Control of broomrape in Bidi tobacco by different management practices

Patel, C.J.; Gediya, K. M.; Patel, H.K.; Patel, Arun

doi:10.5958/0974-8164.2017.00016.8

Cited by 2 publications

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References 2 publications

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“…Smith (2019) also emphasised the fact that many high schools do not have adequate waste management procedures, which could pose risks to both students and the environment. According to Patel and Patel (2017), many institutions also had poor laboratory waste management procedures, while Chen and Wang (2016) discovered that in China, many laboratories lacked the necessary equipment, and the staff members were not properly educated in waste management procedures.…”

Section: Introductionmentioning

confidence: 99%

Assessment of Teachers’ Knowledge and Practices on Laboratory Waste Disposal

Lezondra

2024

SciEd

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In alignment with the United Nations Sustainable Development Goals 2030 (UN SDGs 2030), which emphasise the importance of ensuring education inclusivity and quality for all, this study investigated the quality of education in the context of science teachers’ knowledge and practice related to laboratory waste disposal. Understanding the critical role that science teachers have in fostering a safe and sustainable learning environment, the research focused on the gap between the awareness and application of proper laboratory waste management techniques. Filling this gap is imperative not only for the well-being of the school community but also for the contribution to the broader goals of sustainable development outlined in the UN SDGs 2030. Consequently, this study assessed teachers’ knowledge and practice in handling laboratory waste disposal. As a qualitative research, this study used a phenomenological design with semi-structured interviews using open-ended questions to gather data from 20 public science teachers from Santa Rosa City and Cabuyao City in Laguna Province as respondents. Regarding teachers’ knowledge, three themes emerged, namely: (1) recycling techniques, (2) waste segregation and disposal, as well as (3) treatment of laboratory waste. However, the majority of science teachers admit that they have limited knowledge of how laboratory waste should be disposed of. They tended to apply basic knowledge of waste management that they already knew, despite being aware that laboratory waste should be treated differently from solid waste generated by our offices at schools. Teacher’s practice on laboratory waste disposal involved three steps, including identification, segregation of laboratory waste, and laboratory waste management disposal. Unfortunately, all were found to be inadequate to maintain proper laboratory waste disposal at schools. Hence, this study highlights the need to enhance awareness and facilitate training on laboratory waste disposal among teachers in public schools. Specific training and education on laboratory waste management, treatment, and disposal are essential for teachers in public schools who work in laboratory settings. Regular monitoring and evaluations of teachers’ laboratory waste disposal practices should also be implemented to ensure that they adhere to the proper procedures

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Section: Introductionmentioning

confidence: 99%

Assessment of Teachers’ Knowledge and Practices on Laboratory Waste Disposal

Lezondra

2024

SciEd

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“…In another study in Italy, soil solarization treatments reduced both Orobanche seed abundance and seed viability at 5 and 15 cm soil depth, with significant increase in seedbank dormancy (Mauro et al 2015); Hand pulling: Usually periodical hand pulling of Orobanche shoots 3-4 times per season before seed setting is advocated in a bid to reduce maximum of its seed population for the coming years. Hand weeding although labour-intensive, is useful particularly under light infestations and should be practised as early as possible to avoid crop damage(Patel et al 2017). It will facilitate crop plants to pick up faster growth, so that later emerging weeds can be smothered by canopy cover; Mulching: Spreading of residues of previous crops between the rows of succeeding crops may have several benefits such asweed control, moisture conservation and increase in organic matter in soil; Flooding: Flooding for a long period destroys viability/longevity of Orobanche seeds.…”

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et al. 2020

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Weeds are ubiquitous and eternal pests. In India, the total annual loss of agricultural produce by weeds, insects, diseases and other pests are estimated to be 37%, 29%, 22% and 12%, respectively. Weeds are, mainly, autotrophs, but few are heterotrophs/parasitic such as Orobanche/ Phelipanche sp (Broomrape). Several species that are dominant across the world are Orobanche cernua, Orobanche crenata, Phelipanche ramosa, Phelipanche aegyptiaca, Orobanche cumana, and Phelipanche muteli. Orobanche is an important holoroot parasitic weed and cause yield losses of many economically important crops. The damage by Orobanche can range from 0-100%. Studies highlighted annual crop losses due to Orobanche infestation was to the tune of $1.3 to 2.6 billion worldwide. A Orobanche plant can produce more than 500,000 seeds, whose longevity may vary from 2-20 years. The distribution, species diversity and biology of this weed have been discussed in this review. Sound management strategies involving physical, cultural, biological and chemical options, and above all, integrated Orobanche management have been contemplated as well. New biotechnological approach that must trigger to develop host plant's resistance against Orobanche and recommended selective herbicides should be envisaged for better Orobanche management.

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Control of broomrape in Bidi tobacco by different management practices

Cited by 2 publications

References 2 publications

Assessment of Teachers’ Knowledge and Practices on Laboratory Waste Disposal

Assessment of Teachers’ Knowledge and Practices on Laboratory Waste Disposal

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