2009 ... Mississippi Poultry Producers Gear up for New D.E.Q.Requirements

2009
Volume 3 Issue 1
Mississippi Poultry Producers Gear up for New D.E.Q.Requirements
On February 1, 2009, the Permit Board on Environmental Quality issued a new Dry Litter Poultry Animal Feeding Operation Permit. The new permit basically did away with the CAFO classification and replaced it with the AFO classification. The big change
was that this places every farm under a permit system. Every poultry farm in production must be covered by this general permit. The
new permit eliminated all training and reporting requirements for
CAFOs, but added a new record keeping method for all growers.
D.E.Q. has said that all producers have until February 28, 2009, to
turn in a Notice of Intent (NOI).
At first this seemed to cause a degree of panic. But thanks to the
assistance given by MPA, D.E.Q., and NRCS a relatively smooth
transition occurred. It also helped that the majority of the producers
were already doing most of the requirements of the new permit.
The big difference between the CAFO classification and AFO classification is the need to document. D.E.Q. will furnish each farm the
required forms needed to be maintained. The single most important
document for all farms will be an updated Nutrient Management
Plan (NMP). Once again a large percentage of our producers already had these plans on file. After the NMP and NOI plans are on
file with the D.E.Q.,
they will be good for
5 years.
By Danny Thornton
Extension Instructor
The next step after the general permit is the record keeping. These records are ongoing and cover the following
items:
1. Land Application – The method and equipment used to apply litter, the expected crop
yields, and the weather conditions before
and after applications as well as the date
and the fields to which the litter is applied.
2. Inspection and Corrective Action –
Monthly inspections of storm water structures, litter storage structures, land application equipment and any corrective action
needed and when action was taken.
3. Litter and soil samples – Litter must be
analyzed annually for nitrogen and phosphorus. The soil must be analyzed every 5
years for phosphorous.
4. Transfer of litter to other Persons – The
date of the transfer, the name, address and
signature of the person who received the
litter and the amount received. It must be
documented that a copy of the most recent
nutrient management analysis and a copy of
the “Management Guidelines for proper
land Application of Animal
Waste” (attached to the NMP) was given to
the recipient.
5. Mortality Handling – The number of birds,
their estimated weight, and the method of
mortality management – incineration or
composting.
6. Incinerators – The time of day the incinerator is operated, its total burn time, the total
hours per day it is operated, the loading rate
and use, and the average temperature during
operation.
To help producers meet the February 28 deadline, poultry companies did several things that seemed to
work very well. Some conducted growers’ meetings in various locations. Others trained their service
technicians, who then in turn worked individually with their group of growers.
It is no surprise to me that all of these organizations and individuals of the Mississippi Poultry industry
pulled together to help the producers meet the new requirements of the D.E.Q. This working together
attitude is one of the many reasons the Mississippi Poultry Association is the envy of other states.
Discrimination based upon race, color, religion, sex, national origin, age, disability, or veteran’s status is a violation of federal and state law
and MSU policy and will not be tolerated. Discrimination based upon sexual orientation or group affiliation is a violation of MSU policy and will not be tolerated.
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Poultry Science
Happenings
The “Kickin’ Chickens” team, Krista Eberle,
Kelsey Barker, Bob Loar, and Dr. Kiess,
winged their way to victory at the
2nd Annual CALS cookoff with a
Smokin’Apple and Brie Turkey Burger.
Leaving the 9 other teams asking,
“Where’s the beef?”
Dolph Baker, CEO of Cal-Maine Foods,
presented Dr. Kidd a check for $19,991 provided by the U.S. Poultry and Egg Harold E.
Ford Foundation. These funds are for the
recruitment of students to major in Poultry
Science.
Matthew Whiteman, Monica
Robertson, and Marcus Duplessy
are proudly displaying their
plaques from the G.Y.S.T. seminar presented by Jock Davis.
Robert E. Loar was the award recipient for the
“Processing and Products” section of the 2009
International Poultry Science Scientific Forum. Loar presented research conducted under
Dr. Corzo on the impact of DDGS on poultry
meat. Kayla Ishee received undergraduate recognition for her presentation of her scientific
paper.
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Poultry Science
Dr. Sam Purdue of NC State presented Dr. Michael Kidd the North
Carolina State University College of
Agriculture and Life Sciences
Outstanding Alumnus Award.
Dr. Cook, a professor at the University of Wisconsin, gave a seminar
titled “Host targeted therapeutics. A
role for the chicken egg yolk antibody.” on January 15, 2009.
The State FFA Poultry Judging was held at the Hill Poultry Building.
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Poultry Science
WHAT ARE THEY AND HOW CAN THEY BE UTILIZED TO HELP PREPARE POULTRY SCIENCE STUDENTS
FOR THEIR CAREER?
By Timothy N. Chamblee
Associate Professor
What is a Capstone course?
Academic programs utilize different methods to evaluate the preparedness of their graduates for the workforce. A
capstone course is one such measure. A capstone course, utilized during the senior year, is designed to determine the depth of
knowledge students have acquired during their undergraduate
course of study. Incorporating problem-based learning into a
capstone course provides another tool to assess students’ preparation for a career in the poultry industry. Such problems should
be multi-faceted and designed such that critical thinking skills
are central to the solution. These problems generally can have
more than one approach, and grade determination should be an
evaluation of the process utilized to provide an ultimate answer.
The instructor may choose to invite individuals from local poultry companies to attend team presentations detailing their problems, processes used and ultimate recommendations. This industry input should strengthen confidence and validity of the
process. In today’s world, employers seek college graduates who
possess the technical training and critical thinking skills necessary to solve complex problems. Students can be provided opportunities to develop these skills through the use of a problembased learning capstone course.
What is Problem-Based Learning and why use it?
Problem-based learning (PBL) involves using the broad
-base of knowledge one has to solve a complex problem. PBL
emphasizes self-directed learning, increased retention of facts,
and the use of this information in problem solving (Barrows,
1983). Barrow’s model of problem-based learning (PBL) was
developed at McMaster University Medical School and has been
refined to fit other applications. PBL was developed to decrease
the memorization of facts and allow the student to develop selfdirected study skills (Barrows and Neufeld, 1974; Barrows,
1983). PBL promotes development of lifelong competencies
which allow individuals to adapt to change and deal with problems by making reasoned decisions (Engel, 1991). In addition,
PBL promotes the ability to work in groups or teams, while respecting the opinions and ideas of others. Stepien and Gallagher
(1993) referred to PBL as an “apprenticeship for real-life problem solving”.
PBL enhances a student’s ability to process information
and develop critical thinking skills. Students who have participated in PBL are distinguishable from their counterparts when
the cognitive measures of knowledge, reasoning and learning
approaches are compared (Hmelo, et. al., 1997). Tiwari (2006)
indicated PBL students have increased critical-thinking skills
when compared to students in lecture-based courses.
Dunlap (2005) indicated that utilization of PBL in a capstone
course allowed students to be more confident in their problem
solving ability and these students were better prepared to utilize
these skills in the workplace.
Downs and Mehlhorn (2003) utilized a poultry nutrition
research project to provided experiential learning opportunities.
Students utilized critical-thinking, problem-solving and teamwork while focusing on nutrition, broiler performance and carcass yield. However, poultry science students must be challenged to understand the inter-workings of all facets of a broiler
integrator. They need to gain an understanding of how a change
in one area of the integrator affects the rest of the company.
Therefore, PBL in the MSU Poultry Science Department was
designed for students to utilize their knowledge to examine a
shift in broiler production that affected all facets of a broiler integrator.
How do we utilize PBL?
The Department of Poultry Science at Mississippi State
University has utilized the concept of PBL as a part of the capstone course, Broiler Production. Prior to taking this course,
students have completed the following courses: Commercial
Poultry Production, Avian Anatomy, Avian Physiology, Poultry
Nutrition, Feed Manufacturing, Diseases of Poultry, Commercial Broiler Processing Technology, Avian Reproduction and
Management of Commercial Layers. This series of courses furnishes the students with a wealth of knowledge to utilize in a
PBL setting. Each year, a new problem was conceptualized to
challenge the critical-thinking and problem-solving skills of senior Poultry Science students. Each problem involved a major
change in the production and processing of broiler chickens for a
fictitious company. Two problems were conducted in consecutive years (Table 1). During the first two-weeks of the semester,
students were divided into teams of equal numbers of students
and each team was assigned to one of the following areas: breeders/hatchery, broiler grow-out, live haul/transportation, or processing. The instructor selected team members to ensure each
team had adequate knowledge of their area. At least one student
per team had direct connections to the industry due to internships
or their family was a poultry producer. Each team utilized this
knowledge to study and assess the impact of this shift in production. All teams then began the process of developing an action
plan to implement the changes in their area of the company.
Students were encouraged to not only utilize the knowledge
gained from previous courses and internships, but to seek information from other sources such as faculty and poultry industry
representatives. Students were provided with a list of industry
personnel who agreed to participate in the process by providing
information when asked. In addition to working with the dynamics of their team, the teams had to interact with each other to
ensure all action plans were compatible for achieving a successful resolution to the problem. To this end, all teams met twice a
week to share information.
Poultry Science
These meetings allowed all teams to interact and ensure all data focused
on solving the problem. In addition, twice a week lectures provided
complimentary information to utilize in solving the problem.
Each team was assigned the task of preparing a written report
and an oral presentation detailing their final action report. The presentations were made at the end of the semester. Complex managers,
broiler managers, breeder/hatchery managers and nutritionists from
local poultry companies attended team presentations. In addition, departmental faculty, USDA –ARS scientists and graduate students attended the presentations. Student presentations were assessed for validity of the data and the quality of the presentations. Course grades were
assigned by the instructor based on the process developed and followed
by the team to solve the problem, not the accuracy of the final answer.
How well does it PBL work?
Critical Thinking Skills: Students were unable to rely
solely on rote memorization to solve the problem. Therefore, they utilized information garnered in courses, internships and research to solve a
very multi-faceted problem. Each team relied on information they
learned in courses as a basis to formulate questions that would seek the
additional information needed. Team members who had intern experience provided information relevant to solving the problem. In addition,
each team sought information from faculty and poultry industry personnel. The students utilized this information to formulate the solution to
their problem. Feedback received from the poultry industry assessment
(Table 2) indicated the students had approached the problem logically
and formulated a workable plan to solve the problem.
Team-Building Skills: The complexity of the problem did
not allow the students to solve the problem individually. The members
of each team had to rely on each other, working in unison, to gather
needed information. As they gathered information to solve their piece
of the puzzle, each team realized they must interact with other teams to
share knowledge. This allowed the students to understand that each
component of a vertically integrated company does not stand alone.
The components of a company must work together to reach the goals
and vision of the company. Students were provided with a better understanding of their role as a team member for their employer.
Communication Skills: The students were challenged to
communicate with each other, faculty, poultry producers and poultry
company personnel. The written reports indicated the students possessed the writing skills to be successful in the poultry industry. Each
student demonstrated oral communication skills in two ways: 1) collecting data and information to solve their problem and; 2) participating in
the final presentation. Each team member interviewed knowledgeable
individuals to research possible answers to the problem. The team
members interacted to discuss the problem, formulate a solution and
prepare the final presentation. Teams were not allowed to appoint a
spokesperson for the final presentation. Each team member delivered
part of the presentation. Assessment of the presentations verified the
students possessed oral communication proficiencies required to be
successful in the poultry industry.
Poultry industry assessment (Table 2) contributed invaluable
feedback. Students received advice that allowed the students to improve their presentation skills. In addition, students confirmed their
ability to succeed in the industry. Students evaluated the course and
provided comments on their experience (Table 3). The faculty utilized
the feedback from the students and industry personnel to examine
course content and augment the courses taught in the department. This
process allows for continuous improvement of the curriculum, and in
turn, better prepared graduates for their career in the poultry industry.
References
Barrows, H.S., 1983. Problem-solving learning. Medical Education 14
(3), 242-243.
Downs, K.M, and J.E. Mehlhorn, 2003. A cooperative poultry research
project to enhance critical thinking, problem-solving and research skills. NACTA Jour. 47(4),51-55.
Page 5
Dunlap, J. C. (2005a). Problem-based learning and self-efficacy: How a
capstone course prepares students for a profession. Educational Technology Research and Development, 53(1), 65–85.
Engel C. E., 1991. Not just a method but a way of learning. In D. Boud
& G. Feletti (Eds.), The challenge of problem-based learning
(pp. 22-33). London: Kogan Page
Hmelo, C. E., Gotterer, G. S., and Bransford, J. D., 1997. A theorydriven approach to assessing the cognitive effects of PBL.
Instructional Science, 25(6) 387-408.
Neufeld, V.R. and H.S. Barrows, 1974. The "McMaster Philosophy":
an approach to medical education. J Med Educ. 49(11):104050.
Stepien, W., and Gallagher, S. (1993). Problem-based learning: As authentic as it gets. Educational Leadership, 50(7), 25-28.
Tiwari, A., P. Lai, M. So and K. Yuen, 2006. A comparison of the
effects of problem-based learning and lecturing on the development of students' critical thinking. Medical Education, 40
(6) 547-554.
Table 1. Title, duration and number of participants by year PBL capstone experience.
Title
Duration
Number of Participants
Addition of a new broiler complex
10 weeks
16
Change from big bird to small bird market
10 weeks
19 .
Table 2. Poultry industry representatives assessment of PBL experience
This experience provides students to solve realworld problems while still in college.
This exercise provides students the opportunity to
understand the process utilized to make major
decisions in a poultry company.
Students gain experience in understanding how
all facets of a poultry company must work in
concert to achieve the common goal.
Students may not have the exact numbers and
come up with the “correct” answer but they
understand how to get to the final answer.
Table 3. Student comments evaluating PBL experience in a capstone course.
This course allowed me to put all the information from
all my other courses together to fully understand
broiler production.
I enhanced my team building skills in this class.
I better understand how to work with everyone regardless of personality differences.
This course demonstrated the importance of conflict
resolution while working to solve a problem.
This is a great class! I learned a lot from this experience.
This class gave me real world experience.
.
Poultry Science
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By Michael Kidd, Ph. D.
Department Head and Professor
ogy. The embryonic relationships of commercial breeder eggs
were determined on days 15 and 19 of incubation. Mr.
Things have been busy here. We just completed our graduation Pulikanti found inverse correlations between hydration status
ceremony for seven seniors and two students completing a mas- and plasma lactate, liver glucose, and pipping muscle fat of
ter’s degree. Our undergraduates were divided among industry, embryos at day 15 of incubation. He concluded that the hydragraduate school, and veterinary school. The Mississippi Poul- tion status measurement at day 15 of incubation seems to be a
try Association Management School was recently held on cam- good indicator of hatching success.
pus. Hill Poultry Science was proud to host the second day
Dr. Lucio Araujo, a post-doctoral researcher, under Dr. Kidd’s
“wet lab” section and a barbeque chicken dinner following.
direction, presented numerous experiments dealing with feeding broiler breeders diets and the subsequent impact on their
We are delighted to have two new employees on our staff.
Danny Thornton is off to a great start as an extension instructor progeny. Ross 708 hens were fed diets varying in manganese
working in the field. He is filling our much needed role of get- and improvements in egg specific gravity, fertility, and hatchating our research results to broiler integrations, Cal-Maine, and bility were noted. Manganese had a profound impact on progeny by improving some performance traits, but consistently
broiler producers in a timely fashion. Carol Hairfield has
joined our group in the main office in Hill Poultry Science. She increasing breast tender yields of progeny broilers.
is providing a critical role of office support in working with all
Sanitation of broiler breeder eggs and its impact on hatchability
faculty and staff.
was presented by Jessica Wells, a M. S. student under the direcA synopsis of research presented at the International Poul- tion of Dr. Chris McDaniel. Although sanitation of eggs with
hydrogen peroxide and ultraviolet light is not a new concept,
try Scientific Forum by Faculty, Staff, and Students:
this study evaluated the effect of hatchability after repeated use
The Poultry Science Department was well represented on Janu- of hydrogen peroxide and ultraviolet light. They found that the
repeated treatment use of hydrogen peroxide and ultraviolet
ary 26th and 27th at the Southern Poultry Science Society’s annual meeting preceding the IPE trade show. Thirteen research light reduced eggshell bacteria without compromising hatch.
papers were presented by faculty, staff, and students in the areas of in ovo nutrition, physiological indices and measurements Physiology and microbiology
of embryos at the time of pipping, broiler breeder carry-over of
Dr. Holly Parker, research associate working under the direcnutrients to chicks, broiler breeder egg sanitation, parthenogenesis, microbiology of broiler litter, in-house composting of tion of Dr. Chris McDaniel, presented research on the occurbroiler litter, brooding and nutrition, nutrition and meat evalua- rence of embryonic development of unfertilized quail eggs
(parthenogenesis). It was concluded that genetic selection for
tion, early feeding via the crop, and Mycoplasma vaccination
parthenogenesis can increase its incidence as well as embryo
effects on layers.
size, and influence early embryonic mortality. Zack Williams,
a student that completed his M. S. under the direction of Dr.
In ovo and broiler breeder research
Yvonne Vizzier, evaluated the prevalence and persistence of
In ovo research from Dr. Peebles’ laboratory was presented by campylobacter in broiler litter. Initial experiments utilized litter
samples that consisted of sand, pine shavings, and rice hulls.
Madu Keralapurath, a student that has completed the requirements for an M. A. degree in May 2009. Mr. Keralapurath util- Additional experiments utilized pine shavings litter that varied
ized eggs from Ross 308 breeders and injected the amnion with in atmosphere and moisture. The campylobacter was inocu0.0, 0.5, 2.0, or 8.0 mg L-carnitine/100µl of commercial diluent lated in the litter in all experiments. After 24 hours Mr. Wilat day 18 of incubation. It was indicated that in ovo administra- liams found that campylobacter was not recoverable. Dr. Viztion of L-carnitine did not impact embryogenesis, hatchability, zier stated that future research should address the viability of
campylobacter and its subsequent detection via culture.
or post-hatch broiler performance. However, one L-carnitine
treatment did change the moisture content of the pipping muscle indicating some impact from in ovo feeding. Additional
research from Dr. Peebles’ laboratory to determine embryonic
relationships between blood, liver, and pipping muscle compositions during incubation was presented by Mr. Rhada
Pulikanti. Mr. Pulikanti is pursuing a Ph.D. in poultry physiol-
Departmental News
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Poultry Science
In-house composting
Nutrition
Research concerning commercial in-house composting was
tested with three treatments compared to non-composted litter
and presented by Kelsey Barker, an M. S. student under Dr.
Aaron Kiess. The composted treatments involved windrowing of litter in two commercial houses that had been used for
multiple flocks. Windrowing treatments consisted of turning
the pile, adding water to the pile, or leaving the row undisturbed for 8 days. Results indicated that moisture content was
lower in unwindrowed litter. Also, the undisturbed windrow
had less anaerobic bacteria as compared to the unwindrowed
litter.
Bob Loar, a Ph.D. student under the direction of Dr. Alex
Corzo, presented findings of sensory evaluations of breast and
thigh meat of Ross 708 broilers after birds were fed 0 versus
8% distillers dried grains with solubles from 1 to 48 days of
age. Fatty acids, lipid peroxidation, pH, color, cooking loss,
shear force, and taste panel measurements were obtained.
Chemical differences from meat samples did not occur and
sensory test revealed no differences in meat preference.
Brooding and nutrition
Kayla Ishee presented an undergraduate research project involving litter temperature during brooding and dietary starter
protein supply. The concept tested was to increase metabolic
heat by protein supply and overcome poor brooding conditions as a function of propane costs. Overall effects of brooding temperature did not occur indicating that the test should
be repeated to find suboptimal brooding temperature conditions. However, birds fed higher protein supply in the starter
period (1 to 14 days of age) had improved overall feed conversion and breast tender yields.
Dr. Chris Araujo and Caio Barbosa, visiting laboratory researchers from the University of Sao Paulo, Brazil, presented
papers dealing with early nutrition of chicks and subsequent
broiler performance. In their papers it was suggested that
various nutritional supplements (amino acid-mineral complexes and fish oil) provided in the crop of chicks at hatch can
decrease overall feed conversion and increase carcass and
breast yields.
Mycoplasma vaccination effects on layers
Dr. David Peebles presented two papers dealing with time
specific administration of Mycoplasma gallisepticum inoculation of layers reproductive and blood characteristics. These
papers discussed the capabilities of using the ts11 Mycoplasma gallisepticum vaccination pre-lay to provide layers
protection against Mycoplasma field strains.
The Poultry Science Department’s website has a new look. Check it out at www.poultry.msstate.edu.
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Poultry Science
For more information contact:
Michael Kidd, PhD
Head and Professor
662-325-3416
[email protected]
Timothy N. Chamblee, PhD
Associate Professor
[email protected]
www.msstate.edu/dept/poultry
Department of Poultry Science
Mississippi State University
Hill Poultry Science Building
Box 9665
Mississippi State, MS 39762