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The incorporation of biostimulants, including microbial inoculants, into turfgrass management programs has increased during the past decade as a result of the potential benefits of their use, including increased nutrient uptake, enhanced growth, and improved stress tolerance. However, minimal research has been conducted on warm-season grasses, and questions still exist regarding microbial inoculant application timing, frequency of inoculation, and need for supplemental nitrogen. Therefore, the objective of our research was to investigate the influence of nitrogen fertilizer and microbial inoculant application timings on the establishment of common bermudagrass [Cynodon dactylon (L.) Pers.] in the field and in a controlled environment. Treatments containing fertilizer had a consistently greater normalized difference vegetation index, turfgrass color, and turfgrass quality than treatments that contained only the Klebsiella variicola microbial inoculant (KV). Establishment of bermudagrass plots in response to treatments containing fertilizer had more than 90% cover at the conclusion of the study (8 weeks after seeding), whereas KV treatments and the untreated check never exceeded 70% cover. However, the greatest change in carbon efflux was often observed in the field in response to treatments that supplied KV 3 weeks after seeding. In the greenhouse, the greatest root and shoot weights were typically observed in response to treatments containing fertilizer, whereas KV-alone treatments resulted in root and shoot weights either similar to or less than the untreated check.

Seed germination is a critical first stage of plant development but can be arrested by factors including dormancy and environmental conditions. Strategies to enhance germination are of interest to plant breeders to ensure the ability to utilize the genetic potential residing inside a dormant seed. In this study, seed germination in two sugarbeet (Beta vulgaris ssp. vulgaris L.) lines F1004 and F1015 through incubating seeds in hydrogen peroxide (H2O2) solution was improved over 70% relative to germinating seeds through water incubation. It was further found that low germination from water incubation was caused by physical dormancy in F1015 seeds with initial seed imbibition blocked by the seed pericarp, and physiological dormancy in F1004 seeds with germination compromised due to the physiological condition of the embryo. To identify genes that are differentially expressed in response to cellular activities promoted by H2O2 during overcoming different type of dormancies, an RNA-Seq study was carried out and found H2O2 treatment during germination accelerated the degradation of seed stored mRNAs that were synthesized before or during seed storage to provide protections and maintain the dormant state. Comparison of transcripts in H2O2-treated seeds between the two sugarbeet lines identified differentially expressed genes (DEGs) that were higher in F1004 for alleviating physiological dormancy were known to relative to gene expression regulation. The research established that H2O2 overcomes both physical and physiological dormancies by hastening the transition of seeds from dormancy into germination. More DEGs related to gene expression regulation were involved in relieving physiological dormancy which provides new knowledge about the role of exogenous H2O2 as a signaling molecule for regulating gene activities during germination. Moreover, the protocol using H2O2 to promote germination will be useful for rescuing plant germplasms with poor germination.

Heat waves occur with more regularity and they adversely affect the yield of cool season crops including carrot (Daucus carota L.). Heat stress influences various biochemical and physiological processes including cell membrane permeability. Ion leakage and increase in cell permeability are indicators of cell membrane stability and have been used to evaluate the stress tolerance response in numerous crops and inform plant breeders for improving heat tolerance. No study has been published about the effects of heat stress on cell membrane stability and relative cell injury of carrot. Therefore, the present study was designed to estimate these stress indicators in response to heat stress at the early and late seedling developmental stages of 215 diverse accessions of wild and cultivated carrot germplasm. The article identifies the relationship between early and late stages of seedling tolerance across carrot genotypes and identifies heat-tolerant genotypes for further genetic analysis. Significant genetic variation among these stress indicators was identified with cell membrane stability and relative cell injury ranging from 6.3% to 97.3% and 2.8% to 76.6% at the early seedling stage, respectively; whereas cell membrane stability and relative cell injury ranged from 2.0% to 94.0% and 2.5% to 78.5%, respectively, at the late seedling stage under heat stress. Broad-sense heritability ranged from 0.64 to 0.91 for traits of interest under study, which indicates a relatively strong contribution of genetic factors in phenotypic variation among accessions. Heat tolerance varied widely among both wild and cultivated accessions, but the incidence of tolerance was higher in cultivated carrots than in wild carrots. The cultivated carrot accessions PI 326009 (Uzbekistan), PI 451754 (Netherlands), L2450 (USA), and PI 502654 (Pakistan) were identified as the most heat-tolerant accessions with highest cell membrane stability. This is the first evaluation of cell membrane stability and relative cell injury in response to heat stress during carrot development.

This is part of a series of 2-5 page fact sheets by Elizabeth B. Bolton and Anna Guest-Jelley that provide guidance for building a non-profit organization, from establishing its mission to effectively lobbying. Includes references. Published by the UF Department of Family Youth and Community Sciences, June 2009. Reviewed June 2012.

This is part of a series of 2-5 page fact sheets by Elizabeth B. Bolton and Anna Guest-Jelley that provide guidance for building a non-profit organization, from establishing its mission to effectively lobbying. Includes references. Published by the UF Department of Family Youth and Community Sciences, June 2009. Reviewed June 2012.

This is part of a series of 2-5 page fact sheets by Elizabeth B. Bolton and Anna Guest-Jelley that provide guidance for building a non-profit organization, from establishing its mission to effectively lobbying. Includes references. Published by the UF Department of Family Youth and Community Sciences, June 2009. Reviewed June 2012.

This is part of a series of 2-5 page fact sheets by Elizabeth B. Bolton and Anna Guest-Jelley that provide guidance for building a non-profit organization, from establishing its mission to effectively lobbying. Includes references. Published by the UF Department of Family Youth and Community Sciences, June 2009. Reviewed June 2012.

This is part of a series of 2-5 page fact sheets by Elizabeth B. Bolton and Anna Guest-Jelley that provide guidance for building a non-profit organization, from establishing its mission to effectively lobbying. Includes references. Published by the UF Department of Family Youth and Community Sciences, June 2009. Reviewed June 2012.

This is part of a series of 2-5 page fact sheets by Elizabeth B. Bolton and Lynda M. Spence that provide guidance for building a non-profit organization, from establishing its mission to effectively lobbying. Published by the UF Department of Family Youth and Community Sciences, June 2009. Reviewed June 2012.

This is part of a series of 2-5 page fact sheets by Elizabeth B. Bolton and Anna Guest-Jelley that provide guidance for building a non-profit organization, from establishing its mission to effectively lobbying. Includes references. Published by the UF Department of Family Youth and Community Sciences, June 2009. Reviewed June 2012.

This is part of a series of 2-5 page fact sheets by Elizabeth B. Bolton and Anna Guest-Jelley that provide guidance for building a non-profit organization, from establishing its mission to effectively lobbying. Includes references. Published by the UF Department of Family Youth and Community Sciences, June 2009. Reviewed June 2012.

This is part of a series of 2-5 page fact sheets by Elizabeth B. Bolton and Anna Guest-Jelley that provide guidance for building a non-profit organization, from establishing its mission to effectively lobbying. Includes references. Published by the UF Department of Family Youth and Community Sciences, June 2009. Reviewed June 2012.

This is part of a series of 2-5 page fact sheets by Elizabeth B. Bolton and Anna Guest-Jelley that provide guidance for building a non-profit organization, from establishing its mission to effectively lobbying. Includes references. Published by the UF Department of Family Youth and Community Sciences, June 2009. Reviewed June 2012.

This is part of a series of 2-5 page fact sheets by Elizabeth B. Bolton and Anna Guest-Jelley that provide guidance for building a non-profit organization, from establishing its mission to effectively lobbying. Includes references. Published by the UF Department of Family Youth and Community Sciences, June 2009. Reviewed June 2012.

This is part of a series of 2-5 page fact sheets by Elizabeth B. Bolton and Anna Guest-Jelley that provide guidance for building a non-profit organization, from establishing its mission to effectively lobbying. Includes references. Published by the UF Department of Family Youth and Community Sciences, June 2009. Reviewed June 2012.

The objectives of this lesson are to learn the importance of decision making in everyday life, to learn a process for making decisions, and to use the decision making process. This document is FCS9093, one of a series of the Family Youth and Community Sciences Department, UF/IFAS Extension. EDIS publication date May 2006.

The objectives of this lesson are to learn that listening is part of communication, to learn how to listen, to overcome barriers to good listening, to understand feedback as a communication tool, and to learn how to provide feedback as a test of listening. This document is FCS9092, one of a series of the Family Youth and Community Sciences Department, UF/IFAS Extension. EDIS publication date May 2006.

The objectives of this lesson are to increase self awareness, to recognize that each person is unique, to establish respect for names, and to develop a more positive attitude about oneself. This document is FCS9089, one of a series of the Family Youth and Community Sciences Department, UF/IFAS Extension. EDIS publication date May 2006.

The objective of this lesson are to identify your own unique personality traits, to accept both compliments and criticism from others in a positive way, to choose one trait to work toward improving and develop a specific plan for improvement, to recognize that you must take risks in order to grow and develop, and to learn to value yourself. This document is FCS9090, one of a series of the Family Youth and Community Sciences Department, UF/IFAS Extension. EDIS publication date May 2006. Reviewed July 2009.

The objectives of this lesson are to show that the process of communication is more than words, to demonstrate that communication is important to relationships, and to recognize barriers to good communication and learn ways to overcome them. This document is FCS9091, one of a series of the Family Youth and Community Sciences Department, UF/IFAS Extension. EDIS publication date May 2006.

The objects of this lesson are to learn that everyone can be a leader, to understand that leaders differ, and to develop self awareness about your personal leadership style. This document is FCS9088, one of a series of the Family Youth and Community Sciences Department, UF/IFAS Extension. EDIS publication date May 2006.

A teaching guide produced by the Florida Cooperative Extension Service, University of Florida, Institute of Food and Agricultural Sciences. Advisory committees working with Extension County Faculty as well as other community service organizations using this guide will develop a group of local leaders with effective resolution and goal attainment skills. Original publication date March 2005.

During the months of potential hurricanes, it is important to plan for the worst and hope that it never happens. For example, you and your family may be asked to leave your home due to some emergency conditions in your community. Your local emergency officials will not ask you to leave your home or location unless there is a valid reason. Do not try and second-guess the validity of their request. Do as they say immediately. Most of the time these requests and related information will come through radio broadcasts or the local TV station. Different warning methods may be used such as a siren or telephone calls. This document is FCS3254, one of a series of the Family Youth and Community Sciences Department, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Original publication date June, 2005. FCS3254/FY747: Hurricane Preparation: Evacuating Your Home (ufl.edu)

This document is FCS5247/FY587, one of a series of the Department of Family, Youth and Community Sciences, Florida Cooperative Extension Service, University of Florida, UF/IFAS, Gainesville 32611. First published: September 1999. Revised: January 2004. https://edis.ifas.ufl.edu/fy587

This document is FCS5251/FY591, one of a series of the Department of Family, Youth and Community Sciences, Florida Cooperative Extension Service, University of Florida, UF/IFAS, Gainesville 32611. First published: September 1999. Revised: January 2004. https://edis.ifas.ufl.edu/fy591

This document is FCS5255/FY595, one of a series of the Department of Family, Youth and Community Sciences, University of Florida, UF/IFAS, Gainesville 32611. First published: September 1999. Revised: January 2004. https://edis.ifas.ufl.edu/fy595

This document is FCS5253/FY593, one of a series of the Department of Family, Youth and Community Sciences, Florida Cooperative Extension Service, University of Florida, UF/IFAS, Gainesville 32611. First published: September 1999. Revised: January 2004. https://edis.ifas.ufl.edu/fy593

This document is FCS5252/FY592, one of a series of the Department of Family, Youth and Community Sciences, Florida Cooperative Extension Service, University of Florida, UF/IFAS, Gainesville 32611. First published: September 1999. Revised: January 2004. https://edis.ifas.ufl.edu/fy592

This document is FCS5254/FY594, one of a series of the Department of Family, Youth and Community Sciences, University of Florida, UF/IFAS, Gainesville 32611. First published: September 1999. Revised: January 2004. https://edis.ifas.ufl.edu/fy594

The Elder Companion training program is designed to train persons interested in becoming employed by local service providers as sitter/companions for the elderly. The objective of the program is to help participants develop the necessary skills to provide high-quality care including: assistance with daily living activities, home management services and companionship for the elderly adult. This document is FCS5246/FY586, one of a series of the Department of Family, Youth and Community Sciences, University of Florida, UF/IFAS, Gainesville 32611. First published: September 1999. Revised: January 2004. https://edis.ifas.ufl.edu/fy586

This document is FCS5249/FY589, one of a series of the Department of Family, Youth and Community Sciences, Florida Cooperative Extension Service, University of Florida, UF/IFAS, Gainesville 32611. First published: September 1999. Revised: January 2004. https://edis.ifas.ufl.edu/fy589

This document is FCS5250/FY590, one of a series of the Department of Family, Youth and Community Sciences, Florida Cooperative Extension Service, University of Florida, UF/IFAS, Gainesville 32611. First published: September 1999. Revised: January 2004. https://edis.ifas.ufl.edu/fy590

This document is FCS5248/FY588, one of a series of the Department of Family, Youth and Community Sciences, Florida Cooperative Extension Service, University of Florida, UF/IFAS, Gainesville 32611. First published: September 1999. Revised: January 2004. https://edis.ifas.ufl.edu/fy588

This lesson contains practical information on planning and conducting effective meetings. Topics covered include preparing for the meeting, getting the meeting off to a good start, creating an atmosphere for participation, moving the meeting forward to get results, ending the meeting, and following up after the meeting. Each topic highlights how to maximize meeting productivity and effectiveness. This document is PE051, one of a series of the Department of Family, Youth and Community Sciences, Florida Cooperative Extension Service, IFAS, University of Florida. Publication date: August 2003.

During these times of potential terrorist attacks, it is important to plan for the worst and hope that it never happens. For example, you and your family may be asked to leave your home due to some emergency situation in your community. Your local emergency officials will not ask you to leave your home or location unless there is a valid reason. Most of the time these requests and related information will come through radio broadcasts or the local TV station. Different warning methods may be used such as a siren or telephone calls. Stay tuned and follow the directions and the evacuation routes recommended by the emergency officials. The most important thing to keep in mind is to have a plan for a possible evacuation. Be prepared to evacuate and keep the suggestions in this paper in mind. FCS9194/FY616: Preparing to Evacuate Your Home in Case of an Emergency (ufl.edu)

This report, Profiles of the Hard to Employ and the Implications for Job Success, is part of the UF/IFAS Welfare-to-Work Initiative (Grant #A6218) funded by the Florida Agency for Workforce Innovation (formerly Florida Department of Labor and Employment Security). The Principal Investigator is Elizabeth B. Bolton, Professor of Community Development, Department of Family, Youth and Community Sciences. First published November, 2002.

The JobStart curriculum was developed by Dr. Elizabeth Bolton, Professor of Community Development. Originally developed to address the needs of public housing residents, the curriculum has been adapted and expanded to meet the needs of hard-to-serve WtW clients.

This report, Putting Knowledge to Work: Outcome Performance of the UF/IFAS Welfare-to-Work Initiative as of May 11, 2001, is part of the UF/IFAS Welfare to Work Initiative (Grant #A6218) funded by the Florida Agency for Workforce Innovation (formerly Florida Department of Labor and Employment Security). The Principal Investigator is Elizabeth B. Bolton, Professor of Community Development, Department of Family, Youth and Community Sciences. https://edis.ifas.ufl.edu/fy601

This report, The Learning Continuum: A Model for Sustained Participation with Hard-to-Serve Clients, is part of the UF/IFAS Welfare-to-Work Initiative (Grant #A6218) funded by the Florida Agency for Workforce Innovation (formerly Florida Department of Labor and Employment Security). The Principal Investigator is Elizabeth B. Bolton, Professor of Community Development, Department of Family, Youth and Community Sciences. https://edis.ifas.ufl.edu/fy600

This document is FY351, Part 7 of an 8 part series developed for the Department of Family, Youth and Community Sciences, Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Revised version prepared for electronic publication November 2001 by Elizabeth B. Bolton. Original version prepared for publication May 1997 by Elizabeth B. Bolton and George O. Hack. https://edis.ifas.ufl.edu/fy351

This document is FY352, Part 8 of an 8 part series developed for the Department of Family, Youth and Community Sciences, Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Revised version prepared for electronic publication November 2001 by Elizabeth B. Bolton. Original version prepared for publication May 1997 by Elizabeth B. Bolton and George O. Hack. https://edis.ifas.ufl.edu/fy352

This document is FY350, Part 6 of an 8 part series developed for the Department of Family, Youth and Community Sciences, Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Revised version prepared for electronic publication November 2001 by Elizabeth B. Bolton. Original version prepared for publication May 1997 by Elizabeth B. Bolton and George O. Hack. https://edis.ifas.ufl.edu/fy350

This document is FY347, Part 3 of an 8 part series developed for the Department of Family, Youth and Community Sciences, Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Revised version prepared for electronic publication November 2001 by Elizabeth B. Bolton. Original version prepared for publication May 1997 by Elizabeth B. Bolton and George O. Hack. FCS5214/FY347: JobStart Part 3: Marketing Yourself (ufl.edu)

This document is FY348, Part 4 of an 8 part series developed for the Department of Family, Youth and Community Sciences, Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Revised version prepared for electronic publication November 2001 by Elizabeth B. Bolton. Original version prepared for publication May 1997 by Elizabeth B. Bolton and George O. Hack. https://edis.ifas.ufl.edu/fy348

This document is FY346, Part 2 of an 8 part series developed for the Department of Family, Youth and Community Sciences, Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Revised version prepared for electronic publication November 2001 by Elizabeth B. Bolton, professor. Original version prepared for publication May 1997 by Elizabeth B. Bolton and George O. Hack. https://edis.ifas.ufl.edu/fy346

This document is FY349, Part 5 of an 8 part series developed for the Department of Family, Youth and Community Sciences, Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Revised version prepared for electronic publication November 2001 by Elizabeth B. Bolton. Original version prepared for publication May 1997 by Elizabeth B. Bolton and George O. Hack. https://edis.ifas.ufl.edu/fy349

This document is FY345, Part 1 of an 8 part series developed for the Department of Family, Youth and Community Sciences, Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Revised version prepared for electronic publication November 2001 by Elizabeth B. Bolton. Original version prepared for publication May 1997 by Elizabeth B. Bolton and George O. Hack. https://edis.ifas.ufl.edu/fy345

This document is FY493, Part 1 of the 16 part series adapted for use in Florida by Elizabeth B. Bolton and Lisa Guion. Reprinted with permission March, 1997. Revised April, 2002. https://edis.ifas.ufl.edu/fy493

This document is FY505, Part 13 of the 16 part series adapted for use in Florida by Elizabeth B. Bolton and Lisa Guion. Reprinted with permission March, 1997. Revised April, 2002. https://edis.ifas.ufl.edu/fy505

This document is FY496, Part 4 of the 16 part series adapted for use in Florida by Elizabeth B. Bolton and Lisa Guion. Reprinted with permission March, 1997. Revised April, 2002. https://edis.ifas.ufl.edu/fy496