Introduction of fruits.
Major fruit producing countries.
Important cultivated fruits of world.
Status of fruit production in world.
Major states of fruit producing in India.
Status of India in fruit production.
Major cultivated fruits in India.
Conclusion
Reference
Origin, Distribution, Botanical description, Cytogenetics, Genetic resources, Climate and soil, Propagation, Manures and fertilizers, Irrigation, Interculture, Use of PGR, Plant protection, Harvesting, Yield and Storage of Sponge gourd
Origin, Distribution, Botanical description, Cytogenetics, Genetic resources, Climate and soil, Propagation, Manures and fertilizers, Irrigation, Interculture, Use of PGR, Plant protection, Harvesting, Yield and Storage of Pointed gourd. 2.Glycemic Properties of Trichosanthes dioica Leaves.pptx
3.STUIDES ON h2, GENETIC ADVANCE.pptx
4.Characterization and evaluation of hybrid pointed gourd genotypes.pptx
5.GENETIC VARIABILITY, HERITABILITY AND GENETIC ADVANCE IN.pptx
Area, Production and Productivity of Cereals in World and India (State-Wise) ...Arunodaya Maji
The trend and latest statistics of 2019-20 in comparison to 2017-18 cereal production of India with state wise area, production & productivity and World also in comparison to India.
Introduction of fruits.
Major fruit producing countries.
Important cultivated fruits of world.
Status of fruit production in world.
Major states of fruit producing in India.
Status of India in fruit production.
Major cultivated fruits in India.
Conclusion
Reference
Origin, Distribution, Botanical description, Cytogenetics, Genetic resources, Climate and soil, Propagation, Manures and fertilizers, Irrigation, Interculture, Use of PGR, Plant protection, Harvesting, Yield and Storage of Sponge gourd
Origin, Distribution, Botanical description, Cytogenetics, Genetic resources, Climate and soil, Propagation, Manures and fertilizers, Irrigation, Interculture, Use of PGR, Plant protection, Harvesting, Yield and Storage of Pointed gourd. 2.Glycemic Properties of Trichosanthes dioica Leaves.pptx
3.STUIDES ON h2, GENETIC ADVANCE.pptx
4.Characterization and evaluation of hybrid pointed gourd genotypes.pptx
5.GENETIC VARIABILITY, HERITABILITY AND GENETIC ADVANCE IN.pptx
Area, Production and Productivity of Cereals in World and India (State-Wise) ...Arunodaya Maji
The trend and latest statistics of 2019-20 in comparison to 2017-18 cereal production of India with state wise area, production & productivity and World also in comparison to India.
Sulphur is an essential macro nutrient for all crops, especially in oilseed crops it helps in improving in the yield of Oil content and also enhances the essential aminio acids content.
PAPAYA – SOIL, CLIMATE, WATER AND NUTRIENT
MANAGEMENT, PAPAIN EXTRACTION, USES,
PESTS AND DISEASES MANAGEMENT
Sharad Bisen
courtesy: open Source Study Material
GRAPES – NUTRIENT DISORDERS, CORRECTIVE MEASURES,
GROWTH REGULATORS, PHYSIOLOGICAL DISORDERS, PESTS
AND DISEASES AND MANAGEMENT PRACTICES
Sharad Bisen
courtesy: open Source Study Material
CITRUS - CLASSIFICATION, SOIL, CLIMATE, VARIETIES,
PLANTING, NUTRIENT AND WATER MANAGEMENT,
INTERCULTURAL OPERATIONS
Sharad Bisen
courtesy: open Source Study Material
BANANA – MAJOR PRODUCTION CONSTRAINTS –
PHYSIOLOGICAL DISORDERS, PESTS AND DISEASES
AND INTEGRATED MANAGEMENT PRACTICES
Sharad Bisen
courtesy: open Source Study Material
BANANA – SOIL, CLIMATE, PLANTING, HIGH DENSITY PLANTING,
NUTRIENT AND WATER MANAGEMENT, INTER CULTURAL
SPECIAL OPERATIONS
Sharad Bisen
courtesy: open Source Study Material
MANGO- MAJOR PROBLEMS, PHYSIOLOGICAL DISORDERS,
PESTS AND DISEASES AND INTEGRATED
MANAGEMENT PRACTICES
Sharad Bisen
courtesy: open Source Study Material
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. LEC .2 FRUIT PRODUCTION SCENARIO, STATE AND NATIONAL LEVEL,
IMPACT AND ECONOMIC TREND WITH EMPHASIS TO EXPORT
India is the second largest producer of fruits after Brazil. The total production of fruits in
the world is around 370 million MT. India ranks first in the world with an annual output of 32
million MT. While there are almost 180 families of fruits that are grown all over the world, citrus
fruits constitute around 20% of world’s total fruit production. India with its current production of
around 32 million MT accounts for about 8% of the world’s fruit production. The major fruits for
export are mango, banana, citrus fruits, apple, guava, papaya, pineapple and grapes. The diverse
agroclimatic zones of the country makes it possible to grow almost all varieties of fruits and
vegetables in India. The fruit production in India has recorded a growth rate of 3.9%, whereas
the fruit processing sector has grown at about 20% per annum. However, the growth rates have
been extensively higher for frozen fruits & vegetables (121%).
Mango production accounts for an estimated 38 percent of total tropical fruit output in
2002, two percent higher than the most recent estimates, again due to increased production in
China and India which offset declines in mango output in Mexico. Area dedicated to mango
production continues to steadily increase in recent years in India, covering an estimated 39
percent of all agricultural area dedicated to fruit crops. Pineapple production is estimated at 14.4
million tonnes 13.7 million tonnes for 2001, or 21 percent of global output, with papaya and
avocado production estimated to reach 8.9 and 2.6 million tonnes, respectively. Total papaya
output registered a slight decline in 2002, although production in Brazil and India, the two
largest producers, increased nearly 3 percent for each country over 2001. The production of
minor tropical fruits, such as lychees, durian, rambuttan, guavas and passionfruit continues to
steadily increase, and are estimated to have reached 15.5 million tonnes, or 23 percent of total
global output.
India has 1655 lakh ha of land and a operational holding of agricultural farming is about
153 lakh ha is under horticulture and yields about 142 million tonnes of fruits and vegetables.
India ranks first in the production of mango, banana, sapota and acid limes in the world. It is
among the first 10 in the production of apples, papaya, oranges, grapes and pineapples. The five
fruits namely Mango, Banana, Citrus, Guava and Apple account for 75% of the total fruit
production.
2. Although India is the largest producer of fruits in the world, the production per capital is
only about 100 gms per day. However, it is estimated that more than 20-22% of the total
production of fruits is lost due to spoilage at various post harvest stages. Thus the per capita
availability of fruits is further reduced to around 80 gms per day which is almost half the
requirement for a balanced diet.
Area and production of fruits
Year
Area
(Lakh ha)
Production
(lakh Mt)
1991-92 28.74 268.32
1992-93 32.06 329.55
1993-94 31.84 372.55
1994-95 43.10 386.03
1995-96 33.57 415.07
1996-97 35.79 404.58
*1997-98 37.50 432.60
*1998-99 37.40 440.40
1999-2000 38.00 450.00
2000-2001 39.40 498.00
India’s Export of Fresh Fruits (Quantity : MT, Value : Rs. Lakhs )
Crop
1998-99 1999-2000 2000-01 2001-02
Quality Value Quality Value Quality Value Quality Value
Banana 8111.00 1689.40 6290.00 1280.81 8629.00 1800.30 8100.00 1583.94
Dates 49.00 20.78 27.00 9.88 5.00 3.30 530.00 16.50
Fig 34.00 14.53 10.00 1.29 81.00 20.32 633.00 49.04
Pineapple 245.00 16.79 138.00 38.04 757.00 128.59 837.00 159.97
Guava 487.00 69.22 2102.00 272.10 640.00 127.84 890.00 172.30
Mango 45408 7913.67 34631 7154.89 39274 7420.12 44429 8099.13
Citrus 12786 1519.39 26915 2824.62 30464 3407.99 33171 3915.20