Common Items Containing Corn
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
Ecosystems and Agro-Biodiversity Across Small and Large-Scale Maize Production Systems, Feeder Study to the “TEEB for Agriculture and Food”
Ecosystems and agro-biodiversity across small and large-scale maize production systems, feeder study to the “TEEB for Agriculture and Food” i Acknowledgements We would like to acknowledge TEEB and the Global Alliance for the Future of Food on supporting this project. We would also like to acknowledge the technical expertise provided by CONABIO´s network of experts outside and inside the institution and the knowledge gained through many years of hard and very robust scientific work of the Mexican research community (and beyond) tightly linked to maize genetic diversity resources. Finally we would specially like to thank the small-scale maize men and women farmers who through time and space have given us the opportunity of benefiting from the biological, genetic and cultural resources they care for. Certification All activities by Comisión Nacional para el Conocimiento y Uso de la Biodiversidad, acting in administrative matters through Nacional Financiera Fideicomiso Fondo para la Biodiversidad (“CONABIO/FFB”) were and are consistent under the Internal Revenue Code Sections 501 (c)(3) and 509(a)(1), (2) or (3). If any lobbying was conducted by CONABIO/FFB (whether or not discussed in this report), CONABIO/FFB complied with the applicable limits of Internal Revenue Code Sections 501(c)(3) and/or 501(h) and 4911. CONABIO/FFB warrants that it is in full compliance with its Grant Agreement with the New venture Fund, dated May 15, 2015, and that, if the grant was subject to any restrictions, all such restrictions were observed. How to cite: CONABIO. 2017. Ecosystems and agro-biodiversity across small and large-scale maize production systems, feeder study to the “TEEB for Agriculture and Food”. -
Three Sisters Garden One of the Best Ways to Get Children Interested in History Is to Bring It Into the Present
Three Sisters Garden One of the best ways to get children interested in history is to bring it into the present. When teaching children about Native Americans in U.S. history, an excellent project is to grow the three Native American sisters, beans, corn and squash. When you plant a three sisters garden, you help to bring an ancient culture to life. Let’s look at growing corn with squash and beans. The story of the three Native American sisters The three sisters way of planting originated with the Haudenosaunee tribe. The story goes that beans corn and squash are actually three Native American maidens. The three, while very different, love each other very much and thrive when they are near each other. It is for this reason that the Native Americans plant the three sisters together. Tips on how to plant a three sisters garden First, decide on a location. Like most vegetable gardens, the three Native American sisters garden will need direct sun for most of the day and a location that drains well. Next, decide on which plants you will be planting. While the general guideline is beans, corn and squash, exactly what kind of beans, corn and squash you plant is up to you. For the beans, you will need a pole bean variety. Bush can be used, but pole beans are more true to the spirit of the project. Some good varieties are Kentucky Wonder, Romano Italian and Blue Lake beans. The corn will need to be a tall, sturdy variety. You do not want to use a miniature variety. -
A Guide for Connecting Farms to Schools and Communities
VERMONT FARM TO SCHOOL A Guide for Connecting Farms to Schools and Communities INSIDE: • How to market your food for use in schools • How to use your farm for education with kids • Hands-on, farm-based educational activities • How to connect your farm to the community Vermont FEED: Food Education Every Day a partnership of Food Works, Northeast Organic Farming Association of Vermont (NOFA-VT), and Shelburne Farms JANUARY 2007 The work of Vermont FEED, including this guidebook, has been made possible by the generous support of the Argosy Foundation, Blue Cross and Blue Shield of Vermont, Vermont Housing and Conservation Board - Farm Viability Program, CSREES - USDA Community Food Projects Award #00-33800-9807, Northeast SARE (Sustainable Agriculture Research and Education) Vermont Food Education Every Day Grant LNE03-187, the Vermont Agency of Agriculture and the Vermont Department of Education. Any ideas or text in this manual that are similar to those in any copyrighted source were used unin- tentionally and without awareness. Table of Contents Introduction Purpose of the Guide . 1 Contact Information . 2 Thank You . 3 FEED Goals, Mission, Beliefs . 4 The Three C’s Approach to Food in Vermont Schools. 5 Why Vermont FEED? . 6 Getting Started . 7 How do I insure a safe environment for visitors on my farm? . 9 How do I protect my farm and my visitors? . 10 What are my insurance liability considerations for farm visitors?. 11 Do I charge groups to visit my farm? . 12 How will visitors know where to go on my farm?. 13 Will all visitors have adequate accessibility to my farm? . -
Corn Has Diverse Uses and Can Be Transformed Into Varied Products
Maize Based Products Compiled and Edited by Dr Shruti Sethi, Principal Scientist & Dr. S. K. Jha, Principal Scientist & Professor Division of Food Science and Postharvest Technology ICAR-Indian Agricultural Research Institute, Pusa New Delhi 110012 Maize is also known as Corn or Makka in Hindi. It is one of the most versatile crops having adaptability under varied agro-climatic conditions. Globally, it is known as queen of cereals due to its highest genetic yield potential among the cereals. In India, Maize is grown throughout the year. It is predominantly a kharif crop with 85 per cent of the area under cultivation in the season. The United States of America (USA) is the largest producer of maize contributing about 36% of the total production. Production of maize ranks third in the country after rice and wheat. About 26 million tonnes corn was produced in 2016-17 from 9.6 Mha area. The country exported 3,70,066.11 MT of maize to the world for the worth of Rs. 1,019.29 crores/ 142.76 USD Millions in 2019-20. Major export destinations included Nepal, Bangladesh Pr, Myanmar, Pakistan Ir, Bhutan The corn kernel has highest energy density (365 kcal/100 g) among the cereals and also contains vitamins namely, vitamin B1 (thiamine), B2 (niacin), B3 (riboflavin), B5 (pantothenic acid) and B6. Although maize kernels contain many macro and micronutrients necessary for human metabolic needs, normal corn is inherently deficient in two essential amino acids, viz lysine and tryptophan. Maize is staple food for human being and quality feed for animals. -
Stone-Boiling Maize with Limestone: Experimental Results and Implications for Nutrition Among SE Utah Preceramic Groups Emily C
Agronomy Publications Agronomy 1-2013 Stone-boiling maize with limestone: experimental results and implications for nutrition among SE Utah preceramic groups Emily C. Ellwood Archaeological Investigations Northwest, Inc. M. Paul Scott United States Department of Agriculture, [email protected] William D. Lipe Washington State University R. G. Matson University of British Columbia John G. Jones WFoasllohinwgt thion Sst atnde U naiddveritsitiony al works at: http://lib.dr.iastate.edu/agron_pubs Part of the Agricultural Science Commons, Agronomy and Crop Sciences Commons, Food Science Commons, and the Indigenous Studies Commons The ompc lete bibliographic information for this item can be found at http://lib.dr.iastate.edu/ agron_pubs/172. For information on how to cite this item, please visit http://lib.dr.iastate.edu/ howtocite.html. This Article is brought to you for free and open access by the Agronomy at Iowa State University Digital Repository. It has been accepted for inclusion in Agronomy Publications by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Journal of Archaeological Science 40 (2013) 35e44 Contents lists available at SciVerse ScienceDirect Journal of Archaeological Science journal homepage: http://www.elsevier.com/locate/jas Stone-boiling maize with limestone: experimental results and implications for nutrition among SE Utah preceramic groups Emily C. Ellwood a, M. Paul Scott b, William D. Lipe c,*, R.G. Matson d, John G. Jones c a Archaeological -
Identification of Valuable Corn Quality Traits for Starch Production
Identification of Valuable Corn Quality Traits for Starch Production By: Lawrence A. Johnson Center for Crops Utilization Research Food Science and Human Nutrition C. Phillip Baumel Economics Connie L. Hardy Center for Crops Utilization Research Pamela J. White Food Science and Human Nutrition A project of the Iowa Grain Quality Initiative Traits Task Team Funded by the Iowa Corn Promotion Board 306 West Towers 1200 35th St. West Des Moines, IA 50266 October 1999 Center for Crops Utilization Research Iowa Agriculture & Home Economics Experiment Station Iowa State University, Ames, IA 2 Acknowledgment This report is intended to provoke discussion and debate that will lead to a vision among researchers in public institutions, seed companies, and the starch processing and food industries for modifying corn traits for starch (and other complex carbohydrates) production to enhance utilization and profitability of growing corn. The report attempts to provide direction to farmer organizations and to the corn industry about potential targets for investing research funds. One should recognize that some of the modifications considered required speculation about functional properties and potential applications. Additional research on the relationship between the structures of starch and other complex carbohydrates and functionality in food and industrial applications may refute some of that speculation. Also, this document is a consensus report taking into account the recommendations and reviews of the consultants and advisors identified below. Dr. Jay-lin Jane, Food Science and Human Nutrition, Iowa State University, Ames, IA Dr. Morton W. Rutenberg, Emmar Consultants, North Plainfield, NJ Dr. Henry Zobel, ABCV Starch, Darien, IL Dr. Robert Friedman, Cerestar USA, Inc., Hammond, IN Dr. -
Effects of Amylose, Corn Protein, and Corn Fiber Contents on Production of Ethanol from Starch-Rich Media1
Effects of Amylose, Corn Protein, and Corn Fiber Contents on Production of Ethanol from Starch-Rich Media1 X. Wu,2 R. Zhao,2 D. Wang,2,3 S. R. Bean,4 P. A. Seib, 5 M. R. Tuinstra,6 M. Campbell,6 and A. O’Brien7 ABSTRACT Cereal Chem. 83(5):569–575 The effects of amylose, protein, and fiber contents on ethanol yields either. Conversion efficiencies increased as the amylose content de- were evaluated using artificially formulated media made from commer- creased, especially when the amylose content was >35%. The reduced cial corn starches with different contents of amylose, corn protein, and quadratic model fits the conversion efficiency data better than the full corn fiber, as well as media made from different cereal sources including quadratic model does. Fermentation tests on mashes made from corn, corn, sorghum, and wheat with different amylose contents. Second-order sorghum, and wheat samples with different amylose contents confirmed response-surface regression models were used to study the effects and the adverse effect of amylose content on fermentation efficiency. High- interactions of amylose, protein, and fiber contents on ethanol yield and temperature cooking with agitation significantly increased the conversion conversion efficiency. The results showed that the amylose content of efficiencies on mashes made from high-amylose (35–70%) ground corn starches had a significant (P < 0.001) effect on ethanol conversion effi- and starches. A cooking temperature of ≥160°C was needed on high- ciency. No significant effect of protein content on ethanol production was amylose corn and starches to obtain a conversion efficiency equal to that observed. -
Popcorn in the Garden
Revised April 2020 Popcorn in the Garden Heidi Mitchell and Dan Drost, Vegetable Specialist Summary Whether you are looking for a healthy snack or a For earlier vividly colorful autumn decoration, you can find both in one yield, some garden product. Popcorn is a fun and practical crop to add to growers sow the garden because it will store for several months after seeds 3-4 harvest. This vegetable takes relatively little preparation and weeks before maintenance and, if uniformly planted, can be harvested at one frost-free date time. Popcorn can be classified by: un-popped kernel shape by planting (pearl or rice), popped kernel shape (butterfly or mushroom), through or and color. Butterfly popcorn is the kernel shape recommended under clear for eating while mushroom popcorn is best for confectionary plastic uses. Kernel color in popcorn is generally white, small-yellow, mulches. or large-yellow although there are now many different Planting and Spacing: For a 100 foot row, you specialty varieties available including blue, red, black, brown, will need approximately 3-4 ounces of seed. Plant corn in a and calico colored kernels. series of short rows to increases pollination and yield compared to planting in on or two long rows. Plant seeds 1 inches deep spaced 7-8 inches apart in the row with rows Recommended Varieties 24-30 inches apart. Plant density for popcorn is greater than It is possible to select varieties based on personal that of sweet corn because plant size and yield per plant are color, flavor, and size preferences. Varieties include: Yellow, smaller. -
Lista De Alimentos
TABLA DE ALIMENTOS PARA NIÑOS CARNE Y SUBSTITUTOS DE CARNE PAN & SUBSTITUTO DE PAN » USE LA TABLA DE ALIMENTOS DE INFANTES PARA NIÑOS MENORES DE 1 AÑO « » EL PRIMER INGREDIENTE DEBE SER GRANO ENTERO O HARINA ENRIQUECIDO « CARNE DE RES* FRIJOLES O LEGUMBRES* PANES* GRANOS* 148 BOLONIA DE RES HF, HS 157 FRIJOLES O CHICHAROS - Secos 01 PAN DE MANZANA 118 AMARANTO WG 06 SALCHICHA DE RES (HOT DOGS) HF, HS 264 EDAMAME 03 PAN DE CHABACANO 71 CEBADA WG 07 CARNE MOLIDA DE RES 112 FRIJOLES REFRITOS 04 BAGEL 72 BULGUR WG 08 HIGADO DE RES 113 TOFU / SOYA Solo Aprobados 05 PAN DE PLATANO 73 HARINA DE MAIZ 11 ALBONDIGAS DE RES HM, HF QUESOS* 07 BISCUITS 74 CUSCUS 150 VARIOS CORTES DE RES 116 QUESO AMERICANO HF, HS 08 VARITAS DE PAN 126 KAMUT WG 17 SALCHICHA DE RES HF, HS 158 QUESO, DURO / NATURAL 11 PAN DE ZANAHORIA 77 MIJO WG 18 GUISADO DE RES 121 REQUESON (COTTAGE CHEESE) 28 FIDEOS CHOW MEIN HF 78 AVENA WG POLLO* 127 QUESO RICOTTA 16 ENVOLTURA DE CORN DOGS 68 QUINOA WG 164 BOLONIA DE POLLO HF, HS 128 QUESO DE HEBRA (STRING CHEESE) 14 PAN DE MAIZ PANCAKES* 143 CORN DOGS DE POLLO HUEVOS* 18 CUERNITOS HF 81 PANCAKES Solo Aprobados HF, HS 131 HUEVO 20 PAN DE DATIL Y NUEZ 82 WAFFLES 25 SALCHICHAS DE POLLO HF MANTEQUILLA DE CACAHUATE* 21 BOLITAS DE MASA PASTA* 27 CARNE MOLIDA DE POLLO 132 MANTEQUILLA DE CACAHUATE SN 23 ENGLISH MUFFIN 166 PASTA ENRIQUECIDA 30 HIGADO DE POLLO 163 MANTEQUILLA DE CACAHUATE & FRIJOLES 162 PAN ENRUQUECIDO 165 PASTA DE GRANO INTEGRAL WG 32 NUGGETS DE POLLO 161 MANTEQUILLA DE CACAHUATE & QUESO HF 24 FLAT BREAD ARROZ* Solo Aprobados -
Hopi Crop Diversity and Change
J. Ethtlobiol. 13(2);203-231 Winter 1993 HOPI CROP DIVERSITY AND CHANGE DANIELA SOLER I and DAVID A. CLEVELAND Center for People, Food, and Environment 344 South Third Ave. Thcson, AZ 85701 ABSTRACT.-There is increasing interest in conserving indigenous crop genetic diversity ex situ as a vital resource for industrial agriculture. However, crop diver sity is also important for conserving indigenously based, small-scale agriculture and the farm communities which practice it. Conservation of these resources may best be accomplished, therefore, by ensuring their survival in situ as part of local farming communities like the Hopi. The Hopi are foremost among Native Ameri can farmers in the United States in retaining their indigenous agriculture and folk crop varieties (FVs), yet little is known about the dynamics of change and persis tence in their crop repertoires. The purpose of our research was to investigate agricultural crop diversity in the form of individual Hopi farmers' crop reper toires, to establish the relative importance of Hopi FVs and non·Hopi crop vari eties in those repertoires, and to explore the reasons for change or persistence in these repertoires. We report data from a 1989 survey of a small (n "" 50), oppor tunistic sample of Hopi farmers and discuss the dynamics of change based on cross·sectional comparisons of the data on crop variety distribution, on farmers' answers to questions about change in their crop repertoires, and on the limited comparisons possible with a 1935 survey of Hopi seed sources. Because ours is a small, nonprobabilistic sample it is not possible to make valid extrapolations to Hopi farmers in general. -
World Cultures
Understanding Other Cultures…Unity in Diversity Now, more than ever, it’s vital for each of us to understand cultures other than our own, to accept differences in others and to truly love the uniqueness of each individual. In our schools, churches, neighborhoods and communities we are surrounded by opportunities to learn and benefit from others’ cultural traditions. Now is the time to celebrate our similarities as well as our differences. Let’s get started! Changing our perceptions requires some effort on our part. Do we really understand the background and experiences of those around us and are we ready to learn from them as well as serve them? How can we accomplish this in our already busy lives? Simple ways to expand our cultural awareness might include: *Family Home Evening time spent learning about a different country or culture each week. Let the kids take turns teaching about a different country. Sample a food from that country and try a traditional activity. Check out some books from the library to read individually or together. The information listed below may help. Each country submission is as unique as the person from whom it came, and his or her experiences either as a native of that country or as resident. *Young Women/Young Men class and combined activities could include a “Culture Night”, particularly focusing on cultures within the youth group. *Relief Society Enrichment activities could include book groups readings/discussions of books about other cultures,, learning new cooking methods and techniques or having a “culture quiz” to check our own understanding in a fun and interactive way. -
Additional Creditable Foods
Michigan Office 139 W. Lake Lansing Rd., Suite 120 • East Lansing, MI 48823 Telephone: (800) 234-3287 • FAX: (517) 332-5543 Illinois Office 4415 W. Harrison St., Suite 535 • Hillside, IL 60162 Telephone: (800) 284-5273 • FAX: (708) 236-0872 www.acdkids.org Additional Creditable Foods COCONUT • Fresh, frozen, or dried coconut is creditable as a fruit by volume. Coconut flour and coconut • Dried coconut credits as twice the volume served. Unsweetened oil are not creditable. dried coconut is preferable due to less added sugars (ex. ¼ cup dried coconut credits as ½ cup of fruit). • At least ¹/8 cup must be served. Additional fruit should be served to meet the minimum serving sizes. • Coconut water labeled as 100% juice credits as juice by volume and counts towards the juice limit of once per day. CORN PRODUCTS Corn Masa, Masa Harina, Nixtamalized Corn Flour/Cornmeal • Corn Masa and Masa Harina are creditable as Whole Grain- Nixtamalizaion: a process in Rich (WGR) grains. which corn is soaked in an alkaline • Cornmeal, corn flour and corn products* treated with slaked slaked lime solution that helps release lime through a process called Nixtamalization are creditable nutrients. When corn undergoes this as WGR grains. process it is considered WGR in Child *Corn products must be made from whole grain Nutrition Programs. corn, be treated with slaked lime (nixtamalized), or be enriched to be creditable in Child Nutrition Programs. To check if corn has been nixtamalized, refer to the following phrases found on an ingredient list: • Treated with lime • Ground corn treated with lime • Ground corn with trace of lime • Calcium hydroxide Slaked lime and lime (citrus fruit) flavor are not the same.