a cell, to beautifully executed ecological studies
of an eucalyptus grove or a wild canyon slope. I have had sketch books, photograph
albums, as well as a delightful game based on the identification of mushrooms.
Students have made short motion pictures as well as read my fortune with tarot
cards explaining at the same time all the botanical significance of the flowers
and plants shown on them. 1 have received an easy reader explanation of photosynthesis
which would have made one of the finest children's books on that subject I
have ever seen, as well as a cartoon rendering of the life of an Amanita mushroom.
I am terribly pleased with the ingenuity and originality that the students
have shown in their projects and have had the projects commented on favorably
by the students year after year.
topics covered in the course are strong on higher plant physiology, anatomy
and reproduction with a strong ecological theme running throughout the course.
Because we are so close to the Pacific Ocean and a rich intertidal flora,
I lead one voluntary field trip each year to the ocean and have a unit devoted
to the types of organisms and the ecology of the intertidal zone. I also utilize
an excellent exhibit at a local museum for one of the units. The Oakland Museum,
which is within easy bus and public transportation from Berkeley, has a display
that represents a transect of the state from the ocean across the mountains.
That week we take our tape recorders and earphones over to the museum, where
the museum guards check them in and out for us. I find that this is a good
way to introduce students to an outstanding museum as well as giving them
a break from their normal routine in the AT laboratory. Again they appear
to appreciate this novelty and are agree-able to investing the time that it
takes to get to the museum.
believe that in using the audio-tutorial method, the assemblies, the paper
and project I fulfill the goals I have set for this course. The students get
a reasonably comprehensive introduction to plants and almost universally come
away with a positive feeling.
for Non-Science Majors —
The Cultural Approach
M. Klein
University of Vermont
cursory examination of the paperback hooks in your local supermarket will
demonstrate that even as straight-forward a biological process as sex can
have many variations on a theme. Although the ways of teaching Botany to non-science
majors may be fewer in number, they are certainly no less profound.
approach to this important course now being used at the University of Vermont
attempts to bring Botany into focus as a factor in the cultural life of man.
The course opens with an overview of what plants are, what they look like
and what they do. Care is taken to avoid professional and scientific terminology;
vascular systems are plumbing, photosynthesis is a factory and a pea plant
is just a pea. The basis for everyday cliches is provided, e.g., putting down
roots, a chip off the old block, etc. Peter Kalm, the Michaux's, the work
of Linnaeus are included as people who have done important things. Digressions
into carnivorous (man-eating) plants, pollination vectors and nematode-trapping
fungi provide a basis for seeing the diversity of plants. Students are asked
to look for plant imagery and symbolism in their daily lives and they discover
that Kleenex boxes are plant designs, that the pillars outside chapel are
modified tree trunks and that a peaches and cream complexion has interesting
bulk of the course is divided into sections, each dealing with plant-related
cultural phenomena. Each section consists of lectures and readings from an
extensive bibliography that includes books, articles and journal papers selected
from many fields. A section on plants in religion includes discussions on
the plants of the Judeo-Christian Bible, plant symbolisms (the lily in 11-15
century paintings of the Annunciation, the Doctrine of Signatures, lotus mantras,
maize among the Hopi, etc.), and the use of specific plants in ritual (peyote,
the palm). A section on alcoholic beverages includes information on fermentative
metabolism, the economic botany of wine, beer and distilled drinks, and also
includes material on the role of whiskey in the American Revoution, beer and
prohibition, and wines in religion.
unexpectedly, The Drug Scene is popular although medical aspects are not discussed.
Opium is viewed both as
livelihood for Turkish peasants and as a cause of the Opium War in China;
marijuana is considered historically in various cultures, and the anthropological,
social and religious aspects of the solanaceous alkaloids are introduced.
Cocaine provides a springboard for a discussion of smuggling. The caffeine
alkaloids form a separate section. Tea is discussed as part of the esthetic
life of Japan (the tea garden, flower arranging) and the West (afternoon tea).
Coffee provides entry into the world of Samuel Pepys and chocolate can be
viewed as a part of developing Africa, but the botany of these products is
not ignored. Even cola drinks can be looked at as an example of successful
crossculturation and an outstanding example of advertising success.
cereal crops are examined from a variety of points of view. The Green Revolution
is looked at in terms of politics, land tenure and priorities in allocation
of re-sources. Wheat can be examined as it affects industrialization of the
western world. Aspects of plant disease, famine and current political matters
can be investigated. Among other major crops, sugar is viewed in economic
and political terms, and in Vermont some attention is paid to maple syrup.
The ethnobotany of beans and squash, the role of the potato in Ireland and
in the population boom of 17th century Europe, the story of paper and other
fiber crops all serve to show the interrelatedness of agriculture with human
history, including the history that is being made today.
as components of the esthetic life of man can. of course, include so many
different things that selection becomes a personal matter. The history of
gardening, aspects of both eastern and western landscape and still life painting,
poetry and prose imagery are obvious choices. Because of my personal interest,
a lecture-demonstration on Bonsai is always included. The relation of art
forms to the historical, cultural and religious use of plants serves as an
integrating theme, tying together what might other-wise be isolated and esoteric
on the phase of the moon, other topics appear or fail to appear from year
to year. With adequate prelude on the botany and processing of these substances,
essential oils can be covered by restricting the topic to perfume (including
a selection of magazine advertisements) or from the medical or the industrial
point of view. Spices and herbs provide unlimited scope; history, economic
botany, witchcraft and demonology, culinary use (with a handout of gourmet
recipes), medical aspects, etc., can be chosen. Medical botany can include
the history of digitalis, reserpine, aloe, aflatoxins, ergot and others that
can pique the interest of many students.
are occasionally used and projection slides are employed in every lecture.
Munchables include toasted soybeans (lecture on beans), and raisins and grapes
during the lecture on wine (university regulations and course budgets are
very restrictive). Students are given a lump of bread dough to hold, smell
and feel during the lecture on bread.
is a midterm and a final examination that include both essay and objective
questions. Each student is required to write two book reviews on volumes selected
from the bibliography and each must submit a term paper on some topic related
to the course. Term paper topics are selected by student-instructor interaction,
frequently after personal consultations and, where possible, a starting bibliography
is provided. Some term papers are excellent and topics as diverse as the history
of lumbering in Vermont, the use of fertility-controlling plants in various
cultures, the religious significance of herbs and one truly outstanding paper
on plant imagery in Shakespeare's plays. Frankly, the course is a good deal
of work and the load can be overwhelming where there are, as there has been,
up to 150 students. Nevertheless, the preparation of this course has been
intellectually exciting and is a change of pace from the more usual botany
courses. And at least some of the students say that they have enjoyed it and
learned something from it.
"On Toadstool Soup and Legal
Aspects of Marihuana" by
Ernest Small
A. Emboden
California State College, Northridge, California 91324
is unfortunate that Dr. Small chose to redefine the role of the plant taxonomist
in his article in Plant Science Bulletin (2l[3]:34-37, 1975). He says that
taxonomists ". . , should be willing to view the appropriateness of terminology
not merely from the chauvinistic confines of their particular discipline,
but with common sense, impartiality, and the needs of society paramount in
importance." This statement implies to me that the taxonomist abandon his
commitment to the use of correct, legal and valid names as defined by the
International Code of Botanical Nomenclature in order to serve needs of society
including law enforcement agencies.
polytypic nature of the genus Cannabis is a concept dating from the eighteenth
century (cf. Economic Botany 28:304-310). Lamarck's distinctions were not
vague, as stated by Small, but clearly set forth and contrasted with the earlier
description of Linnaeus. In stating that the recognition of more than a single
species of Cannabis is a "legal maneuver." Small implies that taxonomists
who have served as expert witnesses under oath in courts of law are attempting
to defraud the courts. It is, however, the overwhelming consensus of opinion
among taxonomists who have studied the genus that Cannabis is polytypic. In
an earlier paper (Lloydia 36:144-165), Small and Beckstead present a table
listing the sources of Cannabis grown by these authors in Ottawa. Most of
the seed was supplied by reputable sources and botanical gardens throughout
the world. These species of Cannabis were supplied under several names including
C. ruderalis and C. indica. Small and Beckstead chose arbitrarily to call
all of these a single species.
the names of Shakespeare, Stein and Locke does not reinforce Dr. Small's contentions.
His species concept must accommodate the necessity to name species correctly
or to employ existing names. If the use of names were "subjective" and "arbitrary"
as Small suggests, it would be impossible for botanists effectively to communicate
with each other. Dr. Small may choose to subordinate his use of plant names
to "the needs of society," but many taxonomists do not recognize "chauvinistic
confines" and will continue to function as taxonomists rather than adjuncts
to a society that to Small is "paramount in importance."
Conferences, Courses
SOCIETY FOR ECONOMIC BOTANY will hold its annual meeting on June 13-16, 1976
on the campus of the University of Illinois, Urbana. A symposium on "Crops:
Cultivated Resources, Origins and Potential for Society" with be featured.
HUNT INSTITUTE will have a major retrospective exhibit of 19th Century still
life paintings at Carnegie-Mellon University in Pittsburgh from April 5 to
July 30, 1976. Supported in part by a grant from the National Endowment for
the Arts, the exhibit, titled "American Cornucopia," will display 59 major
paintings supplemented by several dozen drawings, watercolors and chromolithographs.
PHYTOCHEMICAL SOCIETY OF NORTH AMERICA will hold its annual meeting on August
8-11, 1976 at the University of British Columbia, Vancouver, B.C. A symposium
on "The Structure, Biosynthesis and Degradation of Wood" will be featured.
Further information is available from Dr. Constance Nozzolillo, Department
of Biology, University of Ottawa, Ottawa KIN 6N5, Canada.
SEVENTH INTERNATIONAL CONGRESS ON PHOTOBIOLOGY will be convened in Rome, Italy
on August 29-September 3. There will be 15 symposia. Inquiries should be addressed
to Dr. A. Castellani, CNENCSN, Casaccia, Casella Postale 2400-00100, Roma,
NINTH INTERNATIONAL MEETING ON PLANT GROWTH SUBSTANCES will be held in Lausanne,
Switzerland on August 30-September 4, 1976. In-formation can be obtained from
Dr. P.-E. Pilet, Institut de Biologic et Physiologic Vegetales de l'Universite,
Place de la Riponne, 1005 Lausanne.
MAN-ENVIRONMENT IMPACT CONFERENCE, sponsored by several groups of teachers
and educators, will, be held at the Four Seasons Sheraton Hotel in Toronto,
Ontario, Canada on November 24-27, 1976. The conference is designed to study
the problems of teaching and learning positive environmental attitudes. Information
obtainable from Craig Copland, Faculty of Environmental Studies, York University,
Downsview, Ontario, Canada M3J IP3.
PLANT HARDINESS WORKSHOP will be held at the meeting of the Society for Cryobiology
on August 1-6, 1976. Contact D. M. Strong, Naval Medical Research Institute,
Bethesda, Md. 20014.
Report: Marine Flora
and Fauna
Flora and Fauna of the Northeastern United States was initiated by the Systematics-Ecology
Program, Marine Biological Laboratory in 1967. In 1973, the pro-gram was moved
to the College of Marine Studies, University of Delaware. In view of the growing
emphasis on environmental work and the urgent need for precise and complete
identification of coastal organisms, the shortage of systematists to handle
identification and classification and the current inadequacy of identification
and classification aids, manuals on these organisms are invaluable. Each manual
is based primarily on recent systematic research and a fresh examination of
the plants and animals. Each major group, treated in a separate manual, includes
an introduction, illustrated glossary, uniform keys, annotated check lists
with information on history and related biology, references to the literature
on the group and a systematic index. Geographical coverage extends from the
headwaters of estuaries seaward to approximately the 200 meter depth on the
continental shelf from Maine to Virginia. Manuals are most useful in the northeastern
United States, but will have general application in many surrounding coastal
areas. Manuals appear in print aperiodically. The following six manuals are
in print and are available from the
of Documents, U.S. Government Printing Office, Washington, D.C. 20402. The
price per copy is given in parenthesis.
D. C. and R. O. Brinkhurst. 1973. Annelida: Oligochaeta. 22 p. (350)
A. C. 1973. Protozoa:Ciliophora. 62 p. (950) Moul, E. T. 1973. Higher Plants
of the Marine Fringe. 60 p. (650)
L. R. 1973. Pycnogonida. 12 p. (300) Manning, R. B. 1974. Crustacea:Stomatopoda.
6 p. (45¢)
A. B. 1974. Crustacea:Decapoda. 50 p. ($1.10)
manuals are in press:
L. W. Tardigrada
R. J. Cnidaria: Scyphozoa Seven manuals are in final revision:
F. and R. Hildebrand. Bluegreen algae Cavaliere, R. Fungi
R. P. Kinorhyncha
R. T., W. Baranowski and J. M Reinhart. Benthic Shelled Gastropods
E. B. Sipunculoidea
B. C. Harpacticoid Copepoda
V. A. Cirripedia
of the series is Dr. Melbourne R. Carriker, Professor of Marine Studies in
the College of Marine Studies, University of Delaware, Lewis, Delaware 19958.
Arne K. Strid, Professor of Botany in the Institute for Systematisk Botanik
(Kobenhavns Universitet), Gothersgade 140, 1123 Kobenhavn K. Danmark has been
appointed secretary of the International Organization of Plant Biosystematists.
He is responsible for the production of the IOPB Newsletter and requests that
interested biosystematists consider publication of notes, brief scientific
reports, review articles and announcements, requests for seeds, book reviews,
etc., in the IOPB Newsletter.
Green, founder of the Cape Mendocino Natural Park Fund, requests assistance
in furthering the concept of a park in this area. There are 400,000 acres
in northern California that need preservation. Contact Benjamin Green at Route
2, Box 293, McKinleyville, Calif. 95521.
Eunice Rockwell Oberly Memorial Award Committee announces that the Oberly
Memorial Award, consisting of a citation and a cash prize, is made to the
American citizen who compiles the best bibliography in the field of agriculture
or one of the closely-related sciences in the two-year period preceding the
year in which the award is made. Deadline for nominations is March 15, 1977.
Information can be obtained from David K. Oyler, Chair-person, Oberly Memorial
Award Committee. Steenhock Memorial Library, University of Wisconsin, Madison,
Wisc. 53706.
Your questionnaire of this date.
the Privacy Act of 1974, the Congress provided some controls over our government's
intrusive data-col-
practices. Effective September 1975, the act re-quires that solicitation of
information be accompanied by a statement of authority to collect data and
to indicate in detail other aspects of the collection and use of the information
so obtained. Our University, being a collegial mini-democracy (cf. your statement
to the press at the time unionization was proposed by the Department of Political
Science), can be no less vigilant of the civil liberties of its academic citizens.
I received your questionnaire of 1 April and your request that it be returned
immediately to the third assistant to the second Associate Vice-President
for Academic Affairs, but I fear that it raises serious civil liberties problems.
If you wish me to comply to your request, I must have certain information
to determine my legal liability to comply and assurances that my rights are
safeguarded. To save time, please reply by filling out the following questionnaire.
Please attach additional sheets as required.
my answers are required by University regulation, cite relevant executive
order, authorizations from the Trustees or precedents .....
answers to all questions mandatory or only some of them? Please supply
information by placing an M (mandatory) or a V (voluntary) after the appropriate
numbered question of your questionnaire.
I chose not to answer an M question, what are the penalties or consequences
(remembering that I have tenure)?
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compliance is voluntary and my name is needed, will this information be
removed once your office is finished with processing? YES NO
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am I entitled to do so? YES NO
the answer to c is YES, provide details on location of records, procedures
for inspection and the process by which I can raise issues about the accuracy
and completeness of the record. (use separate page for your answer)
the answer to c is NO, please cite relevant regulation and an opinion
from the University law firm. (use separate page for your answer)
fully the administrative measures used to guarantee the security of the
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the answer to g is NO, please cite relevant regulation and an opinion
from the University law firm. (use separate page for your answer)
will hold your questionnaire until I receive your reply and evaluate it in
light of my legal and personal rights. If I do not hear from you by the end
of this term, I assume that you are content to have me discard it. If I receive
a stern letter demanding that I answer your questionnaire before you reply
to this questionnaire, I shall write OBSCENE MAIL—RETURN TO SENDER on
the envelope and return it to your office via inter-departmental messenger.
PROFESSOR—BIOCHEMISTRY. The Department of Biochemistry at Michigan State
University has an opening for an assistant professor with research interests
in plant biochemistry. A Ph.D. degree is required and post-doctoral experience
is preferred. The applicant is expected to establish a research program and
to teach in the undergraduate and graduate programs of the department. Curricula
vitae, names of three references and a statement of research interests should
be sent to Dr. Robert Barker, Chairman, Department of Biochemistry, Michigan
State University, East Lansing, Michigan 48824.
PLANT ECOLOGIST. California State Polytechnic University has a faculty position
available for September 1976 to teach ecology and plant physiology. Appointments
will be at the assistant professor level. The applicant will be expected to
participate in basic courses and to develop advanced courses in the specialty
as well as to conduct research programs involving undergraduate and graduate
students. Dr. R. W. Ames, Biological Sciences Department, California State
Polytechnic University, Pomona, Calif. 91768.
PATHOLOGIST or MYCOLOGIST. A temporary position to teach in one or both of
these areas with possible participation in biology and botany courses. This
is an academic year lectureship to replace a faculty member on leave. Dr.
R. W. Ames, Biological Sciences Department, California State Polytechnic University,
Pomona, Calif. 91768.
PHYSIOLOGIST. The School of Natural Science at Hampshire College, Amherst,
Mass., is seeking a botanist with a teaching specialty in plant physiology.
Research interests in agriculture or limnology are desirable. Starting July
'77 or before. Rank is open and salary negotiable. Minority and women candidates
are urged to apply. Please send a letter stating ideas about teaching, curriculum
vitae, and 3 letters of reference to: Botanist Search, c/o Judith Wilson,
School of Natural Science, Hampshire College, Amherst, Mass. 01002.
S. F., and ALICE C. ATWOOD. Geographical Guide to Floras of the World. An
Annotated List with Special Reference to Useful Plants and Common Plant Names.
Part I. Africa, Australia, North America, South America, and Islands of the
Atlantic, Pacific, and Indian Oceans. Washington, 1942. Reprinted by Otto
Koeltz Science Publishers, Konigstein/Ts., 1974. 336 pp. DM 90.-.
published as U. S. Dept. of Agric. Misc. Publ. 401, this work is again reprinted.
The book was intended as a three-part work. Part II contains western Europe,
and was originally published as U.S.D.A. Misc. Bibl. 797 (1961). Part IIl,
which was to contain central and eastern Europe and Asia, was not published.
work is still useful, providing a well organized
of general and local floras with informative notes on all entries. The geographical
subdivision is highly de-tailed, greatly facilitating its use. Numerous references
to very local floras (i.e., county, district, island) are given. A list of
periodical abbreviations is provided to prevent ambiguity. An author index,
providing full names and year of birth and death, and a geographical index
are also provided. The quality of reproduction is excellent. This work, with
its companion volume, is one of the most useful botanical bibliographies available.
BENJAMIN DAYDON. Guide to the Literature of Botany; Being a Classified Selection
of Botanical Works, Including Nearly 6,000 Titles not in Pritzel's "Thesaurus".
London, 1881. Reprinted by Otto Koeltz Science Publishers, Koenigstein/Ts.,
1974. xxvi + 626 pp. DM 110.-.
published by Longman, Green & Co./Dulau & Co., this important botanical
bibliography is reprinted. The volume is of interest because of its arrangement
by subject and for its number of entries. Citations are cryptic, sometimes
to the point of exasperation, as only the bare essentials are provided. Brief
informative notes are provided for some of the entries. Reproduction and paper
are of excellent quality. This work is one of the most important bibliographic
references, but does take some getting used to because of its older and abbreviated
style of citation.
CARL PETER. Flora Japonica, Sistens Plantas Insularum Japonicarum Secundum
Systema Sexuale Emendatum Redactas ad XX Clases, Ordines, Genera et Species,
cum Differentiis Specificis, Synonymic Paucis, Descriptionibus Concinnis et
XXXIX Iconibus Adjectis. Leipzig, 1784. Reprinted by Oriole Editions, Inc.,
New York, 1975. lii + 418 pp., illus. $65.00.
Peter Thunberg (1743-1823), a student of Linnaeus, was one of the first Europeans
to collect extensively in Japan. Since Japan was open only to the Dutch at
that time, he passed himself off as Dutch. Thunberg was a prolific author,
of which Flora Japonica was one of the most important. This work follows the
Linnean system of classification and nomenclature. Many new species are described,
making it of great interest to monographers.
printing quality is only fair, with some pages hard to read because of missing,
incomplete, or blurred type. Five fold-out plates of average quality are included.
WILLIAM and NATHANIEL WALLICH. Flora Indica or Descriptions of Indian Plants.
Edited by William Carey. Serampore, Vol. I, 1820, Vol. II, 1824. Reprinted
by Oriole Editions, New York, 1975. Vol. I, ix + 7 + 493 pp., Vol. II, v.
+ 583 pp. $65.00.
complete and informative title of this work is: Flora Indica or Descriptions
of Indian Plants by the late William Roxburgh, Edited by William Carey to
which are Added Descriptions of Plants More Recently Discovered by Nathaniel
Wallich. After Roxburgh's death in 1814, Carey edited the manuscript incorporating
many new species and comments by Wallich. However, in 1832, disturbed by substantial
additions being made by Wallich and cessation of that publication after only
two volumes, Carey's and Roxburgh's children published the entire original
manuscript minus Wallich's additions. The second edition has been reprinted
several times and is the best known; this is the first reprint of the rare
first edition. Often overlooked, the first edition contains numerous new species
which have been incorrectly attributed to the second edition. The reprint
of this rare work is indeed much welcomed. The quality of reproduction is
fair with much broken and blurred type, making some parts difficult to read.
ALBERTI GUILIELMI. Novae Plantarum Species Praesertim Indiae Orientalis. Ex
Collectione Doct. Benj. Heynii cum Descriptionibus et Observationibus. Halberstadt,
1821. Reprinted by Oriole Editions, New York, 1975. iv -{- 411 pp. Price $35.00.
very important work of Alberti Guilielmi (Albrecht Wilhelm) Roth (1757-1834)
is reprinted for the first time. It is based primarily on Heyne's East Indian
collection and follows the Linnean system of classification and nomenclature.
Numerous new species are described.
is fair with many pages difficult to read because of blurred and broken type.
In spite of these shortcomings, we are indeed fortunate to have this work
P. Wunderlin University of South Florida, Tampa
DEL BARCO. Historia Natural y Cronica de la Antigua California. Adiciones
y Correcciones a la Noticia de Miguel Venegas. Edited with a preliminary study,
notes and appendices by Miguel Ledn Portilla. Universidad Nacional Autdnoma
de Mexico. Instituto de Investigaciones Histdricas, Mexico. 1973. lxxv pp.,
8 pl. 2 maps. 100 pesos.
work has been buried as a manuscript in the Biblioteca Nazionale of Rome since
the 1770's. It was written by a Jesuit who went to Baja California in 1738
or 1739 and stayed there until 1768, when the Jesuits were expelled from Mexico.
An acute observer, interested in all aspects of nature, he stored up an enormous
amount of information about the plants, the animals and the mineral resources
of the region. All this information went with him when he left Mexico and
settled in Bologna, where he lived in exile until he died in 1790.
he never planned to write a book on Baja California. What moved him to do
so was the appearance, in 1757, of a work by Miguel Venegas entitled Nitocia
de la California, edited and considerably modified by Andres Marcos Burriel.
Venegas had never been in Baja California. His work, based on reports and
answers to questionnaires by various missionaries, was completed in 1739.
The job of editing was turned over to Burriel, who revised and amplified the
saw the work when it appeared and immediately noted its imperfections. But
it was not until he was livine>, in exile that he had the time to put
his comments and corrections down on paper, and called his work Adiciones
y Correcciones a la Noticia de Miguel Venegas. So, for 200 years, the work
of Venegas has been considered a basic study on Baja California, while the
corrections have lain in the manuscript archives in Rome.
the botanist, one part of the Barco work is of special interest: chapter 4
on trees; chapter 5 on "fleshy plants" (cacti) ; chapter 6 on shrubs and herbs;
chapter 7 on wheat; and chapter 8 on agaves and roots. These 70 pages provide
detailed descriptions of the most important plants of the peninsula and equally
detailed discussion of their uses. Since Barco was not a botanist, his plants
are cited by common names only. The editor has tried to provide scientific
names, with identifications from various
works on Baja California, and dictionaries which include names of Mexican
plants. As a result, there are errors of identification and spelling. The
introduction by the editor contains a fine biography of Barco, and an excellent
history of the work.
K. Longman
A., A. REINBERG and H. SIMPSON (eds.). International Journal of Chronobiology.
Vol. 1, No. 1. Chichester: John Wiley. 1973. $13.00 per year.
periodical will publish quarterly new results from the area of chronobiology.
Focal point for the journal is the evaluation of anatomy-in-time of living
material. Papers of biorhythm interest are now collected in one location especially
since review articles inform about work scattered in other places. Although
Volume 1 suggests that it will deal with numerous rhythmic aspects reaching
from psychology to agriculture, the focal area seems to be biochemical physiology.
If the first impression is substantiated by volumes to follow, the journal
is probably more intended for the biomedical sciences. But time will tell
whether a broader view including all aspects of biological rhythmic phenomena
will be attempted.
H. Lieth University of North Carolina
D. and H. ELLENBERG. Aims and Methods of Vegetation Ecology. John Wiley and
Sons, N.Y. 1975. 547 pp.
is a reference book that is the first integrated synthesis of European and
Anglo-American approaches to vegetation science. The term "vegetation ecology"
is coined for the first time and defined as the study of plant communities
(or vegetation). According to F. R. Fosberg's foreword, American ecologists
are now out of excuses if they still show ignorance of European methods of
vegetation analysis; after the publication of this book, such ignorance will
be by choice.
book has five parts, 15 chapters, four appendices, a good reference section,
and subject and author index. Part I provides all the background needed to
understand the rest of the book. Part II discusses with great detail field
methods of vegetation analysis. Part III deals with the ordination and classification
of vegetation. The material is presented in detail so that it is useful to
anyone that wants to apply any of the methods presented. In part IV the authors
discuss the causes of plant distribution. Part V summarizes the aims, methods,
and future of vegetation ecology.
book toys with the idea of ecosystems, but is never successful in integrating
the "ecosystem view" with classic vegetation synecology. The discussion on
succession reviews specific papers dealing with succession but modern concepts
of succession are treated superficially. One of the most serious omissions
of the book is not recognizing the work of L. R. Holdridge. Regardless of
one's view of Holdridge's life-zone concept, the fact remains that his methods
of vegetation analysis, mapping, and tropical forest classification are widely
E. Lugo University of Florida
CHARLES M. New Plants from Old: Pruning and Propagation for the Indoor Gardener.
Random House, N. Y. 1975. 113 pp.
book is apparently written for the neophyte indoor gardener with three-quarters
of the 113 pages devoted to propagation. Unfortunately, Mr. Evans emphasizes
differences between propagation techniques rather than similarities and readers
must draw the material together for them-selves. Certain minor errors also
are apparent, such as the misspelling of Hormodin (TM) and his implication
that seeds of all indoor plants germinate within one week. There are better
books on plant propagation available in the same price range. One such volume
is Kramer, J. 1973. Grow Your Own Plants. Scribner & Sons, N.Y.
R. Evert University of Vermont
R. G. S. Plant Physiology. The Macmillan Biology Series. Macmillan Publishing
Co., New York; 1974. xxvi + 643 p. illus. $14.95.
introducfory textbooks of plant physiology have been acclaimed by students
or professionals. Students have condemned them for superficial coverages of
important concepts, disorganization, and a lack of readability which bred
boredom. Among the new books, R. G. S. Bidwell's Plant Physiology is clearly
the best. It is comprehensive, thoughtful, and has an easy-to-read narrative
style. Charts and illustrations are abundant. Scattered through the text are
interesting and important interpretations of research and descriptions of
experimental methods.
book is divided into six sections, but for most courses only three need be
developed thoroughly. The first section contains a survey of the important
biological molecules, and a discussion of cells and cell organelles. The final
two sections present such novel topics as the physiology of marine algae and
plant communities. Any one or all of these sections could be omitted without
detracting from the other material.
core of Bidwell's book concerns metabolism, nutrition and translocation, and
growth and development. The metabolism section begins with a discussion of
energy transfer and is followed by clear, up-to-date presentations of photosynthesis,
respiration, and nitrogen metabolism. Plant nutrition and translocation are
presented routinely. Unfortunately, in a chapter entitled "Leaves and the
Atmosphere", Bidwell separates material which would be less confusing if developed
together. Photorespiration and factors affecting photosynthesis that were
presented earlier are rehashed; while transpiration is separated from water
uptake and movement, and, even then, covered poorly. Growth and development
is certainly the best organized section. The subject is approached with emphasis
on the whole plant. Mechanisms and controls are presented as they occur ontogenetically,
and summarized in a chapter dealing with hormone action.
book will prove useful as an introductory text for undergraduate courses in
plant physiology. It is especially well adapted to a biochemical point of
view. As a student, I recommend it highly.
W. Petty University of Vermont
NORMAN H. Introduction to Plant Science—A Humanistic and Ecological
Approach. Illust., 302 pages, West Publishing Co., New York, 1975.
book is designed for a single semester course for the liberal arts major.
After introducing the reader to some ecological concepts, some properties
characteristic of living organisms, and the cell theory, the book surveys
the plant kingdom. In a brief two hundred pages the reader is exposed to the
major plant divisions with basic physiological, anatomical, genetic, and ecological
concepts being interjected along the way. The last third of the text is
primarily to general ecology and contains an excellent chapter examining the
theory of evolution by natural selection.
material is nicely broken up by poems and interesting botanical essays. The
author encourages the student to think critically. His own deep respect for
plants and natural environments is evident through his writing.
the text is not intended as a reference, it could be more substantial. I was
particularly disappointed with the rather cursory treatment of the cultural
and economic impacts that plants have had on man. Generally, the scientific
material is well presented for the non-science major and the text succeeds
in introducing the student to the various branches of botany. H.
Todd Spencer
of Vermont
D. M. and R. B. SCHMERL (eds.) Perspectives of Biophysical Ecology. Springer-Verlag,
N.Y. xiii + 609 pp. $34.80.
ecology, a subdiscipline of ecology and environmental physiology, draws heavily
on physics, chemistry and mathematics to produce dynamic analytical models
and methods to help explain the energetic interactions of animals and plants
with their environments. This volume, compiled from 32 papers presented at
a symposium at the University of Michigan Biological Station on Douglas Lake
in August 1973, is a summary of the current state of the art.
book is divided into 6 parts: Analytical models of plants, Extreme climate
and plant productivity, Water transport and environmental control of diffusion,
Theoretical models of animals, Observation of animal body temperatures and
Energy-transfer studies of animals. Approximately equal treatment is given
to plants and animals from both an analytical and theoretical modeling perspective.
Part V, animal body temperatures, is the only section that does not relate
directly to the biophysical approach so rigorously adhered to in the rest
of the volume. The 5 papers comprising this section deal more properly with
environmental physiplogy, but the papers are quite novel in their approach
and content, and there is enough overlap between the fields to make their
inclusion worthwhile.
1 is preceded by an introduction by David Gates. These pages should go a long
way toward allaying some of the apprehensions many biologists may have concerning
a field such as biophysical ecology that leans heavily on physics and chemistry.
In 28 pages Gates gives a concise, readable account of the growth of the field
during the past 15 years and discusses the basic theoretical framework upon
which the rest of the volume is built. Each subsequent section is prefaced
by a brief introduction that explains the importance and timeliness of each
of the papers. Many of the papers have previously been published elsewhere
and modified only slightly for inclusion in this volume, but this should not
dissuade the interested reader from purchasing the book. This volume marks
the first and probably the last time that the entire field of biophysical
ecology can be discussed coherently in a single volume. The references alone,
actually encompassing all literature relevant to the field, make the purchase
C. Rosen University of Vermont
C. P. The Mechanism of Photosynthesis. American Elsevier Publishing Company,
Inc., New York. 1974. 125 pp. $13.50 cloth, $5.95 paper.
book on photosynthesis written by an expert of Dr. Whittingham's stature is
certainly welcome, the more so since the author's organization of the subject
matter as well as his style and presentation are generally good. Inaccuracies
and cases of less-than-felicitous expression are few and far between. However,
criticism against the book is possible in at least three areas:
There is an underemphasis on the historical development of photosynthesis
research. Engelmann, Warburg and CAM (Crassulacean acid metabolism) all get
short shrift. B) The index is so short as to be arbitrary, i.e., rather useless.
We looked in vain for such items as "flashing-light studies", "ribulose diphosphate
carboxylase", "glyoxylic acid", the names of Ingenhousz, Priestley and Vinogradsky,
etc. C) In view of the rapid development in the field, it is strange that
only 5 of the 149 references are from 1970, two from 1971, and none from 1972
or 1973. Totally lacking are references to experiments by Ogren, Bowes and
Hageman who have made an excellent case for the idea that ribulose diphosphate
carboxylase is competitively inhibited by 0= and may act as an oxygenise,
producing phosphoglycolate as well as 3-phosphoglyceric acid. Also lacking
is a discussion of the fascinating work by Bjorkman and coworkers on the ecological
implications of the C4-dicarboxylic acid type of photosynthesis and the physiological
and biochemical analysis of hybrids between C3 and C4-plants. This book is
much more obsolete than was necessary. However, it still is so good that we
are looking forward to a new, truly up-to-date edition.
J. D. Meeuse
of Washington
W. E. and B. J. GRIEVE. How to Know Western Australian Wildflowers, Parts
1, I1, and III. University of Western Australia Press, Perth, Western Australia.
cxviii + 595 pp. $14.80.
who has botanized in Australia can appreciate the monumental task of writing
a key to the flora of the temperate region of Western Australia. This task
was started by W. E. Blackall and finished by B. J. Grieve, with the publication
of Part I in 1954, Part II in 1956, and Part III in 1965; Part IV is now in
press and revision of Part I is now in progress. Parts I, II, and III have
been reprinted "without amendments or revision" in a one volume paperback
edition. This edition, published without the color plates from the original
three parts, remains essentially three separate sections bound into one volume
without any attempt at integration.
is a single key to all of the families of pteridophytes and spermatophytes
in Western Australia, and keys to the genera and species within each family.
Line drawings illustrate many of the key characteristics. Generic or species
descriptions are not included. The glossary from the first three publications
has been reprinted. Separate indexes to the three parts are included; the
author and general distribution of each species is given in the indexes to
Parts II and III, but not for Part I. A valuable addition in this printing
is a list of name changes and other corrigenda. This list is not complete,
and could have been more conveniently arranged.
University of Western Australia Press should he commended for reprinting How
to Know Western Australian Wildflowers, Parts 1, II, and 111. No other work
is available that covers as much as the original three parts, or as much as
this reprint edition. This book is an essential volume for field work in Western
Australia or for herbarium identification of Western Australian plants.
DeBuhr Rancho Santa Ana Botanic Garden
ELROY L. Allelopathy. Academic Press New York, San Francisco, London. 1974.
353 pages. $25.00.
of the nicest tasks in one's professional duties is to review a good book
on an important subject by a highly respected colleague. The book on allelopathy
by Elroy L. Rice is definitely such an occasion. The book, published in the
monograph series Physiological Ecology edited by T. T. Kozlowski, covers the
subject matter in 353 pages. From the allocation of space and effort it is
clear that the author's main concern is to establish the fact that allelopathy
is an important phenomenon in nature, the reality and importance of which
is much disputed among ecologists.
strongest emphasis in Rice's treatment concerns the processes by which the
excretions from various plant portions or material influence soil microorganisms
in the rhizosphere of other plants which in turn affect the plants with which
they grow. The bibliography section covers 26 pages and extracts the world
book is well printed with 51 figures and 64 tables. While the tables are clear,
uniformly arranged, and pleasingly printed, the figures are rather uneven,
Most graphs have apparently been adopted from their previous sources without
general redrawing. This has led to a conglomerate of lines and letter sizes,
insufficient or in-convenient lettering, and a general unevenness. The photographic
documentation is convincing where it appears, but should be extended to cover
important cases in agriculture and horticulture.
book is sure to become required reading in physiological ecology. It should
give an important stimulation to the field of allelopathy research.
WILBUR H. and LEONARD E. FOOTE. Wildflowers of the Southeastern United States.
The University of Georgia Press, Athens, Ga. 1975. 296 pp. 485 photographs.
of the Southeastern United States is not only a work of convenient and usable
size, but it is also very reasonably priced. The region covers those states
including, and south and southeast of, Delaware, Maryland, West Virginia,
Kentucky, Arkansas, and Louisiana.
book has a Foreword by Jimmy Carter, then Governor of Georgia, a lucid introduction
that gives the work's purpose and scope, nature of the flora of the region,
and helpful suggestions for the identification of plants. The Introduction
has a section that enumerates plants with unusual characteristics, a guide
to species groups, and, of particular value for the user, an illustrated section
on the structure of flowering plants. A note on the need for conservation,
explanatory comments regarding the photographs and text, and an abbreviated
Glossary conclude the introductory matter.
main body of the work has 485 colored photo-graphs of as many species with
succinct, clearly written descriptions of each. The authors include only annual
or perennial herbs. Discussions following the description of each species
make it possible for the reader to identify 515 additional species. The distribution
and flowering season is given for each entity, and pertinent synonymy is included.
Following the text is a comprehensive Index of scientific and vernacular names
used in the text. A check reveals that all traditional families are represented
by at least one photograph.
format of this production is tastefully designed. The color production of
the plates is as good as, and in some instances even better than, those to
be found in similar published works. It is a beautiful field guide and a ready
reference for nature lovers, gardeners, and amateur or professional botanists.
S. Correll Fairchild Tropical Garden
H. T. and D. E. KESTER. Plant Propagation: Principles and Practices. Third
edition. Prentice-Hall, Inc., Englewood Cliffs, N.J. 1975. 662 pp. $17.25.
art of plant propagation has been practiced for centuries but only recently
has serious attention been de-voted to the science. In this third edition,
Hartmann and Kester do an outstanding job in bringing together the science
and the art. They have organized nineteen chapters into five parts. The subject
matter covered is extremely broad, from basic plant science to techniques
employed in various methods of propagation. General aspects of re-production,
morphology, nutrition and growing and propagating structures are covered in
Part I. Part 11 deals with sexual reproduction, stressing development of fruits,
seeds and spores, production of genetically pure seed, and techniques employed
in seed production and propagation by seeds. Asexual propagation is stressed
in Part III. After reviewing the anatomical and physiological basis of propagation.
the authors stress the theory and practice of propagation by cuttings, grafting,
budding, layering, and by use of specialized structures, e.g., bulbs, corms,
and tubers. Aseptic culture of tissues and organs in plant propagation in
Part IV has been considerably expanded reflecting the significant advancement
in the field. Part V summarizes specific procedures in the propagation of
important fruit and nut species, ornamental trees, shrubs, woody vines and
selected annuals and herbaceous perennials used for ornamental purposes. This
section is sufficiently complete to serve as a manual.
this book deals with the theory and practice of plant propagation, the theory
or principles are confined to one chapter with the practice detailed in a
subsequent chapter. Each chapter is followed by an extensive list of references
and a list of suggested readings. The text is well organized, clearly written
and easy to follow. The book is extremely well illustrated and contributes
significantly to an understanding of the techniques. Many photographs, unfortunately,
are of questionable quality. I find no serious omissions, although perhaps
a greater emphasis could have been placed on the role of viruses on incompatibility
of woody plants. Because of its breadth, its treatment of principles, and
in depth description of methods of propagation, this text should find wide
acceptance by students, teachers, researchers and practicing horticulturists
and botanists.
J. Bukovac Michigan State University
R. G. and H. F. LINSKENS. Pollen. Springer-Verlag, New York. 1974. 307 pp.
means many things to many people. Stanley and Linskens were well aware of
the broad spectrum of interest when they set out to cover the subject.
Biology section of 3 chapters introduces pollen development, wall formation,
dehiscence, size and distribution. Background information is given on the
life history of pollen and pollen terminology. In the 4 chapters de-voted
to Management they cover collection and uses of pollen, storage, tests for
viability, and the nutritive role
pollen to the commercially-important honey bee. About half of the book (9
chapters) focuses on pollen Biochemistry, examining carbohydrates, organic
acids, amino acids, enzymes and cofactors, nucleic acids, pollen pigments,
and growth regulators. Allergic response of man to pollen is included here.
This book makes a substantial effort to introduce the reader to the many facets
of pollen biology. Approximately 1500 references are cited and, for convenience,
the page number of the author citation is cross-listed in the bibliography.
style and format are excellent. The authors have succeeded admirably in distilling
a very large body of information into digestible summaries. Occasionally,
how-ever, this terseness leads to overgeneralizations. Occasional spelling
and typographical errors are encountered, but seldom do they confuse the issue.
E. Stone Duke University
ROBERT D. Essentials of Cell Biology. Allyn and Bacon Inc., Boston, London
and Sydney. 1975. pp. x + 467. $16.95.
of Cell Biology is not the first of its kind, but it is one of the better
books. Most titles in cellular biology published over the years have had advanced
students in mind. In the preface, Dyson states that his book presents ". .
. a unified description of cellular structure and function at the introductory
level...." Portions transferred from the author's earlier book are well chosen
for an introductory course and the book has many selections which are completely
rewritten. Each of the ten chapters has a summary of contents, a study guide
and a list of references to encourage further reading. Questions in the study
guide will stimulate the reader's intellectual curiosity and are themselves
refreshing and thought-provoking. Each chapter is logically divided into sections
to help the instructor pick and choose topics to fit class needs without disrupting
the orderly sequence of materials.
introductory course on cell biology attracts students with many professional
interests which makes most books on cell biology unsuitable for presentation
in one or two semesters. What makes this text distinctive and probably preferable
is its own particular and all-inclusive choices of topics. This book has something
for every interest in the field. The student, whatever his professional goals,
could well develop a permanent interest in the study of cellular activities.
K. Ballal Tennessee Technical College
ROBERT H. Root Anatomy and Morphology, A Guide to the Literature. Archon Books.
1974. $11.50.
of the least exploited botanical techniques is bibliography; this in spite
of botany's quickening accretion of new titles. Miller's guide to the literature
of root morphology and anatomy is important not only for its role in its prescribed
field, but also for consideration as a practical form of botanical literature.
Miller has not attempted exhaustively to supply titles for the nineteenth
century; he provides 303 citations in his chronological author list. This
is supplemented with 17 selected references which provide pathways into relevant
nineteenth century literature. He includes 2672 titles in his chronological
author list of literature after 1900. Titles in languages of Eastern Europe
have been translated into English.
more lists include cross referenced indices to families and genera. A list
of periodical titles serves as an ensemble of sources in which to search for
pertinent literature and as a translation of unfamiliar abbreviations in the
citations of the chronological author list.
has included mycorrhizae and parasitic haustoria in roots, but has excluded
nodule formation and root pathology. This bibliography is well edited and
excellently printed at low cost. It will be a valuable tool for experienced
practitioners and newcomers with relevant interests in the plant sciences.
Although it may be partly necessity and partly habit, slighting the literature
of the nineteenth century is, perhaps, a detrimental prejudice. Do contemporary
botanists know what they have left in front?
A. Claus
105 North Lancaster Street
Mount Prospect, Illinois
R. J. Controlled Environments for Plant Re-search. Columbia University Press,
N.Y. 175 pp. illust., indexed. 1975. $12.00.
commercial or in-house-constructed, controlled-environment systems work poorly
when they work at all. Botanists angrily spit out the pejorative "engineers!"
and try to salvage their experiments with elaborate statistics. Dr. Downs,
a leader in the Southeastern Plant Environment Laboratories at Duke and North
Carolina State, tells those of us who use, design or buy such units, what's
wrong with them, what to do to make them into effective research tools, and
how to buy them. The book is clear, very well written and is the best statement
on the multiple problems inherent to controlled environment systems that has
appeared. Don't consider buying or designing a growth chamber without being
able to wave this book under the engineer's nose.
M. Klein
Copyright � The Botanical Society of America. PO Box 299, St.
Louis, MO 63166-0299 · Voice: 314-577-9566 · FAX: 314-577-9515
· Email: firstname.lastname@example.com · SITE MAP
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The BSA web site is transmitted using recycled electrons


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How Cold Is It?
So cold that the prayer flags froze and broke - not ripped, broke - off the line. The ones that were left hanging clanked dully together in the stiff breeze, like heavy metal bells in a Siberian church tower. My desktop weather application shows that we've been having colder temperatures than Novisibirsk.
We have put extra straw in all of the livestock bedding areas. Still, the hardy heritage sheep insist on sleeping outside. They are so well insulated by wool that they sometimes are covered by snow and look like boulders until they stand up, shake the snow off, and stretch lazily.
"Cold? This is nothing!" they seem to say. When I get their processed wool back from Wooly Knob and spin it, and knit it into warm garments for Jeff and myself, perhaps I will be as cozy on a zero-degree morning! The wool has been there since June... I hope we receive it back soon.
I finished these Malabrigo Pop Up Mittens and a matching scarf just in time. The pattern is by Cindi Moist of Yellow Dog Knitting and is free with Malabrigo purchase. Our lovely Emma was recently featured on their blog, and here are a couple more pictures from her visit to the big city.
She was such a good girl and had a lovely visit with Dixie and Cindi, who kindly took time out of their day to help Jeff find yarn to match Emma's bronze and black fur. They also were nice enough to resist cracking up at Jeff's request.
Jeff wants am Emma-colored double knit hat. Good thing I got the Lucy Neatby double knitting video while we were at the shop. (Yes, YDK does mail orders!) The DVD, like the others I've seen by Lucy, is great. I now own five and I'm thinking of getting the rest of the series. The film work is fantastic - you can really see each and every stitch.
Yoda has decided that the bill basket is a nice, warm place to sleep.
... a good excuse to put off writing checks, and grab some knitting time. Hope you are doing the same today. I promise to publish the donkey-keeping report soon - the writing of it, and editing the photos, is almost as much work as the donkeys themselves!

subset: commoncrawl


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If you register with us and decide that you don't wish to play our games and would like to have your account removed don't worry! There will be a link in your welcome email which will allow you to delete your account as well as a link once you login to delete your account so in no way are you obligated to stay with us or worry about having your email on another system.
Rise to Glory: Kingdoms is a free game. We do not require ever recieving a cent from you to play our games. We do have subscriber options however which for a small fee will unlock certain aspects of the game such as new warrior units, spells, buildings, and entire races as well as upgrade options for your player to enhance your playing experience. We strongly urge players to subscribe however never do we require that you do so. After playing for a while if you do like the games please concider subscribing. If not thats perfectly fine but your support is always greatly appreciated.
We also have a few rules which we will be upfront about during your registration. These rules should all be concidered no brainers but some players aren't quite as bright as other players <GRIN>


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Blog Categories Music
September 23, 2016 10:01 Music
Hello internet. It's been a while, but that doesn't mean things have been quiet. I have an entire backlog of blog posts to write, some of which you will see within the coming weeks. However, I just have to gush a little about recent experiences I've had involving one of my favorite bands of all time... A Moon Shaped ...
One hell of a week.
April 26, 2013 7:45 Art Exhibitions, Art School, Cooper Union, Music
This has been the best week I've ever had at Cooper Union, as well as the most fulfilled and certain about myself and my future I have felt in a long time. My show opening went swimmingly. I managed to get nearly everything working and installed in time, and tons of people showed up to give me support. I'll definitely ...


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Events, 2010 - 2011
Autumn Quarter | Winter Quarter | Spring Quarter
Autumn Quarter
Jane Taylor
University of Chicago, Department of English
University of Johannesburg, South Africa
Monday, October 11, 2010
Lecture: "The Adventure of the Poison Pen: Conan Doyle's Epistemology of Empire"
Graduate Student Conference: Communicating Forms: Aesthetics, Rationality, Collaboration
Thursday, October 21 - Friday, October 22, 2010
Organized by graduate students in the Departments of Art History and English. For conference program and venues, please visit http://lucian.uchicago.edu/blogs/communicatingforms/program
Amit Chaudhuri
Professor of Contemporary Literature
University of East Anglia
Monday, October 25, 2010
Reading: from The Immortals
Co-sponsored by the Committee on Creative Writing.
Jacqueline Winspear
Thursday,October 28, 2010
Lecture: "Touched by Clio: Working with the Muse of History to Create Character and Story"
Friday, October 29, 2010
Workshop: Pardonable Lies, Chapter 25
Co-sponsored with the Committee on Creative Writing and the Gender & Sexuality Studies Workshop.
David Bunn
Visiting Professor, Department of English
University of Johannesburg, South Africa
Thursday, November 11, 2010
Lecture: "An Informal Rule: English Landscape Legacies in South Africa's Kruger National Park"
Friday, November 12, 2010
Workshop: "Unnatural States: New Interdisciplinary Histories of African Game Reserves"
Co-sponsored by the Global Environments and African Studies workshops.
Sony Pictures Classics Film Screening: Another Year, a film by Mike Leigh
Tuesday, November 16, 2010
Organized by the Film Studies Center, in collaboration with Doc Films
Jane Taylor
University of Chicago, Department of English
University of Johannesburg, South Africa
Wednesday, November 17, 2010
Presentation: "Ubu and the Truth Commission"
Organized by 3CT and the Committee on Creative Writing.
Arash Abizadeh
Associate Professor, Department of Political Science
McGill University
Friday, November 19, 2010
Lecture: "Agreeing to Agree/Disagree: Publicity, Privacy, and Religious Toleration in Hobbes's Leviathan"
Organized by the Department of Political Science
Elizabeth Helsinger
Nicholson Distinguised Faculty Lecturer
John Matthews Manly Distinguished Service Professor
Department of English
University of Chicago
Thursday, November 18, 2010
Lecture: "Visible Song: Poetry and the Condition of Music"
Marjorie Levinson
Professor, Department of English
University of Michigan
Wednesday, December 1, 2010
Lecture: "Ideas of Order: A Field Report"
Organized by the Poetry and Poetics Program.
Conference: Alterations in the Configuration of Global Economic Orders
Friday, December 3 - Saturday, December 4, 2010
Organized by the Chicago Center for Contemporary Theory at the University of Chicago.
Dror Wahrman
Ruth N. Halls Professor, Department of History
Director, Center for Eighteenth Century Studies
Indiana University, Bloomington
Monday, December 6 2010
Lecture: "The Collier Code: A Tale of Art and Illusion at the Threshold of the Modern Information Age"
Organized by the Early Modern and 18th/19th Century Workshops.
Winter Quarter
Peter Spragins
Lecturer, Department of Music
University of Chicago
Monday, January 24, 2011
Lecture: "Musical Analogies to Mid-18th Century Literary Character Types: 'Writing to the Moment' in a Keyboard Sonata of the 'London' Bach"
Organized by the Department of Music and the Early Modern Workshop.
Sukanta Chaudhuri
Professor Emeritus, Department of English
Jadavpur University (Kolkata)
January 25, 2010
"Defining a Renaissance: Experience Across Cultures"
January 26, 2010
"Translation, Imitation, and Transference"
Co-sponsored with the Committee on Creative Writing, the Department of English, and the Franke Institute for the Humanities.
Rita Copeland
Professor of Classical Studies and English
Edmund J. and Louise W. Kahn Endowed Term Professor in the Humanities
University of Pennsylvania
Wednesday, February 16, 2011
Lecture: "Insinuating Authors"
Organized in conjunction with the Program in Medieval Studies and the Western Mediterranean Workshop.
David Wallace
Judith Rodin Professor of English
University of Pennsylvania
Thursday, February 17, 2011
Lecture: "Where Europe Begins and Ends: Conceptualizing Literary History, 1348 - 1418"
Organized in conjunction with tthe Program in Medieval Studies and the Western Mediterranean Workshop.
Rita Copeland and David Wallace
University of Pennsylvania
Friday, February 18, 2011
"Naming, Knowing, and the Object of Language in Alexander Neckam's Grammar Curriculum"
Introduction to "Strong Women: Life, Text, and Territory 1347-1645"
Co-sponsored with the Early Modern, Medieval, Renaissance, and Western Mediterranean Workshops.
Conference: Irish and Jewish Identities: Links and Parallels
Tuesday, February 22, 2011
Irish nationalism and Zionism in the first half of the twentieth century shared a number of noticeable links and parallels; both emerged in a new form after the First World War; both had a tangled, ambiguous and sometimes violent relationship with Britain and the British Empire; Diasporas played a major role in both movements; both sought to revive ancient languages as part of their drive to create a new identity; leading figures of both movements, such as Michael Davitt, Arthur Griffith, Ze'ev Jabotinsky and Avraham Stern, had an active interest in the successes, and failures, of the other. The career of Irish politician Robert Briscoe and the travails of Leopold Bloom, the central figure of Joyce's Ulysses, are two examples of the delicate balancing of Irish and Jewish identities in the first half of the twentieth century. These links and parallels were the central theme of the conference. The conference compared and contrasted Irish nationalism and Zionism, as well as to examined the identity of Jews in Ireland at a time of intensifying nationalist sentiment.
The conference is made possible through the Harriet and Ulrich Meyer Fund of the Chicago Center for Jewish Studies with additional support from the Nicholson Center for British Studies, the Center for International Studies, and the History Department.
Organized by Aidan Beatty, a graduate student in the Department of History, and the Center for Jewish Studies.
Christopher Otter
Professor, Department of History
Ohio State University
Thursday, February 24, 2011
Lecture: "Feeding Leviathan: Disease, War, and the British Food Supply 1850 - 1920"
Friday, February 25, 2011
Workshop: "Vitalizing the Victorians: Meat, Power, Horror"
Spring Quarter
Nikolas Rose
Professor, Department of Sociology
Center for the Study of Bioscience, Biomedicine, Biotechnology, and Socity
The London School of Economics and Political Science
Tuesday, March 29, 2011
Workshop: "Governing Conduct in the Age of the Brain"
Organized by the Clinical Ethnography Workshop.
Conference: Anselm Muller on G.E.M. Anscombe
April 2 - 3, 2011
Swift Hall, Commons Room
Organized by the Department of Philosophy.
Kathleen Wilson
Professor, Department of History
State University of New York, Stony Brook
Wednesday, April 27, 2011
Lecture: "The Lure of the Other: Performance Beyond the Nation"
Thursday, April 28, 2011
Workshop: "Rethinking the Colonial State: Family, Gender, and Governmentality in Eighteenth-Century British Frontiers"
Co-sponsored with the 18th-/19th-Century and Gender & Sexuality Studies Workshop
John Searle
Slusser Professor of Philosophy
University of California, Berkeley
Friday, May 6, 2011
This keynote lecture is a part of the Weissbourd Conference organized by the Society of Fellows.
David Schalkwyk
Professor of English
University of Cape Town
Director of Research
Folger Library, Washington D.C.
Thursday, May 12, 2011
Lecture: The Robben Island Shakespeare
Friday, May 13, 2011
Workshop: "Shakespeare and Skepticism: Uncertainry, Suspicion, Disbelief, Reservation, or Doubt?"
Co-sponsored with the Early Modern, Literature and Philosophy, and Renaissance Workshops.
Alan Stewart
Professor of English and Comparative Literature
Columbia University
Monday, May 16, 2011
Lecture on Francis Bacon
Organized by the Renaissance Workshop and the Committee on the Conceptual and Historical Studies of Science
Stephen W. Sawyer
Professor and Chair, Department of History
American University in Paris
Monday, May 16, 2011
Lecture: "Representative Men, Terror, and the British Liberal State in Nineteenth-Century French Republicanism"
Organized by the Department of Political Science
Derek Attridge
Professor of English
University of York
Thursday, May 26, 2011
Lecture: "James Joyce Meets Jacques Derrida: Signature and Counter-Signature"
Co-sponsored with the Franke Institute for the Humanities and the Department of English.


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16th Century Style Armour
This suit fits a person up to 6'2", 190lbs.
Polished aluminum breast & breastplate with tassets
Articulated neck gorget, (neck collar)
Spaulders with haute pieces, attached to arm harness with roped edges
Articulated finger gauntlets with roped edges on leather glove
Grey anodized chainmail fauld (skirt)
Polished aluminum leg harness with roped edges
Fitted full greaves (calfs)
Separate "cow-mouth" shape articulated sabatons (shoes)
Polished aluminum close helmet with three part visor & roped edges
Availble for rent and purchase.
$500 = One day rental, $1200= three-day rental, $2000 = week rental
Value $15,000


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Training on demand: A solution to clinical education through simulationJournal of Physician Assistant Education
Document TypeArticle
Publication Date1-1-2013
AbstractPhysician assistant educators should be aware of the growing complexity and capability of simulation in teaching students as clinical rotations and encounters become scarcer. Simulation with new technology allows for consistent teaching and assessment of skills in a resource limited environment.
PubMed ID24616959
This article was published in Journal of Physician Assistant Education, Volume 24, Issue 4, Pages 32-36.
The published version is available at http://www.paeaonline.org/index.php?ht=a/GetDocumentAction/i/154828
Copyright © 2013 PAEA.
Citation InformationSean Guinane and Laura A. Molloy. "Training on demand: A solution to clinical education through simulation" Journal of Physician Assistant Education Vol. 24 Iss. 4 (2013) p. 32 - 36
Available at: http://works.bepress.com/sean_guinane/2/


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Complete LabPP_Landscape comes with a convenient template sheet plants.
To use it, use regular means of ARCHICAD.
Start the dialog "customize" and click "Import".
In the dialog that appears, navigate to the directory Your distribution LabPP_Landscape, locate the file "List of plants in the project (LabPP_Landscape).xml".
This statement will appear in the list.
Place the objects on the layer "Plants Layer".
From this layer the list is creating.
Of course, You can always reconfigure the regular means of ARCHICAD and the layer name and add columns, etc.
- How to place many streetlights on the path with an automatic rotation
- The random scatter of the size and position of objects for ARCHICAD fast creation of realistic landscape
Automatic list of plants
Complete LabPP_Landscape comes with a convenient template sheet plants.


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Hadleigh Upholstered Side Chair
Product Details
Style Number: 607-622
The Hadleigh Collection features two distinctive dining chair designs. The Upholstered Side Chair shown here offers a terrific blend of comfort and elegant styling. While the silhouette is more clean and uncluttered than most traditional dining chair designs, it maintains several details that add personality to the dining room. And since the first impression of a dining room is often focused on the back of the chair, this chair is perfect due to its wood fretwork and nail-head trim. Other design cues include a bead along the chair leg, and a shaped seat.
For additional details select the dimensions tab above.
Body Depth: 27.0
Body Height: 40.0
Body Width: 22.25
Product image may differ from actual furniture item. La-Z-Boy products are hand crafted and variations from standard dimensions and appearance can occur. Constructions differences in upholstery covering (cloth and leather) can cause variances in dimensions.
What to Expect
1 The Check-In
Order worry-free. We'll call you to confirm every detail.
2 Customization
Your furniture is handcrafted and customized just for you.
3 Delivery
Professional white glove delivery scheduled around you.