Diagnosing and Monitoring Ketosis in Dairy HerdsDAIReXNET
Dr. Gary Oetzel presented this material for DAIReXNET on January 5th, 2016. To see more about this and other webinars, please visit our archived webinar page at http://bit.ly/1wb83YV
Feeding Dry Dairy Cows Lower Energy DietsDAIReXNET
Dr. Heather Dann presented this information for DAIReXNET. Learn about the importance of transition cow management, and how feeding lower-energy transition diets could benefit a herd. From monitoring intake to coordinating various diets, Dr. Dann offers insights into setting cows up for success in their next lactation. Available on YouTube at https://www.youtube.com/watch?v=ImX7bVlfdSo
Diagnosing and Monitoring Ketosis in Dairy HerdsDAIReXNET
Dr. Gary Oetzel presented this material for DAIReXNET on January 5th, 2016. To see more about this and other webinars, please visit our archived webinar page at http://bit.ly/1wb83YV
Feeding Dry Dairy Cows Lower Energy DietsDAIReXNET
Dr. Heather Dann presented this information for DAIReXNET. Learn about the importance of transition cow management, and how feeding lower-energy transition diets could benefit a herd. From monitoring intake to coordinating various diets, Dr. Dann offers insights into setting cows up for success in their next lactation. Available on YouTube at https://www.youtube.com/watch?v=ImX7bVlfdSo
This PowerPoint is from a seminar originally presented at the 2010 Maryland Sheep & Wool Festival by Susan Schoenian, Sheep & Goat Specialist for University of Maryland Extension.
Nutritional Management of Premature InfantsMCH-org-ua
International conference «Actual approaches to the extremely preterm babies: International experience and Ukrainian realities» (Kyiv, Ukraine, March 5-6, 2013)
what is protein energy malnutrition?
definition
Protein calorie malnutrition
epidemiology and prevalence
types
classification
sign and symptoms
treatment
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
3. Does
• Healthy
• Sound
• Moderate body condition
• Productive
Bucks
• Healthy
• Sound
• Fertile
• Moderate body condition
• Productive
• Genetically-superior*
4. • Nutrient requirements are
affected by stage and level
of production.
• Energy (TDN) requirements
increase throughout
pregnancy and are highest
during late gestation.
• Protein (CP) requirements
increase throughout
pregnancy and are highest during early lactation.
• Calcium (Ca) and phosphorus (P) requirements increase during
pregnancy and are highest during lactation.
5. DRY MATTER (DM)
• Livestock nutrient requirements
are based on dry matter.
• Nutrients are contained in the dry
matter portion of the feed.
• All feeds contain water; dry matter
is what’s left after the water is
removed.
• Feedstuffs vary in dry matter
content, from < 10 to > 90
percent.
• Most common feedstuffs (hays
and grain) are 88-90 percent DM.
• Feedstuffs must be compared on a
• An animal’s nutrient requirements
are based on its size (weight),
along with other factors.
• Animals require certain amounts
(lb, kg, oz, g, or mcal) of nutrients,
not percentages.
• Percentage requirements are
based on assumed dry matter
intakes, e.g. 3 lbs. of hay + lb. of
grain
• Percentages are used to describe
the nutrient density of a feed and
are a tool for balancing rations.
dry matter (and weight) basis. WEIGHT
6. 4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
2.51
DMI TDN
2.75
3.15
3.34
3.85
1.32
1.45
1.67
2.22
2.05
53%
53%
53%
67%
53%
MAINTENANCE BREEDING EARLY GESTATION LATE GESTATION EARLY LACTATION
Percentage
requirements are
based on an
assumed dry
matter intake
(DMI); if less dry
matter is
consumed, a
higher energy (%)
diet would be
required.
Energy requirements (TDN) of a 132-lb. non-dairy doe (twins).
3.85 lbs. DM
= ~4.25 lbs. as-fed
7. Late gestation (6-8 weeks) Early lactation (6 -8 weeks)
2.40
2.20
2.00
1.80
1.60
1.96
2.22
2.35
SINGLE TWINS TRIPLETS OR MORE
2.20
2.10
2.00
1.90
1.80
1.70
1.60
1.80
2.05
2.13
SINGLE TWINS TRIPLETS OR MORE
Energy (TDN) requirements of a 132 lb. non-dairy doe, lbs./day
8. 2.50
2.00
1.50
1.00
0.50
0.00
Energy (TDN) requirements of 132-lb does, lbs./day
0.72
0.79
Dairy Non-dairy
0.87
1.12
1.38
2.05
0.60
0.66
0.76
1.01
0.93
Maintenance Breeding Early gestation Late gestation Early lactation Parlor milking
9. Requirements: 2.22 lbs. TDN per day
Orchardgrass hay
88% DM
59% TDN
Barley grain
89% DM
84% TDN
Feed 3 lbs. of orchardgrass hay per day
3.0 x 0.88 = 2.64 lbs. DM
2.64 x 0.59 = 1.58 lbs. TDN
2.22 - 1.58 = 0.64 lbs. difference
Feed barley to meet TDN requirements
0.64 ÷ 0.84 = 0.73 lbs. barley DM
0.73 ÷ 0.89 = 0.82 lbs. barley as-fed
10. Percentage
requirements are
based on an
assumed dry
matter intake; if
less dry matter is
consumed, a
higher protein (%)
diet would be
required.
Protein requirements (CP) of a 132-lb. non-dairy doe (twins).
0.18
0.20
0.31
0.45 0.46
0.50
0.45
0.40
0.35
0.30
0.25
0.20
0.15
0.10
7.2%
7.3%
9.8%
13.5% 11.9%
Maintenance Breeding Early gestation Late gestation Lactation
11. Requirements: 0.45 lbs. CP per day
Orchardgrass hay (3 lbs)
88% DM
10% CP
Barley grain (0.8 lbs)
89% DM
12% CP
Feed 3 lbs. of orchardgrass hay per day
3.0 ÷ 0.88 = 2.64 lbs. DM
2.64 x 0.10 = 0.264 lbs. CP
0.45 0.26 = 0.19 lb. difference
Concentrate portion of ration needs to contain 26% CP
0.19 lb. DM ÷ 0.73 lb. DM
12. Barley
Protein
pellet
12
38
26%
12
14
26
26 = 46% Barley
26 = 54% pellet
~ 50:50 mix of barley to pellets
13. 10.0
9.0
8.0
7.0
6.0
5.0
4.0
3.0
2.0
1.0
Ca and P requirements of a 132-
lb. non-dairy doe (twins), g/day
CALCIUM PHOSPHORUS
2.1
1.7
2.2
1.8
6.3
3.7
6.1
3.5
9.2
5.6
Maintenance Breeding Early gestation Late gestation Early lactation
14. Feed balanced rations
• Balance rations by hand
using simple math.
• Evaluate rations using a
spreadsheet.
• Balance rations using Langston
University’s Online Nutrient
Calculator.
• Weigh animals
• Weigh feed
• Test forages
Follow someone else’s
recommendations
Example: North Carolina State University
• Free choice trace minerals, w/Se
• Free choice forage
• When forage or browse is limited
or of low quality (< 10% CP) feed 1
lb. of a 16% CP diet to pregnant
and lactating does and developing
bucks.
• Use body condition scoring to
monitor feeding program.
http://www.sheepandgoat.com/articles/rationbalancing.html
15. Underfeeding
• Inadequate energy intake can
cause pregnancy toxemia
(ketosis), birth of small/weak kids,
higher kid mortality, and poor
colostrum and milk production.
• Not enough calcium can cause
milk fever in pregnant doe.
• Inadequate selenium in diet can
cause white muscle disease in
kids and other reproductive
problems.
• Overfeeding can result in
dystocia (difficult births), due
to oversized fetuses and
increased abdominal fat in
does.
• Too much calcium can cause
milk fever in lactating doe.
• Fat does are also more prone
to pregnancy toxemia.
• Fat, lazy does
• Extra feed costs extra money!
Overfeeding
16. • Caused by insufficient consumption
of energy during late gestation.
• Old, fat does, carrying multiple fetuses
are most prone.
• Symptoms include off-feed, depression,
lethargy, poor coordination, and
recumbency.
• Diagnosis based on lab tests and/or
response to treatment.
• Treat with glucose orally,
subcutaneously, or intravenously,
depending upon severity of symptoms.
• Can induce labor or perform c-section
in more advanced cases.
Pregnancy toxemia (ketosis)
Low blood glucose
• Can be caused by not enough
(gestational) or too much (lactational)
calcium being consumed during late
gestation.
• Most common in heavy milking does
and does carrying multiple fetuses.
• Similar symptoms as pregnancy toxemia;
often treated simultaneously.
• Diagnosed with lab tests and/or
response to treatment.
• Treat with calcium orally,
subcutaneously, or intravenously (slow),
depending upon severity of symptoms.
Milk fever (hypocalcemia)
Low blood calcium
18. • It is generally recommended
that goats be vaccinated for
certain clostridial diseases,
especially enterotoxemia
(overeating disease) and
tetanus.
• There are several combination
vaccines to choose from.
1. CDT (most commonly used) provides
protection against clostridium
perfringins types C and D and tetanus.
2. Covexin-8 provides protection against
8 clostridial bacteria, including CDT,
black leg, and malignant edema.
Toxoid vs. Antitoxin
• Toxoids provide long term
protection (immunity);
however, immunity is not
immediate and a series of
shots is usually required.
• Toxoids are used to
prevent disease.
• Antitoxins provide
immediate short-term
immunity.
• Antitoxins are used to
prevent or treat disease.
19. • Vaccinate does during late
pregnancy in order to transfer
immunity to newborn kids via
colostrum (first milk).
• If doe has never been vaccinated or
vaccination status is unknown, give
two vaccinations during late
pregnancy, 3-4 weeks apart.
• Vaccinate bucks and wethers
annually.
• Vaccines may not be as effective in
goats as sheep; some producers
booster every six months.
20. DAM VACCINATED
(and adequate colostrum consumption)
• Kids will acquire temporary,
passive immunity when they
consume their dam’s
colostrum.
• Vaccinate at approximately 6-8
weeks of age, when passive
immunity wanes.
• Repeat in 3-4 weeks.
• Vaccinate feeder goats before
putting them on feed.
• Make sure club goats have been
vaccinated twice for CDT.
• Vaccinate at approximately 3-4
weeks of age.
• Earlier vaccinations may not be
effective.
• Repeat in 3-4 weeks
• Can give antitoxins in event of
disease outbreak or high risk.
• Can give tetanus antitoxin at
the time of disbudding and/or
castration.
DAM NOT VACCINATED
(or inadequate colostrum consumption)
22. Who?
• Kids in
persistently
infected herds
• Open herds that
show a lot.
• Vaccinating a
clean herd will
introduce the
virus to the farm.
• Can vaccinate
does during late
pregnancy.
• Kids shortly after
birth or weaning
• Show goats at
least 6 weeks
before first show
When?
How?
• Scratch skin
inside of ear, on
under-side of tail,
or on inside of
thigh or flank (in
non-lactating
does).
• Wear gloves!
• 21-d withdrawal
23. WHY?
• Manage disease risk.
• Prevent and control disease.
• Insurance against disease
outbreak.
• Disease risk is high.
• Cost effective.
• Increase value of animals.
• Required by law (e.g. rabies).
WHY NOT?
• Disease risk is low.
• Not cost effective.
• Vaccine not effective.
• Too many side effects.
• No approved vaccine
• Withdrawal period too long
• It will introduce the disease to
your farm, e.g. soremouth
• You’re not going to do it right.
24. • Does suffer a temporary loss of
naturally-acquired immunity to
parasites at the time of parturition.
• May start 2-4 weeks before kidding
and last for up 6-8 weeks after;
varies by breed, individual, and season.
• When kidding occurs in the spring,
the eggs deposited during the PPER
are largely responsible for the
infections that kids acquire during
summer grazing.
• The PPER is not as well documented in goats as sheep and is not well
described for different kidding seasons.
26. • Remove bucks after desired
breeding period.
• Feed and manage pregnant
doelings separate from mature
does until second breeding.
• Maintain stable groups; do not
mix new animals together
during late gestation.
• Provide plenty of feeder space.
• No abrupt changes in feed;
gradually increase grain.
• Encourage exercise.
• Minimize stress.
27. • Most does kid on their
own (and take care of
their kids) without the
need for assistance.
• If you did your job
(management and
nutrition), they can do
their job.
28. • ~ 5 month gestation period.
• Kidding usually occurs within
60 minutes of water bag
breaking.
• Twins/triplets usually born
within half hour of each other.
• Normal presentation is nose
between two front feet (or
backwards).
• Kids up in 15 minutes looking
for teat.
• Afterbirth passed within hour
or so of last birth.
29. Soon after birth
• Put in small pen (jug) for bonding
and observation.
• Indoor kidding
• First-time moms
• Multiple births
• Mismothering
• Crossfostering
• Clip - clip long navel cords
• Dip - disinfect navel cords
• Strip - remove wax plug from teat
and check milk supply
• Sip - make sure kids nurse.
First day or two
• Make sure kids are getting
enough to eat
• Observe behavior of doe and kids
• Check bellies for fullness
• Check milk supply/udder health
• Record birthing event
• Identify kids, e.g. ear tags
• Weigh kids (for records)
• Bo-se injection, if advised by
veterinarian (Rx).
• CDT vaccination may not be
effective.
30. • Give plenty of water;
some producers give
warm water.
• Deworm, if you haven’t
done anything else to
counter periparturient
egg rise.
• Don’t overfeed first few
days after kidding;
gradually increase ration.
31. Before
• Pregnancy toxemia
• Milk fever
• Vaginal prolapse
• Dystocia (difficult birth)
• Abortion
• Malpresentation
• Leg(s) back
• Head back
• Breech
• Simultaneous births
• Disproportionate size
• Ringwomb
(failure of cervix to dilate)
• Injury or illness due to
traumatic birth or disease
• Milk fever
• Uterine prolapse
• Retained placenta
• No milk
• Mastitis
After
32. • Check doe if she has not kidded
within 60 minutes of water
breaking.
• Use gloves or OB sleeves and plenty
of lubricant when entering a doe.
• If no progress is made after 30
minutes of assistance, seek
competent help from a veterinarian
or more experienced producer.
• After assisting with a difficult birth,
be sure to check for additional
fetuses.
• After assisting with a difficult birth,
give long-acting antibiotic to doe.
33. Importance
• Newborn kids should consume
approximately 10% of their
body weight in colostrum
during their first 18 hours
(8 lb. kid = 12.8 oz).
• Colostrum only produced
by doe for ~24 hours.
• Kid cannot absorb antibodies
after first 24-36 hours.
• Important source of nutrients
for newborn.
Options
• From dam*
• From another
doe in herd*
• From another
herd
• Cow colostrum
• Colostrum substitute
(IgG) (e.g. Land O’Lakes)
• Colostrum supplement
• Homemade colostrum
• Milk replacer
34. Major causes of death
1. Starvation
• Difficult birth (dystocia)
• Inadequate intake of colostrum
• Competition from siblings
• Rejection by dam
• Inadequate milk production
• Udder/teat problems
• Disease or illness
2. Hypothermia
(Body temperature < 100°F)
• Exposure
• Poor mothering
• Starvation
• Bacterial scours (diarrhea)
• E. coli
• Salmenella
• Clostridium perfringins type C
• Pneumonia
• Pasteurella
• Mycoplasma
Other causes
36. • Opinions vary as to which kid(s)
should be removed for artificial
• rearing.
• Feed in a clean, dry pen.
• Follow mixing directions on bag.
• If bottle feeding, follow feeding
directions on bag.
• Feed cold milk to prevent overeating,
scours, and abomasal bloat.
• Offer palatable feed (e.g. soybean
meal, cracked corn) by 2 weeks of age.
• Opinions differ as to whether hay
should be fed to artificially reared kids.
• Multiple vaccinations for CDT
• Wean early, 6-8 weeks of age, so long as kids are eating dry feed and
weigh at least 20 lbs. (2.5 x birth weight).