Ruminant feed supplements are price sensitive and are effected by the continuous fluctuation of other raw material feed prices. Therefore, improving the efficiency of production and reducing cost of supplement concentrates for dairy cows are becoming increasingly important both for the smallholder and commercial dairy farmer. This can be overcome by replacing expensive energy and protein feeds with cheaper by-products. During periods of high maize prices, replacing maize with lower cost high fibre by-products becomes an economically viable option. Palm kernel expeller (PKE) fits the profile of a low cost, high fibre by-product. The aim of this study was to determine the effect of different inclusion levels of PKE in dairy concentrates for Jersey cows on milk production, milk composition, body weight (BW) and body condition score (BCS) change, rumen parameters and in situ ruminal kikuyu/ryegrass pasture degradability of dry matter (DMd) and neutral detergent fibre (NDFd) as well as NDFd rate (NDF kd). The study was conducted at the Outeniqua Research Farm situated near George in the Western Cape and cows grazed high quality kikuyu/ryegrass pasture during spring. Forty eight multiparous high producing Jersey cows were blocked according to 4% fat corrected milk (FCM), days in milk (DIM) and lactation number and randomly allocated to three treatments (control, low PKE, and high PKE). The PKE inclusion level in the control, low PKE, and high PKE treatment concentrates was 0, 20, and 40%, respectively. The PKE replaced part of the maize and protein sources in the concentrate. Milk yield was recorded daily and milk composition was determined in two week intervals over a 60 d period, after a 21 d adaptation period. Additionally, eight lactating rumen-fistulated cows were randomly allocated to the control and high PKE treatment in a two period crossover design. Ruminal pH, volatile fatty acids (VFA’s), ruminal ammonia-nitrogen (NH3-N), and in situ ruminal kikuyu/ryegrass pasture DMd, NDFd and NDF kd were measured. Cows received 6 kg (as is) concentrate per day divided over two milking periods and strip grazed kikuyu/ryegrass pasture as one group. Milk yield and milk fat content did not differ (P > 0.05) between treatments and were 21.3, 21.3 and 20.7 kg/cow/d and 4.63, 4.65, and 4.66% for cows receiving the control, low PKE and high PKE treatments, respectively. Milk protein, milk urea nitrogen (MUN), BW and BCS did not differ (P > 0.05) between treatments. Total VFA’s, average ruminal pH, ruminal NH3-N, and in situ ruminal kikuyu/ryegrass pasture DMd and NDFd as well as NDF kd did not differ (P > 0.05) between treatments. The acetic to propionic acid ratio was, however, higher (P < 0.05) for cows supplemented with the high PKE treatment. It can be concluded that partial replacement of maize with 20 or 40% PKE in a lactating dairy cow concentrate did not affect milk yield, milk fat content, milk protein content, somatic cell count (SCC), BW, or BCS. Rumen fermentation was unaffected and a healthy rumen environment was sustained. The replacement of higher cost maize and soybean oilcake by a lower cost PKE decreased feed cost. It is however not recommended to include PKE at 40% in the concentrate due to the increased time spent by cows in the milking parlour and the low palatability of PKE, which could lead to the tendency of increased concentrate refusals. It can be extrapolated from the data obtained from this study that milk production will be sustained when PKE is fed to cows on pasture at 2.4 kg/cow/day. / Dissertation (MSc Agric)--University of Pretoria, 2013. / gm2014 / Animal and Wildlife Sciences / unrestricted

The New Jersey 2011 Adequate Yearly Progress report revealed that 53% (n = 75) of state schools that failed to meet standards were put on a 'priority school' list. The 2015 priority school list consisted of 66 schools. In response, New Jersey created Regional Achievement Centers to provide collaborative professional development (PD) for effective instruction in the lowest performing schools. The purpose of this transcendental phenomenological study was to explore the lived experiences of priority schoolteachers regarding experiences with past PD initiatives and PD under the current Elementary and Secondary Education Act flexibility waiver focusing on collaborative approaches that include job-embedded coaching and teacher networks. The research questions were germane to attempts to address failing schools through PD. The conceptual framework guiding the study was Fullan's educational change theory in which teachers learn by collaborating with other teachers and coaches. Through snowball sampling, 8 priority schoolteachers participated in semistructured in-depth interviews using an online conferencing tool. Data were analyzed by Moustakas' modified version of van Kaam's method. Participants did not perceive that past PD attempts addressed the needs of failing schools. Key findings regarding job-embedded coaching and teacher networks were that support given by coaches strengthened the participants' instructional practice, and teacher networks enabled the participants to collaboratively learn from each other. Positive social change may occur as district and school officials include teachers in PD planning. Adapting PD in this manner may improve implementation of PD initiatives for classroom instruction to increase student achievement.

No description available.

This thesis explores the relationship between architecture, cultural identity, and context in a pluralistic reality, focusing on the context of Indian temple complexes in the American suburb of Jersey City. It argues that Architecture becomes alienating when its form and function do not reflect the culture of its occupants, resulting in inflexible and un-adaptable spaces. Traditional temple complexes in India serve as examples where space is activated daily, expressing authentic cultural symbols that emerge from the community's experiences and demand for expression. However, With the increasing prevalence of Indian culture in American cities, insular temples so thoroughly commit to traditional authenticity to such an extent that they lose the ability to self define and relate to their surrounding context. By analyzing customs and traditions, this thesis emphasizes on the importance to reinterpret and incorporate them into contemporary architectural terms, rather than merely adapting traditional forms, The project proposes a contemporary design intervention for the Indian community in Jersey City's India Square, aiming to provide a space that represents their cultural identity while engaging with the broader American narrative. By studying the principles of a temple in a secular way and integrating elements that represent the Indian community, the design seeks to create an immersive experience for visitors and foster a stronger sense of community and connection to the built environment. Through an exploration of architectural design processes, historical context, and community engagement, the thesis aims to demonstrate how architecture can respect existing conditions, relate to current needs, and provide opportunities for expansion and adaptive reuse. Through the integration of archetypal experiences and rituals related to the site's festive celebrations, it creates a dialogue with the surrounding socio-cultural context that also promotes collaboration and inclusivity. / Master of Architecture / The thesis explores the question of how architecture can preserve cultural identity and experience in a foreign context. The thesis explores the challenges of adapting religious architecture in different contexts and the potential loss of authenticity when adhering strictly to traditional forms. The research focuses on Indian temples in the United States, particularly in New Jersey, where Indian culture has become prevalent. It argues that integrated and adaptive temple complexes are more effective and authentic in expressing cultural identity than insular ones, as they allow for a stronger connection with the surrounding context. As a response, this thesis proposes a contemporary design intervention for the Indian community in Jersey City's India Square, aiming to provide a space that represents their cultural identity while engaging with the broader American narrative. By studying the principles of temples in a secular way and integrating elements that explicitly represent the Indian community, the design seeks to create an immersive experience for visitors and foster a stronger sense of community and connection to the built environment. By exploring architectural design processes, historical context, and community engagement, the thesis demonstrates how architecture can cater to community's needs, and provide opportunities for expansion and future reuse.

No description available.

Thesis advisor: Noah P. Snyder / Salt marshes are hotspots for biodiversity, important carbon sinks, pollutant filtration systems, and buffers which strengthen coastal resiliency. Detailed geomorphic and sedimentary observations are vital to understanding the stability and sustainability of salt marshes in response to sediment placement restoration projects. Marsh stability is dependent on the suspended sediment and nutrients that are delivered to the marsh platform by meandering tidal channels. This study observed suspended-sediment fluxes at the mouth of Southeast Creek on Gull Island at Seven Mile Island Innovation Lab in coastal, southern New Jersey. The mesotidal, almost entirely low marsh, southern Gull Island received a recent dredge placement in fall 2020 of approximately 30,600 cubic meters of sediment from the adjacent New Jersey Intracoastal Waterway. Wetland instrumentation platforms to monitor post-dredge conditions were deployed summer 2021 and were removed in summer 2022. This instrumentation measured current velocity and depth time series at all platforms and suspended-sediment concentration using acoustic backscatter techniques at the mouth of Southeast Creek. This study is motivated by understanding the ongoing transport and deposition of dredged material placed on the marsh island. I found that velocities were ebb-dominant during all conditions. Concentrations on the flood phase of the tide were approximately half the magnitude of those seen on the ebb phases of the tide for normal circumstances while elevated concentrations were observed on ebbing and flooding currents for storms. A net export of 6.27 x 105 kg suspended sediment was observed through the tidal channel for all timescales throughout the deployment period. / Thesis (MS) — Boston College, 2023. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Earth and Environmental Sciences.

No description available.

This dissertations studies the problem of military shelter and its impact on the Continental Army’s conduct during the War of American Independence. It examines ideas and practices about military housing during the eighteenth century; how Continental officers sought and obtained lodging for themselves and their men, refinements in military camp administration; how military decisions regarding shelter affected strategy, logistics, and social relationships within the army; as well as how quartering practices structured relations between civilians and the military. This dissertation maintains a geographic focus on Northwestern New Jersey, a region it defines as the Highlands, because this area witnessed a Continental Army presence of greater size and duration than anywhere else in the rebelling Thirteen Colonies. Using official military correspondence, orderly books, diaries, memoirs, civilian damage claims, and archaeological studies, this dissertation reveals that developments in military shelter formed a crucial yet overlooked component of Continental strategy. Patriot soldiers began the war with inadequate housing for operations in the field as well as winter quarters, and their health and morale suffered accordingly. In the second half of the war, Continental officers devised a new method of accommodating their men, the log-hut city. This complex of hastily-built timber huts provided cover for Patriot troops from the winter of 1777-1778 through the end of the war. This method, unknown in Europe, represented an innovation in the art of war. By providing accommodations secure from enemy attack for thousands of soldiers at little cost to the government and little inconvenience to civilians, the log-hut city made a decisive contribution to the success of the Continental Army’s war effort. / History

This study examines how legislated policy, the New Jersey Amistad Bill, and the subsequently created Amistad Commission, shifted the mandated educational landscape in regard to the teaching of social studies in the state of New Jersey—by legislative edict and enforcement, within every class in the state. Through a century of debates, reforms, and legislations, there has been a demand to include the contributions, achievements, and perspectives of people of the African Diaspora that deconstruct the European narrative of history. It is my belief that the formation of an educational public policy that is reflective of the Afrocentric paradigm in its interpretation and operation, such as the Amistad law, with subsequent policy manifestations that result in curriculum development and legalized institutionalization in classrooms across the country is central to creating the curriculum that will neutralize mis-education and will help American students to obtain an understanding of African American agency and the development of our collective history. The Amistad Commission, created by legal mandate in the state of New Jersey in 2002, is groundbreaking because it is a legal decree in educational policymaking that codifies the full infusion and inclusion of African American historical content into New Jersey’s K-12 Social Studies curriculum and statewide Social Studies standards. This infusion, directed by the executive leadership team, is a statewide overhaul and redirection for Social Studies and the Humanities in all grades in every district throughout the state. The Commission’s choice of the Afrocentric theoretical construct—a cultural-intellectual framework that centers the African historical, social, economic, spiritual and political experience as pertains to any intellectual experience involving Africans and people of African descent—as its organizing ethos and central ideology was central in framing the resulting curriculum products and programmatic directives. This study’s conclusive premise in utilization of the Afrocentricity construct is evidenced in the Amistad curriculum’s Afrocentric tenets: de-marginalization of African historical contribution and agency; the importance of voice and first person narrative when transcribing history, and how shifting of —as in, correcting—the entire Eurocentric structure is important. Rather than an additive prescription of historical tokenisms, or a contributive prescription that does not allow for a centralized locality from within the culture, Afrocentricity allows for a cultural ideology when applicable to the Amistad law. Thus the use of Afrocentricity in the implementation of the Amistad law transforms the entire narrative of American history in the state of New Jersey, one of the original thirteen colonies. The study seeks to remedy the void of research as to how the incorporation of the particular theoretical framework of Afrocentricity impacted the decision guiding the policy directives, programmatic and the curriculum outcomes within the implementation of the New Jersey Amistad Commission mandate. The case study asserts that the Afrocentric theory was put into praxis when operationalizing the New Jersey Amistad law and the work of the Amistad Commission. It chronicles the history of similar mandates focused on the incorporation of African American history in American classrooms that led to the Amistad law. It also enumerates the Amistad law’s subsequent operationalization and curriculum development efforts elucidating practical application of the Afrocentric theory. It has direct implications for teacher education, practicing teachers, and policymakers interested in understanding how Afrocentricity and its tenets are paramount in curriculum development efforts, especially as it pertains to New Jersey, New York, and Illinois. These three states have passed legislations that have attempted to proactively remedy their educational policies. The disparities in knowledge and education about African diaspora people in our Social Studies classrooms are targeted by these states. / African American Studies

In an era when school shootings make front page headlines, school security is of major importance to community members, school superintendents, police chiefs, parents, and students. School district leaders and local law enforcement officials generally work together to ensure the safety of their community’s children. The nature of the relationships that form over time vary depending upon a range of factors related to the collaborators and their circumstances. The questions that remain to be answered are: What is actually happening behind closed doors to ensure the safety of students in New Jersey schools? What relationships exist between school superintendents and local police chiefs? How do these relationships lead to security practices that can further protect children in school? This study employs mixed methods to examine the relationships between school district leaders and local police officials. The researcher conducted a quantitative survey of superintendents and police chiefs in New Jersey, along with qualitative interviews of superintendents to gather in-depth information on the relationships that currently exist. The information that has been gathered can be used to increase opportunities for improving school security. While the audience for the study is primarily practitioners in the fields of education and law enforcement, it is relevant for anyone who cares about the safety of schoolchildren in their community. The findings of this study show that collaboration can lead to strong working relationships between superintendents and police chiefs and is an essential element in their mutual quest to provide enhanced school security for students in New Jersey schools. / Educational Leadership