Dairy Cattle Judging Teaches Critical Life Skills

Guthrie, L.D.; Majeskie, J. L.

doi:10.3168/jds.s0022-0302(97)76125-3

Cited by 5 publications

(4 citation statements)

References 2 publications

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“…However, according to McHugh et al (2012), studies have shown that some linear type traits (routinely scored and reflecting muscular, skeletal and functional characteristics) are useful indicators of profitability in dairy and beef animals. Guthrie and Majeskie (1997) reported that JUD initially was conducted in order to identify genetically superior animals for use as the parent stock of future generation; a score card was used to evaluate the physical traits related to those of economic importance and to formulate logical reasons for placing dairy cattle at contests and shows. Using dairy Gir females in Brazil, Da Gama et al (2014) reported a 0.21 heritability estimate for JUD, considering that the purpose of livestock judging was to promote harmony between economically important traits of animals that attend the national and international markets.…”

Section: Discussionmentioning

confidence: 99%

Association between genetic evaluation and show-ring judging for dairy and beef cattle

Ramírez‐Valverde

Valverde

Núñez-Domínguez

et al. 2016

Rev Colomb Cienc Pecu

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SummaryBackground: a concern for breeders is whether an animal ranking based on genetic evaluations is similar to that obtained from show-ring judging. Objective: to determine the association between rankings for Braunvieh (BR) and Brown Swiss (BS) cattle of Mexico based on show-ring judging and their respective expected progeny differences (EPDs) or predicted transmitted abilities (PTAs). Methods: ranking values from judging were transformed using the rankit transformation. For each breed, Pearson correlation analyses were performed between the transformed rank values of the animals obtained from judging at the show-ring and their EPD or PTA values. Results: using the complete databases, in both breeds the correlation coefficient estimates were low (<0.18) but different from zero (p<0.05). The correlation coefficient considering PTAs for milk yield in BS was slightly higher than those obtained for any EPD for growth traits in BR. Correlations in adult animals (0.18 to 0.23) were different from zero (p<0.05) and higher than those of young animals or calves, while those within males or females were similar. Correlations within years of judging in the show-ring were variable and did not indicate any specific trend. Conclusions: show-ring rank results are associated with genetic evaluation of animals, although the magnitude is low. Selection of breeding animals based on show-ring judgment could be used as a complementary tool to genetic evaluation.

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Section: Discussionmentioning

confidence: 99%

Association between genetic evaluation and show-ring judging for dairy and beef cattle

Ramírez‐Valverde

Valverde

Núñez-Domínguez

et al. 2016

Rev Colomb Cienc Pecu

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“…Dairy science majors benefit from dairy cattle judging (Guthrie and Majeskie, 1997) or the Dairy Challenge (Weber Nielsen et al, 2003) in part because of the opportunity to exercise critical thinking, decision-making, and communication skills. Designing effective classroom discussions would contribute to each one of these skills and would help students take ownership of their learning within an academic discipline (Crouch and Mazur, 2001).…”

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confidence: 99%

Students’ Perception of a Discussion-Driven Classroom Environment in an Upper-Level Ruminant Nutrition Course with Small Enrollment

Wattiaux

Crump

2006

Journal of Dairy Science

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This 3-yr classroom research project studied students' perception of the learning environment when class time was reserved primarily for discussion of preassigned reading material as an alternative to a lecture in ruminant nutrition. A student-assessment-of-learning-gain instrument with 46 items was administered anonymously as a survey 3-wk into the semester and as a course evaluation at the end of the semester. Scores, collected on a scale of 1 to 10, were analyzed to determine differences between survey and evaluation, the variation due to student cohort (years 2003, 2004, and 2005), and student standing (undergraduate or graduate) for 5 selected items: item 1 = My level of interest/ curiosity for nutrition is; item 17 = The reading assignments help me learn; item 18 = The in-class discussions help me learn; item 24 = I would prefer the professor lecture; item 38 = I am learning a lot in this class. Although students indicated a preference to using class time for discussion rather than lecture, the degree of consensus was low, as 10% of scores indicated a strong desire for lecture, whereas another 10% indicated strong opposition to lecture. Reading assignments and in-class discussions contributed positively to the perception of learning and both were correlated positively with level of interest in the topic. In the evaluation, the desire for lecture was correlated negatively with level of interest in the topic and the self-assessed level of learning. Students reported a greater interest in the topic at the end of the semester than at wk 3; however, the self-reported learning gains from discussion-related activities varied with student cohort. Graduate students reported a higher interest, more learning from discussion-related activities, and less desire for lecture than undergraduates. Although graduate students were more impervious to the discussion format, undergraduates perceived more learning if the discussion was student-centered (i.e., focused on their questions and answers), rather than subject-centered (i.e., focused on the paper content).

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“…A review of literature found that numerous research studies pertaining to life skill development in youth have used various lists of life skills. Among the life skills typically examined in studies are leadership (Astroth, 1996;Garton, Miltenberger, & Pruett, 2007;Seevers & Dormody, 1995;Singletary, Smith, & Evans, 2006;Walker, 2003), communication skills (Boyd, Herring, & Briers, 1992;Fitzpatrick, Gagne, Jones, Lobley, & Phelps, 2005;Guthrie, 1997;McCann & McCann, 1992;Shurson & Lattner, 1991;Woloshuk, Kerns, & Pennington, 1994), self-confidence (Armstrong, 2010;Fox, Schroeder, & Lodl, 2003;Guthrie, 1997;McCann & McCann, 1992;Rusk, Summerlot-Early, Machtmes, Talbert, & Balschweid, 2003), and decision making (Guthrie, 1997;McCann & McCann, 1992;Potter & Mulroy, 1994;Rusk et al, 2003). Much less common was literature that connected the development of life skills to their applications later on, such as in a job or career.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In a study of Ohio swine project members' life skill development by Shurson & Lattner (1991) found that learning about sportsmanship and working with others, accepting responsibility, communicating with others, and decision-making were the primary life skills developed. Guthrie (1997) concluded that dairy cattle judging is important to provide individuals who will be entering the dairy industry with critical life skills, most notably communication skills, confidence, and decision-making skills.…”

Section: Figurementioning

confidence: 99%

The Influence of 4-H Judging Team Participation on Career Life Skills Development

Anderson¹

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The purpose of the study was to determine whether participation in WV 4-H agricultural judging teams impacted life skills development. This study measured the current life skill abilities of past 4-H state judging team winners from 1995 to 2006, determined their perception of the influence involvement on a judging team had on that ability, and compared that with the importance of the various life skills in participants' current jobs. A descriptive survey was sent to the target population, who were winners of West Virginia state 4-H agricultural judging team competitions between the years of 1995 and 2006 and competed in the national contest. 4-H judging team participation was found to influence education and career decisions and positively affect development of life skills, including many of those that respondents listed as being highly important in their current jobs. Problem solving, self-motivation, and self-responsibility were seen as having the highest importance in jobs; beyond these, 4-H judging teams also developed skills in learning to learn, teamwork, and decision making. Dr. Debby Boone, my advisor. I simply could not have hoped for a better one. Dr. Harry Boone, who is incredibly dedicated, knowledgeable, and a genuinely good person. Dr. Jean Woloshuk, without whose previous work, help, and suggestions this thesis would not have existed at all. My parents, for their constant love and support. My friends, for the same. And to all those who answered my survey, thank you for taking the time to do so. It is tremendously appreciated.

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Dairy Cattle Judging Teaches Critical Life Skills

Cited by 5 publications

References 2 publications

Association between genetic evaluation and show-ring judging for dairy and beef cattle

Association between genetic evaluation and show-ring judging for dairy and beef cattle

Students’ Perception of a Discussion-Driven Classroom Environment in an Upper-Level Ruminant Nutrition Course with Small Enrollment

The Influence of 4-H Judging Team Participation on Career Life Skills Development

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