Roles of Dietary Cobalt and Administration of Mixed Rumen Bacteria in Regulating Hematological Parameters of Pre-weaning Twin Lambs

Cobalt (Co) is required by rumen microorganism for vitamin B12 synthesis. Vitamin B12 is an important cofactor for methionine synthesis and gluconeogenesis. In young ruminants up to 6–8 wk old, the rumen has not been completely developed and rumen microorganisms are not ready to supply vitamin B12. The aim of this research was to determine the potency of mixed rumen bacteria and dietary supplementation of Co and its effect on plasma glucose, blood minerals (Co, Fe, and Zn) concentrations, and hematology of pre-weaning twin lambs. Twelve one month-old local twin lambs were assigned to 4 groups in a randomized complete block design. Lambs were fed cow milk at 10% body weight, adjusted weekly for 80 d. Mixed rumen bacteria were offered at 15 mL/d (8.295x1010 cfu). Dietary treatments were: 1) basal diet (Control), 2) basal diet + 1 mg/kg DM cyanocobalamin (VitB12) and 3) basal diet + 1 mg/kg DM of Co + administration of 15 mL mixed rumen bacteria (CoBac). There were no treatment effects on neither plasma glucose and blood mineral concentrations nor hematological profiles. This study demonstrated that pre-weaning twin lambs are not responsive to supplementation of Co and administration of mixed rumen bacteria

Roles and responsibilities of the student nurse mentor: an update.

Facilitating the learning of student nurses in the workplace is an integral role of the registered nurse. This article aims to provide an overview of the role and responsibilities of the mentor in supporting pre-registration nursing students in clinical practice. The professional obligations for the mentor to meet the Nursing and Midwifery Council (NMC) standards (NMC, 2008a) will be explored, including the ongoing requirements to keep up to date in mentoring practices. Some of the challenges within the role will be identified, including the importance of recognizing and supporting the failing student. Recent changes to the preparation requirements for sign-off mentors will be discussed. The article concludes by presenting the potential benefits to both the individual and the practice placement provider

The Competencies, Roles and Scope of Practice of Advanced Psychiatric Nursing in Indonesia

The graduate advanced psychiatric nursing (psychiatric nursing specialist) from master degree in Indonesia are about 70 nurses, 67 nurses were graduated from University of Indonesia. They are working at mental health services and educational setting around Indonesia and yet seem not ready to perform some specific advanced competencies in clinical area. The mastery on mental health assessment, neurochemical perspectives, medical management and psychotherapy have not yet performed by the psychiatric nurse specialist in the clinical area or community.To have those competencies and its performances, therefore the curriculum in a psychiatric nursing graduate program must include advanced courses in physiopsychology, psychopathology, advanced psychopharmacology, neurobehavioral science, advanced mental health assessment, and advanced treatment interventions such as psychotherapy and prescription and management of psychotropic medications as their core and major courses in the curriculum. Those courses should be performed in their clinical practice courses or other related learning experiences. When those qualifications are met, then they are competent to be called advanced psychiatric nurse.As advanced practice registered nurses, the advanced psychiatric nurses should be able to demonstrate their direct expertise and roles in advanced mental health assessment, diagnostic evaluation, psychopharmacology management, psychotherapy with individuals, group and families, case management, millieu management, liason and counselling from prevention, promotion until psychiatric rehabilitation. Meanwhile the skill such as psycho-education, teaching, unit management, research and staff development can be added as their indirect roles

Teacher Roles and Students Responses Implemented in a Senior High School in Surabaya

In this study, the writer would discuss some types of teacher roles which can be implemented in the classroom. The purpose of this study was to find out the types of teacher roles applied in the conversation class and the students responses. The subject of this study was a teacher who teaches a conversation class to senior high school students. The writer used the theories about types of teacher roles by Harmer (2001 and 2007) and Edge&Garton (2007) and students responses by Brown (2007). The writer used classroom observation and video recording to collect the data. In addition, the writer recorded two meeting. The findings revealed that there were six types of teacher roles and five types of students responses applied in this class. The teacher roles are controller, organizer, assessor, resource, observer, and motivator which played based on their functions. The five responses were specific, choral, open-ended, off task, and silence responses. From this study, it could be concluded that the teacher played the five types of teacher roles to engage the active participant from the students shown through the students responses

Changing Roles of Library Professionals

Includes bibliographical references (p. 151).Mode of access: Internet

Some Epistemic Roles for Curiosity

I start with a critical discussion of some attempts to ground epistemic normativity in curiosity. Then I develop three positive proposals. The first of these proposals is more or less purely philosophical; the second two reside at the interdisciplinary borderline between philosophy and psychology. The proposals are independent and rooted in different literatures. Readers uninterested in the first proposal (and the critical discussion preceding it) may nonetheless be interested in the second two proposals, and vice versa. The proposals are as follows. First I argue that, among several ways in which the notion of curiosity might be used to delineate significant truths from trivial ones, a particular way is the most promising. Second, I argue that curiosity has some underappreciated epistemic roles involving memory. Third, I argue that curiosity has some underappreciated epistemic roles involving coherence

Data Management Roles for Librarians

In this Chapter:● Looking at data through different lenses● Exploring the range of data use and data support ● Using data as the basis for informed decision making ● Treating data as a legitimate scholarly research produc

Generative Roles: Assessing Sustained Involvement in Generativity

Abstract Generative roles refer to observable, behavioral community positions that embody aspects of teaching and nurturing that are central to the concept of generativity. Two studies are presented that describe generative roles in a community sample and provide psychometric data for a short index of generative roles. The first study also provides reliability and validity data from a second informant. The second study examines generative roles at different stages of adolescence and adulthood. Participants were asked 8 yes/no questions about a variety of community roles. The validity of the GRI was supported by significant correlations with the Loyola Generativity Scale, a widely used measure of generative concern (r=.33), and measures of related constructs. The correlations were similar across age categories. The Generative Roles Index has good psychometric qualities and complements existing measures of generativity by providing behavioral, observable data on roles

Gender roles and implicit causality

Numerous studies investigated the phenomenon of implicit verb causality (cf. Rudolph & Försterling, 1997). This research revealed the robust finding that different types of interpersonal verbs lead to systematic causal attributions to one of the interacting persons. However, few studies addressed the interaction between verb causality and context variables. The present cross-cultural study investigates implicit gender roles in action and state verbs comparing two samples from Germany and China. Results show that the German sample perceived actions to be caused by men whereas states were causally attributed to women. However, our Chinese sample perceived men and women rather equally accountable