PSS 096 Gardening for Human and Environmental Health CRN# 14171 Z02 Barbara Raab, braab@uvm.

edu, 802-644-5127 Class Schedule and Reading Assignments Spring Semester, 2013 Meets once weekly (Wednesdays); 4:05 — 7:05 PM; Hills 17 Students: You are responsible for checking your UVM email daily as my communications to will be via this medium. There will also be announcements posted on Blackboard from time-totime. General Course Goals: To familiarize the students with the benefits and understanding of the direct connection between the health of the earth, growing our own life-giving foods, and our own health and well-being. Specific Course Objectives: To familiarize students with the concept/philosophy of sustainability ¡n the practice of horticulture (i.e., gardening, landscaping, or farming): that it is a system ¡n which (a) resources are kept in balance with their use through conservation, recycling, and/or renewal; (b) practices preserve horticultural resources and prevent environmental damage; and (c) the system works in purpose with socioeconomic realities. A discussion of our primary resource, the living soil, embraces the sub-topics: maintaining the sustainability of the living soil cycle, soil composition and profile, soil conditioning and soil building. A further understanding is that our practices ¡n the home garden and landscape directly affect the health and integrity of components in the environment (see ‗b‘ above: e.g., water, soil, and wildlife). To familiarize the students with the skill of site analysis: the gathering of information about the site where one gardens, landscapes, or farms (i.e., assessment of soil, sun, water, wind, cold hardiness zone, microclimates) ¡n order that our practices are efficacious and that our plant choices are appropriate for the site. To familiarize the students with nutrient-dense, antioxidant-rich vegetables and fruits; wild edible foods; raw/living foods; sprouts; and beans (fresh and dried). In addition students are given the knowledge of how to grow these plants in the home garden and landscape. The importance of eating a ―plant-based, whole foods‖ diet is discussed. Students are familiarized with the nutritional benefits of incorporating them in the diet to improve and sustain health and wellbeing, and to decrease the risk of modern diseases. Ancient (e.g., the Pelegasians) as well as present-day (e.g., the Hunzas) cultures which have thrived on nutrient-dense, antioxidant-rich living/raw, and sprouted foods are discussed in the context of their longevity and lack of modern diseases such as cancer and diabetes. The creation of garden retreats, sanctuaries, and sacred spaces ¡n the home landscape is covered. Students are familiarized with not only the recurring themes or archetypes (e.g., The Tree of Life) in past and present-day sacred spaces, but also the symbology (e.g., reflecting pools vs. a moving water feature) inherent in the specific elements in such places. The health benefits of being in these places are covered as well, specifically the positive effects upon the human nervous, cardiovascular, endocrine, and immune systems and the associated decreased risk of modern diseases/conditions such as chronic stress, hypertension, and diabetes.

Page 2. Required Texts:      Food Rules, by Michael Pollan, ISBN#: 978-O-14--311638-7 Staying Healthy With the Seasons, by Elson Haas, M.D., ISBN#: 978-1587611421 Four-Season Harvest, by Eliot Coleman, ISBN#: 1-890132-27-6 Bean by Bean, by Crescent Dragonwagon, ISBN#: 978-O-7611-3241-7 Coursepack from University Print and Mail

Office Hours: Barbara does not have an office on campus. Please feel free to stay after class if you need to discuss any questions or concerns. You can reach Barbara via email at or (C) 802-373-1496. It ¡s possible to arrange a time to meet on campus if you need to discuss anything in person. Attendance: For satisfactory completion of this course you need to attend all classes and stay the entire class time. Unexcused lateness or absences will result in points off your final grade (5 points per class). Inform Barbara in advance of any attendance changes, including the need to leave class early. Absences are excused in cases of extreme sickness, death In the family, or other extreme documented circumstances. Please do not be late to class. Three (3) unexcused absences automatically result in a failing grade of F. Student Conduct: Students are expected to maintain a positive and respectful attitude and to be in class for the duration of the class (except during the class break). Refrain from using cell phones or other hand-held electronic devices during class. Religious Holidays: Students should inform the instructor if students will be missing classes ¡n order to observe their religious holidays. All course work needs to be made up and ¡t ¡s the student‘s responsibility to find out what was missed in her/his absence. Late Assignments: To be fair to students who submit their work on time, 2 points are taken off for each day that an assignment is late. If there are pressing circumstances such as those mentioned above (see Attendance), the student and instructor will work out a revised assignment due date.

Academic Integrity and Honesty: All written ideas and expressions that are submitted without attribution to other sources must be the creative product of the student. Properly cite all text passages taken from the works of other authors. Students may not claim as their own work any portion of any assignment or exam that was completed by another student. See the University of Vermont Code on Academic Integrity.

Page 3. Grading: If the student has a concern about a grade received, bring this up with the instructor within 5 days of receiving the grade. The following is grading criteria for this course: 10% (30 pts) Worksheet #1: questions about (a) traditional (present-day) sustainable agricultural cultures around the world and their practices, and (b) the student‘s vision for living a sustainable life 15% (48 pts) Worksheet #2: questions about (a) creating and maintaining a viable compost heap, (b) a thorough site analysis of land that the student is familiar with, and (c) analysis of student‘s daily fiber intake over a 5 day period 8.5% (22 pts) Power Point Group Presentation: The class is evenly divided into four to five groups, each presenting one of the following topics: Biodynamic gardening/farming Slow Food Movement Permaculture Landscaping for Wildlife Back-to-the-Land Movement of the 1960s and ]970s Students are graded on cooperation, communication, and contribution within their group. 33% (100 pts) Midterm exam 33% (l00 pts) Final exam Syllabus and Reading Assignments: Readings are indicated: ―FR‖ for Food Rules ―SHS‖ for Staying Healthy With the Seasons ―FSH‖ for Four-Season Harvest ―BB‖ for Bean by Bean ―C‖ for Coursepack ―R‖ for Reserve Desk at Bailey Library ―E-R‖ for E-Reserve at Bailey Library Subjects/Topics Covered References/Readings Due Jan. 22 lntroduction…...................R:……………………………Read From the Good Earth in its entirety Sustaining the environment Food as medicine C: Raab, B., ―Life Feeds Life‖ and ―Food as Medicine‖ (Optional) E-R: Colbin, Food and Healing, pps. 36 — 52, (Optional) E-R: Gordon, ―How Does Food Affect Consciousness‖ pps. 40—41 (Optional) E-R: Klein, ―The Human Energy Scheme,‖ pps. 14-17 FR: Read Food Rules in its entirety DVD: ―Ingredients — the Local Food Movement Takes Root‖ (67 minutes)

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Jan. 29

Defining sustainable agriculture/horticulture; The seasonal health-supportive diet DVS: ‗My Father‘s Garden‖ (58 minutes) C: Read ―Sustainable Horticulture‖ section: Cook, J., ―Farm Fresh — CSAs‖ Phinney, M.D., ―Back to School‖ (Ecological Horticulture) Eckerson, N., ―The Benefits of Certified Organic‖ Poincelot, R., ―The Sustainability Continuum ¡n Horticultural Crop Production‖ SHS: ―The Seasonal Diet,‖ pps. 225 – 230

Feb. 5

Soil- A Living Entity The soil cycle; texture, structure, composition, and profile FSH........Ch. 3 + 4 Building, repairing, and caring for soil Soil pH and soil testing C: Hamilton, G., ―The Natural Cycle of Events [Soil Cycle] in the Garden‖ Hamilton, G., ―Gardening with Nature‖ Kourik, R., ―Soil Indicators‖

Sign up for Class Presentation topic

Feb. 12

Nutrients and organic matter for plants and soil FSH……….Ch. 3 + 4 Synthetic/chemical vs. organic fertilizers Composting Cover crops and green manures Mulches Season Extenders…………………………..FSH………….Ch. 9 + 10 (#10 is optional) C: Kane, M., ―Soil Amendments‖ Campbell, S., ―Primary Plant Food Elements‖ Campbell, S., ―Approx. Composition of Natural Fertilizer Materials‖ Gershuny, G., ―Selecting [Natural] Organic Fertilizers‖ Campbell, S., ―Cover Crops/Green Manures‖ Gershuny, G., ―Getting the Timing Right‖ [Benefits of Green Manure Crops Used at Different Stages of Growth] Jeavons, J., ―Functions of Humus/Compost in Soil‖ Jeavons, J., ―Key Organic Matter Functions‖ Chittenden Solid Waste District, ―Backyard Composting & Mulching‖

Page 5. Feb. 19 The climate ¡n your yard FSH…….pps. 33 — 36 R: Better Homes and Gardens New Complete Guide to Gardening, pps. 80—83 Water Sun Temperature/cold hardiness zone Wind Microclimates Worksheet #1 is due

Feb. 26 Class presentations by students Biodynamic gardenlng/farmlng..........................R..From the Good Earth Slow Food Movement Permaculture...................................................R...Mollison, Intro. to Permaculture Landscaping for Wildlife....................................R….Henderson, Landscaping for Wildlife Back-to-the-Land Movement of the 1960s and 1970s..........J. Jacob, New Pioneers: The Back-to-the-Land Movement and the Search for a Sustainable Future Mar. 5 Beans: fresh and dried How to about growing various kinds of beans Health benefits…………………….BB…………….IX – XIV, Ch. 1 ―Bean Basics‖

Mar. 12 Spring Recess!!

Mar. 19 MIDTERM (First half of class) Conscious eating…………….……SHS…………..pps. 9 — 29 C: Raab, B., ―Conscious Eating: How to Prepare Foods and Eat in Ways That Support Optimal Digestive System Function and Health and Well-Being‖ C: Bauman, Dr. E., ―Eating for Health Model‖ C: Kabat-Zinn, Jon, ―Mindfulness Eating‖

Mar. 26 Vegetables: The greens: Brassicas, lettuces, spinach,.... How to grow FSH:…….Ch. 6. The Outdoor Garden and Appendix A (Cast of Characters) SHS:.......pps. 53 — 54 Health benefits C: Raab, B., ―[Botanical] Families of Greens‖

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Apr. 2 Vegetables: The yellows, oranges, reds, purples: squashes, carrots, beets, peppers SHS:.......throughout How to grow FSH: Appendix A: Cast of characters, pps. 155 - 201 Health benefits C: Raab, B., ―Antioxidants in Foods and their Health Benefits‖ Tufts Univ., ―Antioxidant Values [ORAC Ratings] in Fruits & Vegetables‖ Azmeh-Scanlan, K., ―Eat Your Colors‖ - read ―Beta-Carotene‖ and ―Vitamin A‖íces/Service Nutrition Fiber.pdf R: Spiller, G. & M., What‘s with Fiber? — Discover Fiber‘s Role ¡n a New Era of Nutrition and Disease Prevention. Part 1: What is Fiber and What Comes With it? Ch. 1 — 3 Part 2: Fiber ¡n History and Disease Prevention Ch. 4 — 8

Apr. 9 Antioxidant fruits: blueberries, strawberries, raspberries, cherries, and blackberries SHS...........throughout How to grow Health benefits C: Rubin, J., ―Food Essentials to Healing‖ [High ORAC Rating Fruits] Walker, M., ―Nutritional Excellence from the Antioxidants, Enzymes, Fiber, and Proteins ¡n ‗Ruby Reds‖ E-R: ―Antioxidants and Disease,‖ Garrison & Somer, The Nutrition Desk Ref.

Apr. 16 Wild Edibles: Planting wild edible food plants in the home landscape How to grow Ethics and guidelines for harvesting C: Raab, B., ―Why Do We Forage for Wild Foods?‖ Raab, B., ―The Foragers Basket‖ Raab, B, ―Gathering Guidelines for Wild Edibles‖ Raab, B., ―Harvest Times for Wild Fruits and Berries of Northern Vermont‖ Health benefits SHS..........throughout C: USDA Composition of Foods — Appendix A: A comparison of nutrient Content of Cultivated vs. Wild Edible Foods‖

Page 7. Apr. 16, Continued.: Sprouting and Live/Living Foods: Growing your own sprouts SHS.......pps. 54 - 55 How to grow C: Raab, B., ―Living/Live/Raw Foods and Sprouting‖ Click on ―Sprout School – Learn to Grow‖ Health benefits C: Raab, B., ―Living/Live/Raw Foods and Sprouting‖ [see ―Live Foods‖] Worksheet #2 is due

Apr. 23 Garden retreats, outdoor sanctuaries, and sacred spaces - Creating outdoor sanctuaries for reflection, contemplation, meditation, and relaxation R: Ashmun, Garden Retreats - Creating qn Outdoor Sanctuary, Ch.1-8 Symbology: -growth, death, and rebirth of the gardening cycle -the Tree of Life -metaphor for paradise and Eden -garden/landscape elements: entryways, paths, walls, canopy, trees, plants C: Raab, B., ―Garden Retreats, Sanctuaries, and Sacred Spaces‖ Health benefits: Restoring proper functioning of the parasympathetic nervous system and the relaxation response C: Keich, S., ―Meditation and Healing‖

Apr. 30 DVD: ‘Food Matters’ (80 minutes) Sharing a healthful meal after the DVD. Each student brings a dish to share. Location and other details to be arranged.


Page 8. Books for Further Reading (Some are on Reserve) Ableman, Michael. From the Good Earth. Ashmun, Barbara Blossom. Garden Retreats — Creating an Outdoor Sanctuary. Baggaley, Ann [Ed.]. Human Body. Belsinger, Susan & Dille, Carolyn. The Greens Book. Cousens, Dr. Gabriel. Conscious Eating. Garrison, Robert, Jr. & Somer, Elizabeth. The Nutrition Desk Reference. Gershuny, Grace. Start With the Soil. Hartung, Tammi. Growing 101 Herbs that Heal. Henderson, Carrol. Landscaping for Wildlife. Kourik, Robert. Designing and Maintaining Your Edible Landscape Naturally. Mollison, Bill w/ Slay, R. Introduction to Permaculture. Pitchford, Paul. Healing with Whole Foods. Rhio. Hooked on Raw. Roth, Susan [Ed.]. Better Homes and Gardens New Complete Guide to Gardening. Rubin, Jordan. Patient Heal Thyself. Small, Ernest & Deutsch, Grace. Culinary Herbs for Short-Season Gardeners. Spiller, Gene & Monica. What‘s With Fiber? Discover Fiber‘s Role in a New Era of Nutrition and Disease Prevention. Thun, Maria. Gardening for Life — the Biodynamic Way.

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