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Home > Modeling Effects of Different Irrigation and Fertigation Strategies on Maize Zea Mays Response and Salinity Buildup in Root Zone under Drip Irrigation

Modeling Effects of Different Irrigation and Fertigation Strategies on Maize Zea Mays Response and Salinity Buildup in Root Zone under Drip Irrigation

Thesis Info

Access Option

External Link

Author

Chauhdary, Junaid Nawaz.

Program

PhD

Institute

University of Agriculture

City

Faisalabad

Province

Punjab

Country

Pakistan

Thesis Completing Year

2018

Thesis Completion Status

Completed

Subject

Agricultural Technology

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/9319/1/Junaid%20Nawaz%20Chauhdary%20_Agri%20Engg_2018_UAF_PRR.pdf

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676726656965

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Crop and water productivity can be improved by growing crops under drip irrigation coupled with balanced fertigation and adequate irrigation scheduling. This study was conducted, during spring seasons of 2015 and 2016 at experimental area of Water Management Research Centre, University of Agriculture, Faisalabad, Pakistan to investigate the maize response and root zone soil behavior under different irrigation frequencies including daily irrigation, 3rd day irrigation and 5th day irrigation. Also three rates of recommended dose of fertigation (RDF) including L1: 100% of RDF, L2: 75% of RDF and L3: 50% of RDF were investigated using imported water soluble fertilizer (IM) as well as for indigenously developed water soluble fertilizer (WN) to check their effects on maize productivity and on its economic return. Crop response was studied in terms of plant height, dry matter weight, grain yields, harvest index and water productivity. Soil behavior was investigated in terms of soil moisture behavior and soil salinity buildup. The experiment was laid under Randomized Complete Block Design (RCBD) with 54 plots for eighteen experimental treatments with three replicates and three plots for control treatment. It was observed that daily irrigation frequency produced the highest values of crop growth parameters, which decreased when irrigation frequency moved from daily to 3rd day. Regarding crop growth parameters, the 5th day irrigation frequency showed better results than that under 3rd day frequency and worse results than that under daily frequency. The results also showed that the highest plant height (192.8 cm), dry matter weight (18.17 t/ha), grain yield (9.47 t/ha), water productivity (1.80 kg/m3) and net profit (Rs. 188323/ha) were produced using WNL1 (indigenous water soluble fertilizer at 100% RDF) with daily irrigation frequency compared with other treatments. Under daily irrigation, the significantly highest ECe (2.37 ds/m) was found in the top soil layers due to lesser downward movement of salts because of limited water applications. But due to frequent water applications under daily frequency than that under 3rd day and 5th day frequencies, enough soil moisture was present in top soil layers to support better crop growth. Drip irrigation saved 48% irrigation water with cumulative irrigation depth of 556 mm in comparison to conventional ridge sowing (1063 mm). Based on results, it is recommended that maize grown under drip irrigation should be fertilized by WNL1 with daily irrigation frequency for economically better return in semi-arid area of Faisalabad, Pakistan.
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سر سید احمد خاں

سرسید احمد خاں
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
معزز صد رو میرے ہم مکتب ساتھیو!
آج مجھے جس موضوع پر لب کشائی کرنی ہے وہ ہے :’’سر سید احمد خاں ‘‘
ہزاروں سال نرگس اپنی بے نوری پہ روتی ہے
بڑی مشکل سے ہوتا ہے چمن میں دیدہ ور پیدا
صدرذی وقار!
بچوں کی پیدائش ایک فطرتی امر ہے، بچہ کبھی دولت مند اور صاحبِ ثروت کے گھر میں پیدا ہوتا ہے کبھی بچہ مفلوک الحال کے بغیر چھت کے گھر میں ٹوٹی ہوئی چار پائی پرجنم لیتا ہے ،کبھی بچہ دنیا کی ہوا لیتے ہی خلعتِ فاخرہ زیب تن کر دی جاتی ہے اور کبھی بچے سردی کی یخ بستہ رات میں چیتھڑوں میں ماں کے پہلو سے لپٹا رہتا ہے۔ یوں پیدائش کا سلسلہ جاری رہتا ہے اور شب وروز گزرتے رہتے ہیں۔
صدرِ محترم!
ملت اسلامیہ کو آج پہلے سے بھی زیادہ خطرات ہیں، فرعون صفت باطل قوتیں اپنے بھیانک عزائم لیے ،ظلم و ستم، جبر و تشدد، درندگی و سفاکی کی نئی تاریخ رقم کر رہی ہیں۔ طاغوتی طاقتیں مسلمانوں کے وسائل ہڑپ کررہی ہیں۔ ذہن خریدے جارہے ہیں، نصابِ تعلیم بدلے جارہے ہیں، اسلام دشمن قوتیں اس اُمت کو صفحہ ہستی سے مٹانے کے لیے جمع ہو چکی ہیں۔ یہ الفاظ 1830ء سے لے کر 1860ء تک کسی ادیب کے ضمر کی عکاسی کر رہے ہیں۔
جنابِ صدر!
ان حالات میں ایک ایسی عظیم ہستی کا انتظار تھا اور ایک عظیم شخصیت کی ضرورت تھی جو ملت کے مرضِ کہن سے بخوبی واقف ہو اور اس کے علاج پر بخوبی دسترس رکھتی ہو، اللہ تعالیٰ نے ہماری اس خواہش کو پورا فرمایا اور سرسید احمد خاں کی شکل میں ہمیں ایک آسمانِ علم وحکمت کا درخشاں آفتاب اور...

Significance of Philadelphia Chromosome in Chronic Myeloid Leukemia Patients of Anmol Hospital, Lahore, Pakistan

Background: Chronic myelogenous Leukemia is a form of cancer that was firstly recognizes to associate strongly with the chromosomal abnormality [t (9; 22) translocation] called Philadelphia chromosome. Objective: Philadelphia chromosome is a characteristic chromosomal marker that is associated with chronic myelogenous leukemia. Methods: More than one hundred patients of either sex were selected for the experiment. RNA was isolated from whole blood of patients so can use exclusively in RT-PCR. Results: Philadelphia chromosome in blood samples of patients with suspected diagnosis of CML was detected in 63% of patients. During our experimental studies on CML patients we do not encounter any complex translocation involving chromosome 8, 9 and 22.  Conclusions: Philadelphia chromosome is a precise cytogenetic marker the detection of which is significant for differential diagnosis and clinical organization of patients with clinical diagnosis of CML. It is of significant that Ph chromosome occurs in pre-leukemic stage and has great diagnostic significance.

Implementing a Problem Solving Strategy in Teaching Mathematics in Lower Secondary Classes in a Private School

This study set out to explore the experiences of two practicing teachers trying to implement a problem solving strategy in mathematics teaching. During the data collection period, I worked very closely with two teachers, working in a private secondary school, to introduce the problem solving strategy in teaching mathematics in classes seven and six. I collected data for this study over a period of seven weeks. I gathered the data through participant observation, interviews and conversations. I also maintained a journal throughout the period of data collection where I noted important points, my feelings and new questions that were emerging. I reflected deeply on my role as a teacher researcher, teacher educator, and classroom teacher. The dissertation contains thick descriptions of planning, teaching and post teaching interactions that highlight the delicate relationship the researcher had, with the participant teachers, over the period of the study. Teachers faced numerous challenges, which included difficulties in class management, difficulties in questioning and difficulties in planning for teaching. Similarly I faced a number of challenges that ranged from lack of expertise in joint planning and joint teaching to difficulty in transforming existing curriculum materials to fit the problem solving approach to the teaching of mathematics. I was particularly inspired to carry out my study in this area of mathematics education, by the appeal of the constructivist learning theories, and the pedagogical power that the constructivist theory seems to promise. I have argued that although the problem solving strategy is undoubtedly a good way of teaching and learning mathematics, learning to teach in that manner needs extra commitment, and collaboration among teachers. I have also argued that it is a bit over optimistic to assume that all teachers will become expert curriculum developers, with the ability to design curriculum materials consistent with the problem solving approach, hence, the need to develop and make such materials available to teachers, if substantial change in mathematics teaching is to occur.