Relationship between the number of bullocks and number of cows in dairy and suckler herds and the rate of disclosure of reactors to the tuberculin test

Department of Agriculture, Food and the MarineTeagascDeposited by bulk impor

The distribution of the beef cow herd in the Republic of Ireland in 1992

Department of Agriculture, Food and the MarineTeagascDeposited by bulk impor

Effect of cattle enterprise type on the rate of disclosure of tuberculin reactors

Department of Agriculture, Food and the MarineTeagascDeposited by bulk impor

Geographical distribution of the Irish cattle population

Department of Agriculture, Food and the MarineTeagascDeposited by bulk impor

Relationship of herd trace mineral status to the occurrence of tuberculosis in cattle

Department of Agriculture, Food and the MarineTeagascDeposited by bulk impor

Readiness to Change: A Pathway to the Adoption of Trauma-Sensitive Teaching

Creating a trauma-sensitive classroom requires a shift in perspective from viewing a student’s problematic behavior as a function of poor character to considering it contextually. However, a trauma-sensitive perspective may be insufficient for school staff to implement trauma-sensitive practices. Theoretically, motivation, or readiness to change (R2C), is needed to adopt any new behavior. Therefore, the purpose of this study was to examine the role of R2C in the relation between attitudes related to trauma-informed care (ARTIC) and the adoption of trauma-sensitive practices in a school setting. The targeted elementary school primarily serves Black students (83%), living below the federal poverty line. All staff attended an in-service training about trauma-sensitive schools (TSS), in which trauma-sensitive strategies were modeled, and student-friendly, emotional regulation materials were provided. Teachers and staff (n = 40) were assessed one year after receiving the TSS training. Participants reported their ARTIC, R2C, and trauma-informed strategy adoption. Using PROCESS Model 4, R2C fully mediated the relation between ARTIC and reported use of specific trauma-sensitive classroom strategies (β = 0.19, bootstrapped SE = 0.12, 95% LLCI = 0.04, 95% ULCI = 0.49). Facilitating R2C is essential when implementing trauma-sensitive school strategies. System-wide policies that may help promote the uptake of trauma-sensitive practices are described

Gratitude Predicts Hope and Happiness: A Two-study Assessment of Traits and States

Gratitude is the appreciation of a gift received; happiness is the enjoyment of a present good; and hope is the desire for a valued future. Two studies investigated gratitude as a predictor of hope and happiness. In Study 1, hierarchical regressions (N = 181) revealed that trait gratitude exceeded other constructs (forgivingness, patience, self-control) in predicting trait hope and happiness. In Study 2, we experimentally tested the impact of a gratitude-related writing intervention on state hope and happiness. Participants (N = 153) first wrote about a current, meaningful, hoped-for outcome and completed state hope and happiness measures. Participants were randomly assigned to either (a) gratefully remember a past hope that had been fulfilled or (b) a control condition. The grateful remembering condition (vs. control) prompted significant increases in state hope and happiness, commending grateful remembering as a practice that can bolster present happiness and hope for the future