Jackson County Public Schools

Abstract Interseeding alfalfa (Medicago sativa L.) into bermudagrass [Cynodon dactylon (L.) Pers.] can be an effective way to improve forage quality and reduce the need for additional supplementation when fed to livestock. The objective of this research was to compare the nutritive value and forage mass of bermudagrass with and without interseeded alfalfa when harvested as baleage. On 19 Feb. 2016, 0.2‐ha plots were assigned in a randomized complete block design to either ‘Tifton 85’ (T85) or T85 interseeded with ‘Bulldog 805’ alfalfa (T85+Alf) in an established field of Tifton 85 bermudagrass at the University of Georgia Tifton Campus, Tifton, GA. The T85 received 84 kg N ha−1 four times throughout the growing season. Plots were harvested at early bloom stage every 28–35 d throughout the growing season, baled at 40–60% moisture, and individually wrapped. At each harvest, plots were evaluated for botanical composition and forage mass, and bales were sampled prior to wrapping for nutritive value analysis. The T85+Alf plots produced additional harvests each season, leading to greater herbage accumulation than T85 plots (P < .01). The T85+Alf treatment had greater crude protein and total digestible nutrients than T85 in each of the 3 yr, suggesting this mixture will need no or less supplementation to meet the nutritional requirements of a lactating beef cow. Therefore, interseeding alfalfa into a bermudagrass system improves forage mass and nutritive value.

A review is presented of past and recent attempts to build multiquark states within current models already describing ordinary mesons and baryons. This includes: coherence in the chromomagnetic interaction, tetraquarks with two heavy quarks, Steiner-tree models of confinement, and hadronic molecules, in particular in the hidden-charm sector. Some emphasis is put on the difficulties encountered when extrapolating toward higher configurations the dynamics of confining forces, starting from the simple case of a quark and an antiquark, or three quarks in a colour singlet.

This paper considers the issue of equal access to gifted programs as it pertains to rural students, schools, districts, and states. It defines equal access and describes impediments to it. By focusing on educational policy that is amenable to change, the paper proposes techniques to make substantive gifted education programs available to representative numbers of bright rural students.

Seventy-nine participants attended a 16-session family life education program for high risk rural families. The program was based on an ecological model of child abuse; its components included education, communication skills training, ancillary income support, and childcare services. The participants met weekly and attended both large-group presentations and small-group discussions. The Child Abuse Potential Inventory and a questionnaire were used to evaluate the effectiveness of the program. The Inventory, which was administered as a pre- and posttest, showed a significant decrease in abuse scores across the program. A seven-week follow-up with the same inventory indicated the decrease in abuse scores was maintained. Data from the questionnaire showed that participants enjoyed the program and indicated that they acquired information about child development, parenting skills, and available community resources.