How to Manage and Identify Sourwood

Sourwood is a tree for all seasons and is found in the forest understory, along roadsides and a pioneering tree in clearings. A member of the heath family, Oxydendrum arboreum is primarily a hill country tree that has a range from Pennsylvania to the Gulf Coastal Plain. The leaves are dark, lustrous green and appear to weep or hang from the twigs while branches droop toward the ground. Branching patterns and persistent fruit give the tree an interesting look in the winter. Sourwood is one of the first trees to turn fall colors in the Eastern forest. By late August, it is common to see foliage of young sourwood trees along roadsides beginning to turn red. The fall color of sourwood is a striking red and orange and associated with blackgum and sassifras. It is an early summer bloomer and gives fresh flower color after most flowering plants have faded. These flowers also provide the nectar for bees and the very tasty and sought out sourwood honey. Specifics Scientific name: Oxydendrum arboreumPronunciation: ock-sih-DEN-drum ar-BORE-ee-umCommon name(s): Sourwood, Sorrel-TreeFamily: EricaceaeUSDA hardiness zones: USDA hardiness zones: USDA hardiness zones: 5 through 9AOrigin: Native to North AmericaUses: recommended for buffer strips around parking lots or for median strip plantings in the highway; shade tree; specimen; no proven urban toleranceAvailability: somewhat available, may have to go out of the region to find the tree Special Uses Sourwood is occasionally used as an ornamental because of its brilliant fall color and mid-summer flowers. It is of little value as a timber species but the wood is heavy and is used locally for handles, firewood and in mixture with other species for pulp. Sourwood is important as a source of honey in some areas and sourwood honey is marketed locally. Description Sourwood usually grows as a pyramid or narrow oval with a more or less straight trunk at a height of 25 to 35 feet but can reach 50 to 60 feet tall with a spread of 25 to 30 feet. Occasionally young specimens have a more open spreading habit reminiscent of Redbud.Crown density: denseGrowth rate: slowTexture: medium Leaves Leaf arrangement: alternateLeaf type: simpleLeaf margin: entire; serrulate; undulateLeaf shape: lanceolate; oblongLeaf venation: banchidodrome; pinnateLeaf type and persistence: deciduousLeaf blade length: 4 to 8 inchesLeaf color: green Fall color: orange; red Fall characteristic: showy Trunk and Branches Trunk/bark/branches: droop as the tree grows, and will require pruning for vehicular or pedestrian clearance beneath the canopy; not particularly showy; should be grown with a single leader; no thornsPruning requirement: needs little pruning to develop a strong structureBreakage: resistantCurrent year twig color: green; reddishCurrent year twig thickness: medium; thin Pests and Diseases Pests are usually not a problem for Sourwood. Fall webworm can defoliate portions of the tree in summer and fall but usually control is not needed. As far as diseases, twig blight kills leaves at the branch tips. Trees in poor health seem to be more susceptible. Prune out infected branch tips and fertilize. Leaf spots can discolor some leaves but are not serious other than causing premature defoliation. Culture Light requirement: tree grows in part shade/part sun; tree grows in full sunSoil tolerances: clay; loam; sand; acidic; well-drainedDrought tolerance: moderateAerosol salt tolerance: moderate In Depth Sourwood grows slowly, adapts to sun or shade, and prefers a slightly acid, peaty loam. The tree transplants easily when young and from containers of any size. Sourwood grows well in confined soil spaces with good drainage making it a candidate for urban plantings but is largely untried as a street tree. It is reportedly sensitive to air pollution injury Irrigation is required during hot, dry weather to keep leaves on the tree. Reportedly not highly drought tolerant, but there are beautiful specimens in USDA hardiness zone 7 growing in the open sun in poor clay with no irrigation.

The Eighth Amendment And Cruel Punishment Essay - 2194 Words

The eighth amendment states: Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted. (The Bill of Rights). Although excessive bails and excessive fines are a problem, the focus for this paper is going to be centered on cruel and unusual punishments inflicted. For years, many inmates and other people in society have been victims of cruel and unusual punishment. Extreme cases have included hangings, cadena temporal, being burned alive, public dissection, and today the focus is on lethal injections and quick ways to put people in their deathbeds. Although there is a desirability to steer the chances of crimes, among other factors, I believe that the death penalty, lethal injections, and other forms of perishment are inhumane and therefore contradict the eighth amendment. The eighth amendment is important to me because I believe everyone has something to prove. Everyone can do better, including the people who are imprisoned and have done horrible acts. A death sentence is inhumane to me personally, because I picture my mother getting sentenced to death and having no say in what is happening. Recently, I watched a movie titled Dancer in the Dark directed by Lars von Trier. This movie featured a young single mother raising a child while she was becoming blind. She became friends with her neighbor who was a cop, and the cop became immensely suicidal one evening due to a lack and heavy spendage of income from his family,Show MoreRelatedImportance Of The Eighth Amendment1115 Words   |  5 PagesThe eighth amendment helps people stay safe, for those who are going to jury. The eighth amendment was ratified in 1791 and stated that, â€Å"Excessive bail shall not be required, nor excessive fines are imposed, nor cruel and unusual punishments inflicted.† This was made to help make sure that more amounts of bail money/property are not given to by excessive amounts, and that cruel or unusual punishments are not prohibited to any person going into court. Bail is where a certain amount of money is requiredRead MoreThe Eighth Amendment to the U.S. Constitution Essay1723 Words   |  7 Pagesnor cruel and unusual punishments inflicted. Eighth Amendment, 1791 The Eighth Amendment to the U.S. Constitution limits the punishments that may be imposed by the government on American citizens. These limits are compulsory among the states by way of the Fourteenth Amendment. The English Bill of Rights of 1689 expressed concern with arbitrary and disproportionate sanctions, giving way to the Founders inclusion of the prohibition against cruel and unusual punishment. To explore the Eighth AmendmentRead MoreSupreme Court Cases and the Eighth Ammendment865 Words   |  3 Pagesthe first ten amendments which were included to guarantee personal rights. One interesting amendment that has tested numerous times through the Supreme Court is the Eighth Amendment: no cruel or unusual punishment, it definitely changed America’s on what punishment is considered cruel and unusual. The Eighth Amendment was tested through many Supreme Court and there were some very significant ones such as the Miller v. Alabama. The no cruel or unusual aspect of the Eighth Amendment gives protectionRead MoreEssay about 8th Amendment1153 Words   |  5 PagesThe Eighth Amendment The 8th Amendment to the Constitution of the United States prohibits cruel and unusual punishment, as well as the setting of excessive bail or the imposition of excessive fines. However, it has also been deemed unconstitutional by the Supreme Court of the United States (according to the Eighth Amendment)to inflict physical damage on students in a school environment for the purpose of discipline in most circumstances. The 8th Amendment stipulates that bail shall notRead MoreEssay about The Eighth Amendment1138 Words   |  5 PagesThe 8th Amendment to the Constitution of the United States prohibits cruel and unusual punishment, as well as the setting of excessive bail or the imposition of excessive fines. However, it has also been deemed unconstitutional by the Supreme Court of the United States (according to the Eighth Amendment)to inflict physical damage on students in a school environment for the purpose of discipline in most circumstances. nbsp;nbsp;nbsp;nbsp;nbsp;The 8th Amendment stipulatesRead MoreThe Eighth Amendment and Death Penalty Essay1399 Words   |  6 PagesThe Eight Amendment to the U.S. Constitution â€Å"Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishment inflicted†, proposed on 9/25/1789 and approved on 12/15/1791. The cruel and unusual punishment confines the harshness of penalties that state and federal governments may inflict upon ones who have been condemned of a criminal offense. The excessive fines phrase restricts the amount that state and federal governments may possibly fine an individual for aRead MoreConstitutional Conflict of the Dealth Penalty Essay584 Words   |  3 Pages The courts positions of the death penalty has changed over the years. For centuries societies have used death as the ultimate penalty for crime. In the 1960s, the court ruled against the death penalty as a cruel and unusual punishment, which was forbidden by th e eighth amendment of the Constitution. By the 1990s the death penalty was again in wide use supported by the court and Congress, which continually expanded by legislation the crimes for which death would be an acceptable penaltyRead MoreThe Debate Over Capital Punishment936 Words   |  4 Pages The debate over capital punishment is in regards to whether the death penalty contradicts the Eighth Amendment. If the death penalty does contradict the Eight Amendment, then the State should not have the power to sentence criminals to death for capital crimes. However, if capital punishment is not against the Eighth Amendment, then the State has the right to sentence criminals to death. In this essay I will first summarize Justice Brennan’s argument on why the death penalty is beyond the powerRead MoreDebate on the Death Penalty in America1482 Words   |  6 Pagesabove is from the book, Cruel and Unusual. It later states in this book that if Simmons had received the death penalty then that would have violated his eighth and fourteenth amendment rights. Why is it that a person committing such a heinous crime could receive life in prison when another person committing an equally horrible offence might receive capital punishment? Is it right for the United States to operate a system such as capital punishment? Does capital punishment follow the guidelines setRead MoreConstitutionality of the Death Penalty1485 Words   |  6 Pages12-16 ) The excerpt above is from the book Cruel and Unusual. It later states in this book that if Simmons had received the death penalty then that would have violated his eighth and fourteenth amendment rights. Why is it that a person committing such a heinous crime could receive life in prison when another person committing an equal offence might receive capital punishment? Is it right for the United States to operate a system such as capital punishment? Does that follow the guidelines set out by

School Does Not Prepare You for Life Free Essays

It is argued that school is designed to teach individuals how to teach themselves, but many scholars who study the state of academia would argue this is not the case. It is a common belief that the western private schools and universities are industrialized markets more focused on their profit margins, and pleasing parents, than preparing their students for the real world. The public school system is even worse off in that their infrastructure and supplies are largely dependent on the average income tax of their local communities, which in most urban areas barely makes the grade. We will write a custom essay sample on School Does Not Prepare You for Life or any similar topic only for you Order Now Not often considered to be a home for organizations, the schooling industry in the United Kingdom has become a major source of profitable income. A national curriculum is mandatory in all state schools in England, Wales and Northern Ireland and for virtually every student up to the age of 16. It is organized by the Qualifications and Curriculum Authority (QCA) and its partner authorities, the Qualifications, Curriculum and Assessment Authority for Wales and the Northern Ireland Council for Curriculum, Examinations and Assessment (CCEA) (HayGroup, 2006). The main aim of the national curriculum is to raise standards, making sure all children have a broad and balanced education up to the age of 16. In the past, many students dropped important subjects like modern language or science at 13 or 14 (Boone, 2006). If these mergers become successful, no different from major corporations, they mean expanded profit margins for whoever holds the asset. These schools are already considered financial assets, through the increase in property value around them, whether the property is owned by the government or privately owned (Boone, 2006). This is not a major issue for public schools, but when you consider privately owned schools, or Universities, the profitability of these corporations pedaling degrees must be realized. More often than not, these Universities are considered to be doing a common good, and therefore held in the charitable status tax bracket, where they are to very minimally taxed. This leads to more profit gains, and less reason to complicate the curriculum even if it fails to serve its purpose. In her essay, From Social Class and the Hidden Curriculum of Work Jean Anyon identifies the hypocrisies in the education system. One of her major points is that in the higher income classrooms the majority of the students’ parents are executives, and only 10% are minorities. A common finding in her research is that the working class schools lack the necessary materials, or faculty, to be considered equal with the other school systems. Anyon also argues that the curriculums are different. students in different social-class backgrounds are rewarded for classroom behaviors that correspond to personality traits allegedly rewarded in the different occupational strata – the working classes for docility and obedience, the managerial classes for initiative and personal assertiveness. (Anyon, 1980) The defining line of the difference between what Anyon considers to be the executive curriculum and the working class is that the use of efficient learning methods verses inefficient forms. Historically, the most efficient form of learning used in the west, more so than textbooks, is the field trip; this is also known as project based learning (B. I. E. , 2002). It is also a very expensive learning tool, which is why most lower class curriculums are deprived of it. Project based learning has a long lived tradition of learning through the use of field trips, labs, investigations and other projects. It is considered to be a substantial method of teaching. The belief that drives this form of instructions revolves around the idea that students will be more liable to gain interest in curriculum that they can connect to their surroundings. Just studying the work in a text can grow to be mundane. When she analyzes elementary and secondary classroom curriculums, she finds a methodology very different from what is inherent in Project based education. Anyon discovers that the majority of contemporary textbook instruction is designed for the working class. PBL programs are usually not supported in public schools because they are too expensive. This difference is usually applicable to public schools and whether one is located near high income housing or low income housing. In sum, the school system in the U. K. suffers from capitalist interests, so much so that it fails to prepare its students for the real world. A lack of project based learning in lower income schools deprives the majority of the U. K. population of having real life instruction. Likewise, the upper class institutions that Anyon refers to, while they prepare students for executive positions, they handicap the students from ever being able to handle manual labor in the real world (Anyon, 1980). The end result is a generation of students that are socioeconomically segregated and that lack the necessary resourcefulness to survive on their own. School systems today produce students who are reliant on major corporations to employ them for skills they were predisposed to having. How to cite School Does Not Prepare You for Life, Papers