The effects of various feed additives on growth performance of nursery pigs

The objective of this research was to evaluate the effects of various feed additives on growth performance of nursery pigs. An experiment was conducted in which pigs were fed a conventional Phase 1 diet containing: 1) no salmon protein hydrolysate (SPH) or spray-dried porcine plasma (SDPP); 2-3) 1.5% SPH or SDPP; 4-5) 3.0% SPH or SDPP; or 6) 1.5% SPH and 1.5% SDPP. The results of this experiment showed growth performance was unaffected by source or level of protein during any growth phase. Overall gain:feed was greater (P = 0.08) for pigs fed the 1.5% level of protein than for those fed 3.0%, but there was no difference between protein sources. A second experiment was conducted in which pigs were fed a conventional Phase 1 diet (no mammalian protein) containing: 1) no SPH or SDPP; 2-3) 1.5% SPH or SDPP; or 4) 1.5% SPH and 1.5% SDPP. All pigs were fed common Phase 2 and 3 diets. The results of this experiment showed during Phase 1, gain:feed was greater (P \u3c 0.05) for pigs fed SDPP than for those fed SPH. During Phase 2, ADFI was greater (P \u3c 0.05) for pigs fed SPH than for those fed the control. During Phase 3, gain was greater (P = 0.08) for pigs fed SDPP than for those fed SPH. Overall growth performance was unaffected by protein source. An experiment was conducted in which pigs were fed Phase 1, 2, and 3 diets containing: 1) control; 2-5) 10.0% Nutri-Sure (NS), ground oat groats (GOG), ground steam rolled oats (SRO), or feeding oat meal (FOM). The results of this experiment showed during Phase 1, growth performance was unaffected by diet. During Phase 2, feed intake was greater (P \u3c 0.09) for pigs fed GOG or SRO than for those fed NS. During Phase 3, feed intake was greater (P \u3c 0.05) for pigs fed FOM than for those fed the control. Overall gain:feed was greater (P \u3c 0.03) for pigs fed NS or SRO than for those fed the control. The results of these experiments indicate that SPH, SDPP, NS, GOG, SRO, and FOM are adequate additions to nursery diets

Mold fever : how a bizarre life form penetrated popular consciousness and launched a creeping hysteria

Thesis (S.M. in Science Writing)--Massachusetts Institute of Technology, Dept. of Humanities, Program in Writing and Humanistic Studies, 2004.Includes bibliographical references (p. 40-42).Molds are everywhere, lately: in our homes, newspapers, and courtrooms, and on our minds. In the past few years, mold has gone from a blip on the radar of public consciousness to a major force in home inspections, insurance, litigation, and testing. Never before have people been so concerned over a group of creatures that--undeniably--have been there all along. This thesis--written as a four-part newspaper series--details the mold hysteria phenomenon, the biology of indoor molds, the science of indoor mold and health, and the profit-making frenzy that capitalized on mold fever.by Jennifer Tucker Frazer.S.M.in Science Writin

Social Emotional Learning for Latinx High School Students With Specific Learning Disabilities

Social, emotional, and academic skills are essential to success in school, the workplace, our homes, and our communities, allowing individuals to contribute successfully and meaningfully to our society (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Jones & Kahn, 2017). The labor market acknowledges the importance of these skills as well, actively seeking employees who have the necessary skills to manage their emotions, collaborate with peers, and persist through challenges (Jones & Kahn, 2017). Researchers have established a link between the implementation of social emotional learning programs in schools and positive social, emotional, behavioral, and academic outcomes for those students as adults (Durlak et al., 2011). Students with specific learning disabilities have unique learning needs that can be supported through social, emotional, and specialized academic instruction (Elias, 2004). Research indicates social and emotional well-being, success in school, and career readiness for students with learning disabilities relies on teaching, practicing, and supporting the development of social emotional learning skills (Horowitz, Rawe, & Whittaker, 2017). Unfortunately, less than 20% of social emotional learning curriculum and programs consider the experiences of special education students when evaluating the effectiveness of their instruction. (Berg, Osher, Same, Nolan, Benson, & Jacobs, 2017). Latinx students also present with their own unique needs specifically related to their cultural and linguistic backgrounds, influences, and interests. Meeting these challenges requires well-developed social emotional learning skills in addition to academic instruction. Educational research supports the need for culturally relevant SEL instruction by citing a significant discrepancy nationwide between the four-year high school graduation rate of 58% for Latinx students in general as compared to the graduation rate of 81% for Latinx students who participated in a specific SEL program at their high school (Johnson, Simon, & Mun, 2014). The intersection of culture and ability for Latinx students with specific learning disabilities (SLD) allows researchers to focus specifically on the unique cultural and linguistic needs of Latinx students combined with the unique learning challenges faced by students with SLD. Unfortunately, there is a gap in the literature for this group of students, specifically at the high school level, and how SEL curriculum and instruction can support their unique social, emotional, and academic needs. This study is important for several reasons. First, the high concentration of Latinx students in the Los Angeles area makes this an important subgroup of students to pay attention to when evaluating if our instructional programs and supports are having a positive impact on our students’ academic, social, and emotional growth. Second, the literature has documented the significant academic, social, and emotional challenges that both Latinx students and students with disabilities face both in school and in adulthood, however there is a gap in the literature for understanding the unique experiences of Latinx students with disabilities. Examining the intersection between race and ability and focusing specifically on Latinx high school students with specific learning disabilities will help fill this critical gap in the literature. Finally, the role SEL competencies play in giving students the skills they need to overcome adversity is a protective factor that we can provide for our Latinx high school students with specific learning disabilities if we can be sure that they are benefitting from the instruction we are providing. For this project, I used a case study approach to gather examples of how Latinx high school students with specific learning disabilities (SLD) are receiving social emotional support and instruction at one public high school and one nonpublic high school in Southern California. I conducted interviews, observed in classrooms, and reviewed school documents from both schools to identify examples of how Latinx high school students are developing and using their SEL skills. The information gathered from these sources were coded and analyzed to find patterns, themes, conclusions, and recommendations for future research. My results show that these two schools, the classroom teachers, the community partners, and the families who participated have significant concerns for the social and emotional well-being of their students and are utilizing many strategies to help support them. My results also show that the parents and students who participated are positively experiencing and benefitting from that support. These results have implications for policymakers and practitioners as we continue the quest to understand how Latinx students with specific learning disabilities experience social emotional support in the high school setting

Splashpads, Swings, and Shade: Parents\u27 Preferences for Neighbourhood Parks

Background Physical activity is a modifiable behavior that can help curtail the increasing worldwide problem of childhood obesity. Appropriate recreational opportunities, including neighborhood parks, are particularly important for promoting physical activity among children. Because children\u27s use of parks is mainly under the influence of their parents, understanding parents\u27 preferences is essential for creating the most inviting and usable park space to facilitate children\u27s physical activity. Methods Eighty-two intercept interviews were conducted with a heterogeneous sample of parents / guardians watching their children at neighborhood parks in London, Ontario. Parents / guardians were asked questions about how often they frequent the park, whether it is the closest to their residence, and their likes / dislikes for the park. Strategies to ensure trustworthiness of the data were employed. Results Interviewees attended their park of choice between 1–7 times per week with the average being 2.5 times per week. Only 49% of respondents frequented the park closest to their starting destination (home or daycare facility), and the majority traveled more than 4 km to get to the park. For those who chose to travel a significant distance to attend their park of choice, park location was not as important as the amenities they desired. Parents\u27 main reasons for choosing parks were: water attractions, shade, swings, and cleanliness. Conclusions The current study provides useful insights on park use with potentially important implications for increasing physical activity among children. Incorporating parents\u27 preferences into strategies for creating or modifying city parks will help to ensure that limited public resources are being targeted most effectively in support of children\u27s physical activity

“The hidden world of science”: Nature as Art in 1930’s American Print Advertising

Photographs deployed in scientific investigation also are circulated and consumed in popular culture. Examination of the work of an early-twentieth-century consulting U.S. scientist in commercial print advertising illuminates a still mostly unwritten history concerning scientific realism, photography, and American advertising’s middle-class audiences. The work of American scientific photographer Philip O. Gravelle with American national advertising campaigns during the early decades of the twentieth century draws attention to the myriad creative uses of scientific photography during the first decades of the twentieth century. It also sheds new light on a pivotal era in the evolution of illustration-based American print advertising

Determining the Influence of Kids Building for Kids Workshops on Attitudes and Beliefs of General Education Middle School Teachers Toward Students with Disabilities

Children with disabilities experience barriers to meaningful engagement in science, technology, mathematics, and engineering (STEM) learning activities and course options. While inclusion is widely professed, general education teachers report being uncomfortable in adapting coursework or including children with disabilities. However, informal professional development opportunities could potentially impact general education teachers\u27 attitudes and dispositions towards including children with disabilities. The UCF Go Baby Go Kids Building for Kids workshops offers a one-time informal professional development experience that incorporates STEM content along with concepts of disability awareness and social justice. Little to no research exists on the impact of this type of informal program on the attitudes and disposition of general education teachers on children with disabilities. The researcher employed a mixed methods design to examine the attitudes and dispositions of eight general education middle school teachers before and after a UCF Go Baby Go Kids Building for Kids Workshop. Quantitative instruments included the Educator Attitudes Towards Disability Scale (EADS) and the Teacher Attitudes Toward Inclusion Scale (TATIS), and qualitative methods included semi-structured interviews and the researcher\u27s informal observations of the procedures, process, and outcomes. Results of this study did not produce statistically significant differences in pre and post workshop scores on the EADS and TATIS. However, the qualitative data and informal observations offered additional insights into teachers\u27 perspectives on this informal and novel professional development opportunity. Triangulation of the data from this study shows positive trends on the attitudes and dispositions of teachers towards students with disabilities and inclusion

To Guide Or Not to Guide? Causes and Consequences of Stopping Quarterly Earnings Guidance

In recent years, quarterly earnings guidance has been harshly criticized for inducing managerial short-termism and other ills. Managers are, therefore, urged by influential institutions to cease guidance. We examine empirically the causes of such guidance cessation and find that poor operating performance¿decreased earnings, missing analyst forecasts, and lower anticipated profitability¿is the major reason firms stop quarterly guidance. After guidance cessation, we do not find an appreciable increase in long-term investment once managers free themselves from investors' myopia. Contrary to the claim that firms would provide more alternative, forward-looking disclosures in lieu of the guidance, we find that such disclosures are curtailed. We also find a deterioration in the information environment of guidance stoppers in the form of increased analyst forecast errors and forecast dispersion and a decrease in analyst coverage. Taken together, our evidence indicates that guidance stoppers are primarily troubled firms and stopping guidance does not benefit either the stoppers or their investors

A survey into the prevalence of parasitic helminths in broiler breeders

A survey was conducted to determine the prevalence of helminth infections in spent broiler breeders. Intestinal tracts from 10 birds from each of five farms were obtained and examined for parasite identification and quantification. Heterakis gallinarum infections were the most common, followed in order of decreasing incidence by Capillaria obsignata, Ascaridia galli, and Raillietina cesticillus. Peak worm burdens for individual birds were 121 (A. galli), 535 (H. gallinarum), 215 (C. obsignata) and 125 (R. cesticillus). Significant farm-to-farm variation in worm burdens was observed