Comparative evaluation of grass, legume and their mixture with brewers' spent grains fed to west african dwarf rams

 

Table Of Contents

  • <p> </p><p>Title page &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; i</p><p>Certification &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; ii</p><p>Dedication &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; iii</p><p>Acknowledgement &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; iv</p><p>Abstract &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; vi</p><p>Table of Contents &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; vii</p><p>List of Tables – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; x &nbsp; &nbsp; &nbsp; &nbsp; </p><p><b>

Chapter ONE

INTRODUCTION

  • &nbsp; &nbsp; INTRODUCTION</b></p><p>
  • 1.1Background of the Study – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 1</p><p>
  • 1.2Statement of Problem &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 2</p><p>
  • 1.3Objectives of the Study &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 3</p><p>
  • 1.4Justification of the Study &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 3</p><p><b>

Chapter TWO

LITERATURE REVIEW

  • &nbsp; LITERATURE REVIEW &nbsp;</b></p><p>
  • 2.1General Description of Sheep &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 4</p><p>
  • 2.2Taxonomy of Sheep &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 5</p><p>
  • 2.3Sheep Production Statistics &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 5</p><p>
  • 2.4Characteristics/Importance of Sheep &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 7</p><p>2.
  • 4.1Small Size &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 7</p><p>2.
  • 4.2Reproductive efficiency &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;<br>– &nbsp; &nbsp; &nbsp; &nbsp; 8</p><p>2.
  • 4.3Feeding behavior &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 8</p><p>2.
  • 4.4Feed Utilization Efficiency &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 9</p><p>2.
  • 4.5Fitness &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 10</p><p>2.
  • 4.6Socio-economic – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 10</p><p>
  • 2.5Nutrient Requirements of Sheep – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 11</p><p>
  • 2.6Factors Affecting Nutrient Requirements- &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;14</p><p>
  • 2.7Constraints and<br>Possible Remedies to Sheep Production- &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 16</p><p>2.
  • 7.1Major constraints to ruminant production (Sheep<br>Production) – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 16</p><p>2.
  • 7.2Remedies to Sheep production constraints &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 17</p><p>
  • 2.8Digestibility- &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 17</p><p>2.
  • 8.1Digestibility of mixed forages with BSG &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 18</p><p>2.
  • 8.2Digestibility of grasses mixed with <i>Gliricidia sepium &nbsp; </i>– &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; -19</p><p>
  • 2.9Estimating Digestibility of Fibre – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 19</p><p>2.
  • 9.1Factors affecting fibre digestibility – &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 20</p><p>
  • 2.10Forages &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 22</p><p>2.
  • 10.1Grass forage &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 23</p><p>2.10.
  • 1.1Guinea grass – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 23</p><p>2.10.
  • 1.2Nutritional qualities of guinea grass- &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 24</p><p>2.
  • 10.2Forage legumes &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 25</p><p>2.10.
  • 2.1<i>Gliricidia<br>sepium &nbsp; &nbsp; &nbsp; </i>– &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; -27</p><p>
  • 2.11Brewer’ Spent<br>Grains (BSG) &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 28</p><p>2.
  • 11.1Future Perspective of Brewers Spent Grains &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 29</p><p>2.
  • 11.2Chemical Composition of Brewers’ Spent Grain &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 29</p><p><b>

Chapter THREE

RESEARCH METHODOLOGY

  • <br>MATERIALS AND METHODS</b></p><p>
  • 3.1Experimental site – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 32</p><p>
  • 3.2Experimental animals &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 32</p><p>
  • 3.3Experimental treatments &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 32</p><p>
  • 3.4Data collection &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 33</p><p>
  • 3.5Experimental design &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 34</p><p><b>

Chapter FOUR

DATA PRESENTATION AND ANALYSIS

  • RESULTS AND DISCUSSION</b></p><p>
  • 4.1&nbsp; &nbsp; &nbsp; Proximate<br>Composition (% DM) of Forages and BSG &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 35</p><p>
  • 4.2&nbsp; &nbsp; &nbsp; Proximate<br>Composition (% DM) of Faeces &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 37</p><p>4.3Voluntary and Nutrient<br>Intake of WAD sheep Fed</p><p><i>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;P. maximum</i>, <i>Gliricidia</i>&nbsp;and BSG- &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 38</p><p>
  • 4.4&nbsp; &nbsp; &nbsp; Digestibility of WAD Rams fed <i>P. maximum,</i></p><p><i>Gliricidia sepium</i>&nbsp;and BSG – – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 41</p><p>4.5Nitrogen Balance of<br>WAD rams fed <i>P. maximum,</i></p><p><i>Gliricidia sepium</i>&nbsp;and Brewers’ Spent Grains.<b>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; </b>42</p><p><b>

Chapter FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

  • <br>CONCLUSION AND RECOMMENDATION</b></p><p>
  • 5.1&nbsp; &nbsp; &nbsp; Conclusion &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 44</p><p>
  • 5.3&nbsp; &nbsp; &nbsp; Recommendation<br>&nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 44</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; References &nbsp; &nbsp; </p><p>&nbsp;Appendix</p><p><b>LIST OF TABLES</b></p><p>Table 1 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Experimental Layout – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 34</p><p>Table 2Proximate<br>Composition (% DM) of Forages and BSG- &nbsp; &nbsp; &nbsp; &nbsp; 36</p><p>Table 3 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;<br>Proximate Composition (% DM) of Faeces &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 38</p><p>Table 4Voluntary and<br>Nutrient Intake of WAD Sheep</p><p>Fed <i>P. maximum</i>,<br><i>Gliricidia</i>&nbsp;and BSG &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 39</p><p>Table 5Digestibility of<br>WAD Rams Fed <i>P. maximum,</i></p><p><i>Gliricidia<br>sepium</i>&nbsp;and BSG &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 42</p><p>Table 6<br>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Nitrogen Balance of WAD Rams<br>fed</p><p><i>P. maximum,<br>Gliricidia sepium</i>&nbsp;and Brewers’</p><p>Spent Grains &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 43</p> <br><p></p>

Project Abstract

<p> Four West African Dwarf sheep<br>were used to investigate the effect of brewers’ spent grains supplementation on<br>the utilization of mixed forage diets. The sheep were randomly assigned three<br>dietary treatments treatment 1- <i>Gliricidia<br>sepium (G. sepium</i>) + 200 g brewers’ spent grain (BSG), treatment 2- <i>Panicum maximum </i>(<i>P. maximum</i>) grass + 200 g BSG, and treatment 3- <i>G. sepium</i>&nbsp;(50%) + <i>P. maximum</i>&nbsp;(50%) + 200 g BSG, with four rams per treatment diet for<br>42 days. Data were collected on<br>feed intake and faeces voided during a digestibility trial. The results<br>revealed that animals fed on Treatment1 recorded the highest (p&lt;0.05) total<br>dry matter intake (1626.83 g), total crude fibre intake (464.56 g), total<br>nitrogen free extract (846.35 g) and total organic matter intake (1563.69 g).<br>Animals on treatment 2 recorded the highest (p&lt;0.05) total crude protein<br>intake (274.06 g) and total ether extract intake (73.19 g). Highest ash intake<br>was recorded in treatment 3 (76.65 g). Animals fed treatment 2 recorded the<br>highest digestibility % (P&lt;0.05) in all nutrient parameters, while the least<br>was observed for those fed diet treatment 3. Animals fed treatment 2 utilized their diet efficiently<br>and which resulted in best digestibility while the least efficiency of<br>utilization was observed in animals on diet treatment 3. Results from this<br>study revealed that supplementation of forages with agro-industrial by-products<br>such as BSG enhances utilization of forages. <br></p>

Project Overview

<p> </p><p>Inadequate feeding is a major limiting factor to small<br>ruminant production in tropical Africa (Ademosun, 2010). Fodder is of poor<br>nutritional value for most of the year due to the rainfall pattern. In the arid<br>and semi-arid zones, rainfall is less than 600 mm and between 600-1000 mm per<br>year, respectively. Many conventional diets for ruminants in the tropics are<br>poor quality roughages typified by high Neutral Detergent Fibre (NDF), low<br>nitrogen contents and slow fermentation rates. This poor dietary combination<br>leads to decreased intake, weight loss, increased susceptibility to health<br>risks and reduced reproductive performance. Including herbaceous legumes in<br>these feeding regimes helps to rectify some of the problems associated with low<br>protein and high fibre diets. Poppi and Mclennan, (1995) suggested that to<br>optimise the benefits of lablab as a feed source, it should be grazed in<br>conjunction with poor quality feedstuffs.</p><p>The quality of available forage is low and browse species<br>which can provide higher levels of proteins and carbohydrates are sparsely<br>dispersed. In the humid and sub-humid zones, up to six months of the year can<br>be rainless, resulting in poor quality forages. The rapid buildup of cell-wall<br>materials and decline in crude protein (CP) content with maturity reduces the<br>nutritional value of the forages. Little is known about the nutritional value,<br>distribution, palatability, seedling vigour and seasonal production of the<br>forage species that characterise the natural grassland. This is particularly<br>true of the arid, semi-arid and sub-humid areas which contain 75% of the sheep<br>and 80% of the goats of tropical Africa and where the rangeland is the most<br>important source of food (FAOSTAT, 2013). Besides the use of browse, other<br>strategies can be employed to improve the feeding of animals. During the dry<br>season, the quality of available herbage is so low that, unless the animals<br>have access to supplementary feeds, they lose weight. These supplementary feeds<br>can be obtained from agro-industrial by-products such as residues of oil<br>extracted from oil bearing seeds (groundnuts, coconut, palm kernels, cotton<br>seed, soyabean etc), by-products of grain processing (maize, rice, wheat,<br>sorghum, millet etc), peelings of crops (yams, cassava, potatoes, plantains<br>e</p><h3></h3><br> <br><p></p>
Purchase This Research

Blazingprojects Mobile App

📚 Over 50,000 Project Materials
📱 100% Offline: No internet needed
📝 Over 98 Departments
🔍 Software coding and Machine construction
🎓 Postgraduate/Undergraduate Research works
📥 Instant Whatsapp/Email Delivery

Blazingprojects App
Install Mobile App

Related Research

Agricultural educati. 2 min read

Integrating Virtual Reality Technology to Enhance Practical Agricultural Education f...

What This Project Is About This project explores how virtual reality (VR) technology can be used to improve practical learning in agriculture for final year stu...

BP
Blazingprojects
Read more →
Agricultural educati. 3 min read

Development of a Digital Platform for Enhancing Practical Skills in Agricultural Edu...

What This Project Is About This project focuses on creating a digital platform, such as a website or app, that helps students and farmers improve their practica...

BP
Blazingprojects
Read more →
Agricultural educati. 3 min read

Development of an Interactive Digital Platform for Enhancing Agricultural Education ...

What This Project Is About This project aims to create an online platform that helps final year students learn about agriculture more effectively. The platform ...

BP
Blazingprojects
Read more →
Agricultural educati. 4 min read

Development of an Interactive Mobile Application for Enhancing Agricultural Educatio...

This project is about creating an easy-to-use mobile application that helps high school students learn about farming and agriculture in a fun and engaging way. ...

BP
Blazingprojects
Read more →
Agricultural educati. 3 min read

Development of an Interactive Digital Platform for Enhancing Agricultural Education ...

This project is about creating a user-friendly online platform that helps farmers and people interested in farming learn more easily about agriculture. Many far...

BP
Blazingprojects
Read more →
Agricultural educati. 3 min read

Development of a Mobile Application for Enhancing Agricultural Education and Farmer ...

This project is about creating a mobile application to help farmers and students learn about agriculture more effectively. Many farmers and people interested in...

BP
Blazingprojects
Read more →
Agricultural educati. 3 min read

Implementing Interactive Technology in Agricultural Education: A Case Study in Impro...

The project titled &quot;Implementing Interactive Technology in Agricultural Education: A Case Study in Improving Student Engagement and Learning Outcomes&quot;...

BP
Blazingprojects
Read more →
Agricultural educati. 3 min read

The impact of digital technologies on enhancing agricultural education in rural comm...

The project topic &quot;The impact of digital technologies on enhancing agricultural education in rural communities&quot; explores the intersection of modern di...

BP
Blazingprojects
Read more →
Agricultural educati. 3 min read

The Impact of Interactive Technology on Agricultural Education and Student Learning ...

The research project titled &quot;The Impact of Interactive Technology on Agricultural Education and Student Learning Outcomes&quot; aims to explore the influen...

BP
Blazingprojects
Read more →
WhatsApp Click here to chat with us