Twelve ornamental ground cover species were planted then monitored for 2 years to assess their relative usefulness for controlling weeds Persicaria capitatum established quickly and covered the plots but it was unsuitable for keeping weeds controlled because it died back each winter from frost damage Acaena inermis and Muehlenbeckia axillaris also completely covered the plots within 12 months and they effectively prevented weeds from establishing during a 5month assessment period in the second year Many of the other planted species also suppressed weeds well and those that decreased the ratio of red to far red light intercepted by the soil underneath them best gave better weed control Other ground covers that suppressed weeds well included Ajuga reptans Coprosma acerosa Grevillea lanigera Juniperus procumbens Pimelea prostrata Sedum mexicanum and Veronica peduncularis Some species such as S mexicanum and P prostrata shaded the soil less well at certain times each year
Major reform of the undergraduate degree program in the Faculty of Agricultural and Horticultural Sciences at Massey University has resulted in greater emphasis being placed on developing attributes of lifelong learning in our students. Translating this particular goal into transparent educational practice in the horticulture courses required us to overturn the existing teaching paradigm. The traditional content-focused, principles first, integration second strategy of the existing horticulture curriculum was replaced at the 100 level by a new course that melded the discipline of horticulture with attributes needed for lifelong learning. Using action learning strategies, principles of horticulture were presented in context, with students encouraged to apply and analyze them in the wholeness of the discipline. Students critically reflected on their experiences through writing-to-learn exercises, class or group discussion, oral presentations, and experientially through their laboratories. By incorporating our students' experiences with these strategies, we successfully achieved our goal of the students' learning and relating theprinciples of horticulture to the whole discipline. Although the students understood our goals in engaging them in writing-to-learn and group activities, they did not appear to recognize the educational processes in which they participated throughout the course. It seems that in forming the foundation for lifelong learning in applied science, greater attention must be given to making our mental models of the education process more transparent to the students.
Weed control strategies for establishing three ground cover species were investigated by planting them in late spring then assessing eight different control treatments during the following 14 months The prostrate woody Coprosma acerosa Taiko established best with black weed mat mulch and EcoCover paper mulch although bark mulches also gave reasonable establishment rates The brittle succulent Sedum mexicanum Acapulco Gold also established well with black weed mat and paper mulch although a sawdust mulch was particularly suitable The frostprone Polygonum capitatum which regrows readily from seed did best with soil kept bare by handhoeing or selective herbicides although the paper mulch also rated well Thus the best weed control strategy varied depending on the characteristics of the ground cover being established Other considerations including relative costs are also discussed
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