Effect of diazinon 60 EC on Anabas testudineus, Channa punctatus and Barbodes gonionotus

Anabas testudineus, Channa punctatus and Barbodes gonionotus were exposed to 5.62, 6.25, 6.87, 7.50, 8.12 and 8.75 ppm; 1.13, 2.26, 3.39, 4.52, 5.65 and 6.78 ppm; and 2.00, 2.50, 3.00, 3.50, 4.00 and 4.50 ppm of Diazinon 60 EC, respectively. The median lethal concentration (LC50) values of Diazinon 60 EC on A. testudineus, C. punctatus and B. gonionotus were 6.55, 3.09 and 2.72 ppm for 96 hrs of exposure. The fish species showed several abnormal behaviors which included restlessness, arena movements, loss of equilibrium, increased opercular activities, strong spasm, paralysis and sudden quick movements during the exposure. For histopathological studies, A. testudineus, C. punctatus and B. gonionotus were exposed for 7 days to sublethal concentrations of 1.13 and 3.75 ppm; 1.13 and 2.26 ppm; and 1.13 and 2.26 ppm of Diazinon 60 EC, respectively. Hypertrophy, necrosis and pyknosis of hepatocytes, pyknosis and degenerative changes such as necrosis of tubular and haematopoietic cells of kidney were the major histopathological effects

Acute toxicity of chlorpyrifos, cadusafos and diazinon to three Indian major carps (Catla catla, Labeo rohita and Cirrhinus mrigala) fingerlings

Fingerlings of three Indian major carps, viz. Catla catla (Hamilton-Buchanon), Labeo rohita (Hamilton-Buchanon) and Cirrhinus mrigala (Hamilton-Buchanon), were exposed to different concentrations of chlorpyrifos (lorsban 10 G), cadusafos (rugby 10 G) and diazinon (basudin 10 G) for a period of 96h with a view to determine the median lethal concentrations (LC sub50) values for each of chemicals. Of the tested concentrations, chlorpyrifos at a dose of 6.65 ppm, cadusafos at 2.0 ppm and diazinon at a dose of 8.40 ppm or above induced 100% mortalities within 96h of exposure. The 96h LC sub50 values of chlorpyrefos, cadusafos and diazinon were 1.66, 0.72 and 2.10 ppm for C. catla, 2.35, 0.72 and 2.97 for L. rohita and 2.35, 0.72 and 2.10 ppm for C. mrigala, respectively. Pesticide induced behavioral abnormalities observed in the present study included erratic movements, rapid operculum activities, jumping of fish out of the test media, violent spasm and convulsion

Growth and survival of Clarias batrachus (Lin.) larvae fed on formulated diets

An experiment was conducted for a period of 28 days using 7-day old C. batrachus larvae of initial total length (±S.D.) of 7.4 ± 0.49 mm and weight (±S.D.) of 2.8 ± 0.75 mg. Five test diets viz. diets I, II, III, IV and V were prepared. Diet I was formulated using 30% fish meal (FM), 20% soybean meal (SM) and 20% Baker's yeast (BY), diet III using 15% FM, 20% SM, 15% cotton seed meal and 30% BY and diet IV using 20% FM, 30% BY and 30% powdered milk. The remaining two diets (diets II and V) were prepared using minced clam meat (96%) and BY (90%) respectively as the sole source of protein. Three replications were used for each treatment. The larvae fed on diet II exhibited significantly (P<0.05) better length gain and specific growth rate (SGR) than those of the larvae fed on diet III and there was no significant difference among the length gain and SGR of the larvae fed on diet I,II,IV and V. The larvae fed on diet II also showed significantly better weight gain and survival than those of the larvae fed on other diets. There was no significant difference between the condition factor of the larvae fed on diet II and IV. However, the larvae fed on diet II showed better condition factor than those of the larvae fed on other diets

Culture suitability of two exotic catfishes (Clarias gariepinus and Pangasius hypopthalamus) with an indigenous catfish (Heteropneustes fossilis)

Culture experiment of African catfish ( Clarias gariepinus) and Thai pangas (Pangasius hypopthalamus) with indigenous stinging catfish (Heteropneustes fossilis) was conducted in the laboratory. The study was conducted for two experiments, where C. gariepinus and P. hypopthalamus were used separately with H fossilis for a duration of 2l days with three feeding treatments, viz. Tubificid worms (T1), SABINCO feed (T2), and no supplemental feed (T3). In experiment 1, the initial length and weight of 4.4cm and 0.60g of C. gariepinus became 6.74cm and 2.33g when fed Tubificid worms, 7.07cm and 2.84g when fed SABINCO feed in the treatment without supplemental feed the final length and weight were 3.67cm and 0.3lg at the end of 21 days of trial. The final length and weight of H fossilis reached 4.55cm and 0.53g from the initial 3.3cm and 0.25g under the treatment fed Tubificid worms while those fed SABINCO feed showed a length and weight of 4.37cm and 0.45g respectively. However, both the initial length and weight were reduced to 2.85cm and 0.12g respectively in the treatment without supplemental feed. In experiment 2, the initial length and weight of 4.37cm and 0.57g of P. hypopthalamus became 5.57cm and 0.57g when fed Tubificid worms, 4.85cm and 0.82g when fed SABINCO feed in the treatment without supplemental feed the final length and weight reduced to 3.95cm and 0.34g at the end of 21 days of trial. The final length and weight of H fossilis reached 5.19cm and 0.82g from the initial 3.25cm and 0.20g under treatment fed Tubificid worms while those fed SABINCO feed showed the final length and weight of 4.93cm and 0.70g respectively. And both the initial length and weight were reduced to 3.07cm and 0.04g respectively in the treatment without supplemental feed. No predatory effect of C. gariepinus and P. hypopthalamus on H fossilis was observed in the experiments

Rearing of catfish (Clarias batrachus Lin.) larvae with live and prepared feeds

Provision or live feed (Tubificid worms) attributed significantly better weight gain in the five days old Clarias batrachus larvae when reared for another 28 days compared to those fed mixed feed (live and artificial) and artificial feed only. Larvae fed mixed feed showed significantly better weight gain compared to those fed only artificial feed and the survival rate was similar to those fed only live feed. Both the weight gain and survival rate were the lowest for the larvae reared only on artificial feed

Konsep Interaksi Edukatif Dalam Pendidikan Islam Dalam Perspektif Al-qur\u27an

Bahasa Indonesia:Suatu kisah dapat dikatakan berkaitan dengan pendidikan apabila dalam proses interaksi yang ada pada kisah tersebut terdapat: tujuan pendidikan, pendidik, anak didik, materi dan metode. Oleh karena itu penulis mencoba mengkaji al-Qur\u27an dari kisah-kisah yang ada di dalamnya, dengan mengambil model interaksi pendidikan dalam perjalanan kisah orang tedahulu dalam al-Qur\u27an. Dari latar belakang diatas, maka muncul sebuah rumusan masalah dalam penelitian ini, yaitu bagaimanakah konsep interaksi edukatif dalam perspektif al-Qur\u27an dan implementasinya dalam pendidikan. Sumber data primer dalam penelitian ini adalah al-Qur\u27an tentang kisah Nabi Khidir dan Nabi Musa (Q.S. Al-Kahfi: 60-82), kemudian kisah Nabi Ibrahim dan Nabi Ismail (Q.S. Al-Shaffat: 102-107) dan yang terakhir adalah kisah Luqman (Q.S. Luqman: 12-19). Dilihat dari hasil penelitian menunjukkan bahwa konsep interaksi edukatif dalam al-Qur\u27an melalui kisah-kisahnya terdiri dari: 1) tujuan pendidikan: humanisasi, insan kamil dan akhlak mulia; 2) Pendidik: bijaksana, penuh kasih sayang, demokratis, mengenal murid dan memahami kejiwaaannya, berpengetahuan luas, memahami materi, sabar dan ikhlas; 3) Anak didik: Patuh, tabah, sabar, cita-cita yang kuat serta tidak putus asa dan bersungguh-sungguh, sopan santun, rendah hati dan hormat pada guru; 4) Materi: akidah, syari\u27ah dan akhlak; dan 5) Metode: dialogis, uswatun hasanah, demokratis, dan mauiz}ah. English:A story is considered related to education if in the interaction process involves the following aspects: aims of education, educators, learners, material, and methods. In this research, the author examines stories inside the al-Qur\u27an, particularly which of educational interaction model within the people in the past. From the background above, this paper answers a research questions, what is the concept of educational interaction from the Qoranic perspective and its implementation in education world. The primary resources in this research is coming from the story of Ibrahim and Musa (Q.S. Al-Kahfi: 60-82), the story of Ibrahim dan Ismail (Q.S. Al-Shaffat: 102-107), and the story of Luqman (Q.S. Luqman: 12-19). The findings of this study show that the concept of educational interaction in in the al-Qur\u27an consists of 1) the aims of education: humanism, insan kamil, and highest endeavor; 2) the educators: wise, mercy, democratic, understanding students\u27 psychological condition, knowledgeable, comprehending the materials, patient, and sincere; 3) the learners: obedient, determined, patient, strong motivation, never giving up, well mannered, humble, and respecting teachers; and 5) methods: dialogic, modelling, democratic, and advicing