Adequacy of a Concentrated Equine Serum Product in Preventing Failure of Passive Transfer of Immunity in Neonatal Foals

The primary objective of this study was to determine if an orally administered concentrated equine serum product provided in the first hours of life could prevent failure of passive transfer in foals. To achieve this objective, ten foals of Quarter Horse breeding were utilized. Treated foals were administered 250 ml of an oral serum product at 1 and 3 h of age via nasogastric intubation. These foals were muzzled to prevent nursing from their dam. Supplemental milk replacer (200 ml/feeding) was provided to the treated foals at 6 h and 9 h of age. Mares of treated foals had their udder stripped at 1, 3, 6, and 9 h post parturition. The initial colostrum collected (200 ml) was fed back to the treated foals when the muzzle was removed at 12 h of age. Control foals were allowed to nurse from their dams ad libitum. Jugular blood samples were obtained from all foals for determination of concentrations of plasma IgG. Plasma IgG concentrations were higher (p\u3c.05) for treated foals compared to control foals at 5 h and 48 h of age. Plasma IgG concentrations were not different (p\u3e.10) at all other time periods measured. All treated foals had plasma IgG concentrations over 700 mg/dl by 10 h of age, showing that the oral IgG treatment was effective in preventing failure of passive transfer in foals

Soybean Hulls as an Alternative Feed for Horses

Soybean hulls (SH) have been successfully fed to ruminant animals as an economical substitute for hay. This feedstuff is a source of highly digestible fiber and does not contain starch. The purpose of this trial was to evaluate SH as a replacement fiber in horse diets. Four cecally cannulated Quarter Horse geldings, aged 6 to 10 years and averaging 502 kg, were used in a 4x4 Latin Square design with 21-day periods. Diets consisted of alfalfa-bromegrass hay (14.4% CP, 58.1% NDF, 39.1% ADF) with the addition of either 0, 25, 50, or 75% unpelleted SH (13.1% CP, 60.6% NDF, 43.7% ADF). Diets were offered at 2% of bodyweight (as fed) daily and body weights were measured weekly. Cecal samples (90-min post-feeding) and total fecal collections (3 d) were taken at the end of each treatment period. Fecal collection bags were emptied every 6 hours and 10% of the total amount was frozen for later analysis. Total cecal VFA production increased linearly from 70 mM to 109 mM as proportions of SH in diets increased (P = 0.02). Proportions of propionate increased linearly (P \u3c 0.01) and cubically (P = 0.03) with means of 15.7, 18.0, 16.6, and 21.9 moles per 100 moles total VFA for the 0, 25, 50, and 75% SH diets respectively. Proportions of butyrate decreased linearly (P \u3c 0.01) from 5.3 to 3.9 moles per 100 moles total VFA. The acetate to propionate ratio decreased linearly (P = 0.02) and cubically (P = 0.03) with means of 4.9, 4.2, 4.9, and 3.3. Apparent digestibility of DM, OM, NDF, ADF, cellulose, and hemicellulose did not differ (P \u3e 0.24) with treatment. Apparent digestibility of N decreased linearly (P \u3c 0.01) as concentrations of SH increased in the diet, most likely due to increased cecal fermentation and microbial biomass production. Cecal pH decreased linearly (P = 0.01) from 7.00 to 6.45 as the level of SH increased, but there was no change (P linear = 0.68) for cecal ammonia (mean concentration of 3.85 mM). Soybean hulls appear to stimulate cecal fermentation and to be a suitable replacement for hay in equine diets. This may be an especially important finding for owners of geriatric horses that often have difficulty consuming roughages

The impact of the Daily Mile on Primary School Children

The Daily Mile is a physical activity programme through which primary-aged children run or walk for 15 minutes every day, at a self-selected pace. First developed at St Ninians Primary, Stirling, in 2012, the initiative has grown in popularity nationally and internationally, initially driven by anecdotally reported benefits of participation. The Scottish Government’s Programme for Scotland 2017-18, A Nation with Ambition, sets out plans for Scotland to become the world’s first ‘Daily Mile nation’. In August 2017, Ministers wrote to schools, nurseries, colleges and universities urging them to take up the challenge. The concept is easily adaptable in a nation facing significant public health challenges. As outlined in the Scottish Government’s policy paper Public Health Priorities for Scotland (2018), two thirds of adults in Scotland are overweight, with the total economic cost of obesity to Scotland estimated to be as much as £4.6 billion. The paper states that action on Scotland’s public health priorities will be evidence-led, applying public health expertise, data and intelligence, developing new solutions to drive a healthier nation. This briefing - drawing on three studies led by University of Stirling researchers - has the potential to inform the rollout of the Daily Mile in Scotland, including a widening of the initiative beyond the education sector

The impact of multiple sclerosis on the identity of mothers in Italy

Purpose: This paper reports on one of the themes that emerged from the analysis of the study, regarding the perceived influence of multiple sclerosis (MS) on the identity of mothers in the socio-cultural context of Italy. Method: In-depth interviews were conducted with 16 women at various stages of MS, with follow up interviews with seven of the women. Phenomenology guided the methodology and the analysis was conducted using interpretative phenomenological analysis. Results: Through the research the value of motherhood to the women who participated emerged. The findings illustrated how many strove to maintain controlof their MS, which led to some making comparisons of themselves and other mothers and feeling different. Some women described how they adjusted their roles and found strength in being mothers but others spoke of their feelings of loss. Most women described living in the moment, appreciating the present and living each day as it came. Another significant experience was fear of stigma, both realized in the form of “pity” from others, and the perceived and actual associated stigma for their families. This contributed to why some women were reluctant to disclose their condition. The mothers who took part in this study differed in how they perceived their disabled identity. Conclusion: Although this study was conducted in the socio-cultural setting of Italy, the findings have implications for professionals working with disabled mothers and women with MS in Italy and beyond; including recognizing the value associated with fully identifying oneself as a mother, rather than solely focusing on doingmothering tasks. • Implications for Rehabilitation • Professionals need to be mindful of the value of motherhood for women with multiple sclerosis. • Professionals should support women who feel like they are battling with maintaining control of their multiple sclerosis, who may be adjusting their identity as mothers; recognizing that they may be influenced by the stage of their multiple sclerosis and whether they were diagnosed before or after having their children. • Women can have feelings of loss related to their ability to fully participate in their children’s lives and professionals should work with women to help them identify the value of their mothering role not only in physically participating in activities but also in being emotionally and physically present as a mother

An active play intervention to improve physical activity and fundamental movement skills in children of low socio-economic status:Feasibility cluster randomised controlled trial

Introduction: Active play is a novel approach to addressing low physical activity levels and fundamental movement skills (FMS) in childhood and new interventions must be developed and evaluated. Aim: This study aimed to determine the feasibility of a 10-week school-based 'active play' intervention, and present preliminary findings on four outcomes: physical activity levels, FMS, inhibition, and maths fluency. Methods: This was a feasibility cluster RCT in which eight schools (one primary three class per school) were paired and randomly allocated to either the 10-week intervention ( n  = 4) or waiting-list control ( n  = 4). The active play intervention consisted of a 1-h outdoor physical activity session per week, incorporating 30 min of facilitated games and 30 min of free play. Feasibility measures were gathered using appropriate methods and physical activity was measured using an ActiGraph GT3X accelerometer, FMS were assessed using the Test of Gross Motor Development-2 (TGMD-2), inhibition was measured using a Flanker Test and maths fluency was assessed using the One Minute Basic Number Facts Test. Results: Sixty-six percent of eligible children ( n  = 137) agreed to participate in the research. No schools withdrew from the study and three participants were lost to follow-up. Compliance to the intervention was high-none of the participants missed more than two of the ten scheduled active play sessions. Data lost to follow-up were minimal; most were lost (14%) for school day physical activity. Active play sessions were shorter than planned on average by 10 min, and participants spent a mean of 39.4% (14.2) of the session time in moderate-to-vigorous intensity physical activity (MVPA). There was preliminary evidence of a small intervention effect on MVPA ( d  = 0.3), FMS score ( d  = 0.4), inhibition (fish trial: d  = 0.1, arrow trial d  = 0.1) and maths fluency (addition: d  = 0.3, subtraction: d  = 0.1). Conclusion: The active play intervention was feasible and benefitted from a relatively high MVPA content; however, preliminary findings suggest the intervention had a small effect on the outcomes. Having more active play sessions per week and/or extending the duration of the intervention may increase the effects and these should be tested before a future definitive cluster RCT is undertaken. Trial registration: This trial was registered on the International Standardised Randomised Controlled Trials Number register (ISRCTN) in August 2017 (ISRCTN11607781)

Active Mile Briefing: Evidence And Policy Summary

Active mile initiatives can be defined as initiatives that support pupils to be active during the school day by providing regular opportunities for them to move around a marked route for a dedicated period of time (for example 15 minutes) and at a self-directed pace. It is thought that if moving continuously for this amount of time, most children will accumulate the equivalent distance of approximately one mile. As such, they have been termed as active mile initiatives. Active mile initiatives have gained in popularity and momentum over recent years. Whilst there is much evidence surrounding the health benefits of physical activity for children and young people, there is currently limited peer-reviewed high-quality evaluation and/or research which has focussed specifically on the effectiveness and cost-effectiveness of active mile initiatives. Furthermore, active mile initiatives have predominantly focused on primary schools, therefore there is limited research and/or information on their delivery with other age groups and/or settings such as nurseries and secondary schools. However, many of the principles are equally valid, for example they require no specialised equipment or resources. The evidence base surrounding active mile initiatives is evolving, and further research is needed to be able to draw firm conclusions. However, the evidence reviewed in this document indicates that active mile initiatives: • are intuitively appealing to schools as a means of providing regular physical activity and have high levels of acceptability among teachers and pupils • provide a simple physical activity opportunity for pupils which is suitable for all ages and are fully inclusive • can make a meaningful contribution to the in-school delivery of 30 active minutes and the Chief Medical Officer’s recommendation of an average of at least 60 minutes of physical activity each day across the week • can contribute to improvements in children’s health and wellbeing if implemented as part of a whole school approach to physical activity • should provide an additional opportunity to be active during the school day, they are not equivalent to and should not replace Physical Education (PE) This briefing accompanies, and should be used alongside, Implementing active mile initiatives in primary schools and Practice examples of active mile initiatives in schools

Active Mile Briefing: Evidence And Policy Summary

Active mile initiatives can be defined as initiatives that support pupils to be active during the school day by providing regular opportunities for them to move around a marked route for a dedicated period of time (for example 15 minutes) and at a self-directed pace. It is thought that if moving continuously for this amount of time, most children will accumulate the equivalent distance of approximately one mile. As such, they have been termed as active mile initiatives. Active mile initiatives have gained in popularity and momentum over recent years. Whilst there is much evidence surrounding the health benefits of physical activity for children and young people, there is currently limited peer-reviewed high-quality evaluation and/or research which has focussed specifically on the effectiveness and cost-effectiveness of active mile initiatives. Furthermore, active mile initiatives have predominantly focused on primary schools, therefore there is limited research and/or information on their delivery with other age groups and/or settings such as nurseries and secondary schools. However, many of the principles are equally valid, for example they require no specialised equipment or resources. The evidence base surrounding active mile initiatives is evolving, and further research is needed to be able to draw firm conclusions. However, the evidence reviewed in this document indicates that active mile initiatives: • are intuitively appealing to schools as a means of providing regular physical activity and have high levels of acceptability among teachers and pupils • provide a simple physical activity opportunity for pupils which is suitable for all ages and are fully inclusive • can make a meaningful contribution to the in-school delivery of 30 active minutes and the Chief Medical Officer’s recommendation of an average of at least 60 minutes of physical activity each day across the week • can contribute to improvements in children’s health and wellbeing if implemented as part of a whole school approach to physical activity • should provide an additional opportunity to be active during the school day, they are not equivalent to and should not replace Physical Education (PE) This briefing accompanies, and should be used alongside, Implementing active mile initiatives in primary schools and Practice examples of active mile initiatives in schools