Effect of Sucrose Holding Solution on Flower Longevity

Effect of Sucrose Holding Solution on Flower Longevity Vigneshwaree Sabapathy Introduction and Objectives: The industry for cut flowers has become worldwide and its market continues to grow every year (Sheela, 2008). Cut flowers are living organs composed of foliar and floral parts that are harvested and sold for ornamental purposes (Sheela, 2008). Because they are highly perishable commodities, their post-harvest longevity is significant in determining its value. Flower longevity is the time taken for a flower to remain fresh-looking before they start wilting. There are many factors influencing flower longevity including temperature, light, supply of water and carbohydrates, humidity and the presence of plant hormones such as ethylene (Reid, 2009; Reid Jiang, 2012). To control these factors, suitable post-harvest procedures during transportation, packaging and storage should be adopted. One common procedure used is to store cut flowers at low temperatures and in holding solutions containing sugar immediately after cutting (Reid, 2009; Abou El-Ghait et al., 2012). The most commonly used sugar is sucrose. Sucrose supplies the flowers with substrates for respiration and promotes adequate water relations (Elhindi, 2012; Ichimura Hismatsu, 1999). In this experiment, the effects of various concentrations of sucrose on the longevity of roses, orchids and chrysanthemums are observed so as to determine the best holding solution for each of the flowers. Materials Method: Plastic beakers were used to prepare five different holding solutions. Of the five beakers, four had 0%, 5%, 10% and 15% concentration of sucrose solution respectively and the remaining one had tap water. Tap water was used to prepare the sucrose holding solutions into which 2 teaspoons of vinegar were added to every 1L of solution. In total, 10 stalks each of roses, orchids and chrysanthemums were obtained. Two stalks of each type of flower ware placed in each of the five holding solutions. Approximately 5cm from the edge of the stalks were then cut using scissors while the stalks were immersed in their respective holding solutions. Once this was done, the beakers of flowers were placed in a room and the number of days taken for all floral organs to wilt was recorded over a two week period. Within this period, the holding solutions were changed every week. OBSERVATION! Results: Three different species of flowers (roses, orchids and chrysanthemums) were placed in five different holding solutions with varying concentrations of sucrose and the number of days taken for all floral organs to wilt in each holding solution was recorded. The results obtained are illustrated in the Table below. Table 1: Number of days required for the various species of cut flowers to wilt in different holding solutions. Figure 1: Graph showing the number of days for the roses, chrysanthemums and orchids to wilt in the different holding solutions. Based on both Table 1 and Figure 1, it is seen that roses wilted at a faster rate as compared to the chrysanthemums and orchids in all five holding solutions. The roses placed in the 0% sucrose holding solution wilted the fastest, 7 days after the start of the experiment. The roses in 10% sucrose then wilted by the 8th day, followed by 5% sucrose and tap water on the 9th day and finally 15% sucrose on the 11th day. As for the chrysanthemums, those left in tap water and in 0% sucrose holding solution wilted by the 13th day. On the other hand, those in the 5%, 10% and 15% sucrose holding solutions had not begun to wilt by the end of the 14 day experimental period. For the orchids, those placed in tap water and 0% sucrose wilted on the 14th day while those in the 5%, 10% and 15% sucrose holding solution did not exhibit any signs of wilting by the end of the 14th day. From these results, it can be seen that the orchid has the highest longevity followed by chrysanthemum and finally the rose. Furthermore from the five different holding solutions, the one with 15% sucrose is more effective, with the least effective being the 0% sucrose holding solution. As the flowers wilted, discoloration of the petals and drooping of both flowers and leaves were first observed. Afterwards, the petals of the flowers began browning at the edges and eventually as wilting progresses, the entire petal turned brown. This was apparent in both the roses and chrysanthemums but less so in orchids. In the final stages of wilting, the flowers became dry and crisp. Discussion: Physiological changes that lead to early wilting is caused by the inability of the flower to maintain photosynthesis due to diminishing sugar stored in the stem and petals (Jowkar Salehi, 2006). Another reason is the formation of emboli and bacterial plug at the base of the stem during cutting that leads to reduction in water uptake (Van Meetern et al., 2001; Reid, 2012). To overcome this, stems are cut once again under water as done in this experiment (Reid, 2009). To delay the wilting process, a post-harvest procedure that involves placing the cut flowers in a holding solution containing water to preserve turgidity, sucrose and an acidifying agent such as vinegar is carried out (Sheela, 2008; Reid, 2009). Sucrose functions as a source of energy that provides additional substrates to the flowers for respiration (Pun Ichimura, 2003). An increase in respiration rate, increases flower longevity. Sucrose also promotes bud opening of cut flowers such as roses by supplying food for petal expansion (Pun Ichimura, 2003). Furthermore, low concentrations of sucrose help maintain water balance in flowers. Sucrose decreases water loss in rose petals and increases the uptake of water, by inducing the closure of stomata and increasing the osmotic concentration of the flowers respectively (Elhindi, 2012; Pun Ichimura, 2003). The concentration of sucrose to be used differs depending on the species of flowers being treated and often ranges between 5 to 20% ( Nenguwo, 1998). Vinegar in the holding solution reduces the pH to 3 or 4 so as to encourage the uptake of water since water with a low pH is easily taken up by the stem as compared to water with a higher pH (Clark et al., 2010). Acidifying the holding solution with vinegar also reduces the growth of bacteria and removes minerals in the solution that interferes with water uptake (Nenguwo, 1998; Clark et al., 2010). Between the three types of flowers, it was found that roses had the shortest flower longevity, with a recorded maximum longevity of 11 days in 15% sucrose holding solution. The short vase life of roses is caused by water stress as a result of a quick loss in fresh weight, incomplete opening of the bud and the inability to maintain turgidity (Thwala et al., 2013). Roses tend to lose more water as compared to other flowers because of its petals being thinner and having a larger surface area (Jones, 2001). In addition, inadequate transport of water through the neck of the flower causes it to droop (Thwala et al., 2013). As the loss of water continues without being replaced, the flower begins to wilt and eventually drops off. Aside from water stress, the plant hormone ethylene causes the early wilting of roses. Rose cultivars that give of fragrances, produces more of the plant hormone ethylene. Being sensitive to this hormone, premature wilting and the failure of bud opening occurs (Jone s, 2001). Based on Figure 1, chrysanthemums placed in tap water and 0% sucrose wilted by the 13th day while the others took more than 14 days to wilt. This shows that chrysanthemums have longer flower longevity than roses. One reason for this is because unlike roses, chrysanthemums are relatively insensitive to ethylene (Jones, 2001). Another reason is that despite having thin petals, it has a smaller petal area and so less water is loss. The shorter flower longevity in tap water and 0% sucrose holding solution as compared to the other holding solutions suggest that the presence of sucrose does increase the vase life of chrysanthemums. Like chrysanthemums, the rate of water loss in orchids is considerably low. This may be due to the fact that even though they have large petal areas, their petals are thicker than that of roses and chrysanthemums. Additionally, unlike in roses, the orchid stems lack supporting leaves and because of this the orchid has greater flower longevity as seen in this experiment (Thwala et al., 2013). One other reason for their flowers being long-lived is because they have low pollination rate and specialized pollination systems which causes them to be pollen-limited (Abdala-Roberts et al., 2007). As a result, the senescence of flowers in orchids is linked and tightly controlled by pollination. After comparing the effects of the five holding solutions on longevity, the 15% sucrose holding solution demonstrated the most prolonged longevity in all three flower types. The high concentration of sucrose in this solution means that it is able to provide sufficient nutrients for flower maintenance. Conclusion: Flower longevity is dependent on a number of external factors such as temperature, carbohydrate and water supply, light and the plant growth regulators. Therefore, the addition of acid such as vinegar and sucrose are used to help in prolonging the vase-life of cut flowers. From the results of the experiment conducted, it can be concluded that the 15% sucrose solution acidified with vinegar is the most ideal to be used as a holding solution for cut flowers. In addition, it was found that chrysanthemums and orchids have similar flower longevity which is much longer than that of the rose. This may be due to differences in ethylene sensitivity and regulation of senescence and wilting. Since cut flowers are one of the most perishable commodities, conducting this experiment helps florist determine the most suitable holding solution to prolong flower longevity for a particular cut flower.

Comparing How Two Women Find Their Identity :: Compare Contrast Comparison

Comparing How Two Women Find Their Identity Two women born in the United States, and raised in a small town, both have become important role models of today. They each write wonderful and strong essays describing what they believe in and finding out who they really are. Winona LaDuke and Pythia Peay both come from different backgrounds. LaDuke is a Native American Indian who wrote the essay on â€Å"Reclaiming Culture and the Lands.† Pythia Peay also wrote an essay on â€Å"Soul Searching.† They both share their ideas and experience of how and where they grew up. LaDuke is a mother of two children and lives on the White Earth reservation in Minnesota. She is part Jewish and part Ojibwe. Her parents are two very important people in her life. She was one of the few who grew up around people fighting for what they believe in. In her essay she writes about her religion and culture while trying to make it in the real world. She writes about how her people are there for one another and how they take care of each other’s children. In her essay she states, â€Å"We operate in extended families, and that is how we parent†, (10).She is stating that this is not common among the â€Å"White American Culture†, but among the Native Americans. She tries to teach them the value of life and keeping the tradition of their culture and how important it is to know where they come from. She talks about children learning from experience, having the need to be involved within their community, which will make them better understand their culture. In a way she is saying that seeing is believing! She talks strongly about how Native Americans are â€Å"deculturalizing† (12). She is saying that her people are slowly being pulled away from their native culture and being pulled into the white mans culture. This is what makes her even more determined to keep her culture and religion alive. Peay writes her essay on â€Å"Soul Searching†. She writes about finding her soul after leaving her home town in Oak Grove, Missouri where she grew up. Stepping into the new world full of opportunities is what she has always dreamed of. She traveled from city to city, and within each city she began to discover who she really was. In her essay, she lists some opinions and explains what she thinks of them.

John Dewey-Role of the Teacher Essay

John Dewey An American philosopher, psychologist, and educational reformer, John Dewey (October 20, 1859 – June 1, 1952) was one of the recognized founders of Pragmatism and a leader in progressive movement in U. S. education during the first half of the 20th century. The individual being, its relationship with the organizational or societal dynamics as well as the reason or logic around it is the essence of progressive philosophy of John Dewey. Cooper (1995) in Wells (2006) states that problem solving and creating skills, needed for in today’s world is emphasized in a progressivist curriculum which should be built around the students’ needs and personal experiences and it is a must for a teacher to present lessons that simulate a real-life situation to their students. Teachers’ understanding of an individual should be based on critical analysis evaluation using practical or realistic verification. Dewey (University of Albany, 2006) states that a person using the â€Å"problem solving approach† and the â€Å"experimental focus† of scientific method to govern their own life was the building block of how reasonable and ethical organizations operate and that school should be â€Å"child centered† with the curriculum and instruction tailored to facilitate the development of the individual. According to Sidorsky (1977), Dewey called as oppressive the elementary and secondary schools for they do not promote exploration and growth, thus, through his works a number of reforms in schools around the U. S. were implemented to enhance the development of free personalities. Dewey’s belief (1938) that schools should teach its students how to think rather than learning rote lessons and develop analytical approach in problem solving in real life situations. According to Campbell (1995), Dewey espoused judgment focus schools rather than knowledge should be developed and used in order for school children to become mature persons and can give sound judgments on the problems of human living. Further, he believes that schools, as an institution, should inculcate in the minds of the students and put to practice the learned techniques on how to live and work cooperatively and harmoniously with others. As Dewey’s beliefs focused on the learner’s right to participate on any decision that will affect their learning, he was more concerned with teachers’ rights as well as their academic freedom. Flanagan (1994) states that Dewey’s aim was to create a laboratory school where children are free to learn for themselves with an able tutelage from a professional mentor. It was in the old school according to Dewey (Flanagan, 1994) that the teachers forced the learners against their will or interest in order to learn the structured or established subjects. There were two main teacher functions according to John Dewey. First, the teacher must guide the young learner through life complexities and give them opportunities to learn in the natural way by means of solving relevant problems. Second, a teacher must also enable the young learner to adequately cope with contemporary conditions and the new tasks, which an unforeseeable future may bring. In Dewey’s type â€Å"classroom,† the teachers should plan its lessons in order to arouse students’ curiosity and push them to a higher level of knowledge thus encourage them to learn by doing and to interact with one another, and develop cooperation and tolerance as a virtue. Also, they are encouraged to solve problems on a variety of actual situations which they may encounter outside the four walls of the classroom and in the process develop flexibility in problem solving as well as in acquiring needed tools necessary for adulthood (Wells, 2006). Progressivists’ Dewey according to Wells (2006) believes that this approach to education is a perpetually enriching process of ongoing growth. The critical thinking skills development can be best achieved through soliciting queries from students. In a progressive classroom, the teacher creates practical activities that would guide the students through problem solving and show its relevance to their lives outside of the classroom. Wells (2006) also states that these teaching methods also include guided discovery and hands-on learning. She stated that not only do the students discuss what they are learning, but they also experience it through role-playing. Finally, according to Wells (2006), the progressivist teacher believes that in â€Å"hands-on† approach, children will learn better. Dewey (1938) in Flanagan (1994) wrote that teacher’s school presence as community member was to select the influences that will affect the young learner and to assist them in the appropriate responses to the given influences and not to impose upon them certain ideas or to form certain habits. Further, the teacher’s business is simply to determine, on the basis of varied experiences and sound wisdom, how the disciplines of life shall develop the personality of the child. According to Dewey (1938) it is the primordial obligation of an educator to comprehensively understand the nature of human experiences otherwise they will fail in their responses to young learners. In Neil (2005), it was stated that experience arises from the interaction of two principles — continuity and interaction as conceptualized by Dewey. In sum, individual’s present experience is a function of the interaction between one’s past experiences and the present situation. Finally, an environment full of socially-interacting relationships coupled with relevance and responsive to young child’s needs is the key to learning. The students, in this type of environment, create relationship between their classmates, friends or between them and their teachers thus facilitate their learning. These relationships make the children more comfortable and safe and in return they receive good learning needed in their lives. References: Campbell, J. (1995) Understanding john dewey. Nature and co-operative intelligence, Chicago: Open Court. Dewey, J. (1938) Experience and education, New York: Collier Books. Dewey, J. (1938/1997). Experience and education. Macmillan. Flanagan, F. (1994). John Dewey. The great educators,’ First series. Minerva – An Internet Journal of Philosophy. Volume 1. Retrieved March 15, 2006, from http://www. ul. ie/~philos/vol1/index. html Neill, J (2005). 500 Word summary of dewey’s â€Å"experience & education. † Retrieved March 15, 2006, from http://www. wilderdom. com/ experiential/SummaryJohnDeweyExperienceEducation. html Sidorsky, D. (1997). John dewey: the essential writings. New York: Harper and Row, 1977. Wells, C. (2006). My teaching philosophy. Retreived March 15, 2006, from www. webpages. csus. edu/~sac40265/teaching. htm.

Analysis Of `` Dover Beach `` And `` Plymouth Of The...

Existentialism is defined as a philosophy that emphasizes individual existence, freedom, and choice. It is the view that humans define their own meaning in life, and try to make rational decisions despite existing in an irrational universe. This school of philosophy has time and time again been explored in literature and film, as it is the answer to the defining question of the human experience: why am I here? The doctrine of existentialism is the core theme of the films Synecdoche, New York, written and directed by Charlie Kauffman, Eternal Sunshine of the Spotless Mind, directed by Michel Gondry and written by Charlie Kauffman (who’s writing directed the direction and main theme of the film), the poem, Dover Beach, written by Matthew Arnold, and Franz Kafka’s literary classic and masterpiece, The Trial. Our first text is Charlie Kauffman’s directorial debut, Synecdoche, New York. The postmodern melodrama attempts to depict every aspect of the human condition, therefore, making the film itself, a synecdoche of the human experience. For example, in the film, life and art are well and truly indistinguishable. All the events in the protagonist’s (playwright Caden Cotard) life become part of his impossibly large theatre piece. However, Caden’s inconceivable art comes with a revelation. As Caden continues to try, and ultimately fail to recreate his life and world in an impossible warehouse it becomes more and more prevalent that he can’t, and he never will. This is because real