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Research Article
Willow Bark Extracts Ameliorate the Vegetative and Flowering Attributes of Tuberose CV. Single AT Calcareous Soil of High pH
Solevo Martin*,
Masood Ahmad
,
Abdul Mateen Khattak
Issue:
Volume 1, Issue 1, December 2025
Pages:
1-9
Received:
23 January 2025
Accepted:
18 June 2025
Published:
3 December 2025
DOI:
10.11648/j.ri.20250101.11
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Abstract: The study's goals are to assess different weeping willow bark extract concentrations, ideal application times, and how these factors combine to improve tuberose growth and flower quality. The growth and quality production of plants is negatively affected by several biotic and abiotic stresses including high potential of hydrogen (pH). Plants biostimulants are environmentally and eco-friendly which may involve in promoting sustainable production. Willow is not only a source of salicylic acid (SA) but also known as a natural and local source of bioactive, inexpensive and self-achieved plant biostimulants. An experiment on the effect of weeping willow bark extracts and their time of application on the growth and flower production of tuberose was carried out at the Ornamental Horticulture Nursery, Department of Horticulture, The University of Agriculture Peshawar, Pakistan in 2022. The Soil texture of the experimental site was silt loam with high pH (8.1). The experimental design was a Complete Block Design, arranged in a split plot. There were two factors: Factor A (main-plot) application time i.e. 20, 30, 40 days after plant emergence and Factor B (sub-plot) willow bark extracts i.e. 0, 2, 4, 6 and 8%. The experimental findings revealed that WBE and their application time significantly improved all the studied parameters in tuberose. Interaction between Willow Bark Extracts (WBE) and time of application was found significant for leaf area and floret fresh weight. Maximum number of leaves, days to last floret opening, plant height, chlorophyll content, floret spike, days of vase life and least days to spike emergence were observed with application of 8% of WBE, it was statistically similar with application of WBE at 6 and 4%. Maximum leave plant-1, chlorophyll content; extended vase life and early spike emergence were noticed in plants sprayed 40 days after emergence. Maximum days to last floret opening, florets spike-1; tallest plants and least days to first floret opening were recorded in plants of tuberose treated 40 days after emergence that were statistically similar to the findings observed when plants were sprayed 30 days after emergence. It is concluded that foliar application of WBE at 4% proved best and economical for better growth and flower production with superior quality in tuberose. While, application of WBE, 40 days after plant emergence was found most effective for most of the studied attributes in Tuberose.
Abstract: The study's goals are to assess different weeping willow bark extract concentrations, ideal application times, and how these factors combine to improve tuberose growth and flower quality. The growth and quality production of plants is negatively affected by several biotic and abiotic stresses including high potential of hydrogen (pH). Plants biosti...
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Review Article
How to Devise Effective Teaching Strategies for Engaging Level Four Undergraduate Students and Enhancing Knowledge Retention
Paul Chidoka Chikezie*
Issue:
Volume 1, Issue 1, December 2025
Pages:
10-14
Received:
1 October 2025
Accepted:
11 October 2025
Published:
3 December 2025
DOI:
10.11648/j.ri.20250101.12
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Abstract: The life sciences cover subject areas such as biochemistry, anatomy, physiology, biology, and genetics. In their first year of study, undergraduate students undertake a comprehensive study of these areas of specialisation, imbibing the basic concepts of life processes. In broad terms, level 4 of the study curriculum in the life sciences is a mix of theoretical and practical laboratory skill development, which is a preparatory ground for higher academic exercise in research and future career pursuits in healthcare, biotechnology, or research in the life sciences. Most of the student participants in this class setting are populated by young adult international students who are in their first year of study in the life sciences. They are sociable and exuberant, as well as enthusiastic about learning. Because the class is mostly populated by students from diverse social-cultural backgrounds, it suggests that they will exhibit a broad worldwide view and traits for the multidisciplinary nature of the life sciences. They have prior knowledge of basic science subjects, and therefore, the students are expected to integrate and apply their prior knowledge of the basic science subjects in solving problems related to more complex and specific topics in life sciences at the undergraduate level of study. By their nature, the categories of students at this level of study are sociable and enthusiastic. Therefore, the students are expected to thrive in their academic activities through group discussions and collaborative learning where they are encouraged to share their diverse perspectives on working through the module topics and problem-solving skills. By incorporating interactive teaching methods, scaffolding instruction, and retrieval practices, educators can create a supportive learning environment and enhance student engagement and knowledge retention.
Abstract: The life sciences cover subject areas such as biochemistry, anatomy, physiology, biology, and genetics. In their first year of study, undergraduate students undertake a comprehensive study of these areas of specialisation, imbibing the basic concepts of life processes. In broad terms, level 4 of the study curriculum in the life sciences is a mix of...
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Commentary
Critical Evaluation of Effectiveness of Assessment and Feedback Practice Using the 4009BIO Module as a Case Study
Paul Chidoka Chikezie*
Issue:
Volume 1, Issue 1, December 2025
Pages:
15-19
Received:
1 October 2025
Accepted:
13 October 2025
Published:
3 December 2025
DOI:
10.11648/j.ri.20250101.13
Downloads:
Views:
Abstract: The 4009BIO is a Year-1 second/third-semester module that covers cellular structure and communication. The assessment tasks are four mandatory case study scenarios, each with background information and questions related to numerical/data analyses and brief essays. The students receive feedback in the form of formative feedback, which is usually provided through face-to-face/virtual classroom setting, as well as written summative feedback. The students are encouraged to seek additional feedback through one-on-one meetings with the teaching team or virtually using the Teams platform. The students enrolled in the module are predominantly international students who contribute diverse perspectives and experiences to the learning environment. An overview of this student cohort shows that they are sociable and enthusiastic to learn and are likely to engage in group discussions and collaborative learning. My assessment and feedback practice are designed to provide a targeted support to guide students through a step-by-step process of understanding the assessment tasks, to improve their comprehension and foster higher levels of engagement, as well as enable the students to complete the assessment tasks with confidence and effectiveness. The assessment design aligns with the module's learning outcomes, and low-stake practice opportunities are incorporated. Feedback practice involves prompt, non-judgmental feedback, and regular review of feedback templates.
Abstract: The 4009BIO is a Year-1 second/third-semester module that covers cellular structure and communication. The assessment tasks are four mandatory case study scenarios, each with background information and questions related to numerical/data analyses and brief essays. The students receive feedback in the form of formative feedback, which is usually pro...
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