LEADER 05435nam 2200673 a 450 001 9910461578303321 005 20200520144314.0 010 $a1-4443-6035-3 010 $a1-283-40469-9 010 $a9786613404695 010 $a1-118-30758-5 035 $a(CKB)2670000000133625 035 $a(EBL)819452 035 $a(OCoLC)769342455 035 $a(SSID)ssj0000571261 035 $a(PQKBManifestationID)12216529 035 $a(PQKBTitleCode)TC0000571261 035 $a(PQKBWorkID)10617441 035 $a(PQKB)11218860 035 $a(MiAaPQ)EBC819452 035 $a(Au-PeEL)EBL819452 035 $a(CaPaEBR)ebr10521407 035 $a(CaONFJC)MIL340469 035 $a(EXLCZ)992670000000133625 100 $a20071029d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aScience and the garden$b[electronic resource] $ethe scientific basis of horticultural practice /$fedited by David S. Ingram, Daphne Vince-Prue, Peter J. Gregory 205 $a2nd ed. 210 $aOxford, U.K. $cBlackwell Pub.$d2008 215 $a1 online resource (368 p.) 300 $a"Published for the Royal Horticultural Society by Blackwell Publishing." 311 $a1-4051-6063-2 320 $aIncludes bibliographical references and index. 327 $aForeword; Preface to Second Edition; Preface to First Edition; List of Contributors; 1 Diversity in the Plant World; SUMMARY; INTRODUCTION; CREATING ORDER OUT OF DISORDER; COLONISATION OF THE LAND; COMMUNITIES AND THE DIVERSITY OF LIFE FORMS; CONCLUSION; FURTHER READING; 2 Know Your Plant: Structure and Function; SUMMARY; INTRODUCTION; ENERGY FLOW IN THE BIOSPHERE: PHOTOSYNTHESIS AND RESPIRATION; THE LEAF: INTO THE LABYRINTH; The manufacturing centre; Cells; Layout of the leaf; Controlling gas and water exchange; Protection against harmful radiation 327 $aPalisade tissues: the sites of photosynthesisThe transport system; Movement of water, minerals and hormones in the xylem; Transport of carbohydrates and hormones in the phloem; Producing new xylem and phloem: the cambium; The bundle sheath; Connecting with the stem; Leaf fall; Leaf patterns: phyllotaxy; Variations on a theme; THE STEM: REACH FOR THE SKY; The growing point; Forming new leaves; A tower of strength; Secondary thickening: the formation of wood and bark; Bark; Stem modifications; THE ROOT: MINING FOR MINERALS AND WATER; The structure and growth of the root 327 $aStorage roots and other modificationsNitrogen fixation; Mycorrhizas; CONCLUSION; FURTHER READING; 3 Reproduction: Securing the Future; SUMMARY; INTRODUCTION; VEGETATIVE REPRODUCTION; SEXUAL REPRODUCTION; Cones and flowers; Alternation of generations; Floral diagrams and formulae; Seeds and fruits; Other fruits; CONCLUSION; FURTHER READING; 4 Naming Plants; SUMMARY; INTRODUCTION; HOW TO IDENTIFY A PLANT; THE MEANING AND STRUCTURE OF NAMES; TAXONOMY: ORDER IN DIVERSITY; The botanical framework; New developments; TAXONOMY OF CULTIVATED PLANTS; Distinctiveness; Uniformity; Stability 327 $aWHY PLANTS CHANGE THEIR NAMESTaxonomic changes; Nomenclatural; Misidentification; THE QUEST FOR STABILITY AND LINKING INFORMATION SYSTEMS FOR THE FUTURE; Stability of botanical plant names; Stability of cultivated plant names; CONCLUSION; FURTHER READING; 5 Selecting and Breeding Plants; SUMMARY; INTRODUCTION: ADAPTATION AND DESIGN; GENES; Transcription factors; Chromosomes; DNA replication; GENOMES; Gamete formation; Recombination; Allelic variation; MUTATION; Transposons; Somatic and germ line mutations; Chimeras; HETERO- AND HOMOZYGOSITY; Dominant and recessive alleles; BREEDING SYSTEMS 327 $aBreeding inbred linesBreeding open-pollinated populations; Clonal propagation; F1 hybrid breeding; Wide hybridisation; Somatic variation; Somatic hybridisation; RECOMBINANT DNA TECHNOLOGY; Marker-assisted breeding; Genome sequencing; Genetic modification; CONCLUSION; FURTHER READING; 6 Soils and Roots; SUMMARY; INTRODUCTION; Why do plants need soil?; What do plants want from the soil?; HOW SOILS ARE FORMED; PHYSICAL PROPERTIES OF SOILS; CHEMICAL PROPERTIES OF SOILS; BIOLOGICAL PROPERTIES OF SOILS; ROOTS AND SOILS; CONCLUSION; FURTHER READING; 7 Soil Cultivation and Fertility; SUMMARY 327 $aCULTIVATING THE SOIL 330 $a""A thorough update and the introduction of new topics such as biodiversity and conservation has greatly enhanced this new edition: it is a 'must read' for all interested in horticulture and gardening.""-John MacLeod, RHS Professor of Horticulture Most conventional gardening books concentrate on how and when to carry out horticultural tasks such as pruning, seed sowing and taking cuttings. This book is unique in explaining in straightforward terms some of the science that underlies these practices. It is principally a book of 'Why' - Why are plants green? Why should one cut be 606 $aHorticulture 608 $aElectronic books. 615 0$aHorticulture. 676 $a635.01/5 701 $aIngram$b David S$0961722 701 $aVince-Prue$b Daphne$0961723 701 $aGregory$b P. 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Creating Accessible Environments -- Chapter 1. Turning Up: The Effect of Mandatory and Assessed Attendance on Educational Experiences and Student Wellbeing -- Chapter 2. Building Belonging in Biological Sciences -- Chapter 3. Unlocking Undergraduate Students? Potential: Developing Play-Based Learning Strategies for Lifelong Learning in STEMM Disciplines -- Chapter 4. Making Psychology Accessible to Students in Medical Education -- Part II. Inclusive Practice -- Chapter 5. The Evolution, Implementation and Impact of Representative Research Practices in Anatomy -- Chapter 6. Incorporating Inclusivity and Accessibility in Anatomy Education: A Toolkit for Early Career Anatomy and Medical Educators -- Chapter 7. Beyond the Answer: Exploring Question-Asking and Promoting Inclusivity -- Part III. Improving Diversity in Education and Beyond -- Chapter 8. Human Remains as Pedagogic Aids: In a World of Alternatives, Is the Use of Real Human Remains Still a Viable Option? -- Chapter 9. ?You Want Us to Consent to This? I Don?t Even Know What You?re Talking About!? ? Exploring Science Communication Using Cinemeducation and House M.D. 330 $aThis book provides a unique opportunity to explore the current and future state of accessibility, inclusivity, and diversity across higher education and beyond. Although these chapters primarily focus on the issues and resulting adaptations seen in biomedicine, the results and observations are applicable throughout education and the workplace. Section 1 focuses on what it means to create accessible environments for both education and employment. Here the pitfalls of mandatory attendance across education will be addressed and ideas for building belonging amongst students shared. In addition, ways to use play-based learning to support student revision and to make psychology accessible to medical students will be discussed. Section 2 explores inclusive practices in anatomy education and research, with a toolkit for both early-career and established academics. The pedagogy, psychology, and culture of asking and answering questions in education will also be explored to support educators aiming to create inclusive learning environments. Section 3 focuses on ways in which diversity can be embraced in the educational, medical, and public sectors. Chapters include the use of human remains as teaching aids to promote the concept of the body as a spectrum, and the use of television media to create immersive learning environments. This book is an essential guide to creating accessible, inclusive, and diverse learning environments for both the early career and experienced academic. 410 0$aBiomedical Visualization,$x2731-6149 ;$v8 606 $aScience$xStudy and teaching 606 $aInclusive education 606 $aMedical education 606 $aPhysiology 606 $aScience Education 606 $aInclusive Education 606 $aMedical Education 606 $aPhysiology 615 0$aScience$xStudy and teaching. 615 0$aInclusive education. 615 0$aMedical education. 615 0$aPhysiology. 615 14$aScience Education. 615 24$aInclusive Education. 615 24$aMedical Education. 615 24$aPhysiology. 676 $a507.1 702 $aDoor$b Rachael$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910988294803321 996 $aAccessibility, Inclusivity and Diversity in Education and Beyond$94348066 997 $aUNINA