Immature Research Articles

Digestible and Indigestible Cell Wall Carbohydrates of Flaccidgrass, Tall Fescue, and Coastal Bermudagrass1

Structural carbohydrates of forage plants are possible indicators of differing ruminal fermentation characteristics. The objectives of this study were to assess the use of trifluoroacetic acid (TFA) hydrolysis in characterizing the cell wall of an immature (IM) and mature (MA) subtropical perennial grass, flaccidgrass (Pennisetum flaccidum Griseb.), and to make comparisons with a midseason's growth of IM Coastal bermudagrass (Cynodon dactylon L. Pers.) and MA Kentucky 31 tall fescue (Festuca arundinacea Schreb.). In vitro digestion for 20 and 72 h was followed by neutral detergent fiber (NDF) or acid detergent fiber (ADF) determination to estimate the disappearance of these detergent in soluble fractions. Hemicellulose (HC) was determined by difference (NDF minus ADF). vitro disappearance (IVD) of NDF, ADF, and HC (determined component sugar differences before and after 72‐h fermentation) from IM flaccidgrass averaged 58% greater than MA flaccidgrass, In vitro disappearance of the fiber fractions was similar for both tall fescue and bermudagrass, and intermediate between the IM and MA flaccidgrass. The TFA hydrolysis of NDF yielded xylose, glucose, arabinose, and galactose compared with xylose, glucose, and only traces of arabinose from ADF. Xylose and glucose constituted the greatest proportion of monosaccharides hydrolyzed from all forage fiber residues. Of the individual monomers hydrolyzed from flaccidgrass NDF, xylose showed the least disappearance (652 g kg−1 for IM and 380 g kg−1 for MA) and glucose the most (943 g kg−1 for IM and 853 g kg−1 for MA). Xylose IVD was most influenced by plant maturity. Monosaccharides hydrolyzed from NDF and HC of IM flaccidgrass had greater IVD than MA tall fescue and IM bermudagrass. Mature flaccidgrass composition and IVD of the insoluble residues were similar to IM bermudagrass, indicating that flaccidgrass would be of higher quality than bermudagrass at similar maturity. Flaccidgrass maturity effects were significant (P ≤ 0.05) for xylose, glucose, and total hydrolyzed monosaccharides.

Cognitive Characteristics of Learning-Disabled and Immature Children as Determined by the Wechsler Preschool and Primary Scale of Intelligence Test

One hundred fifteen Israeli-born nursery school boys were divided into four groups- two experimental and two control groups. One experimental group consisted of children referred for immaturity to the school psychological center. The other experimental group consisted of children referred for learning disability. Each experimental group was compared to its matched control group for Wechsler Preschool and Primary Scale of Intelligence pro files, sub test scatter, Verbal-Performance discrepancy, and Bannatyne categories. In this way, the two experimental groups were also compared. The results showed that the intellectual functioning of learning-disabled (LD) and immature (IM) children is different from that of their control groups. For Arithmetic, Mazes, and Geometric Design, we found that LD children have lower scores than IM children. Scatter indices on all the scales - Verbal, Performance, and Full Scale IQ - were found to be significantly greater for the LD group than for its matched group and for the IM group.

ラット上下顎臼歯歯根膜の機械的強度に及ぼすβ‐ａｍｉｎｏｐｒｏｐｉｏｎｉｔｒｉｌｅ（ＢＡＰＮ）経口投与の影響

Changes in the ultimate loads required to extract the mandibular and maxillary 1st, 2nd and 3rd molars from the dissected jaws were examined 1, 2, 4, 8, 16 and 24 days following oral administration of a lathyrogen, beta;-aminopropionitrile (BAPN). The average amount of water taken by the rats was fairly constant but because their body weight increased during the experimental period, the average dose of BAPN decreased gradually from 331 to 192mg/Kg b. w. In the control groups, the ultimate loads increased gradually from the beginning to the end of the experimental period. They were 34.4, 26.9 and 13.6N (newtons) in the mandibular 1st, 2nd and 3rd molars and were 34.2, 30.6 and 18.0N in the maxillary 1st, 2nd and 3rd molars respectively at the end of the experimental pe-riod. In the experimental groups, they were 9.9, 10.2 and 8.4 N in the mandibular 1st, 2nd and 3rd molars and were 13.5, 14.6 and 10.9N in the maxillary 1st, 2nd and 3rd molars respectively at the end of the experimental period. The biggest values of the percentage reductions of the ultimate loads were 73, 71 and 51 in the mandibular 1st, 2nd and 3rd molars and were 64, 58 and 64 in the maxillary 1st, 2nd and 3rd molars respectively during the experimental period. From an analysis of the results, it is suggested that the effects of BAPN appeared rather rapidly in the teeth with imm ature periodontal ligaments and that the functioning teeth tended to be affected more severely by the drug

Influence of Immature Fruits on Strawberry Jam Quality and Storage Stability

ABSTRACTJam was prepared from two strawberry cultivars, ‘Cardinal’ and A‐5344, which were suited to once‐over machine harvest. For jam manufacture, puree from ripe (R) and immature (IM) fruits were combined in the following blends: 25% R + 75% IM, 50% R + 50% IM, 75% R + 25% IM, and 100% R. Initially and after storage at 2°C for 6 and 12 months, jam color and flavor of all mixtures were acceptable. Jam made from 25 and 50% ripe fruit of A‐5344 had unacceptable color after 6 and 12 months, respectively, at 25°C. All jam stored at 35°C was unacceptable after 6 months. Color acceptability was more dependent on total anthocyanin content than the percentage of ripe puree used in jam manufacture.

Application de l'analyse factorielle des correspondances aux gaz adsorbés de l'off-shore du Labrador

A zoneography of early maturation stages of organic matter, based on adsorbed gases (GA) interpretation, is confirmed by correspondence analyses (AFC) in seven offshore wells of Eastcan et al. of Labrador. Three major maturation stages are recognized: an immature biogenic methane stage (BIO), a superior (upper) methane stage (MES), and a superior (upper) condensate gas stage (CS). An immature (IM) and relatively sterile interval is intercalated between the BIO and the MES zones. The introduction of lithological variables in the correspondence analysis does not greatly influence the results for the well studies.

THE EFFECT OF TIME OF HARVESTING ON SEED STORABILITY AND SUBSEQUENT PERFORMANCE

Longbean (V i g n a s e s qui p e d ali s) seeds of three different maturity i.e. harvested at 15, 20, 25 days after anthesis are compared at harvest and subsequently after one year storage. Immediately after harvesting, they differ significantly in moisture content. The moisture content of .immat ure seeds i.e. (15 days after anthesis) is 76.3 percent as compared to mature seeds (i.e. 25 days after anthesis) which is only 26.3 percent. On drying the immature seeds are lower in 1000 seed weight thar. the mature seeds. The percentage germination however does not differ significantly, but is lower for the immature seeds. After one year storage, the percentage germination is significantly lower for the immature seeds and highest for the mature seeds. The seeds after storage and when they are sown differ in their performance. The immature seeds produce less vigorous seedlings and plants, consequently they also produce lesser number of pods and lower yield. Hence immature seeds are low in seed quality, poorer in germination and do not store well.

Academic Achievement and Adjustment of Underage and Overage Third Graders

INTEREST IN this study resulted from hearing primary grade teachers frequently explain a child's low academic achievement with an observation such as, He is so young, or She is too imma ture for the work. A few recent investigations have suggested that mental age and intel 1 i g e n c e quotient can be over-emphasized as determiners of the child's early school success. Certain other factors, both physical and psychological, related to the child's developmental status, appear to de ter or to facilitate the use he can make of his learn ing opportunities. Among studies which have produced evidence of this kind was a comparison of the achieve ment of 73 pairs of Kansas City public school children, matched on intelligence quotient, sex and, in about two-thirds of the cases, the school first attended. One child of each pair had entered the fall term of kindergarten following a fifth birthday in January or February, while the child with whom he was paired did not reach the age of five until November or December after enrollment in school. Data from cumulative records showed that the overage group, from kindergarten through grade ten, had made significantly higher marks in school subjects^ significantly higher achievement test scores in reading, arithmetic and social studies, received significantly higher ratings from teachers on personal traits, and were sig nificantly more successful in moving regularly from grade to grade. ** A study reported by Carter compared the a chievement of 100 children who had entered first grade in the Austin Public Schools in September 1947.2 Half of these children were un der and half over six when they enrolled in grade one. Matching was done on the basis of sex and intelligence quotient. Achievement test scores carefully recorded throughout elementary school provided data for comparison. Findings suggested

The Annoyances of Elementary School Teachers

THE MODERN emphasis on mental hygiene in the school has intro duced many new problems for teachers. When education was a formal, businesslike affair, both teachers and pupils were concerned primar ily with intellectual activities. Feelings, attitudes and emotions were left outside the classroom door, to be picked up at the end of the school day. As research revealed the integral relationship of growth and learn ing, the guidance of wholesome personality development became a ma jor function of the school. Today the elementary school teacher is charged with the responsibility for promoting the emotional, social and ethical growth of children as well as fostering their intellectual devel opment. Also, the teacher's function is no longer limited to the class room but has been expanded into the community. This totally new orientation to teaching has made many demands on the teacher as a person. When the child brings his personality to school, he brings with him family patterns, community influences and immature behavior with which the teacher must somehow learn to live. How well equipped are teachers to deal with such children? Are teach ers sufficiently adequate themselves to accept the unrepressed, imma ture behavior of young children? What conditions exist in the school and community which tend to make the teacher's role easier or more difficult?