الأحد، 27 مارس 2016

Flower


From Wikipedia, the free encyclopedia
For other uses, see Flower (disambiguation).
"Floral" redirects here. For other uses, see Floral (disambiguation).
A poster with flowers or clusters of flowers produced by twelve species of flowering plants from different families
Various flowers from different families.
A flower, sometimes known as a bloom or blossom, is the reproductive structure found in flowering plants (plants of the division Magnoliophyta, also called angiosperms). The biological function of a flower is to effect reproduction, usually by providing a mechanism for the union of sperm with eggs. Flowers may facilitate outcrossing (fusion of sperm and eggs from different individuals in a population) or allow selfing (fusion of sperm and egg from the same flower). Some flowers produce diaspores without fertilization (parthenocarpy). Flowers contain sporangia and are the site where gametophytes develop. Flowers give rise to fruit and seeds. Many flowers have evolved to be attractive to animals, so as to cause them to be vectors for the transfer of pollen.
In addition to facilitating the reproduction of flowering plants, flowers have long been admired and used by humans to beautify their environment, and also as objects of romance, ritual, religion, medicine and as a source of food.

Morphology

Main parts of a mature flower (Ranunculus glaberrimus)
Diagram of flower parts

Floral parts

The essential parts of a flower can be considered in two parts: the vegetative part, consisting of petals and associated structures in the perianth, and the reproductive or sexual parts. A stereotypical flower consists of four kinds of structures attached to the tip of a short stalk. Each of these kinds of parts is arranged in a whorl on the receptacle. The four main whorls (starting from the base of the flower or lowest node and working upwards) are as follows:

Vegetative (Perianth)

Main articles: PerianthSepal and Corolla (flower)
Collectively the calyx and corolla form the perianth (see diagram).
  • Calyx: the outermost whorl consisting of units called sepals; these are typically green and enclose the rest of the flower in the bud stage, however, they can be absent or prominent and petal-like in some species.
  • Corolla: the next whorl toward the apex, composed of units called petals, which are typically thin, soft and colored to attract animals that help the process of pollination.

Reproductive

Reproductive parts of Easter Lily (Lilium longiflorum). 1. Stigma, 2. Style, 3. Stamens, 4. Filament, 5. Petal
  • Androecium (from Greek andros oikia: man's house): the next whorl (sometimes multiplied into several whorls), consisting of units called stamens. Stamens consist of two parts: a stalk called a filament, topped by an anther where pollen is produced by meiosis and eventually dispersed.
  • Gynoecium (from Greek gynaikos oikia: woman's house): the innermost whorl of a flower, consisting of one or more units called carpels. The carpel or multiple fused carpels form a hollow structure called an ovary, which produces ovules internally. Ovules are megasporangia and they in turn produce megaspores by meiosis which develop into female gametophytes. These give rise to egg cells. The gynoecium of a flower is also described using an alternative terminology wherein the structure one sees in the innermost whorl (consisting of an ovary, style and stigma) is called a pistil. A pistil may consist of a single carpel or a number of carpels fused together. The sticky tip of the pistil, the stigma, is the receptor of pollen. The supportive stalk, the style, becomes the pathway for pollen tubes to grow from pollen grains adhering to the stigma. The relationship to the gynoecium on the receptacle is described as hypogynous (beneath a superior ovary), perigynous (surrounding a superior ovary), or epigynous (above inferior ovary).

Structure

Although the arrangement described above is considered "typical", plant species show a wide variation in floral structure.[1] These modifications have significance in the evolution of flowering plants and are used extensively by botanists to establish relationships among plant species.
The four main parts of a flower are generally defined by their positions on the receptacle and not by their function. Many flowers lack some parts or parts may be modified into other functions and/or look like what is typically another part. In some families, like Ranunculaceae, the petals are greatly reduced and in many species the sepals are colorful and petal-like. Other flowers have modified stamens that are petal-like; the double flowers of Peonies and Roses are mostly petaloid stamens.[2] Flowers show great variation and plant scientists describe this variation in a systematic way to identify and distinguish species.
Specific terminology is used to describe flowers and their parts. Many flower parts are fused together; fused parts originating from the same whorl are connate, while fused parts originating from different whorls are adnate; parts that are not fused are free. When petals are fused into a tube or ring that falls away as a single unit, they are sympetalous (also called gamopetalous). Connate petals may have distinctive regions: the cylindrical base is the tube, the expanding region is the throat and the flaring outer region is the limb. A sympetalous flower, with bilateral symmetry with an upper and lower lip, is bilabiate. Flowers with connate petals or sepals may have various shaped corolla or calyx, including campanulate, funnelform, tubular, urceolate, salverform or rotate.
Referring to "fusion," as it is commonly done, appears questionable because at least some of the processes involved may be non-fusion processes. For example, the addition of intercalary growth at or below the base of the primordia of floral appendages such as sepals, petals, stamens and carpels may lead to a common base that is not the result of fusion.[3][4][5]
Left: A normal zygomorphic Streptocarpus flower. Right: An aberrant peloric Streptocarpus flower. Both of these flowers appeared on the Streptocarpus hybrid 'Anderson's Crows' Wings'.
Many flowers have a symmetry. When the perianth is bisected through the central axis from any point, symmetrical halves are produced, forming a radial symmetry. These flowers are also known to be actinomorphic or regular, e.g. rose or trillium. When flowers are bisected and produce only one line that produces symmetrical halves the flower is said to be irregular or zygomorphic, e.g. snapdragon or most orchids.
Flowers may be directly attached to the plant at their base (sessile—the supporting stalk or stem is highly reduced or absent). The stem or stalk subtending a flower is called a peduncle. If a peduncle supports more than one flower, the stems connecting each flower to the main axis are called pedicels. The apex of a flowering stem forms a terminal swelling which is called the torus or receptacle.

Inflorescence

The familiar calla lily is not a single flower. It is actually an inflorescence of tiny flowers pressed together on a central stalk that is surrounded by a large petal-like bract.
Main article: Inflorescence
In those species that have more than one flower on an axis, the collective cluster of flowers is termed an inflorescence. Some inflorescences are composed of many small flowers arranged in a formation that resembles a single flower. The common example of this is most members of the very large composite (Asteraceae) group. A single daisy or sunflower, for example, is not a flower but a flower head—an inflorescence composed of numerous flowers (or florets). An inflorescence may include specialized stems and modified leaves known as bracts.

Floral diagrams and floral formulae

Main articles: Floral formula and Floral diagram
floral formula is a way to represent the structure of a flower using specific letters, numbers and symbols, presenting substantial information about the flower in a compact form. It can represent a taxon, usually giving ranges of the numbers of different organs, or particular species. Floral formulae have been developed in the early 19th century and their use has declined since. Prenner et al. (2010) devised an extension of the existing model to broaden the descriptive capability of the formula.[6] The format of floral formulae differs in different parts of the world, yet they convey the same information.[7][8][9][10]
The structure of a flower can also be expressed by the means of floral diagrams. The use of schematic diagrams can replace long descriptions or complicated drawings as a tool for understanding both floral structure and evolution. Such diagrams may show important features of flowers, including the relative positions of the various organs, including the presence of fusion and symmetry, as well as structural details.[7]

Development

A flower develops on a modified shoot or axis from a determinate apical meristem (determinate meaning the axis grows to a set size). It has compressed internodes, bearing structures that in classical plant morphology are interpreted as highly modified leaves.[11] Detailed developmental studies, however, have shown that stamens are often initiated more or less like modified stems (caulomes) that in some cases may even resemble branchlets.[5][12] Taking into account the whole diversity in the development of the androecium of flowering plants, we find a continuum between modified leaves (phyllomes), modified stems (caulomes), and modified branchlets (shoots).[13][14]

Flowering transition

The transition to flowering is one of the major phase changes that a plant makes during its life cycle. The transition must take place at a time that is favorable for fertilization and the formation of seeds, hence ensuring maximal reproductive success. To meet these needs a plant is able to interpret important endogenous and environmental cues such as changes in levels of plant hormones and seasonable temperature and photoperiodchanges.[15] Many perennial and most biennial plants require vernalization to flower. The molecular interpretation of these signals is through the transmission of a complex signal known as florigen, which involves a variety of genes, including CONSTANS, FLOWERING LOCUS C and FLOWERING LOCUS T. Florigen is produced in the leaves in reproductively favorable conditions and acts in buds and growing tips to induce a number of different physiological and morphological changes.[16]
The first step of the transition is the transformation of the vegetative stem primordia into floral primordia. This occurs as biochemical changes take place to change cellular differentiation of leaf, bud and stem tissues into tissue that will grow into the reproductive organs. Growth of the central part of the stem tip stops or flattens out and the sides develop protuberances in a whorled or spiral fashion around the outside of the stem end. These protuberances develop into the sepals, petals, stamens, and carpels. Once this process begins, in most plants, it cannot be reversed and the stems develop flowers, even if the initial start of the flower formation event was dependent of some environmental cue.[17]Once the process begins, even if that cue is removed the stem will continue to develop a flower.

Organ development

The ABC model of flower development
The molecular control of floral organ identity determination appears to be fairly well understood in some species. In a simple model, three gene activities interact in a combinatorial manner to determine the developmental identities of the organ primordia within the floral meristem. These gene functions are called A, B and C-gene functions. In the first floral whorl only A-genes are expressed, leading to the formation of sepals. In the second whorl both A- and B-genes are expressed, leading to the formation of petals. In the third whorl, B and C genes interact to form stamens and in the center of the flower C-genes alone give rise to carpels. The model is based upon studies of homeoticmutants in Arabidopsis thaliana and snapdragon, Antirrhinum majus. For example, when there is a loss of B-gene function, mutant flowers are produced with sepals in the first whorl as usual, but also in the second whorl instead of the normal petal formation. In the third whorl the lack of B function but presence of C-function mimics the fourth whorl, leading to the formation of carpels also in the third whorl. See also The ABC Model of Flower Development.
Most genes central in this model belong to the MADS-box genes and are transcription factors that regulate the expression of the genes specific for each floral organ.

Floral function

An example of a "perfect flower", thisCrateva religiosa flower has both stamens (outer ring) and a pistil (center).
The principal purpose of a flower is the reproduction of the individual and the species. All flowering plants are heterosporous, producing two types of spores. Microspores are produced by meiosis inside anthers while megaspores are produced inside ovules, inside an ovary. In fact, anthers typically consist of four microsporangia and an ovule is an integumented megasporangium. Both types of spores develop into gametophytes inside sporangia. As with all heterosporous plants, the gametophytes also develop inside the spores (are endosporic).
In the majority of species, individual flowers have both functional carpels and stamens. Botanists describe these flowers as being perfect or bisexual and the species as hermaphroditic. Some flowers lack one or the other reproductive organ and called imperfect or unisexual. If unisex flowers are found on the same individual plant but in different locations, the species is said to be monoecious. If each type of unisex flower is found only on separate individuals, the plant is dioecious.

Flower specialization and pollination

Further information: Pollination syndrome
Flowering plants usually face selective pressure to optimize the transfer of their pollen, and this is typically reflected in the morphology of the flowers and the behaviour of the plants. Pollen may be transferred between plants via a number of 'vectors'. Some plants make use of abiotic vectors — namely wind (anemophily) or, much less commonly, water (hydrophily). Others use biotic vectors including insects (entomophily), birds (ornithophily), bats (chiropterophily) or other animals. Some plants make use of multiple vectors, but many are highly specialised.
Cleistogamous flowers are self-pollinated, after which they may or may not open. Many Viola and some Salvia species are known to have these types of flowers.
The flowers of plants that make use of biotic pollen vectors commonly have glands called nectaries that act as an incentive for animals to visit the flower. Some flowers have patterns, called nectar guides, that show pollinators where to look for nectar. Flowers also attract pollinators by scent and color. Still other flowers use mimicry to attract pollinators. Some species of orchids, for example, produce flowers resembling female bees in color, shape, and scent. Flowers are also specialized in shape and have an arrangement of the stamens that ensures that pollen grains are transferred to the bodies of the pollinator when it lands in search of its attractant (such as nectar, pollen, or a mate). In pursuing this attractant from many flowers of the same species, the pollinator transfers pollen to the stigmas—arranged with equally pointed precision—of all of the flowers it visits.
Anemophilous flowers use the wind to move pollen from one flower to the next. Examples include grasses, birch trees, ragweed and maples. They have no need to attract pollinators and therefore tend not to be "showy" flowers. Male and female reproductive organs are generally found in separate flowers, the male flowers having a number of long filaments terminating in exposed stamens, and the female flowers having long, feather-like stigmas. Whereas the pollen of animal-pollinated flowers tends to be large-grained, sticky, and rich in protein (another "reward" for pollinators), anemophilous flower pollen is usually small-grained, very light, and of little nutritional value to animals.

Pollination

Main article: Pollination
Grains of pollen sticking to this bee will be transferred to the next flower it visits
The primary purpose of a flower is reproduction. Since the flowers are the reproductive organs of plant, they mediate the joining of the sperm, contained within pollen, to the ovules — contained in the ovary. Pollination is the movement of pollen from the anthers to the stigma. The joining of the sperm to the ovules is called fertilization. Normally pollen is moved from one plant to another, but many plants are able to self pollinate. The fertilized ovules produce seeds that are the next generation. Sexual reproduction produces genetically unique offspring, allowing for adaptation. Flowers have specific designs which encourages the transfer of pollen from one plant to another of the same species. Many plants are dependent upon external factors for pollination, including: wind and animals, and especially insects. Even large animals such as birds, bats, and pygmy possums can be employed. The period of time during which this process can take place (the flower is fully expanded and functional) is called anthesis. The study of pollination by insects is called anthecology.

Pollen

The types of pollen that most commonly cause allergic reactions are produced by the plain-looking plants (trees, grasses, and weeds) that do not have showy flowers. These plants make small, light, dry pollen grains that are custom-made for wind transport.
The type of allergens in the pollen is the main factor that determines whether the pollen is likely to cause hay fever. For example, pine tree pollen is produced in large amounts by a common tree, which would make it a good candidate for causing allergy. It is, however, a relatively rare cause of allergy because the types of allergens in pine pollen appear to make it less allergenic.[18]
Among North American plants, weeds are the most prolific producers of allergenic pollen.[19] Ragweed is the major culprit, but other important sources are sagebrush, redroot pigweed, lamb’s quarters, Russian thistle (tumbleweed), and English plantain.
There is much confusion about the role of flowers in allergies. For example, the showy and entomophilous goldenrod (Solidago) is frequently blamed for respiratory allergies, of which it is innocent, since its pollen cannot be airborne. Instead the allergen is usually the pollen of the contemporary bloom of anemophilous ragweed (Ambrosia), which can drift for many kilometers.
Scientists have collected samples of ragweed pollen 400 miles out at sea and 2 miles high in the air.[18] A single ragweed plant can generate a million grains of pollen per day.[20]
It is common to hear people say they are allergic to colorful or scented flowers like roses. In fact, only florists, gardeners, and others who have prolonged, close contact with flowers are likely to be sensitive to pollen from these plants. Most people have little contact with the large, heavy, waxy pollen grains of such flowering plants because this type of pollen is not carried by wind but by insects such as butterflies and bees.

Attraction methods

Bee orchid has evolved over many generations to better mimic a female bee to attract male bees as pollinators.
Plants cannot move from one location to another, thus many flowers have evolved to attract animals to transfer pollen between individuals in dispersed populations. Flowers that are insect-pollinated are called entomophilous; literally "insect-loving" in Greek. They can be highly modified along with the pollinating insects by co-evolution. Flowers commonly have glands called nectaries on various parts that attract animals looking for nutritious nectarBirds and beeshave color vision, enabling them to seek out "colorful" flowers.
Some flowers have patterns, called nectar guides, that show pollinators where to look for nectar; they may be visible only under ultraviolet light, which is visible to bees and some other insects. Flowers also attract pollinators by scentand some of those scents are pleasant to our sense of smell. Not all flower scents are appealing to humans; a number of flowers are pollinated by insects that are attracted to rotten flesh and have flowers that smell like dead animals, often called Carrion flowers, including Rafflesia, the titan arum, and the North American pawpaw (Asimina triloba). Flowers pollinated by night visitors, including bats and moths, are likely to concentrate on scent to attract pollinators and most such flowers are white.
Other flowers use mimicry to attract pollinators. Some species of orchids, for example, produce flowers resembling female bees in color, shape, and scent. Male bees move from one such flower to another in search of a mate.

Pollination mechanism

The pollination mechanism employed by a plant depends on what method of pollination is utilized.
Most flowers can be divided between two broad groups of pollination methods:
Entomophilous: flowers attract and use insects, bats, birds or other animals to transfer pollen from one flower to the next. Often they are specialized in shape and have an arrangement of the stamens that ensures that pollen grains are transferred to the bodies of the pollinator when it lands in search of its attractant (such as nectar, pollen, or a mate). In pursuing this attractant from many flowers of the same species, the pollinator transfers pollen to the stigmas—arranged with equally pointed precision—of all of the flowers it visits. Many flowers rely on simple proximity between flower parts to ensure pollination. Others, such as the Sarracenia or lady-slipper orchids, have elaborate designs to ensure pollination while preventing self-pollination.
Grass flower with vestigial perianth or lodicules
Anemophilous: flowers use the wind to move pollen from one flower to the next, examples include the grasses, Birch trees, Ragweed and Maples. They have no need to attract pollinators and therefore tend not to grow large blossoms. Whereas the pollen of entomophilous flowers tends to be large-grained, sticky, and rich in protein (another "reward" for pollinators), anemophilous flower pollen is usually small-grained, very light, and of little nutritional value to insects, though it may still be gathered in times of dearth. Honeybees and bumblebees actively gather anemophilous corn (maize) pollen, though it is of little value to them.
Some flowers are self-pollinated and use flowers that never open or are self-pollinated before the flowers open, these flowers are called cleistogamous. Many Viola species and some Salvia have these types of flowers.

Flower-pollinator relationships

Many flowers have close relationships with one or a few specific pollinating organisms. Many flowers, for example, attract only one specific species of insect, and therefore rely on that insect for successful reproduction. This close relationship is often given as an example of coevolution, as the flower and pollinator are thought to have developed together over a long period of time to match each other's needs.
This close relationship compounds the negative effects of extinction. The extinction of either member in such a relationship would mean almost certain extinction of the other member as well. Some endangered plant speciesare so because of shrinking pollinator populations.

Fertilization and dispersal

Some flowers with both stamens and a pistil are capable of self-fertilization, which does increase the chance of producing seeds but limits genetic variation. The extreme case of self-fertilization occurs in flowers that always self-fertilize, such as many dandelions. Conversely, many species of plants have ways of preventing self-fertilization. Unisexual male and female flowers on the same plant may not appear or mature at the same time, or pollen from the same plant may be incapable of fertilizing its ovules. The latter flower types, which have chemical barriers to their own pollen, are referred to as self-sterile or self-incompatible.

Evolution

Further information: Evolution of flowers
While land plants have existed for about 425 million years, the first ones reproduced by a simple adaptation of their aquatic counterparts: spores. In the sea, plants—and some animals—can simply scatter out genetic clones of themselves to float away and grow elsewhere. This is how early plants reproduced. But plants soon evolved methods of protecting these copies to deal with drying out and other abuse which is even more likely on land than in the sea. The protection became the seed, though it had not yet evolved the flower. Early seed-bearing plants include the ginkgo and conifers. The earliest fossil of a flowering plant,Archaefructus liaoningensis, is dated about 125 million years old.[21]
Archaefructus liaoningensis, one of the earliest known flowering plants
Several groups of extinct gymnosperms, particularly seed ferns, have been proposed as the ancestors of flowering plants but there is no continuous fossil evidence showing exactly how flowers evolved. The apparently sudden appearance of relatively modern flowers in the fossil record posed such a problem for the theory of evolution that it was called an "abominable mystery" by Charles Darwin. Recently discovered angiosperm fossils such as Archaefructus, along with further discoveries of fossil gymnosperms, suggest how angiosperm characteristics may have been acquired in a series of steps.
Recent DNA analysis (molecular systematics)[22][23] shows that Amborella trichopoda, found on the Pacific island of New Caledonia, is the sister group to the rest of the flowering plants, and morphological studies[24] suggest that it has features which may have been characteristic of the earliest flowering plants.
The general assumption is that the function of flowers, from the start, was to involve animals in the reproduction process. Pollen can be scattered without bright colors and obvious shapes, which would therefore be a liability, using the plant's resources, unless they provide some other benefit. One proposed reason for the sudden, fully developed appearance of flowers is that they evolved in an isolated setting like an island, or chain of islands, where the plants bearing them were able to develop a highly specialized relationship with some specific animal (a wasp, for example), the way many island species develop today. This symbiotic relationship, with a hypothetical wasp bearing pollen from one plant to another much the way fig wasps do today, could have eventually resulted in both the plant(s) and their partners developing a high degree of specialization. Island genetics is believed to be a common source of speciation, especially when it comes to radical adaptations which seem to have required inferior transitional forms. Note that the wasp example is not incidental; bees, apparently evolved specifically for symbiotic plant relationships, are descended from wasps.
Likewise, most fruit used in plant reproduction comes from the enlargement of parts of the flower. This fruit is frequently a tool which depends upon animals wishing to eat it, and thus scattering the seeds it contains.
While many such symbiotic relationships remain too fragile to survive competition with mainland organisms, flowers proved to be an unusually effective means of production, spreading (whatever their actual origin) to become the dominant form of land plant life.
Amborella trichopoda, the sister group to the rest of the flowering plants
While there is only hard proof of such flowers existing about 130 million years ago, there is some circumstantial evidence that they did exist up to 250 million years ago. A chemical used by plants to defend their flowers, oleanane, has been detected in fossil plants that old, including gigantopterids,[25] which evolved at that time and bear many of the traits of modern, flowering plants, though they are not known to be flowering plants themselves, because only their stems and prickles have been found preserved in detail; one of the earliest examples of petrification.
The similarity in leaf and stem structure can be very important, because flowers are genetically just an adaptation of normal leaf and stem components on plants, a combination of genes normally responsible for forming new shoots.[26] The most primitive flowers are thought to have had a variable number of flower parts, often separate from (but in contact with) each other. The flowers would have tended to grow in a spiral pattern, to be bisexual (in plants, this means both male and female parts on the same flower), and to be dominated by the ovary (female part). As flowers grew more advanced, some variations developed parts fused together, with a much more specific number and design, and with either specific sexes per flower or plant, or at least "ovary inferior".
Flower evolution continues to the present day; modern flowers have been so profoundly influenced by humans that many of them cannot be pollinated in nature. Many modern, domesticated flowers used to be simple weeds, which only sprouted when the ground was disturbed. Some of them tended to grow with human crops, and the prettiest did not get plucked because of their beauty, developing a dependence upon and special adaptation to human affection.[27]

Color

Spectrum of the flowers of the Rose family of plants]. A red rose absorbs about 99.7% of light across a broad area below the red wavelengths of the spectrum, leading to an exceptionally pure red. A yellow rose will reflect about 5% of blue light, producing an unsaturated yellow (a yellow with a degree of white in it).
Many flowering plants reflect as much light as possible within the range of visible wavelengths of the pollinator the plant intends to attract. Flowers that reflect the full range of visible light are generally perceived as white by a human observer. An important feature of white flowers is that they reflect equally across the visible spectrum. While many flowering plants use white to attract pollinators, the use of color is also widespread (even within the same species). Color allows a flowering plant to be more specific about the pollinator it seeks to attract. The color model used by human color reproduction technology (CMYK) relies on the modulation of pigments that divide the spectrum into broad areas of absorption. Flowering plants by contrast are able to shift the transition point wavelength between absorption and reflection. If it is assumed that the visual systems of most pollinators view the visible spectrum as circular then it may be said that flowering plants produce color by absorbing the light in one region of the spectrum and reflecting the light in the other region. With CMYK, color is produced as a function of the amplitude of the broad regions of absorption. Flowering plants by contrast produce color by modifying the frequency (or rather wavelength) of the light reflected. Most flowers absorb light in the blue to yellow region of the spectrum and reflect light from the green to red region of the spectrum. For many species of flowering plant, it is the transition point that characterizes the color that they produce. Color may be modulated by shifting the transition point between absorption and reflection and in this way a flowering plant may specify which pollinator it seeks to attract.
Spectrum of the flowers of the Pelargonium family of plants. Pelargonium produces exceptionally saturated colours in the orange to red range, with absorption of 99.6% across a broad area of the spectrum. Pelargonium is able to modulate its absorption producing pink with multiple levels of white.
Some flowering plants also have a limited ability to modulate areas of absorption. This is typically not as precise as control over wavelength. Humans observers will perceive this as degrees of saturation (the amount of white in the color).

Symbolism

Red Rose
Lilies are often used to denote life or resurrection
Flowers are common subjects of still life paintings, such as this one byAmbrosius Bosschaert the Elder
Main article: Language of flowers
Many flowers have important symbolic meanings in Western culture.[28] The practice of assigning meanings to flowers is known as floriography. Some of the more common examples include:
  • Red roses are given as a symbol of love, beauty, and passion.[29]
  • Poppies are a symbol of consolation in time of death. In the United Kingdom, New Zealand, Australia and Canada, red poppies are worn to commemorate soldiers who have died in times of war.
  • Irises/Lily are used in burials as a symbol referring to "resurrection/life". It is also associated with stars (sun) and its petals blooming/shining.
  • Daisies are a symbol of innocence.
Flowers within art are also representative of the female genitalia,[30] as seen in the works of artists such as Georgia O'KeeffeImogen CunninghamVeronica Ruiz de Velasco, andJudy Chicago, and in fact in Asian and western classical art. Many cultures around the world have a marked tendency to associate flowers with femininity.
The great variety of delicate and beautiful flowers has inspired the works of numerous poets, especially from the 18th-19th century Romantic era. Famous examples include William Wordsworth's I Wandered Lonely as a Cloud and William Blake's Ah! Sun-Flower.
Because of their varied and colorful appearance, flowers have long been a favorite subject of visual artists as well. Some of the most celebrated paintings from well-known painters are of flowers, such as Van Gogh's sunflowers series or Monet's water lilies. Flowers are also dried, freeze dried and pressed in order to create permanent, three-dimensional pieces of flower art.
Their symbolism in dreams has also been discussed, with possible interpretations including "blossoming potential".[31]
The Roman goddess of flowers, gardens, and the season of Spring is Flora. The Greek goddess of spring, flowers and nature is Chloris.
In Hindu mythology, flowers have a significant status. Vishnu, one of the three major gods in the Hindu system, is often depicted standing straight on a lotus flower.[32] Apart from the association with Vishnu, the Hindu tradition also considers the lotus to have spiritual significance.[33] For example, it figures in the Hindu stories of creation.[34]

Usage

Flower market - Detroit's Eastern Market
A woman spreading flowers over alingam in a temple in Varanasi
In modern times people have sought ways to cultivate, buy, wear, or otherwise be around flowers and blooming plants, partly because of their agreeable appearance and smell.[citation needed] Around the world, people use flowers for a wide range of events and functions that, cumulatively, encompass one's lifetime:
  • For new births or christenings
  • As a corsage or boutonniere worn at social functions or for holidays
  • As tokens of love or esteem
  • For wedding flowers for the bridal party, and for decorations for the hall
  • As brightening decorations within the home
  • As a gift of remembrance for bon voyage parties, welcome-home parties, and "thinking of you" gifts
  • For funeral flowers and expressions of sympathy for the grieving
  • For worshiping goddesses. In Hindu culture adherents commonly bring flowers as a gift to temples
People therefore grow flowers around their homes, dedicate entire parts of their living space to flower gardens, pick wildflowers, or buy flowers from florists who depend on an entire network of commercial growers and shippers to support their trade.
Flowers provide less food than other major plants parts (seedsfruitsrootsstems and leaves) but they provide several important foods and spices. Flower vegetables include broccolicauliflower and artichoke. The most expensive spice, saffron, consists of dried stigmas of a crocus. Other flower spices are cloves and capersHops flowers are used to flavor beerMarigold flowers are fed to chickens to give their egg yolks a golden yellow color, which consumers find more desirable; dried and ground marigold flowers are also used as a spice and colouring agent in Georgian cuisine. Flowers of the dandelion and elder are often made into wine. Bee pollen, pollen collected from bees, is considered a health food by some people. Honey consists of bee-processed flower nectar and is often named for the type of flower, e.g. orange blossom honey, clover honey and tupelo honey.
Hundreds of fresh flowers are edible but few are widely marketed as food. They are often used to add color and flavor to salads. Squash flowers are dipped in breadcrumbs and fried. Edible flowers include nasturtium,chrysanthemumcarnationcattailhoneysucklechicorycornflowercanna, and sunflower. Some edible flowers are sometimes candied such as daisyrose, and violet (one may also come across a candied pansy).
Flowers can also be made into herbal teas. Dried flowers such as chrysanthemum, rose, jasmine, camomile are infused into tea both for their fragrance and medical properties. Sometimes, they are also mixed with tea leaves for the added fragrance.
Flowers have been used since as far back as 50,000 years in funeral rituals. Many cultures do draw a connection between flowers and life and death, and because of their seasonal return flowers also suggest rebirth, which may explain why many people place flowers upon graves. In ancient times the Greeks would place a crown of flowers on the head of the deceased as well as cover tombs with wreaths and flower petals. Rich and powerful women in ancient Egypt would wear floral headdresses and necklaces upon their death as representations of renewal and a joyful afterlife, and the Mexicans to this day use flowers prominently in their Day 
of the Dead celebrations in the same way that their Aztec ancestors did.

Sport, bien être et qualité de vie


Une activité physique régulière contribue au bien être d'un individu.
  • Le sport détend et provoque une coupure avec son activité quotidienne
  • Il permet d'aborder les problèmes rencontrés dans son quotidien de manière plus sereine.
  • Il redonne confiance en soi et permet de mieux connaitre son corps et d'en être plus à l'écoute


Le bien être

L'activité physique agit sur ce qui est appelé le bien-être, résultant de quatre éléments :
  • Bien-être émotionnel (anxiété, stressfatigue, état et trait de dépression, énergie, vigueur...)
  • Perception de soi (estime de soi, compétences, image du corps...)
  • Bien-être physique (état de santé, douleur...)
  • Bien-être perçu (qualité de vie, sens à sa vie)

Amélioration de l'estime de soi

On note une amélioration sensible de l'estime de soi chez les sujets entre 55 et 75 ans, et un meilleur bien-être général chez les adolescents en plein bouleversement pubertaire. 

Amélioration de la qualité de vie

La notion de qualité de vie est définie par l'OMS comme « la perception qu'un individu a de sa place dans la vie, dans le contexte de la culture et du système de valeurs dans lequel il vit, en relation avec ses objectifs, ses attentes, ses normes et ses inquiétudes ». La qualité de vie - « satisfaction du sujet par rapport à sa vie quotidienne » (Inserm)- est également significativement améliorée, comme l'a montré une étude, pour les sujets de 18 à 64 ans. 

Le sommeil

Le sport contribue à une bonne qualité du sommeil et à lutter contre l'insomnie. 

Les autres bénéfices de l'activité sportive

Les autres bénéfices de l'activité sportive concernant notamment les personnes âgées sont consultables dans la synthèse de l'Inserm. 

Pour en savoir plus

Activité physique : contextes et effets sur la santé, Inserm, mars 2008

Pour une lecture illimitée hors ligne, vous avez la possibilité de télécharger gratuitement cet article au format PDF : 
Sport-bien-etre-et-meilleure-qualite-de-vie.pdf

The Importance of Sports


The Importance of Sports
HOW SPORTS CAN HELP YOUR CHILDREN ACHIEVE
Sports activities and interests provide many positive opportunities for children. However, they can also cause some problems. Many parents believe that participation in sports will enhance children's school accomplishments, while others believe that sports get in the way of their children's achievement. Whether they help or distract from achievement depends on the extent of children's involvement and the type of experiences they have.
SPORTS GENERALIZES TO ACHIEVEMENT
Text Box:  Good sportsmanship pro­vides guidelines that can be generalized to classroom and lifelong achievement. Partici­pation in challenging sports contests teaches children to love classroom challenge. It also teaches children to function in a competitive society.
The world of sports mirrors how one can play the game of school and life. Good athletes stay in the game and play their best even when they are losing. They know they will win some and lose some. They discipline themselves. They practice with grueling regularity the necessary skills for their sport. Education, life accomplishments, creative contributions in the arts, sciences, business, and government involve similar perseverance and self-discipline.
Our society is competitive, and we should teach our children to function in competition and how to both win and lose as good sports. Children must learn that winning and losing are both temporary, and that they can't give up or quit. Learning to become a team player is also important for children who may prefer to be the center of attention.
If kids who come to my clinic are involved in sports, I often ask them to interpret their underachievement using the rules they would use in the sport in which they participate as guidelines. They can always come up with some good advice for themselves based on their understanding of good sportsmanship. Encouraging follow-through and self- discipline for their achievement may, however, be more difficult than their acknowledging what they should do.
KIDS BUILD CONFIDENCE AND HAVE FUN
Some children are natural athletes while others have lesser physical coordination. Sports and athletic activity are good for building confidence for both groups. For the well coordinated, the discipline of honing skills gives a sense of improvement and accomplishment. Winning games and moving to higher levels of competition permit these children to sense their personal progress.
Children with lesser coordination need to begin involvement in less competitive sports at first or in activities in which they can achieve improvement compared to past accomplishments (personal best) to measure their own growth. Playing at B or C levels or on intramural teams at recreational departments and community centers permits them some winning experiences and lets them know that despite the unlikelihood of their excellence, they can not only improve their competency, but can also thoroughly enjoy the fun of sports and competition.Text Box:
Many young people have actually found themselves much more skilled than they or their parents dreamed because they took the risk of practicing what appeared to be their lesser skills. Sports has often resulted in fun for even those who never dunked a basketball or hit a home run. The Special Olympics, which takes place nationally for children with special needs, is an extraordinary example of children who often have extreme handicaps enjoying the benefits of athletics.
SPORTS ARE FOR GIRLS TOO
The domain of sports has for a long time belonged mainly to males. With so much to be learned from sports, it is surely unfair to reserve that opportunity only for boys. Female teams now abound in many schools and communities. Forty percent of the basketball teams in schools are now girls' teams. Girls' participation in sports should increase their confidence, risk taking, and their ability to function in competition. Girls' lesser experience in sports, compared to boys, may underlie some of the career problems women cope with in business, industry, science, or the arts, where the rules of team sports often prevail.
KIDS LEARN THROUGH WATCHING GAMES
Whether kids watch sports games in ball parks, arenas, or on TV, they have opportunities for learning much that can positively affect school and lifelong achievement. Mathematical concepts related to scoring such as football yardages, baseball averages, and bowling scores, and spatial skills that come from sports activities, are automatically learned by observation. This is especially important for girls who tend to have more problems with mathematics and spatial abilities.
Hopefully, children are learning the rules of good sportsmanship vicariously as they watch the attitudes of their parents or professional players when they are victorious or when they lose. I emphasize "hopefully" because, unfortunately, some professional and college players, and even some parents model, just the opposite. The same can be said about sports figures who serve as role models. Although some encourage children to achieve, others are role models for magical thinking and even immoral behavior. Still others promote very expensive shoes and clothes the kids think they "can't live without." Parents should help children interpret appropriate attitudes and sportsmanship.
Text Box:  Viewing games together often facilitates the emotional bonding of sons with their dads, which is especially important for developing male self- confidence. When boys have poor social skills, I often recommend that they watch some sports on TV. It permits them to learn the sports language that allows spontaneous conversation and acceptance by other boys. Although I don't expect all kids to develop enthusiasm for sports, a few choice words and scores eases them into comfortable acceptance by other kids.
SPORTS CAN BE TOO MUCH OF A GOOD THING
Involvement in sports causes problems for kids mainly when it becomes "too much of a good thing." When sports participation is prioritized as more important than learning by either parent, or when children spend too much of their time watching sports on TV, little time is left to develop academic competence or other interests. When kids assume they can become professional athletes without a realistic sense of the skill and practice required or the competition they'll meet, they give up learning and close doors to other opportunities for themselves. When sports are enjoyed in a balanced way and do not take over children's lives, they have great potential for making contributions to lifelong achievement.
As with most other interests, if sports dominate children's lives, children may be prevented from accomplishing more important goals. Gifted athletes should also prepare themselves for alternative opportunities. Incredible competition and unpredict­able physical injuries can prevent even the most tal­ented athletes from enjoying the career of their choice.

تقترن عادة بمواعيد قرب امتحانات نهاية السنة ضغوط الآباء على أبنائهم قد تكون سببا في أمراض غريبة


 مع اقتراب العد التنازلي لمواعيد الامتحانات الرسمية لنهاية السنة، يزداد قلق الطلبة المقبلين على هذه الامتحانات، ويزداد معه بصفة ملحوظة ضغط أولياء أمورهم الذين يتمادون في مطالبة أبنائهم ببذل مجهود يكون في أحيان كثيرة أكبر من قدرتهم الفكرية، ما يسفر على آثار سلبية تنعكس بالخطورة على صحة الطالب.

وعن هذه المسألة، أكد لنا اختصاصي الطب النفسي، رشيد بوفنارة، أن ما يمارسه الآباء مع أبنائهم من ضغط خلال الفترة التي تسبق الامتحانات كفيل بأن يجعل النتائج معاكسة تماما لما يرجوه هؤلاء الآباء بل وخطيرة في بعض الأحيان، مشيرا إلى حالات مرضية غريبة حدثت غداة الامتحانات أو أثناءها ووقف عليها كمختص في علم النفس الإكلينيكي، ومن بينها حالة الشاب الذي تعرض للبكم خلال امتحان شهادة البكالوريا منذ سنتين، ليعرضه والداه على كثيرين من ممارسي الرقية الشرعية ظنا منهم أن ما أصابه مسّ من الشيطان لكن دون فائدة، ليقتنعوا بعدها بضرورة المتابعة النفسية التي دامت جلسات عديدة، تمكن بعدها الطالب من أن يسترجع النطق، وهي الحالة التي فسرها بوفنارة برغبة أم الطالب بأن يحصل على امتياز في البكالوريا ليكون طبيبا، رغم عدم قدرته الفكرية على ذلك، ما جعله يبلور ذلك الفشل في رفض نفسي للنطق، مؤكدا على ضرورة أن يحترم الآباء رغبة الابن في التوجه نحو تخصص دون الذي يرغبون هم فيه والذي قد لا تسمح قدرات الطالب الفكرية ببلوغه، حيث يكون طموحهم أقوى من تلك القدرات، ما يفرض على الطالب ضغوطا للوصول إلى المرتبة المرجوة، ليكون الفشل والإحباط الذي يليه هو النتيجة الحتمية. 

من جهة أخرى، يحذر الأطباء وعلماء النفس جميع الطلبة من اللجوء إلى تناول المنشطات للتخلص من الضغط النفسي، وذلك لما لها من آثار سلبية على المخ والجهاز الهضمي، حيث أكدت نتائج الطب في هذا المجال أن هذه المنشطات تلعب دورا كبيرا في تحسين قدرة الطالب على التركيز كونها تطرد النعاس وترفع نسبة الانتباه، إلا أنها لا تحسن القدرة على الاستيعاب وحين ينتهي مفعولها يصاب متعاطيها بحالة انهيار. 


تقترن عادة بمواعيد قرب امتحانات نهاية السنة  ضغوط الآباء على أبنائهم قد تكون سببا في أمراض غريبة

بن غبريت تأمر مديري التربية بالالتزام بتعليمتها الرد على انشغالات موظفي القطاع المطروحة عبر صفحتها بالفيسبوك


أمرت وزارة التربية مديريها عبر مراسلة رسمية، بالرد على كل الانشغالات المطروحة من قبل موظفي القطاع عبر صفحة الوزيرة بن غبريت بموقع التواصل الاجتماعي فيسبوك، وحددت مهلة 48 ساعة للرد على القضايا المتعلقة بالإدارة المركزية، و72 ساعة للقضايا المحلية. في المقابل، أثارت التعليمة حفيظة النقابات التي اعتبرتها مساسا بمؤسسات الدولة، لأنها تدعو إلى تقنين موقع افتراضي وستدفع مديري التربية لاستخدامها كذريعة للتنصل من مسؤولياتهم تجاه موظفي القطاع. 
وحسب التعليمة المسربة من مديريات التربية، اطلعت “الخبر” على محتواها، صادرة يوم 20 مارس 2016 وتحمل رقم 493/2016، جاء فيها “يشرّفني أن أعلمكم بأن الصفحة الإلكترونية الخاصة لمعالي وزيرة التربية تسجل يوميا عددا معتبرا من الرسائل الإلكترونية تحمل انشغالات، ووضعيات، وإشكالات يطرحها المواطنون، سواء أكانوا تلاميذ أو أولياء أو مستخدمين في القطاع، تحتاج إلى التكفل بها على مستوى المصالح المركزية أو المحلية للتربية الوطنية، أو على مستوى المؤسسات التعليمية أو المؤسسات تحت الوصاية”.
وأضافت التعليمة أن وزيرة القطاع نورية بن غبريت قد أبدت التزامها بأن يتم الرد على جميع الانشغالات المطروحة، احتراما لجميع مكونات التربية وعامة الناس، باعتبار أن المواطن عندما يلجأ إلى الشبكة الاجتماعية، فذلك يعكس في واقع الأمر بطء الإدارة في التكفل بالانشغالات. وأمرت الوزيرة، حسب المراسلة ذاتها، مديري التربية بإعداد ردود بصفة تلقائية على الانشغالات المرسلة إليهم في غضون 48 ساعة، عندما يتعلّق الأمر بانشغال يتعلق بالإدارة المركزية، و72 ساعة عندما يتعلق الأمر بمديريات التربية، في الوقت الذي ذكرت أنه يمكن أن يتأخر الرد مدة شهر عندما يتعلق الأمر بإجراء تحقيق أو التأكد من بعض الوضعيات المعقدة.
وفي تعليقها على مثل هذه القرارات، استهجنت نقابات التربية تحوّل موقع الوزيرة إلى مصدر رسمي للقضايا، فقد صرح المكلف بالإعلام بالاتحاد الوطني لعمال التربية والتكوين مسعود عمراوي، أنه كان من المفروض أن تكون هناك صفحة خاصة بالوزارة على موقع التواصل الاجتماعي، لأن صفحة الوزيرة شخصية. كما أن اعتبار كل انشغال حقيقي غير ممكن، خاصة وأن الفيسبوك يعج بالأسماء المستعارة والمعلومات المغلوطة، مضيفا “من غير المعقول أن يكون موقع الوزيرة ناطقا باسم مؤسسة من مؤسسات الدولة”. 
من جهته، انتقد المكلف بالمجلس الوطني المستقل لمستخدمي التدريس للقطاع الثلاثي للتربية “كناباست”، مسعود بوديبة، مثل هذه التعليمات، وقال “أن يصبح موقع الوزيرة الشغل الشاغل للإدارة، فهذا قفز على القنوات الإدارية المعروفة”. فعوض منح صلاحيات لمديري التربية لحل المشاكل المسجلة عبر الولايات، يصرف نظرهم إلى موقع افتراضي تريد الوزارة منحه مصداقية على المؤسسات التي يفترض أن تعطى لها مصداقية أكثر، وكل هذا يدل على أن الوزارة تركز على شخص الوزيرة وتلغي المصالح الإدارية المعتمدة في إطار تسيير الدولة. وتقنين الموقع الافتراضي، يضيف بوديبة، مساس بمؤسسات الدولة الرسمية.
أما المكلف بالتنظيم بالنقابة الوطنية لعمال التربية “سنتيو” قويدر يحياوي، فذكر أن مديري التربية ليس لديهم الوقت لتصفح صفحة الوزيرة دوريا والرد على انشغالات المعنيين بقطاع التربية، وستجبرهم على فتح مواقع للفيسبوك تمكنهم من الإطلاع بشكل يومي على صفحة الوزيرة، وهنا حذّر يحياوي من مثل هذه القرارات التي قد تكون ذريعة لمديري التربية للتنصل من واجباتهم والعمل على حل قضايا الولاية العالقة، لتكون لهم بعدها ذريعة لعدم استقبال موظفي القطاع، والتحجج بالرد عبر الانترنت.
وبهذا، فالوزيرة، يضيف يحياوي، بعيدة كل البعد عن واقع المديريات، والطريقة الجديدة سوف ترفع درجة التعتيم “لأننا لازلنا بعيدين عن مستوى الرد على الانشغالات باستخدام الوسائل الحديثة”، وصفحة الوزيرة مهما كانت أهميتها تبقى ضمن صفحات الفيسبوك التي ليس كل معلوماتها صحيحة، يضيف المتحدث. 


بن غبريت تأمر مديري التربية بالالتزام بتعليمتها

الرد على انشغالات موظفي القطاع المطروحة عبر صفحتها بالفيسبوك