Hannah S. Carter

EFFECT OF PETUNIA STOCK PLANT NUTRITIONAL STATUS ON FERTILIZER RESPONSE DURING PROPAGATION

Fertilization strategies during stock plant and cutting production are linked in terms of cutting nutrient levels and quality. Objectives were to evaluate (1) the effect of stock plant nutrition on tissue nutrient concentration and growth during vegetative propagation and (2) response to fertilizer during propagation for cuttings with 4 different initial tissue nutrient concentrations. ‘Supertunia Royal Velvet’ petunia stock plants were grown under constant fertigation of 0, 50, 100 or 200 mg nitrogen (N).L−1 for 21 days. The 200 mg N.L−1 solution contained 150 nitrate (NO3-N), 50 ammonium (NH4-N), 24 phosphorus (P), 166 potassium (K), 40 calcium (Ca), 20 magnesium (Mg), 0.7 sulfur (S), 1.0 iron (Fe), 0.5 manganese (Mn), 0.5 zinc (Zn), 0.24 copper (Cu), 0.24 boron (B), and 0.1 molybdenum (Mo). Providing a complete fertilizer during propagation of petunia, beginning immediately after sticking of cuttings, reduces the risk of nutrient deficiency. Particularly in situations where fertilizer is not applied early during propagation, stock plants should be managed to ensure unrooted cuttings have adequate nutrient reserves.

Predicting Undergraduate Leadership Student Goal Orientation Using Personality Traits.

Finding strategies to increase the motivation of students, their connection with the material, and retention of the content, has been very important within leadership education. Previous research studies have shown that personality traits can predict desired outcomes, including goal orientation or motivational disposition. However, there have not been any studies which have specifically analyzed how personality predicts goal orientation in undergraduate leadership students. The results of this study found that between 15% and 28% of the variance in goal orientation dispositions was predicted by personality factors, confirming the predictive nature of the relationship. Based on the observed results leadership educators are recommended to include personality and goal orientation discussions into their leadership curriculum and to create a learning environment that accommodates all learners.

A Theory Based Model of Interpersonal Leadership: An Integration of the Literature.

Although the term interpersonal leadership has been well established within the literature, there remains a dearth of theoretically derived models that specifically address the comprehensive nature of the underlying leader behaviors and activities. The intent of the present article is to attempt to synthesize the existent leadership models, behaviors, and factors to arrive at a coherent conceptual model of interpersonal leadership that can inform efficient and effective leadership education programs. The resulting model included 13 primary factors integrated within a hierarchical framework. Leadership educators are recommended to adopt or adapt the proposed model while developing educational curriculum and interventions.