Vegetables and their cultivation; the history, cultivation, and forcing of culinary vegetables, saladings, and herbs, for home use and exhibitions; also the formation of the vegetable garden; the management of soils; manures and their uses; and the eradication of injurious insect and fungoid pests, etc. ...

Mode of access: Internet.

Vegetable growing.

Includes bibliography.

Vegetable culture for amateurs: being concise directions for the cultivation of vegetables, with lists of the best varieties of each sort.

Mode of access: Internet.

Vegetable production, with special references to western crops.

First published in 1948 under title: Western vegetable production.

The American kitchen-gardener : containing complete practical directions for the cultivation of culinary vegetables and herbs, together with instructions for forcing or forwarding vegetables out of the ordinary season /

Mode of access: Internet.

The impact of a cooking and gardening summer camp experience on the fruit and vegetable consumption of elementary school-aged children

Childhood obesity is a significant public health problem. Over 15 percent of children in the United States are obese, and about 25 percent of children in Texas are overweight (CDC NHANES). Furthermore, about 30 percent of elementary school aged children in Harris County, Texas are overweight or obese (Children at Risk Institute 2010). In addition to actions such as increasing physical activity, decreasing television watching and video game time, decreasing snacking on low nutrient calorie dense foods and sugar sweetened beverages, children need to consume more fruits and vegetables. According to the National Health and Nutrition Examination Survey (NHANES) from 2002, about 26 percent of U.S. children are meeting the recommendations for daily fruit intake and about 16 percent are meeting the recommendations for daily vegetable intake (CDC NHANES). In 2004, the average total intake of vegetables was 0.9 cups per day and 1.1 cups of fruit per day by children ages four to nine years old in the U.S. (CDC NHANES). Not only do children need effective nutrition education to learn about fruits and vegetables, they also need access and repeated exposure to fruits and vegetables (Anderson 2009, Briefel 2009). Nutrition education interventions that provide a structured, hands-on curriculum such as school gardens have produced significant changes in child fruit and vegetable intake (Blair 2009, McAleese 2007). To prevent childhood obesity from continuing into adolescence and adulthood, effective nutrition education interventions need to be implemented immediately and for the long-term. However, research has shown short-term nutrition education interventions such as summer camps to be effective for significant changes in child fruit and vegetable intake, preferences, and knowledge (Heim 2009). ^ A four week summer camp based on cooking and gardening was implemented at 6 Multi-Service centers in a large, urban city. The participants included children ranging in age from 7 to 14 years old (n=64). The purpose of the camp was to introduce children to their food from the seed to the plate through the utilization of gardening and culinary exercises. The summer camp activities were aimed at increasing the children's exposure, willingness to try, preferences, knowledge, and intake of fruits and vegetables. A survey was given on the first day of camp and again on the last day of camp that measured the pre- and post differences in knowledge, intake, willingness to try, and preferences of fruits and vegetables. The present study examined the short-term effectiveness of a cooking and garden-based nutrition education program on the knowledge, willingness, preferences, and intake among children aged 8 to 13 years old (n=40). The final sample of participants (n=40) was controlled for those who completed pre- and post-test surveys and who were in or above the third grade level. Results showed a statistically significant increase in the reported intake of vegetables and preferences for vegetables, specifically green beans, and fruits. There was also a significant increase in preferences for fruits among boys and participants ages 11 to 13 years. The results showed a change in the expected direction of willingness to try, preferences for vegetables, and intake of fruit, however these were not statistically significant. Interestingly, the results also showed a decrease in the intake of low nutrient calorie dense foods such as sweets and candy.^

Information on vegetables for students in vegetable gardening, and for use as reference material for others.

Includes bibliographies.

Gardening for pleasure : a guide to the amateur in the fruit, vegetable, and flower garden, with full directions for the greenhouse, conservatory, and window-garden /

Includes index.

Gardening for Health: Patterns of Gardening and Fruit and Vegetable Consumption on the Navajo Nation

Thesis (Master's)--University of Washington, 2016-08

Urban Gardening: espacio de creación, crítica social y activismo ecológico

El artículo hace una revisión de aquellas intervenciones artísticas que abordan determinados usos del territorio urbano y formas de cultivo. Actuaciones que mediante la acción de plantar y cultivar generan espacios para la expresión de identidades artísticas, políticas y sociales. Estos lugares encuentran asentamiento en los intersticios de nuestras ciudades, en espacios vacíos como solares abandonados, en zonas no urbanizables o semi urbanizadas, en riberas de ríos, arcenes de autopistas, márgenes de vías de tren, etc. The paper reviews those specific artistic interventions that address urban land uses and farming methods. Actions that through the act of planting and cultivating generate spaces for the expression of artistic, political and social identities. These places are settling in the interstices of our cities, in empty spaces such as brownfield sites, in non-urbanized or semi urbanized areas, on riverbanks, highways verges, railways edges, etc.

The status and barriers to the implementation and continuation of the school gardening projects in Germany, Nigeria and the United States of America

In drawing a conclusion for this study, care must be taken in generalizing findings since the population of students and teachers investigated were limited to certain levels in the different schools and countries. This study recognized some complexity of the factors underlying the status of school gardening instruction and activities in Germany, Nigeria and the U.S. as inadequate time for decision-making in the process of gardening, motivation of teachers and students. This was seen as the major impediments that influenced the status of gardening in the three countries. However, these factors were considered to have affected students’ mode of participation in the school gardening projects. This research finding suggests that the promotion and encouragement of students in gardening activities will promote vegetable production and increasing the numbers of practical farmers. Gardening has the potential to create opportunities for learning in an environment where children are able to experience nature first hand and to use the shared experience for communication (Bowker & Tearle, 2007). Therefore, the need for students to be encouraged to participate in gardening programs as the benefit will not only reduce the rate of obesity currently spreading among youths, but will contribute to the improve knowledge on science subjects. To build a network between community, parents and schools, a parent’s community approach should be used as the curriculum. The community approach will tighten the link between schools; community members, parents, teachers and students. This will help facilitate a better gardening projects implementation. Through a close collaboration, teachers and students will be able to identify issues affecting communities and undertake action learning in collaboration with community organizations to assess community needs and plan the implementation strategies as parents are part of the community. The sense of efficacy is a central factor in motivational and learning processes that govern educational improvement, standard and performance on complex tasks of both teachers and students. Dedication and willingness are the major stimulator and achievement of a project. Through a stimulator and provision of incentives and facilities, schools can achieve the best in project development. Teachers and principals should be aware that students are the lever for achieving the set goals in schools. Failure to understand what students need will result in achieving zero result. Therefore, it is advised that schools focus more on how to lure students to work through proper collaboration with the parents and community members. Principals and teachers should identify areas where students need to be corrected, helping them to correct the problem will enable them be committed in the schools’ programs.

Matter flows and balances in urban vegetable gardens of Bobo Dioulasso, Burkina Faso (West Africa)

Many efforts are undertaken for sustaining urban agriculture in African cities. This study therefore investigated nutrient management practices in urban vegetable gardens of Bobo Dioulasso, Burkina Faso (West Africa). Nitrogen (N), phosphorus (P), potassium (K), and carbon (C) fluxes were quantified and nutrient balances calculated for three gardens representing the typical commercial gardening + field crops and livestock system (cGCL) and three gardens representing the commercial gardening + semi-commercial field crop system (cGscC). Nutrient and C balances were similarly positive in both production systems reaching annual averages of 688 kg N ha -1, 251 kg P ha-1 yr-1, 189 kg K ha-1, and 31 t C ha-1. Inputs in all gardens exceeded the amounts recommended by the extension service. Gaseous emissions of N and C represented important pathways of N and C losses. The highest emission rates occurred during the hottest periods of the day and the peaks were observed after fertilizer applications. Management recommendations should be geared towards increasing nutrient use efficiencies by better tailoring nutrient availability to crop demand and adjusted fertilization techniques to mitigate N losses.

Recycling urban waste as possible use for rooftop vegetable garden

Urban authorities in Europe are confronted with increasing demands by urban dwellers for allotment gardens, but vacant urban soil tends to be scarce and/or polluted by past industrial activities. A possible solution for local authorities could therefore be to promote rooftop gardening. However little technical information exists on certain forms of rooftop urban agriculture, called Z-Farming. In 2012, a pilot experiment was run in Paris (France). Simple and cheap systems of rooftop gardening were tested on a rooftop using as crop substrates only local urban organic waste so as to contribute to the urban metabolism. Production levels and heavy metal contents in cropping substrates and edible vegetables were measured. Available results show (i) high levels of crop production with limited inputs compared to land professional gardening, (ii) low levels of heavy metal pollutants in the edible parts of the crops, especially for Cd and Pb with respect to EU norms for vegetables and (iii) positive influence on yields on organizing the substrate in layers and enhancing the biological activity through earthworm inoculation. These encouraging results allow us to consider that rooftop gardening is feasible and seem to have a great potential to improve urban resiliency. It will nevertheless be necessary to identify more precisely the types of roof that can be used and to assess more fully the generic result of the low level of pollution, as well as the global sustainability of these cropping systems.

Survey of Mexican winter vegetable production /

Cover title.

Potentials for vegetable processing: eastern Arkansas; a report

Bibliography: leaf at end.