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Three experiments were conducted during three consecutive years to compare rate and time of gain of weaned heifer calves on growth, reproductive development and future calf production. Three groups of Angus X Hereford heifers were fed in one of the following regimens from 45 d after weaning until breeding: (1) no gain the first one-half of the development period followed by .91 kg x head-1 x d-1 gain the last one-half; (2) .45 kg x head-1 x d-1 gain the entire trial and (3) .91 kg x head-1 x d-1 the first one-half of the development period and no gain the last one-half. The same diet was fed to all heifers, but the intake was varied to meet weight gain requirements. Wither height and heart girth increased (P less than .05) during the periods the heifers were fed to gain weight. By the end of the feeding trials, there were not differences (P greater than .05) in any of the growth measures. There were no differences (P greater than .05) in age at puberty, conception rate or calf production the following year. Adequate growth and development of replacement heifers is necessary, but much latitude exists in the rate and time of growth between weaning and breeding.

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An introduction to the dean and chair literature is provided along with an information taxonomy for use with local assessments of the information needs of deans and department chairs.In the current climate of postsecondary education, public outcries for accountability and assessment of student learning resound in the halls of colleges and academic departments. At the same time, academic leaders of these units, chairs and deans, also face pressures to reduce budgets, adjust for a changing faculty workforce, respond to sensitive student issues, and assume greater responsibilities for being proactive leaders. Without question, college deans and academic department chairs find themselves in pivotal positions to respond to these contextual factors (Gmelch and Miskin, 1993;Tucker, 1992).This chapter focuses on the information resources needed and used by academic chairpersons and deans. As a preface to the chapters that follow, we provide a framework for thinking about information resources. This framework should be valuable for both beginning and experienced chairs and deans as well as those engaged in institutional research on campus. To this end, we first review the current state of knowledge about chairpersons and deans, recognizing recent scholarly attention to these positions, especially in chairing academic units. This review is followed by an examination of the climate and current challenges facing chairs and deans, drawing on broad trends, now widely discussed in the postsecondary education literature. In response to these challenges, we then suggest that chairs or deans assess their information requirements and we propose a typology of categories of information, specific examples within each category, and potential sources for locating the information on campus. We then argue that these information needs vary depending on the various roles assumed by chairs and deans as well as the purpose for which the information is being used. Our chapter closes by advancing specific recommendations for academic leaders, institutional researchers, and people who study issues in the academy NEW DIRECTIONS FOR 1NSTITUTIONAL RESFARCH. no. 84, Winter 1994 8 Jossey-Bass Publishers