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Journal articles on the topic 'Plant Sciences'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 March 2023

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1

Sablowski, R. "PLANT SCIENCES: Enhanced: Plant Genes on Steroids." Science 307, no. 5715 (March 11, 2005): 1569–70. http://dx.doi.org/10.1126/science.1110534.

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2

Arntzen, Charles J. "Funding for Plant Sciences." Plant Cell 1, no. 1 (January 1989): 1. http://dx.doi.org/10.2307/3869056.

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3

Moir, Jim. "Trends in plant sciences." New Zealand Journal of Agricultural Research 65, no. 4-5 (May 12, 2022): 249–51. http://dx.doi.org/10.1080/00288233.2022.2066962.

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4

Hines, P. J. "PLANT SCIENCES: Enabling Traffic." Science 308, no. 5718 (April 1, 2005): 19b. http://dx.doi.org/10.1126/science.308.5718.19b.

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5

Moir, Jim. "Advances in Plant Sciences." New Zealand Journal of Agricultural Research 63, no. 3 (July 2, 2020): 269–71. http://dx.doi.org/10.1080/00288233.2020.1782264.

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6

Stoll, Alexandra, and Francisco A. Squeo. "Latin American plant sciences: from early naturalists to modern science." Plant Ecology & Diversity 5, no. 2 (June 2012): 147–51. http://dx.doi.org/10.1080/17550874.2012.734867.

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7

Malik, C. P., and Bratati Roy. "New Horizons of Plant Sciences." Journal of Plant Science Research 37, no. 2 (November 29, 2021): 225–36. http://dx.doi.org/10.32381/jpsr.2021.37.02.2.

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8

Malik, C. P. "Advances in Plant Sciences Research." JOURNAL OF PLANT SCIENCE RESEARCH 34, no. 2 (December 5, 2018): 293–310. http://dx.doi.org/10.32381/jpsr.2018.34.02.18.

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9

Malik, CP. "Advancing Trends in Plant Sciences." Journal of Plant Science Research 35, no. 1 (May 21, 2019): 85–107. http://dx.doi.org/10.32381/jpsr.2019.35.01.9.

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10

Cho, Hyung-Taeg. "Focus: Plant sciences in Korea." Physiologia Plantarum 126, no. 4 (March 30, 2006): 469–74. http://dx.doi.org/10.1111/j.1399-3054.2006.00706.x.

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11

Tanimoto, Mimi. "The future of plant sciences." Biochemist 36, no. 2 (April 1, 2014): 36. http://dx.doi.org/10.1042/bio03602036.

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12

Knapp, Sandra. "Plant sciences: Seeds and civilizations." Nature 519, no. 7543 (March 2015): 288–89. http://dx.doi.org/10.1038/519288a.

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13

Martinez-Perez, E. "PLANT SCIENCES: Promiscuous Maize Chromosomes." Science 303, no. 5654 (January 2, 2004): 49–50. http://dx.doi.org/10.1126/science.1093532.

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14

Wilhelm, Christian. "Encyclopedia of applied plant sciences." Journal of Plant Physiology 161, no. 10 (October 2004): 1186–87. http://dx.doi.org/10.1016/j.jplph.2004.05.005.

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15

Hughes, N. F. "Plant fossils in Earth Sciences." Geological Magazine 125, no. 5 (September 1988): 547–49. http://dx.doi.org/10.1017/s0016756800013297.

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16

Auge, Gabriela Alejandra, María José de Leone, Rocío Deanna, Sonia Oliferuk, Pamela Anahí Ribone, and Elina Welchen. "Building a Pathway for Diversity in Plant Sciences in Argentina: Highlighting the Work of Women Scientists through Virtual Activities." Biology and Life Sciences Forum 4, no. 1 (November 30, 2020): 36. http://dx.doi.org/10.3390/iecps2020-08569.

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Encouraging the participation of a diverse workforce in academia increases plurality as it broadens the range of skills, ways of thinking, and experiences. Institutions and professional societies have been putting efforts on building plans that help make workplaces, conferences, education, and extension programs more relatable to a highly diverse population. Argentina has an overall gender-balanced workforce in the sciences (~53% women/total), with an even higher representation in disciplines related to plant sciences. However, media outlets and national conferences related to genetics, botany, plant physiology, ecology, and molecular biology, fail to reflect those numbers as the proportion of women invited for interviews, plenary lectures, and symposia falls below ~30%. As a way to increase the visibility of the wealth of plant science topics and experimental approaches in which Argentinian women work, and to facilitate connections among them across the country and abroad, we created the Argentinian Women in Plant Science network. This group has grown to over 200 members, representing a wide range of career stages and research topics. Since April, and taking advantage of the confinement situation, our weekly webinar series highlighting women plant scientists has reached an average audience of 60–70 participants, with a record of 100. Recently, we have begun a series of open professional development webinars to reach a wider public. Our first webinar, focused on scientific poster design, had ~250 participants, most of them undergrad and graduate students from all over the country covering a diverse range of disciplines, including the social sciences. Even though we have immersed ourselves in the plant science community with our weekly seminars, we have expanded our goals with activities aimed to reach out to a much wider audience with webinars and teacher training workshops, hopefully making plant science more attainable to all.
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17

Lebeda, A., V. Kroftová, V. Kůdela, and M. Braunová. "Fifty-year anniversary of Plant Protection Science." Plant Protection Science 50, No. 2 (May 6, 2014): 53–63. http://dx.doi.org/10.17221/29/2014-pps.

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In 2014, the journal Plant Protection Science (PPS) completes 50 years of publication (1965–2014). However, its roots extend back to the year 1921. Today, it is an international scientific journal focused on all aspects of plant protection sciences, fully published in English. This occasion offers a fitting opportunity to describe some of the most important historical stages of the journal’s development. In our brief historical overview, we summarise the changes in journal title, chief-editors, and editorial policy during the last fifty years, and with an examination of its importance, scope and readership. We present analyses of the journal’s development, some for the entire period of 1965–2013, while others are limited to more recent decades. The journal’s present place among the world’s scientific journals is documented by analyses in the international citation databases, BIOSIS CI, SCOPUS, and WOS. An analysis of three particular citation databases were made in October 2013, while the overall period 1998–2013 was conducted from All Databases/Thomson Reuters in March 2014. PPS is also included in other, important technical-literature databases, including Czech Agricultural and Food Bibliography, AGRIS/FAO database, AGRICOLA, CAB Abstracts, Current Contents, and Zoological Abstracts. Information about all of them is available in Ulrich’s WEB database. In the final part of this paper, we summarise some recent achievements of the journal, and discuss some key topics related to its future development.  
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18

Mercer, Kristin L., and Joel D. Wainwright. "Science in ‘the storm’: Reflections on politics and plant sciences today." Human Geography 11, no. 3 (November 2018): 1–10. http://dx.doi.org/10.1177/194277861801100301.

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What constitutes science? What is the relation between scientific practice and capitalist modernity? What are the responsibilities of scientists in the face of our planetary crisis? In 2016 the Zapatistas of Chiapas organized an event to reflect upon and discuss the practice and politics of science. This paper — based on a script of a presentation at the event — takes up these questions, drawing from radical thought and philosophy of science to consider science in our present conjuncture.
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19

Sasseville, David N., and J. Leone Herring. "ELEMENTARY SCHOOL SCIENCE AND MATHEMATICS ENRICHMENT USING HORTICULTURE." HortScience 27, no. 6 (June 1992): 672f—672. http://dx.doi.org/10.21273/hortsci.27.6.672f.

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According to the Missouri Mastery Achievement Tests, elementary students in Missouri have a need for strengthening basic sciences and mathematics in their curriculum. Areas in the plant sciences such as seed germination and plant growth are among subjects needing particular emphasis. A pilot enrichment program was developed to address this need. Lesson plans were developed which paralleled topics in the Core Competencies and Key Skills for Missouri Schools and targeted for third grade students. The lesson plans were field tested in public and private schools for three years to evaluate lesson plans, equipment, handouts, and other instructional materials. The materials currently include three units: soil, water and plants. The materials are adaptable to all types of organized youth activities and are the primary materials used in Missouri for 4-H plant and soil science programs. Instructional materials have also been developed on how to implement the use of these tools by youth leaders and Extension personnel.
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20

Crane, Peter R., Song Ge, De-Yuan Hong, Hong-Wen Huang, Gen-Lin Jiao, Sandra Knapp, W. John Kress, et al. "The Shenzhen Declaration on Plant Sciences." Taxon 66, no. 5 (October 24, 2017): 1261–62. http://dx.doi.org/10.12705/665.34.

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21

McCormick, S. J., and R. Tjian. "A New Focus on Plant Sciences." Science 330, no. 6007 (November 18, 2010): 1021. http://dx.doi.org/10.1126/science.1198153.

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22

Bastow, R. "PLANT SCIENCES: Deciding When to Flower." Science 302, no. 5651 (December 5, 2003): 1695–96. http://dx.doi.org/10.1126/science.1092862.

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23

Berger, F. "PLANT SCIENCES: Imprinting--a Green Variation." Science 303, no. 5657 (January 23, 2004): 483–85. http://dx.doi.org/10.1126/science.1094375.

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24

Stengel, Katrina, Jane Taylor, Claire Waterton, and Brian Wynne. "Plant Sciences and the Public Good." Science, Technology, & Human Values 34, no. 3 (April 29, 2008): 289–312. http://dx.doi.org/10.1177/0162243907312955.

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25

Schulze-Lefert, P. "PLANT SCIENCES: Recognition at a Distance." Science 308, no. 5721 (April 22, 2005): 506–8. http://dx.doi.org/10.1126/science.1111725.

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26

Wickens, G. E. "Plant Sciences: Production, Genetics and Breeding." Journal of Arid Environments 23, no. 1 (July 1992): 107–8. http://dx.doi.org/10.1016/s0140-1963(18)30550-0.

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27

Shenzhen Declaration Drafting Committee. "The Shenzhen Declaration on Plant Sciences – Uniting plant sciences and society to build a green, sustainable Earth." PhytoKeys 86 (September 18, 2017): 3–7. http://dx.doi.org/10.3897/phytokeys.86.20859.

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28

Crane, Peter R., Song Ge, De-Yuan Hong, Hong-Wen Huang, Gen-Lin Jiao, Sandra Knapp, W. John Kress, et al. "The Shenzhen Declaration on Plant Sciences-Uniting plant sciences and society to build a green, sustainable Earth." Journal of Systematics and Evolution 55, no. 5 (September 2017): 415–16. http://dx.doi.org/10.1111/jse.12283.

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29

Crane, Peter R., Song Ge, De‐Yuan Hong, Hong‐Wen Huang, Gen‐Lin Jiao, Sandra Knapp, W. John Kress, et al. "The Shenzhen declaration on plant sciences—Uniting plant sciences and society to build a green, sustainable Earth." PLANTS, PEOPLE, PLANET 1, no. 1 (December 4, 2018): 59–61. http://dx.doi.org/10.1002/ppp3.13.

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30

Bauerle, Taryn L., and Travis D. Park. "Experiential Learning Enhances Student Knowledge Retention in the Plant Sciences." HortTechnology 22, no. 5 (October 2012): 715–18. http://dx.doi.org/10.21273/horttech.22.5.715.

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Experiential learning can be an important part of an undergraduate curriculum in the sciences. A new course, The Nature of Plants, was developed to provide students across a broad range of majors with an in-depth study of plant science both basic and applied. The course was enriched by using a local natural area as an informal learning environment. We examined whether experiential learning improved homework scores among students who participated in a field trip by asking if simply attending the field trip increased the homework score or if participation in the tree climbing exercise had any additional benefit. Our results show participating in a field trip experience when coupled with a homework assignment increased student homework scores. Moreover, the tree climbing portion of the field trip increased homework scores particularly for students not in a science major. This research supports experiential learning and the value of field trips within science courses focused on a comprehensive exploration of plants.
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31

Strugovshchikova, Uliana. "Plant Sciences and Phytosemiotics as part of culture." Культура и искусство, no. 12 (December 2020): 52–60. http://dx.doi.org/10.7256/2454-0625.2020.12.34589.

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This article is dedicated to the impact of research in the field of biology, behaviorism and cognitive science of plants with upon the change of scientific and cultural discourses. A brief overview is given to vegetation cultural heritage, considering the factors of objectification of plants with acceptance of mechanistic worldview and demystification of nature. The author examines the current changes in comprehension of vegetation based on the new research in the area of electrophysiology and plant behaviorism, providing a short historical background of evolution of the attitude on plants in biology and semiotics. Emphasis is placed on the emergence of phytosemiotics as a part of semiotic system of humans and animals, its transformation into phytosemiotics per se under the influence of new research results in the area of neurobiology of plants and their behavior. The novelty of this work consists in the analysis of new data in the area of behavior and signaling  of plants through the lens of biosemiotics, reconsideration of semiotic reality of plants: despite the fact that plants differ from animals in functionality and fundamentally contrasting morphology, they are still comparable, which put the planst on the same level with animals in semiotic reality, and acquire agency. This leaves a wide field for further research in not only plant biology and behaviorism, but also further development of phytosemiotics, ecosemiotics, ethics, and aesthetics. The author's special contribution is the reinterpretation of the plant semiotic niche: the transition of plants from the iconic semiosis to the index one.
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32

Hutchison, Alexander, Yuming Hu, Lei Lei, and Monty Montano. "Integrative Plant Sciences – Ecosystems in the Balance." Advanced Biology 6, no. 10 (October 2022): 2200213. http://dx.doi.org/10.1002/adbi.202200213.

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33

Plieth, Christoph. "Calcium, Metaphors, and Zeitgeist in Plant Sciences." Plant Physiology 171, no. 3 (May 24, 2016): 1790–93. http://dx.doi.org/10.1104/pp.16.00645.

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34

Pennisi, E. "PLANT SCIENCES: Corn Genomics Pops Wide Open." Science 319, no. 5868 (March 7, 2008): 1333. http://dx.doi.org/10.1126/science.319.5868.1333.

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35

Charlesworth, Deborah. "Plant sciences: Molecular view of pollen rejection." Nature 318, no. 6043 (November 1985): 231–32. http://dx.doi.org/10.1038/318231a0.

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36

Wang, Peng, Enzo Lombi, Fang-Jie Zhao, and Peter M. Kopittke. "Nanotechnology: A New Opportunity in Plant Sciences." Trends in Plant Science 21, no. 8 (August 2016): 699–712. http://dx.doi.org/10.1016/j.tplants.2016.04.005.

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37

Appenroth, Klaus-J. "What are “heavy metals” in Plant Sciences?" Acta Physiologiae Plantarum 32, no. 4 (January 8, 2010): 615–19. http://dx.doi.org/10.1007/s11738-009-0455-4.

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38

Zeigler, Robert S. "Plant sciences, public policies and food security." Outlook on Agriculture 48, no. 3 (August 20, 2019): 220–28. http://dx.doi.org/10.1177/0030727019868776.

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Food security was a major global concern in the second half of the 20th century. A positive feedback loop between public policy and technological innovation created abundant food supplies that averted predictions of famine and social chaos. Following the successful global effort to combat hunger, policy attention turned to problems of the environmental footprint of agriculture and other nutrition and diet-related health problems. Policies are developed in response to challenges presented by technology-induced change. As the rate of technological change accelerates, policy makers struggle to keep up and policies risk becoming irrelevant or stymying positive impact of innovation. Public or philanthropic investments created the foundation for private investment in technologies that have been widely adopted. As the public sector reduces its investments in research and development, it is not clear that the private sector has the appetite or means to make the needed investments. Examples of challenges facing agriculture and food security include access to and use of genetic resources, genetically modified crops and the global community’s ability to respond to and mitigate human-induced climate change. Proposed solutions to the world’s many serious challenges almost invariably involve some kind of coordinated and coherent multilateral institutional actions. Yet, today, global political trends appear to be shifting to more unilateral, bilateral and nationalistic perspectives hampering our capacity to respond effectively.
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39

Stokstad, E. "PLANT SCIENCES: Rescue Planned for Seed Banks." Science 297, no. 5587 (September 6, 2002): 1625a—1626. http://dx.doi.org/10.1126/science.297.5587.1625a.

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40

Galbraith, David W. "Cytometry and plant sciences: A personal retrospective." Cytometry 58A, no. 1 (2004): 37–44. http://dx.doi.org/10.1002/cyto.a.10100.

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41

Kalin De Arroyo, M. T., S. Dietrich, E. Forero, and S. Maldonado. "The Latin American Plant Sciences Network: a collaborative regional effort in science training." Agroforestry Systems 28, no. 1 (October 1994): 45–62. http://dx.doi.org/10.1007/bf00711988.

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42

Baluška, František, and Stefano Mancuso. "Plant Neurobiology as a Paradigm Shift Not Only in the Plant Sciences." Plant Signaling & Behavior 2, no. 4 (July 2007): 205–7. http://dx.doi.org/10.4161/psb.2.4.4550.

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43

Dietz, Karl-Josef, and Simone Herth. "Erratum to: “Plant nanotoxicology” [Trends in Plant Sciences 16 (2011) 582–589]." Trends in Plant Science 17, no. 3 (March 2012): 180. http://dx.doi.org/10.1016/j.tplants.2012.01.011.

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44

Dobbels, Austin, Margaret Krause, Samantha McConaughy, Ammani Kyanam, Matt Breitzman, Gustavo Pucci, Tabare Abadie, and Jason Rauscher. "Plant Sciences Symposia Series Student Advisory Council Hosts Virtual Plant‐Breeding Symposium." CSA News 65, no. 7 (June 18, 2020): 39–41. http://dx.doi.org/10.1002/csan.20203.

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45

Mayoral, Olga, Jordi Solbes, José Cantó, and Tatiana Pina. "What Has Been Thought and Taught on the Lunar Influence on Plants in Agriculture? Perspective from Physics and Biology." Agronomy 10, no. 7 (July 2, 2020): 955. http://dx.doi.org/10.3390/agronomy10070955.

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This paper reviews the beliefs which drive some agricultural sectors to consider the lunar influence as either a stress or a beneficial factor when it comes to organizing their tasks. To address the link between lunar phases and agriculture from a scientific perspective, we conducted a review of textbooks and monographs used to teach agronomy, botany, horticulture and plant physiology; we also consider the physics that address the effects of the Moon on our planet. Finally, we review the scientific literature on plant development, specifically searching for any direct or indirect reference to the influence of the Moon on plant physiology. We found that there is no reliable, science-based evidence for any relationship between lunar phases and plant physiology in any plant–science related textbooks or peer-reviewed journal articles justifying agricultural practices conditioned by the Moon. Nor does evidence from the field of physics support a causal relationship between lunar forces and plant responses. Therefore, popular agricultural practices that are tied to lunar phases have no scientific backing. We strongly encourage teachers involved in plant sciences education to objectively address pseudo-scientific ideas and promote critical thinking.
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46

Catanzaro, C. J., C. L. Fenderson, and R. J. Sauve. "Consolidation of Agricultural Programs at Tennessee State University." HortScience 31, no. 4 (August 1996): 650d—650. http://dx.doi.org/10.21273/hortsci.31.4.650d.

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The Dept. of Agricultural Sciences currently offers degrees at both the undergraduate and graduate levels. Undergraduate programs in Plant Science, Animal Science, and Rural Development were consolidated within the Dept. of Agricultural Sciences in the late 1980s due to the declining number of graduates. However, no personnel turnover or course changes occurred due to consolidation. Enrollment at the undergraduate level has doubled within the past 5 years. Student enrollment for Fall 1995 included 127 undergraduates and 31 graduate students. Graduation figures projected for 1995–96 include 26 undergraduates and 8 graduate students. Horticulture and Agronomy are now two of the concentrations available for the BS degree in Agricultural Sciences, and Plant Science is an option for the MS degree in Agricultural Sciences. Presently in the plant sciences there are approximately 30 undergraduates and 20 MS students. Faculty and professional staff affiliated with the Cooperative Agricultural Research Program are encouraged to submit teaching proposals to the 1890 Institution Capacity Building Grants Program, a USDA-funded competitive program for the agricultural sciences. Awards enable grantee institutions to attract more minority students into the agricultural sciences, expand institutional linkages, and strengthen education in targeted need areas. The Grants Program supports teaching projects related to curricula design, materials development, and faculty and student enhancement. Current teaching grants address graduate and undergraduate education in molecular biology and undergraduate education in soil sciences.
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47

Darnell, Rebecca, and Jimmy Cheek. "Plant Science Graduate Students: Demographics, Research Areas, and Recruitment Issues." HortScience 40, no. 4 (July 2005): 1138B—1138. http://dx.doi.org/10.21273/hortsci.40.4.1138b.

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Graduate student enrollment in the plant sciences has decreased over the past several years, and there is increasing interest in recruitment/retention strategies. Before successful strategies can be implemented, however, the status of current plant science graduate programs needs to be determined. Survey data on graduate student demographics, research area, support levels, current recruitment strategies, and career opportunities were collected from 23 plant science graduate programs. Overall, 55% of graduate students in plant sciences were male and 45% were female; about 60% were domestic and 40% were international. Cellular/molecular biology and breeding/genetics were the two disciplines that had the greatest number of graduate students and the greatest number of job opportunities. Most programs cited financial support as the biggest obstacle to recruitment. However, stipend number, the guarantee of multiple years of support, the funding of tuition waivers, and health insurance costs also impact student numbers. As more of these costs are shifted to faculty, there appears to be an increasing inability and/or reluctance to invest grant funds (which support 60% of the plant science graduate students) in graduate student education. These data suggest that the decline in plant science graduate student enrollment may be due to shifting of more of the total cost of graduate training to faculty, who may be unable/unwilling to bear the cost. There is also a clear shift in the research focus of plant science graduate students, as postdoctoral and career opportunities are weighted toward molecular biology/genetics, leaving the more applied plant science areas particularly vulnerable to low graduate enrollment.
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48

Ballaré, Carlos L. "Circadian maestro leads plant gene expression symphony*Commissioned by Trends in Plant Sciences and published in the March issue of Trends in Plant Sciences.*." Trends in Genetics 17, no. 3 (March 2001): 130. http://dx.doi.org/10.1016/s0168-9525(01)02248-x.

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49

M, Meena. "Tomato: A Model Plant to Study Plant-Pathogen Interactions." Food Science & Nutrition Technology 4, no. 1 (January 7, 2019): 1–6. http://dx.doi.org/10.23880/fsnt-16000171.

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Tomato (Solanum lycopersicum) is a very important vegetable plant in the worldwide because of its importance as food, quality of fruit, improves productivity, and resistance to biotic and abiotic stresses. Tomato has been extensively used not just for food however conjointly as a research (plant-pathogen interactions) material. Generally, most of the tomato traits are agronomically imperative and cannot be studied using other model plant systems. It belongs to family Solanaceae and intimately associated with several commercially important plants like potato, tobacco, peppers, eggplant, and petunias. Production of tomato yield is affected each year due to range of pathogenic diseases that square measure caused by fungi, bacteria, viruses and roundworm, enlarge all the methods through soil-borne, above-ground infections and in some instances are transmitted through insect feeding. This review is focused on the way to tomato-pathogen interactions analysis is very important and role of pathological processes connected factors and genes.
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50

Darnell, Rebecca L., and Jimmy G. Cheek. "Plant Science Graduate Students: Demographics, Research Areas, and Recruitment Issues." HortTechnology 15, no. 3 (January 2005): 677–81. http://dx.doi.org/10.21273/horttech.15.3.0677.

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Graduate student enrollment in the plant sciences has decreased over the past several years, and there is increasing interest in recruitment/retention strategies. Before successful strategies can be implemented, however, the status of current plant science graduate programs needs to be determined. Survey data on graduate student demographics, research area, support levels, current recruitment strategies, and career opportunities were collected from 23 plant science graduate programs. Overall, 55% of graduate students in plant sciences were male and 45% were female; approximately 60% were domestic and 40% were international. Cellular/molecular biology and breeding/genetics were the two disciplines that had the greatest number of graduate students and the greatest number of job opportunities. Although most programs cited financial support as the biggest obstacle to recruitment, there was not a strong correlation between graduate student number/program and stipend amount. However, other funding factors besides stipend amount; such as stipend number, the guarantee of multiple years of support, the funding of tuition waivers, and health insurance costs, likely impact student number. As more of these costs are shifted to faculty, there appears to be an increasing inability and/or reluctance to invest grant funds (which support 60% of the plant science graduate students) in graduate student education. These data suggest that the decline in plant science graduate student enrollment may not be directly due to low stipend amounts, but rather to shifting of more of the total cost of graduate training to faculty, who may be unable/unwilling to bear the cost. There is also a clear shift in the research focus of plant science graduate students, as postdoctoral and career opportunities are weighted towards molecular biology/genetics, leaving the more applied plant science areas particularly vulnerable to low graduate enrollment.
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