Browsing by Subject "lactation"

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    Digestibility Of Supplemental Zinc Sources In Sow Diets And Effects Of Supplemental Zinc On Piglet Survivability
    (2019-05) Holen, Julia
    The primary hypothesis tested in this experiment is that digestibility of an organic zinc source from polysaccharide-complexed zinc is greater than inorganic zinc sulfate when sows consume high fiber diets containing corn dried distillers grains with solubles (DDGS). Gilts and sows (n = 32) were blocked according to parity and assigned randomly to one of four dietary treatments. Eight sows were assigned to each treatment in four replicate blocks. Dietary treatments consisted of: 1) Control (ConZnSO4) – corn-soybean meal based diet + 100 ppm supplemental Zn from ZnSO4; 2) Control PSZn (ConPSZn) – corn-soybean meal based diet + 100 ppm supplemental Zn from polysaccharide-complexed Zn; 3) DDGS/ZnSO4 – corn-soybean meal-40% DDGS gestation diet and a 30% DDGS lactation diet, with each containing 100 ppm supplemental Zn from ZnSO4; 4) DDGS/PSZn – corn-soybean meal-40% DDGS gestation diet and a 30% DDGS lactation diet, with each containing 100 ppm supplemental Zn from polysaccharide-complexed Zn . A fifth dietary treatment was imposed using a subset of sows (n = 20) to determine basal Zn losses in gestating and lactating sows fed corn and soybean meal based diets containing no supplemental Zn. Nutrient balance experiments were conducted in both gestation and lactation to evaluate digestibility of Zn sources of the four dietary treatments, and to determine basal Zn losses during gestation and lactation when no supplemental dietary Zn was provided. The statistical model consisted of fixed effects of diet, Zn source, and their interaction, and random effects of parity. Sows fed DDGS/ZnSO4 had a greater (P < 0.05) number of pigs weaned per litter (13.4) compared with those fed ConZnSO4 (10.8), ConPSZn (10.4), and DDGS/PSZn (11.9), resulting in decreased average piglet weaning weights (5.6 vs. 7.1, 6.3, 6.7 kg, respectively). These slight differences observed at weaning are not likely associated with dietary treatment, but rather due to numerical differences in piglets born per litter. Furthermore, overall piglet and litter gain among treatments was not different (P > 0.05). Estimated endogenous losses of Zn were used to adjust apparent total tract digestibility (ATTD) to true total tract digestibility (TTTD) of Zn in the four dietary treatment balance periods. There were no differences in Zn concentrations of urine, plasma, colostrum, or milk samples among treatments at any time of the experiment (P > 0.05). Gestating sows fed DDGS/PSZn exhibited improved (P < 0.05) ATTD, TTTD, and overall retention of Zn in comparison to both Control treatments, with the DDGS/ZnSO4 treatment responses being intermediate. Lactating sows consuming diets without DDGS and supplemented with organic Zn exhibited the highest (P < 0.05) ATTD, TTTD, and retention of Zn, which were opposite to responses observed in gestation. Furthermore, ATTD, TTTD, and Zn retention for lactating sows consuming DDGS/PSZn were lower (P < 0.05) than all other treatments. Overall, it appears that stage of pregnancy and dietary fiber affect digestibility and retention of Zn, regardless of Zn source.
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    “It’s Really Hard to Pump as a Teacher!”: An Inquiry into the Embodied Experiences of Lactating Teachers
    (2022-09) Toedt, Elise
    This qualitative research study is the first in education to explore the daily, visceral experiences of K-12 lactating teachers in the United States. Across disciplines, scant research has been conducted that focuses on the embodied and emotional experiences of lactating people at work (Gatrell, 2019; Ryan, et al, 2011; Stearns, 1999). Bodyfeeding is a marker of “good” citizenship and “good” parenting, yet teachers, charged with reproducing state ideologies of citizenship, don’t have the space or time needed to express milk at work. This research fills a gap in cross-disciplinary literature focused on remedying the ways capitalist, patriarchal institutional structures sidestep the bodily needs of workers for the sake of workplace efficiency. It shows how lactating teachers navigate and make sense of two conflicting imperatives: On the one hand, the engrained ways they have learned to orient their time towards the reproduction of schooling norms, and on the other, their embodied need to produce milk. Informed by feminist approaches to qualitative research, I conducted 20 in-depth qualitative interviews with teachers in the Twin Cities metro who have expressed milk at work since 2010, and another 15 interviews with union leaders, administrators, and public health officials across Minnesota. I frame my study using social reproduction theory (Bhattacharya, 2017; Federici, 2014) to show how reproductive labor like expressing milk is framed as “not-work” within a capitalist understanding of production. I use poetic transcription to foreground the firsthand accounts of teachers and to demonstrate the embodied and emotional resonances across participants’ accounts (Cahnmann-Taylor & Siegesmund, 2018; Faulkner, 2016). For data analysis, I take up cultural historical activity theory (Engeström, 2001) to argue that the need to express milk functions as a crucial moment because teachers cannot fulfill their role as professionals as mapped out by current expectations. I take up Garland-Thomson’s (2011) concept of misfits and Sarah Ahmed’s (2017) subsequent application of this concept to show how the onus is put on lactating teachers to navigate incompatibilities between their bodily needs and the school day regime and positions them as “misfits” in schools. I draw from the concepts of outlaw emotions (Jagger, 1989), pleasure activism (brown, 2019), and the uses of the erotic (Lorde, 1984) to highlight the how the emotional experiences of lactating teachers need to be considered when creating policies and practices about lactation. Findings illustrate how patriarchal, capitalist logic is at play in how time and space are organized in schools, and how lactating teachers’ bodies are positioned by this logic, while they also resist and transform the organization of schools. My study shows that a lack of structural support for lactating teachers contributes to an inequitable work environment in schools. Implications include that individuals, buildings, and districts can create more humane conditions for lactating teachers by enacting modest reforms like creating school lactation spaces and providing additional time, outside of existing break times, to pump. Yet while stop-gap reforms in schools such as creating lactation spaces are one step in the right direction, more sweeping change is necessary.