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Calibration of Soil Test P With Rop Response to Applied Phosphorus

Thesis Info

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Author

Puno, Haji Khan

Program

PhD

Institute

Sindh Agriculture University

City

Tandojam

Province

Sindh

Country

Pakistan

Thesis Completing Year

1991

Thesis Completion Status

Completed

Subject

Applied Sciences

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/3057/1/142.pdf

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676725660942

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Soil P test-crop response studies were performed in a long term experiment that was continued for seven cropping seasons from Rabi 1983-84 to Rabi 1986-87. The purpose of the study was to determine the comparative value of three soil P tests in assessing soil P status and P fertilizer requirements of wheat , corn and soybean based on their response to applied P. The study involved three wheat-based cropping systems (wheat-corn (WC) , wheat-fallow (WF) and wheat-soybean (WS)) that were assigned to main plots in a split plot design. Sub-plots received six rates of P (0, 30, 60, 90, 120 and 150 kg P20ÿ/ha) that were applied to each crop in the system during each season. The soil was a Sultanpur series (clay loam surface) with pH 8.5 and lime content 8.7%. It was low in organic matter (0.6%) and adequate in exchangeable K (1.0 me/lOOg). Soil P content (Olsen P - 2.79 mg/kg, AB-DTPA P - 1.8 mg/kg and 0.01M P - 0.0067 mg/L) was low by any standard. Phosphate sorption capacity of the soil was also low and it required 83 kg P/ha (190 kg PÿOÿ/ha) to establish standard P concentration of 0.2 mg/L. CaCl2 During the cropping period, 4 crops of wheat, each of maize and soybean were grown under the three cropping systems. Crop yields were recorded for each crop during each season. Soil samples were collected from each treatment after each cropping season and analyzed for available P by Olsen, AB-DTPA and 0 . 0 1 M CaC 1 methods. Phosphate sorption curves were for each sample. Plant samples secured also determine and 3 l from each crop at different stages of growth were analysed for P. These data were utilized to determine the influence of applied P on soil P status and P fertilizer requirements of each crop under different cropping systems. Fertilization and cropping for the seven seasons increased the soil P status (Olsen) from 2.79 mg/kg in 1983-84 to an average value of 12.86 mg/kg at the maximum P rate (P150) after 1986-87. Corresponding values by AB-DTPA method were 1.8 mg/kg and 7.83 mg/kg, and those by 0.01 M CaCÿ were 0.0067 mg/L and 0.04 mg/L respectively. However, AB-DTPA method extracted 61% as much soil P as that by Olsen method. The relationship between any two of the three soil test methods was highly significant (r = 0.80 to 0.96). It was easier to build-up P fertility under WF system which r equ ired 19 units of fertilizer P to raise Olsen soil P by 1 unit at P90. Corresponding values under the other two systems were: 32 units for WS and SO units for WC. cropping All the three crops viz. wheat, corn and soybean responded to applied P and showed progressive increase in grain yield, P content and P uptake with increase in P rate during each of the seven cropping seasons. Nature of response to P depended on the crop, cropping system and the year of cropping. Regression analysis of the pooled wheat grain yield (relative) data showed that wheat yields under WC system decreased significantly over WF or WS system. Phosphorus fertilizer required for 95% yield of wheat was higher under WC system than under WF or WS system. Mean P removal by wheat was 16.55, 17.14 and 17.64 kg P/ha under WC. WF and WS systems respectively. In case of corn and soybean, mean P uptake values were 19.36 and 14.38 kg P/ha respectively. In order to integrate soil P test values with P buffering capacity of soil and to translate P fertilizer additions into the levels of soil P established, phosphate sorption approach was used. Phoshorus in solution values associated with near maximum yield (95%) of the three crops were: wheat - 0.035 mg/L (WF/WS systems), 0.045 mg/L (WC system); corn - 0.036 mg/L and soybean -0.047 mg/L. Accordingly, the fertilizer requirements were 64 , 65 and 80 kg for wheat, corn and soybean respectively. Po°s/havwas grown under WC system, it required 78When kg wheat to attain 95% yield.
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Chapter 2: Services of Theologians of Sindh

Introduction

In the Indo-Pak sub-continent, Sindh is the first of the zones where the advent of Islām was the earliest. Historically, the scholars here did a great work of intellect and research. In the year 270 A. H/883A. D, due to internal disturbance, so many small states came into being. [1]

            Out of these, the state of Manṣūrah was taken over by the Ḥubārī tribe. Muslim ruler ‘Abdallāh bin ‘Umar Ḥubārī of Manṣūrah had sent a scholar to Hindū Rājāh of Alvar on his request who presented the translation of the Qur’ān in his court. This incident narrated by the famous historian Buzurg Bin Shehr Yār has also been endorsed by renowned historians of the sub-continent. [2]But nothing with certainty can be said about the symmetrical order and the dictation of this translation, however, it is certain that the honor of translating the Qur’ān the first of all lies with Sindh. [3]

            In the era of Arghaun and Tarkhān, Makhdūm Nūḥ Hālāe’ (d:998 A. H/1589A. D) properly translated the Qur’ān in Persian which has become available in secured form despite the varying times. [4]

            This translation, with the efforts and research of ‘Allāma Muṣṭafā Qāsmī (d:1424A. H/2003A. D) has been published by Sindh Literary Board Ḥyderābād. This translation was compiled even earlier than the translation of famous researcher Shāh Walī Allāh(d:1176A. H/1762A. D). In this regard, we are justified to opine that in the sub-continent the honor of the first translation in the Persian language also goes to Sindh. In that period, a movement among the Sindhī Scholars emerged that the Islamic literature and art be documented in the mother tongue Sindhī so that a...

تطوير الجدارات الإدارية لدى قادة المدارس الثانوية بمحافظة بيشة في ضوء متطلبات القيادة الاستراتيجية (تصور مقترح)

هدفت الدراسة إلى التعرف على درجة ممارسة قادة المدارس الثانوية بمحافظة بيشة للجدارات الإدارية في ضوء متطلبات القيادة الاستراتيجية، ووضع تصور مقترح لتطوير الجدارات الإدارية لدى قادة المدارس الثانوية بمحافظة بيشة في ضوء متطلبات القيادة الاستراتيجية، ولتحقيق أهداف الدراسة استخدم الباحث المنهج الوصفي التحليلي، وقد تم استخدام استبانتين لقياس" الجدارات الإدارية والقيادة الاستراتيجية"، حيث شملت الاستبانة الأولى الجدارات الإدارية، أما الاستبانة الثانية، فشملت متطلبات القيادة الاستراتيجية، وتم توزيع الاستبانة بطريقة عشوائية على (117) من قادة المدارس في المدارس السعودية خلال الفصل الدراسي الأول من العام الدراسي 1442هـ/2021، وتوصلت الدراسة للعديد من النتائج كان من أهمها، وجود علاقة طردية ذات دلالة إحصائية بين درجات تقديرات أفراد العينة لمستوى الجدارات الإدارية لدى قادة المدارس الثانوية بمحافظة بيشة, ومتوسط تقديراتهم لمستوى متطلبات القيادة الاستراتيجية، ومن النتائج عدم وجود فروق ذات دلالة إحصائية عند مستوى دلالة ( ) بين متوسطات تقديرات العينة لمستوى متطلبات القيادة الاستراتيجية لدى قادة المدارس الثانوية بمحافظة بيشة تعزى إلى متغيرات الدراسة (سنوات الخدمة في مجال العمل، المؤهل العلمي، الدورات التدريبية، وفي الختام قدمت الدراسة بعض التوصيات كان منها ضرورة تعزيز اتجاه قادة المدارس الثانوية بمحافظة بيشة نحو ممارسة الجدارات الإدارية من خلال نشر ثقافة التعاون المشترك بين المعلمين للرقي بالعملية التعليمية.

A Critical Study of the Problems of Educational Management in Private Sector Relating to Elementary Education in the Province of Sindh

Education, being the third eye, not only differentiates living being from dead, but also brings rapid growth and development. No nation can progress in globalization without education. Education has become an investment in this era. Private and public sectors are jointly making investment in education in most of the countries of the world to maximize the human source production. They face many problems in this process. The central theme of the research is to analyze the problems of educational management in private sector relating to elementary education in the province of Sindh. The sampling procedure adapted in this study was that of random cluster sampling procedure. A sample of 400 head teachers was randomly selected from 200 schools of Sindh. The data were collected through closed ended and open ended questionnaire, interview and observation tools. Chi-square was used to test the major hypothesis. It was found that head teachers had low academic and professional qualifications. Most elementary schools were established by the individuals for self employment or commercial purpose. The majority of privates schools were unregistered and working without any legal authority. The unregistered schools faced more problems than registered ones. The head teachers / owners had faced many problems in getting schools registered due to lengthy and complicated registration process, harsh attitude of registration officers and delays made by registration authorities. The students leaving private school used to face lot of problems due to diversity in syllabus of private and public school. Many schools were facing the problems of non-availability of textbooks. The head teachers used to hire the services of the staff at any time as per need, without advertising the posts and interviewing the candidates. While making appointments, the professional qualifications of candidates were not taken into consideration. The appointment was purely temporary with no job security to teaching and non-teaching staff. The head teachers did not Problems of educational management in private sector nominate / depute teachers for teacher training. The most of schools did not have their own building with sufficient number of classrooms and proper seating arrangement. Many schools were running in rented houses. The schools running in rental house faced more problems than schools running in their own building. The furniture and fixture was not adequate in most of the schools. The position of availability of basic facilities like play ground, boundary wall, assembly place, science lab, water room, lavatories and computer labs was not satisfactory. The schools did not have transport facilities. There was no arrangement of professional guidance and counseling. The schools did not have medical checkup arrangements. There was bottom up (decentralized) approach in most of schools. In most of the schools fee was the only source of finance of school and they often used to increase fee, recruit and terminate staff without seeking government permission. The schools did not receive any kind of encouragement and support from government functionaries to implement school development plans. There was no monitoring and evaluation mechanism to enhance the teacher effectiveness and performance. The rural area schools had more problems than urban area schools. Similarly the management problems were more in schools headed by owners than schools headed by experienced professionals. The owners did not have proper knowledge about planning, staffing, organizing, controlling, supervising and budgeting. Finally, suggestions are given at the end of paper.