Sweet cherry training systems.

2021 ◽  
pp. 190-235
Author(s):  
Lynn E. Long ◽  
Gregory A. Lang ◽  
Clive Kaiser
Keyword(s):  
Sweet Cherry ◽  
Training Techniques ◽  
Training Systems ◽  
And Training ◽  
Mix And Match

Abstract Training systems should be considered to be dynamic and continuously developing, as every grower and orchard site is different, with inherent traits that lead to subtle modifications of initial ideas and training concepts that can significantly affect their ultimate degree of success. This chapter will address more than a dozen potential sweet cherry canopy training systems. It provides a discussion of some of the key cherry training techniques and concepts, and particular benefits and limitations, to help growers determine how they might adopt or mix-and-match training systems for their goals, cultivars, rootstocks, orchard sites and labor situations.

scholarly journals The Effects of Rootstocks and Training Systems on the Early Performance of ‘0900 Ziraat’ Sweet Cherry

2016 ◽  
Vol 44 (2) ◽  
pp. 573-578 ◽  
Author(s):  
Erdal AGLAR ◽  
Kenan YILDIZ ◽  
Lynn Edwards LONG
Keyword(s):  
Sweet Cherry ◽  
Tree Height ◽  
Fruit Weight ◽  
Training System ◽  
Cumulative Yield ◽  
Yield Efficiency ◽  
Training Systems ◽  
Leader Training ◽  
Early Performance ◽  
And Training

The effects of three rootstocks (‘Gisela 5’, ‘Gisela 6’ and ‘MaxMa 14’) and three training systems (Spanish bush, Steep leader and Vogel central leader) on early performance of ‘0900 Ziraat’ sweet cherry were compared. There have been significant differences among both rootstocks and training systems in terms of tree heights. At the end of the fourth year, while the height of the trees grafted on ‘Gisela 5’ was 238.3 cm, those grafted on ‘MaxMa 14’ reached 266.4 cm in height. While the shortest tree height was obtained from Spanish bush system, heights of the trees in Steep leader and Vogel central leader training systems were found to be at similar levels. ‘Gisela’ 5 had lower trunk cross section area (TCSA) than ‘Gisela 6’ and ‘MaxMa 14’ rootstocks. Among three systems, trees trained to Steep leader had the highest TCSA, followed by Spanish bush and Vogel central leader. Interactions were found between rootstock and training system for yield and yield efficiency. On ‘Gisela 6’, cumulative yield of Vogel central leader system (17.0 g/tree) was significantly higher than Spanish bush (14.8 g/tree) and Steep leader (12.6 g/tree). On the other hand, on ‘MaxMa 14’, there were not significant differences in cumulative yield per tree among training systems. On ‘Gisela 5’ and ‘Gisela 6’, the highest yield efficiency were observed in trees trained as Vogel central leader. Yield efficiency of Vogel central leader (0.49 kg cm-²) was two time higher than those of Spanish bush (0.29 kg cm-²) and Steep leader (0.26 kg cm-²) on ‘Gisela 6’. The weight of fruits from trees grafted on ‘Gisela 5’ was lower than those from trees on ‘Gisela 6’ and ‘MaxMa 14’. In the fourth year, while the average fruit weight was 5.86 g on ‘Gisela 5’, it was 6.00 and 6.25 g on ‘Gisela 6’ and ‘MaxMa 14’ rootstocks respectively.

scholarly journals Rootstock and Training System Affect Sweet Cherry Growth, Yield, and Fruit Quality

HortScience ◽  
2005 ◽  
Vol 40 (3) ◽  
pp. 582-586 ◽  
Author(s):  
Matthew D. Whiting ◽  
Gregory Lang ◽  
David Ophardt
Keyword(s):  
Production Efficiency ◽  
Sweet Cherry ◽  
Prunus Avium ◽  
The United States ◽  
Training System ◽  
Fruit Yield ◽  
Training Systems ◽  
And Training ◽  
Gisela 5 ◽  
Gisela 6

Traditional sweet cherry (Prunus avium L.) training systems in the United States are based upon vigorous rootstocks and multiple leader vase canopy architectures. The sweet cherry research lab at Washington State University has been investigating the potential of new rootstocks and training systems to improve production efficiency and produce high quality fruit. This paper describes the effects of three rootstocks—Mazzard (P. avium), `Gisela 6', and `Gisela 5' (P. cerasus × P. canescens)—and four training systems—central leader, multiple-leader bush, palmette, and y-trellis—on `Bing' sweet cherry tree vigor, fruit yield and quality over a seven year period. Compared to trees on Mazzard, trees on `Gisela 5' and `Gisela 6' had 45% and 20% lower trunk cross-sectional areas after 7 seasons, respectively. Trees on `Gisela 6' were the most productive, yielding between 13% and 31% more than those on `Gisela 5' and 657% to 212% more than trees on Mazzard, depending on year. Both Gisela rootstocks significantly improved precocity compared to Mazzard, bearing fruit in year 3 in the orchard. Canopy architecture had only moderate effects on tree vigor and fruit yield. Across rootstocks, bush-trained trees were about 25% less productive compared to the other systems, which exhibited similar cumulative yields (102 kg/tree). Fruit weight was negatively and closely (r2 = 0.84) related to tree yield efficiency (kg·cm–2). Crop value was related positively to fruit yield.

scholarly journals COMPARATIVE ANALYSIS OF VOCATIONAL TRAINING SYSTEMS IN THE LIGHT OF EU GUIDELINES

2021 ◽  
Vol 30 (30 (1)) ◽  
pp. 397-405
Author(s):  
Ágnes Stomp ◽  
Marianna Móré
Keyword(s):  
Vocational Education ◽  
Vocational Training ◽  
Education And Training ◽  
Vocational Education And Training ◽  
The European Union ◽  
Credit System ◽  
Member States ◽  
Training Systems ◽  
Training Programmes ◽  
And Training

Continuous development of education and training programmes in the European Union is a key factor in enhancing cooperation at European level. Today, economic and social changes are taking place in the world, which is why vocational training is seen as a tool to prepare people for a changing world of work, improving employability and competitiveness. Vocational education and training must adapt to changes affecting the economy, society and the labour market. Vocational education and training (VET) policy has been a national, autonomous area of the Member States for decades, but the issue of VET has increasingly been given priority in the process of European economic unification. At the Lisbon Summit, the European Council recognised the important role of education as an integral part of economic and social policies, which is an important tool for increasing the European Union’s competitiveness. European cooperation in VET has been promoted by the three common European instruments created as a result of Copenhagen process: the European Qualifications Framework (EQF), the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) and the European Credit System for Vocational Education and Training (ECVET), which are progressively integrated in their VET systems by the Member States. The aim of these instruments is to support recognition between European VET systems, to promote lifelong learning and mobility and to improve learning experiences. The aim of our study is to explore with a comparative study, to what extent and manner the V4 Member States (Czech Republic, Hungary, Poland, Slovakia) have integrated EQF, EQAVET and ECVET transparency instruments into their national vocational training systems and to what extent the transformations are in line with EU objectives.

scholarly journals Pembangunan dan Pelatihan Sistem Pendidikan Guna Meningkatkan Profesionalisme Relawan pada PMI Kota Tangerang

2020 ◽  
Vol 5 (4) ◽  
pp. 208
Author(s):  
Euis Sitinur Aisyah ◽  
Ratna Nur Aulia ◽  
Ridhoi Ahmad Ridwan
Keyword(s):  
Unified Modeling Language ◽  
Education And Training ◽  
Training System ◽  
Analysis Method ◽  
Literature Study ◽  
Modelling Language ◽  
Web Based ◽  
Unified Modeling ◽  
Training Systems ◽  
And Training

<p><em>Abstrak - <strong>Sistem pendidikan dan pelatihan pada PMI Kota Tangerang yang berjalan saat ini masih semi komputerisasi. Pengetesan dan penilaian materi masih manual sehingga sering terjadi kesalahan input nilai peserta, memerlukan proses dan waktu yang cukup lama untuk mengetahui kelulusan peserta diklat yang mengakibatkan terlambatnya laporan panitia kepada Kadiv SDM. Metode penelitian yang digunakan terdiri dari wawancara, observasi, dan studi pustaka. Metode analisis menggunakan metode analisis PIECES. Pemodelan sistem dengan menggunakan Unified Modelling Language (UML) untuk menggambarkan secara visualisasi, yang selanjutnya diimplementasikan dengan bahasa pemrograman PHP dengan basis data MySQL-Server sebagai database. Hasil yang didapat dari penelitian ini adalah sebuah sistem aplikasi diklat relawan PMI berbasis web yang terdatabase untuk membantu dalam hal pengelolaan data mulai dari pendaftaran, pemberian materi, keadiran, pengetesan, dan penilaian.</strong></em></p><p><em>Abstract</em> – <strong>The education and training system at the PMI Kota Tangerang that is currently running is still semi-computerized. The testing and evaluation of material are still manual so that there are often input errors in the participants' scores, it requires a long process and time to find out the graduation of the training participants which results in the delay of the committee's report to the Head of HR Division. The research method used consisted of interviews, observation, and literature study. The analytical method uses the PIECES analysis method. Modeling the system using Unified Modeling Language (UML) to visualize, which is then implemented with the PHP programming language with the MySQL-Server database as a database. The results obtained from this study are a web-based PMI volunteer education and training system database that is assisted regarding data management ranging from registration, material delivery, presence, testing, and assessment.</strong></p><p><strong><em>Keywords - </em></strong><em>Education and Training, Systems, Volunteers</em></p>

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