The effectiveness of neutral detergent fiber (NDF) from soyhulls and whole cottonseed for replacing NDF from forage was evaluated in a lactation trial during wk 10 to 25 of lactation. Forty-eight cows were blocked and randomly assigned within a block to one of four diets: 1) 21% forage NDF with corn 2) 16% forage NDF with corn, 3) 16% forage NDF with corn and wheat (1:1) and, 4) 11% forage NDF with cottonseed and corn. Soybean hulls were added at approximately 23.0% of dry matter (DM) for the 16 and 11% forage NDF diets to replace forage and formulate diets with 35% nonfiber carbohydrates. Actual forage NDF concentration were 17.8, 14.0, 13.9, and 9.4%, respectively. Dry matter intake and milk yield were highest for cows fed 11% forage NDF with cottonseed. Milk fat percentage was higher for cows consuming 21% forage NDF and 16% forage NDF with corn than for cows fed the two other diets. Cows fed 16% forage NDF with corn and wheat experienced milk fat-protein inversion, but ruminal acetate:propionate was lower for cows fed 11% forage NDF than cows fed 16% forage NDF. Body weight (BW) and BW change were not different among treatments. Time spent chewing was similar among all diets. For cows in midlactation, forage NDF may be reduced to 9 to 11% when cottonseed is at 11% of DM and dietary nonstructural carbohydrates are at 30% of DM. Forage NDF may be reduced to 14 to 16% without cottonseed when nonstructural carbohydrates are at 30% of DM.

The first edition of the Nutrient Requirements of Dairy Cattle was published by the National Research Council (NRC) in 1945. The current document is the sixth revised edition, published in 1989, and it appears that we are a few years from another edition being in print. Software designed to evaluate and formulate rations for dairy cattle commonly determine nutrient requirements using the NRC as a standard. However, the generation of new knowledge in dairy nutrition occurs more rapidly than the release of the NRC publication, and the developers of the software often modify the requirements based on more recently published research, geographical peculiarities, or factors not explicitly considered by NRC. The first step in evaluating or formulating rations is the prediction of dry matter intake (DMI). The primary variables used by NRC to predict DMI are body weight (BW) and fat-corrected milk (FCM) yield; however, developers of software programs often use different equations based on personal preference, availability of research data with given equations, and incorporation of other factors in addition to BW and FCM yield. The additional factors are included to provide a more dynamic estimation of DMI and, therefore, reduce the difference between predicted and actual DMI. Nutrients required for maintenance, lactation, and growth must be consumed in adequate quantities (e.g., kilograms or calories), but the dietary concentration of nutrients for a given animal group may differ because of DMI. Even when nutrients are fed above the requirements, dietary concentrations of nutrients may be important in some situations to minimize the risk of underfeeding caused by variability in the nutrient composition of feedstuffs and to account for interactions of certain nutrients (e.g., minerals). New research discoveries need to be incorporated into ration formulation strategies promptly, and the strategies used for ration formulation need to be dynamic.

The paper reports the results of a study that examined the ways in which graduate-level library and information science students make use of e-books and e-readers at an institution that does not offer e-books through its library. The study used three research methods-a survey, focus groups, and interviews-to investigate library and information science students' reading habits and preferences. The findings suggest that despite the barriers of access and usability, the students have generally incorporated e-books into their academic routines. The paper can be used as a case study in the adoption of emerging technology. LITERATURE REVIEW As the technology of e-books and e-readers matures and gains popularity, the number of publications about the use of this technology in academic libraries increases as well (Lopatovska et al., 2013). The research has largely focused on issues of usage, relationships between mobile devices and reading preferences, and vendor comparisons. A smaller number of publications focus on the drawbacks of e-book technology that affect its wider adoption by academic libraries. Usage A large number of the reviewed studies examined e-book usage by various academic communities, undergraduate and graduate students, faculty and staff, on the international, national and institutional levels. Jamali et al. (2008) report the results of a survey of 16,000 students and faculty from 123 UK universities. The article provides detailed reports on e-book use among various demographic groups (males/females, engineering/medical students) and discusses those e-book features that users find valuable (e.g. convenience and searchability). Springer (2009) conducted a large scale study surveying the users of several academic libraries in the US and abroad. The report indicated that academic readers tended to read e-books differently than print counterparts (skimming v in-depth reading) and used primarily reference and textbook titles for their research and study.

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