By Craig J. Pearson, Ray L. Ison
The demanding situations dealing with grassland agronomists have gotten more and more advanced, with environmental and moral matters assuming a better importance along extra traditional technical facets. This new improved version, with an elevated emphasis on platforms pondering, has been revised to mirror present matters, wisdom and perform. As such it addresses the necessity for a special method of grassland agronomy, delivering novel and provocative fabric to coach, stimulate and enthuse the reader.
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Extra resources for Agronomy of Grassland Systems
The lower acidity restricts legume growth, interferes with nitrogen ¢xation, and in some ways `fouls its own nest'. This example illustrates the need for trade-o¡s in our designs for grassland systems. In attempting to maximize productivity both the stability and sustainability of the system were suppressed. 3 Stepping outside our traditions As stated earlier, an inevitable experience of being embedded in any tradition is that we are not aware of the prejudices (pre-understandings) that shape our thinking and our action.
There was one problem 25 26 The emergence of grassland systems however. Legumes needed a good supply of phosphorus to be productive and Australian soils were terribly low in phosphorus as well as nitrogen. This was overcome by identifying a relatively cheap source of phosphorus (bird guano) as well as the technology to make this into fertilizer called superphosphate. Although it is rarely taught in courses, the development of this fertilizer industry based on guano deposits on Christmas and Nauru islands was not without social and environmental costs, which some might describe as exploitation.
1 Biological and ecological models that give rise to grassland systems Chapter " presented the perspective that theories shape how we see and construct the world. In this section two particular ecological theories are explored to show how they give rise to di¡erent understandings, management recommendations, institutional forms and practices, and regulations. g. ecology, agronomy, range science). Each discipline tends to put forward or favour particular theories and interpretations at particular points in time ^ each can result in particular generations of students who, if poorly taught, believe that these are universal truths, rather than among the best explanations we have at the time.