Intake and performance of dairy cows fed wet corn gluten feed during the periparturient period

Eight primiparous and nine multiparous Holstein cows were used in a randomized block design to determine the effect of wet corn gluten feed in the diet during the last 21 days of gestation on dry matter intake and early postpartum performance. Multilactation cows fed wet corn gluten feed maintained a higher dry matter intake and intake as a percentage of body weight during the last week before calving than cows fed the control diet. First-lactation cows fed wet corn gluten feed consumed less dry matter, both total and as a percentage of body weight, across calving than first-lactation cows fed the control diet. Milk, milk components, and blood metabolites were not influenced by diet. Wet corn gluten feed may help alleviate the depression in intake typically observed during late gestation for multiparous but not primiparous cows.; Dairy Day, 2000, Kansas State University, Manhattan, KS, 2000

NF05-644 Relationships: The Heart of Language and Literacy

Infants and toddlers learn early language and literacy skills in the context of their relationships with the adults around them as if they are putting together a puzzle. Most of the puzzle pieces involve taking turns with the baby — your turn, my turn, your turn, my turn. The turns might be with actions or with talking. The turns might be very quick or rather slow. This NebFact discusses turn-taking; what it involves and the strategies used

NF05-637 The Power of Family Literacy

Virtually all families want their children to learn to read and write, and to succeed in school, and are eager to provide any support necessary. Family involvement in everyday language- and literacy-related activities has a significant impact on children\u27s language dvevelopment acquisition of early literacy skills. Early language and literacy activities at home contribute to differences when children enter school

NF05-645 Infants and Toddlers — Developing More Than One Language

When infants and toddlers are developing more than one language, the goal is that they will learn English and develop fluency in their home language. Children can become truly bilingual and be able to use two or more languages with fequal fluency. Children, families, schools, and communities all benefit when children keep their connection to their language and heritage

NF05-644 Relationships: The Heart of Language and Literacy

Infants and toddlers learn early language and literacy skills in the context of their relationships with the adults around them as if they are putting together a puzzle. Most of the puzzle pieces involve taking turns with the baby — your turn, my turn, your turn, my turn. The turns might be with actions or with talking. The turns might be very quick or rather slow. This NebFact discusses turn-taking; what it involves and the strategies used

Infants and Toddlers —Developing More Than One Language .G1989

StoryQUEST’s Vision: High-quality early relationships and experiences throughout their daily routines provide each infant and toddler with the tools and skills to build a strong foundation for future school readiness. Families, caregivers, and communities as a whole collaborate to enable all children to become highly competent in language and literacy. This series was developed as part of a national research project — StoryQUEST — through the California Institute on Human Services, Sonoma State University. Toddlers who are learning more than one language benefit from having supportive adults helping them. Learn strategies to assist them in this NebGuide, the sixth in a series of nine. When infants and toddlers are developing more than one language, the goal is that they will learn English and develop fluency in their home language. Children can become truly bilingual and use two or more languages with equal fluency. Children, families, schools, and communities all benefit when children keep their connection to their language and heritage. Children best learn language skills in caring, one-on-one relationships that lead to frequent interactions in which they know they will be understood. Close relationships between providers and families support a child’s efforts to learn English while still developing her/his home language(s). Adults can support young children who are developing their home language and English, and ready them to succeed in school in the United States

CAR — A Strategy for Learning .G1988

StoryQUEST’s Vision: High-quality early relationships and experiences throughout their daily routines provide each infant and toddler with the tools and skills to build a strong foundation for future school readiness. Families, caregivers, and communities as a whole collaborate to enable all children to become highly competent in language and literacy. This series was developed as part of a national research project — StoryQUEST — through the California Institute on Human Services, Sonoma State University. Use the CAR (Comment, Ask, Respond) strategy for learning to help your child’s literacy development. This is the fifth publication in a series of nine

Collection Development Policy, Digital Commons Institutional Repository, University of Nebraska–Lincoln Libraries

Purpose of the University of Nebraska-Lincoln Digital Commons Institutional Repository Collection Development Policy This collection development policy is intended to provide guidance for content selection that anticipates and meets the needs of the communities of the University of Nebraska–Lincoln (UNL). It directly relates to the library\u27s vision statement and defines the scope and standards that guide the services that generate the collection. Purpose of the UNL Digital Commons Institutional Repository The UNL institutional repository (IR) comprises services that result in the stewardship and global online dissemination of content created and selected by UNL authors and affiliates. With the aim of contributing to the broader world of scholarship and facilitating discovery, the repository reflects the intellectual life of the institution. The IR drives a significant level of Web traffic to UNL. As such, the IR may serve as a promotional and marketing tool for authors, programs, and the university as a whole