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Home > Growth Inhibition, Toxic and Repellent Effect of Some Indigenous Plant Materials Against Pulse Beetle, Callosobruchus Chinesis L. Coleoptera: Bruchidae in D. I. Khan

Growth Inhibition, Toxic and Repellent Effect of Some Indigenous Plant Materials Against Pulse Beetle, Callosobruchus Chinesis L. Coleoptera: Bruchidae in D. I. Khan

Thesis Info

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Author

Hafeez-Ur-Rehman, ,

Program

PhD

Institute

Gomal University

City

Dera Ismail Khan

Province

KPK

Country

Pakistan

Thesis Completing Year

2016

Thesis Completion Status

Completed

Subject

Entomology

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/14123/1/Hafeez_ur_Rehman_Entomology_2016_HSR_Gomal_University.pdf

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676726349062

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The present research work was carried out in Department of Entomology, Faculty of Agriculture, Gomal University, Dera Ismail Khan during 2011-14. Laboratory experiments were conducted in a completely randomized design with five replications to determine growth inhibition, toxic and repellent effect of some indigenous plant materials against pulse beetle (Callosobruchus chinensis L.). Neem (Azadirachta indica) seed and leaf, bakain (Melia azedarach) seed, turmeric (Curcuma longa) rhizome, tumha (Citrullus colocynthis) fruit, kaner (Nerium oleander) leaf, harmal (Peganum harmala) and panir (Withania coagulans) seed were evaluated at the application rate of 3.0% in different formulations. The most effective plant material in each experiment was further evaluated using different concentrations ranging from 2.5 to 0.025% for optimum control of the pest. Neem seed powder exhibited significantly highest oviposition deterrence (91.27%), adult inhibition (99.25%) and repellency (67.02%) against the pest. Chickpea grains treated with this powder showed significantly lowest damage (0.49%) and weight loss (0.26%). Bakain seed powder caused maximum (20.24%) mortality of the pest after 72 hours of exposure time. Studies on efficacy of different concentrations of neem seed powder showed that it effectively inhibited oviposition and adult emergence of the pest up to 0.4% concentration, showing optimum oviposition deterrence (51.20%), adult inhibition (80.62%) and significantly lowest (21.41 and 8.64%) damage and weight loss of chickpea grains compared to control. The same powder provided optimum (51.36%) repellency at 2.0% concentration. Among aqueous extracts, bakain seed provided significantly highest oviposition deterrence (61.25%) and adult inhibition (77.40%) against the pest. Chickpea grains treated with this extract showed lowest damage (41.80%) and weight loss (12.85%) compared to control. The same extract caused maximum (47.21 and 44.70%) mortality of the pest after 72 hours by grain treatment and topical application respectively. Aqueous extracts of neem seed and leaf exhibited maximum (22.88 and 22.81%) repellency against the pest. The results further depicted that bakain seed extract retained antiovipositional and adult inhibition activity up to 2.0% concentration and provided optimum oviposition deterrence (52.53%), adult inhibition (67.91%), lowest grain damage (42.90%) and weight loss (13.02%) compared to control. However, this extract could not show prominent toxicity at lower concentrations. A gradual decrease in its efficacy was observed with a decrease in its concentration. Methanolic extract of neem leaf provided significantly highest oviposition deterrence (72.34%), adult inhibition (80.13%), lowest damage (26.53%) and weight loss (8.70%) of chickpea grains. The same extract provided 10.75, 14.58 and 5.49% mortality of the pest after 72 hours by grain treatment, topical application and filter paper treatment respectively. Harmal seed extract showed maximum (48.28%) repellency against the pest. All the tested concentrations of neem leaf extract were effective against the pest. However, it provided optimum oviposition deterrence (51.47%) and adult inhibition (68.41%) at 0.1% concentration. Chickpea grains treated with this concentration showed significantly less damage (29.77%) and weight loss (9.69%) compared to control. While harmal seed extract could not retain repellency at lower concentrations and exhibited 47.03, 41.93, 34.73, 27.24 and 14.53% repellency at 2.5, 2.0, 1.5, 1.0 and 0.5% concentrations respectively. Acetone extract of neem seed provided significantly highest oviposition deterrence (84.11%), adult inhibition (99.40%), lowest damage (1.46%) and weight loss (0.75%) of chickpea grains, while bakain seed extract exhibited significantly highest (67.88%) repellency against the pest. Topical application of panir and neem seed extracts caused 17.82 and 13.14% mortality of adult insects respectively after 72 hours of treatment. The effective threshold concentration of neem seed extract was 0.2%, which provided optimum oviposition deterrence (53.99%), adult inhibition (54.06%), lowest damage (27.32%) and weight loss (9.23%) of chickpea grains, while bakain seed extract exhibited optimum (51.25%) repellency at 1.0% concentration. Among hexane extracts of different plant materials, neem seed provided significantly highest oviposition deterrence (93.34%), adult inhibition (98.36%) and repellency (77.43%) against the pest. The grains treated with this extract showed significantly lowest (11.64 and 0.20%) damage and weight loss respectively. Turmeric rhizome extract caused 16.88, 22.23 and 10.07% mortality of the pest after 72 hours by grain treatment, topical application and filter paper treatment respectively. The effective threshold concentration of neem seed extract was 0.1%, which provided optimum oviposition deterrence (51.40%), adult inhibition (52.46%) and repellency (50.06%) against the pest. Chickpea grains treated with this concentration showed significantly lowest damage (27.49%) and weight loss (9.80%) compared to control. On the basis of aforementioned results, it is concluded that neem seed powder, aqueous extract of bakain seed, methanolic extract of neem leaf, acetone extracts of neem and bakain seed, while hexane extract of neem seed were highly effective against the pest. These plant products can successfully be used in the management of pulse beetle (C. chinensis) during storage of chickpea grains.
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المبحث الخامس: الراقصة السيئة

المبحث الخامس: الراقصة السيئة

قصيدة (الراقصة المذبوحة) ([1]) لنازك الملائكة

ارقصي مذبوحةَ القلب وغنّيا
واضحكي فالجرح رقص وابتسام
إسألي الموتى الضحايا أن يناموا
وارقصي أنت وغنّي واطمئني
* * *
أدموعٌ ؟ أسكتي الدمع السخينا([2])
واعصري من صرخة الجرح ابتساما
أانفجارٌ ؟ هدأ الجرح وناما
فاتركيه واعبدي القيد المهينا([3])
* * *
ثورةٌ ؟ لا تبغضي السوطَ([4]) المُلحّا([5])
أيّ معنى لاختلاجات([6]) الضحايا ؟
بعض أحزان ستنسى , ورزايا([7])
وقتيل أو قتيلان , وجرحى
* * *
إقبسي من جرحك المحرق لحنا
رنّميه([8]) بالشّفاهِ الظامئات([9])
لم تزل فيها بقايا من حياة
لنشٍيد لم يفض بؤسا وحزنا
* * *
صرخةٌ ؟ أيّ جحودٍ وجنون !
أتركي قتلاك صرعى دون دفن
واحدٌ مات ... فلاصرخةَ حزنِ !
أيّ معنىً لانتفاضات([10]) السجين ؟
* * *
إنتفاضاتٌ ؟ وفي الشعب بقايا
من عروق لم تسل نبع دماء ؟
إنفجاراتٌ ؟ وبعض الأبرياء
بعضهم لم يسقطوا بعد ضحايا ؟
* * *
لم يكن جرحك بدعاً في الجروح
فارقصي في سكرة الحزن المميت
الأرقّاء الحيارى للسكوت
إحتجاجاتٌ ؟ لماذا ؟ إستريحي !
* * *
إضحكي للمدية الحمراء حبّا
واسقطي فوق الثرى دون اختلاج
منّةٌ أن تذبحي ذبح النعاج
منّةٌ أن تطعني روحا وقلبا
* * *

وجنون يا ضحايا أن تثوري([11])
وجنون غضبة الأسرى العبيد
أرقصي رقصة ممتنّ سعيد
وابسمي في غبطة([12]) العبدِ الأجيرِ
*...

Aristotelian Fallacies and Strategies in Advertisement: A Media Discourse Analytical Study

The present study focuses on the power embedded in the use of language in print media which, though without logic, is still powerful. For this purpose, some advertisements from the print media are selected and analysed through three Aristotelian fallacies namely fallacy of authority, the fallacy of majority and appeal to authority along with three strategies of logos, pathos, and ethos as given by Aristotle. The analysis of data shows that language has a power of its own which is not always logical but people make use of such power to become influential. Fallacies and the strategies behind the use of language act as tools to practice this kind of power. In the selected advertisement discourse, these fallacies and strategies are used to convince people and market the products, often by erroneous arguments. Encouraging positive trends in the rate of literacy, prevailing scientific approach and introducing the subject of ‘logic’ right from the school can counter such fallacies in the language. The teaching of logic and rhetoric can encourage students to question and reason the arguments presented to them in everyday text and talk. The inclusion of such subjects can be empowering for the students to counter the illogicality and falsehood in the use of language so they cannot be subjugated by fallacies in the language.

Exploring Teachers and Students’ Experiences About the Use of Information and Communication Technologies Icts in Teaching and Learning Science

In today's developing world, use of Information Communication and Technology (ICT) resources is believed to be useful for promoting conceptual learning in science in general and abstract concepts in particular. In this sense, it is important to understand the use of ICT resources in teaching and learning science from teachers' and students' perspectives. Therefore, this study was carried out in order to explore science teachers' and their students' experiences about the use of ICTs in their teaching and learning of science. The research was conducted in a secondary private boys' school in the District Chitral of Khyber Phaktunkhwa, Pakistan. A qualitative case study method was used to investigate the problem. For the data collection, semi- structured interviews with two science teachers and focus group discussions with the students of Grade 9 were carried out. Classroom observation and document analysis were also used as data collection tools for the study. The key findings of the study indicate that teachers are using ICTs with various purposes in mind. These include: to facilitate in-depth learning of abstract concepts in science, to enhance teachers' content knowledge and pedagogical knowledge, and to use social media in teaching and learning of science and for administrative planning of academic work. In addition, the study points out students' experiences of using ICT in learning of science. It includes: ICTs as tools for enhancing knowledge, developing interest in science and helping students in becoming independent learners. However, teachers and students experience some challenges in using ICTs, which include lack of ICT skills and knowledge, misuse of internet (i.e. surfing offended websites and using only for chatting purposes) and accessibilities to ICT resources. But despite such challenges, teachers are committed and motivated to use ICTs in their teaching and learning of science. The study has diverse implications. The study helps the science teachers and students of the participating school to reflect on their roles and current practices regarding the application of technology in science teaching. Additionally, it gives me the understanding of the usabilities and effectiveness of ICTs in teaching and learning process which would, indeed be helpful in my professional life. This may challenge the educators and the school leadership to work harder to keep themselves abreast of the use of ICTs, ideally, triggering action at the management and government level to do more to integrate ICTs with teaching and learning processes and practices.