Yield potential and resource-use efficiency of maize systems in the western U.S. Corn Belt

Maize demand for food, livestock feed, and biofuel is expected to increase substantially. The Western U.S. Corn Belt accounts for 23% of U.S. maize production, and irrigated maize accounts for 43 and 58% of maize land area and total production, respectively, in this region. The most sensitive parameters (yield potential [YP], water-limited yield potential [YP-W], yield gap between actual yield and YP, and resource-use efficiency) governing performance of maize systems in the region are lacking. A simulation model was used to quantify YP under irrigated and rainfed conditions based on weather data, soil properties, and crop management at 18 locations. In a separate study, 5-year soil water data measured in central Nebraska were used to analyze soil water recharge during the non-growing season because soil water content at sowing is a critical component of water supply available for summer crops. On-farm data, including yield, irrigation, and nitrogen (N) rate for 777 field-years, was used to quantify size of yield gaps and evaluate resource-use efficiency. Simulated average YP and YP-W were 14.4 and 8.3 Mg ha-1, respectively. Geospatial variation of YP was associated with solar radiation and temperature during post-anthesis phase while variation in water-limited yield was linked to the longitudinal variation in seasonal rainfall and evaporative demand. Analysis of soil water recharge indicates that 80% of variation in soil water content at sowing can be explained by precipitation during non-growing season and residual soil water at end of previous growing season. A linear relationship between YP-W and water supply (slope: 19.3 kg ha-1 mm-1; x-intercept: 100 mm) can be used as a benchmark to diagnose and improve farmer’s water productivity (WP; kg grain per unit of water supply). Evaluation of data from farmer’s fields provides proof-of-concept and helps identify management constraints to high levels of productivity and resource-use efficiency. On average, actual yields of irrigated maize systems were 11% below YP. WP and N-fertilizer use efficiency (NUE) were high despite application of large amounts of irrigation water and N fertilizer (14 kg grain mm-1 water supply and 71 kg grain kg-1 N fertilizer). While there is limited scope for substantial increases in actual average yields, WP and NUE can be further increased by: (1) switching surface to pivot systems, (2) using conservation instead of conventional tillage systems in soybean-maize rotations, (3) implementation of irrigation schedules based on crop water requirements, and (4) better N fertilizer management.

Xenia Effects on Quality of Maize Female Inbred in Production of Hybrid Seeds

In Maize (Zea maize L.), cost of hybrid seed production is directly related to the yield and quality of seed obtained per hectare of female parent. It is also important to consider the effects that a male parent can exert on the development of hybrid seed in the female parent. This effect is known as xenia. The objectives of this study were to evaluate xenia effects on 1) yield as 80K units, 2) germination of the hybrid seed and 3) susceptibility of the hybrid seed to mechanical damage. One female inbred and four male inbred lines were selected from a parent list of hybrids. The experiment was designed to allow individual cross pollination between each male inbred and the female inbred line. For use as a control, the female inbred was allowed to self pollinate. Experiments were conducted in Illinois and Iowa during 2008 and 2009 and in Nebraska during 2009. A significant inbred effect was detected on yield as 80k (α=0.001). The selfed female and pollination with male inbred B resulted in lower yields of hybrid seed. For germination, a significant inbred effect was detected (α=0.001), but was due to lower germination percentage of seed produced on the selfed female. All hybrid combinations resulted in higher germination percentages with no significant differences among hybrids. The inbred x mechanical damage interaction was significant (P=0.04) for effects on cold saturated soil germination tests. Use of inbred B resulted in a two-percentage-point reduction in cold germination when treated with the impact simulator. In a maize seed company, the production research group provides yield estimates for production of new hybrid combinations. Results from this study indicate that using only the female inbred yield may provide inaccurate estimates. Therefore to improve yield estimation, experiments should be designed to include male inbreds. Male inbreds can also impart a negative effect to the hybrid seed on tolerance to mechanical damage, thus lowering quality and increasing seed discard. When testing for hybrid seed germination, there is no need to consider distinct hybrid combinations. Female inbreds can be grown in open-pollinated fields to avoid loss of vigor observed with selfing. Advisor: George Graef

Nebraska’s Virtual Corn Suitability Rating

Corn Suitability ratings have been used for many years in other parts of the Corn Belt as an agronomic measure of soil productivity, and in turn, some correlation with associated cropland values. For example, in Iowa the Corn Suitability Rating (CSR) is used extensively as a measure of soil productivity across regions and counties, and even down to parcel levels. Google on Iowa CSR, and you will find weighted average CSRs for each county, as well as private firms offering detailed analysis of CSR for any parcel of land in the state. The intent is to provide an index (between 5 and 100) of potential yields for row crop production.

A Culture of Relationships: Early Care for Italian and American Children

A culture of childhood is a shared vision – an agreed upon vision – of the needs and rights of children, including ideas about how the people of the community can collectively nurture them and at the same time be renewed by them. In other words, it is a set of values, beliefs, and practices that people have created to guide their way of nurturing young children and their families. The vision is about investing in young children and investing in the supports and relationships that children need to learn and grow, both for the reason that children carry our future and because they carry our hopes and dreams for the future. These hopes and dreams begin with birth. Sensitive, emotionally available parents create the framework for interaction with their children by responding to the baby’s cues, engaging the baby in mutual gazes, and imitating the baby. The baby, born with a primary ability to share emotions with other human beings eagerly joins the relationship dance. The intimate family circle soon widens. Providers, teachers, and directors of early childhood programs become significant figures in children’s lives—implicit or explicit partners in a "relationship dance" (Edwards & Raikes, 2002). These close relationships are believed to be critical to healthy intellectual, emotional, social, and physical development in childhood and adolescence as well. These conclusions have been documented by diverse fields of science, ranging from cognitive science to communication studies and social and personality psychology. Close relationships contribute to security and trust, promote skill development and understanding, nurture healthy physical growth, infuse developing self-understanding and self-confidence, enable self-control and emotion regulation, and strengthen emotional connections with others that contribute to prosocial motivation (Dunn, 1993; Fogel, 1993; Thompson, 1996). Furthermore, many studies showing how relationship dysfunction is linked to child abuse and neglect, aggression, criminality, and other problems involving the lack of significant human connections (Shankoff & Meisels, 2000). In extending the dance of primary relationships to new relationships, a childcare teacher can play a primary role. The teacher makes the space ready--creating a beautiful place that causes everyone to feel like dancing. Gradually, as the dance between them becomes smooth and familiar, the teacher encourages the baby to try out more complex steps and learn how to dance to new compositions, beats, and tempos. As the baby alternates dancing sometimes with one or two partners, sometimes with many, the dance itself becomes a story about who the child has been and who the child is becoming, a reciprocal self created through close relationships.