RB32-270 A Seven Year Study of a Milk Supply

The amount of butter produced by the grain-belt states is evidence that a great many cows are milked by the midwestern farmer. Most of this milk is separated on the farm, the cream is sold, and the skimmilk is fed to hogs and other livestock. As the market for fluid milk has developed, many farmers near the cities have turned to the sale of milk, because it affords a better return for the butterfat sold. Much of the milk produced for sale as fluid milk is produced under practically the same conditions as milk which is produced primarily for the same of cream. The Department of Dairy Husbandry of the University of Nebraska, in conducting its instructional and investigational work, comes in contact with the milk producer. An effort has been made, therefore, to study the relation of milk quality to farm conditions as found among the milk producers or patrons who have delivered milk to the department. The study was carried on in an effort to find possible ways of bettering the conditions without upsetting the economic balance existing between the production of cream and fluid milk.

EC34-48 Farm Sheep Facts

The farm flock and the fattening of western feeder lambs are the only methods of sheep production of importance in Nebraska. The farm flock is not a major enterprise on Nebraska farms. It serves as a side line on farms having a well-drained place which sheep may call their own. This 1934 extension circular contains information on: Nebraska Sheep-industry facts; market, ewe, ram, and lamb facts; shearing and wool facts; two parasites and one pest; grading and marketing wool; and scouring and carding wool for home use.

Oral Presentation: Exploring Oral Presentations of Homework Problems as a Means of Assessing Homework

In this action research study of my freshmen Algebra I class, I investigated a method of assessing homework based on completion and presentations. When I changed the method of grading from checking answers to looking for completion and presentation of selected problems, I found that the majority of the students enjoyed the method because it allowed them to explore other methods of solving and helped them gain an understanding of the problems. This resulted in less stress on obtaining “the” answer. I also realized that I viewed homework differently and had a better understanding of the students’ thought processes, which caused me to check tests differently. These results led to a better relationship between the students and myself. As a result of this research, I plan to change my methods of assessing homework from the traditional right or wrong to a rubric assessment based on presentations and completion of the assignment.