An indigenously isolated white rot fungus, Schizophyllum commune IBL-06 was used to decolorize Solar brilliant red 80 direct dye in Kirk's basal salts medium. In initial screening study, the maximum decolorization (84.8%) of Solar brilliant red 80 was achieved in 7 days shaking incubation period at pH 4.5 and 30 °C. Different physical and nutritional factors including pH, temperature and fungal inoculum density were statistically optimized through Completely Randomized Design (CRD), to enhance the efficiency of S. commune IBL-06 for maximum decolorization of Solar brilliant red 80 dye. The effects of inexpensive carbon and nitrogen sources were also investigated. Percent dye decolorization was determined by a reduction in optical density at the wavelength of maximum absorbance (λ max, 590 nm). Under optimum conditions, the S. commune IBL-06 completely decolorized (100%) the Solar brilliant red 80 dye using maltose and ammonium sulfate as inexpensive carbon and nitrogen sources, respectively in 3 days. S. commune IBL-06 produced the three major ligninolytic enzymes lignin peroxidase (LiP), manganase peroxidase (MnP) and lacaase (Lac) during the decolorization of Solar brilliant red 80. LiP was the major enzyme (944 U/mL) secreted by S. commune IBL-06 along with comparatively lower activities of MnP and Laccase.

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Introduction: Covid-19 disrupted educational systems on a global scale with Pakistan being no exception. Classes had to be shifted to online mode almost overnight with little time for preparation or training. There is no indication of whether the students were satisfied with this switch over from their traditional modes of learning. Objective: To determine the satisfaction level of students of National University of Science and Technology regarding online teaching during 2nd wave of covid-19 pandemic. Material and Methods: A cross sectional study was conducted at the National University of Science & Technology, Rawalpindi, Pakistan from March 2021 to April 2021 on university undergraduate students through an online survey using email and social media. The survey requested demographic and socioeconomic information, as well as information related to online learning and electronic devices; education status during the COVID-19 pandemic; and e-learning knowledge, attitudes, and practices. SPSS 23 was used to analyze calculated data. Results: A total of 256 students participated in the study. The majority were from the age group 18–20 years (55.5%, n=142). Among them 57% (n= 146) consist of male and 43% (n=110) were female. Majority of participants (27.3%; n=70) were studying in 2nd semester of Software Engineering department. Among electronic device used for online study, laptop was used as major electronic device (34.8%; n=89), followed by mobile phone (25.8%; n=66). Majority of students (57%) were not satisfied with online teaching as compared to conventional classroom teaching and considered not to prefer online teaching; 67.2% students complained about difficulty in understanding topics and questions during online classes. However, online system is not a total failure, as majority of students (71.4%) were satisfied with the fact that teachers were supportive, responsive, and quick enough to solve their queries. Conclusion: Overall, there was dissatisfaction and negative comments regarding interaction among students, practical learning, focus on study, and technological/infrastructural flaws.