Effects of level and physical form of cottonseed hulls on microbial protein synthesis in the rumen of steers fed high concentrate diets

(Kesan tahap dan bentuk fizikal kulit biji kapas terhadap sintesis protein mikrob di dalam rumen lembu yang diberi makanan konsentrat) A. Yusof Hamali*, R. Pucala** and F. N. Owens*** Key words: effective neutral detergent fiber, peptide-N, microbial synthesis, ruminal digestion, protozoa, cottonseed hull Abstrak Enam ekor lembu jantan kembiri yang dipasang kanula pada rumen dan duodenum telah digunakan dalam kajian menggunakan replikat 3 x 3 reka bentuk latin segi empat. Pencernaan di dalam rumen dan kecekapan sintesis protein mikrob telah diukur. Tiga jenis diet berasaskan jagung yang digunakan mengandungi kulit biji kapas (CSH) dan "effective neutral detergent fiber" (eNDF) seperti berikut: a) 18% CSH dan 10.4% eNDF, b) 18% CSH (dikisar) dan 6.1% eNDF dan c) 25% CSH dan 14.1% eNDF. Purata nilai pH rumen meningkat dengan penambahan kandungan eNDF di dalam diet. Kandungan NH 3 -N, peptide-N, dan asid amino-N di dalam rumen adalah sama antara perlakuan, dengan nilai purata 96.4, 1.56 dan 2.56 mg/L. Kecekapan sintesis protein mikrob di dalam rumen tidak dipengaruhi oleh aras eNDF di dalam diet. Purata protein mikrob bagi semua perlakuan adalah sebanyak 13.87 g N mikrob sekilogram bahan organik. Peningkatan eNDF di dalam diet turut meningkatkan kadar percernaan sebenar bahan organik dan kanji di dalam rumen. Pengisaran CSH telah merendahkan kadar pencernaan kanji di dalam rumen. Pengurangan eNDF di dalam diet telah menurunkan pH rumen kurang daripada nilai yang dijangkakan tanpa memberi kesan terhadap kecekapan pertumbuhan mikrob sebagaimana yang disyorkan oleh pihak NRC (1996). Abstract Six steers fitted with ruminal and duodenal cannulas were used in a replicated 3 x 3 Latin square. Ruminal digestion and efficiency of microbial protein synthesis were measured. Three corn based diets were formulated to contain the following percentages of cottonseed hulls (CSH) and effective neutral detergent fiber (eNDF): a) 18% CSH and 10.4% (eNDF), b) 18% CSH (ground) and 6.1% (eNDF) and c) 25% CSH and 14.1% (eNDF). Mean ruminal pH values increased as eNDF content of the diet was increased. Ruminal NH 3 -N, peptide-N, and amino acid-N were similar among treatments averaging 96.4, 1.56, and 2.56 mg/L. The efficiency of microbial protein synthesis in the rumen was unaffected by the concentration of eNDF, and averaged 13.67 g of microbial N/kg of organic matter (OM) digested for all treatments. Increasing eNDF increased true rumina

Effect of feeding Lupin (Lupinusangustifolius) on carcass composition of Boer goat

This study was undertaken to measure the effects of different dietary treatments on carcass composition of Boer goats. The main protein source in the diet was Lupinusangustifolius and other ingredients were palm kernel expeller (PKE), soya bean meal, fish meal, wheat pollard, corn, molasses, crude palm oil, broken rice, and Brachariahumidicola hay. The protein level and energy level in all treatment diet was isocaloric and isonitrogenous (Crude Protein ~ 16.3% and Metabolizable Energy ~ 10.3MJ/kg). The Lupin composition in three treatment diets was 0%, 10% and 30%, respectively. Twenty four Boer goats, age 8-9 months old were used in this study which was divided into three equal groups. The adaptability period was 14 days and the feeding trial goes for 103 days. All goats were slaughtered according to Malaysian Halal Protocol 2009. The results revealed no significant differences (P<0.05) in the initial weight, final weight, weight gain, hot carcass weight, cold carcass weight and dressing percentage among the groups. There was also no significant difference on carcass composition: production of lean meat, and bone to fat ratio among the groups. Thus, this study showed that Lupin can be used as an alternative for protein source in goats reared in tropical condition and its performance in term of weight gain and carcass composition is as good as soybean meal

The application of One Health concept to an outdoor problem-based learning activity for veterinary students

Background: The One Health (OH) approach, which seeks to bring together human and animal health, is particularly suited to the effective management of zoonotic diseases across both sectors. To overcome professional silos, OH needs to be taught at the undergraduate level. Here, we describe a problem-based learning activity using the OH approach that was conducted outdoors for 3rd-year veterinary students in Malaysia. Materials and Methods: A total of 118 students, divided into two groups, completed the activity which spanned 11/2 days at a deer park adjacent to a wilderness area. Students were asked to evaluate the activity using an online survey that had quantitative and qualitative components. Results: Response rate was 69.5%. The activity was rated excellent by 69.5% and good by 30.4%. Levels of satisfaction were high on a range of criteria. 97.5% of students intended to take action in their studies as a result of what they had learned. Conclusions: Delivery of an outdoor problem-based learning activity using OH approach was very successful in terms of participation, knowledge delivery and understanding, and the willingness of students to integrate OH into their future practice. For the improvement of future programs, the involvement of other disciplines (such as Medical, Biology, Biotechnology, Biomedical, and Public Health) is being considered

The application of one health concept to an outdoor problem based learning activity for veterinary students

Background: The One Health (OH) approach, which seeks to bring together human and animal health, is particularly suited to the effective management of zoonotic diseases across both sectors. To overcome professional silos, OH needs to be taught at the undergraduate level. Here, we describe a problem-based learning activity using the OH approach that was conducted outdoors for 3rd-year veterinary students in Malaysia. Materials and Methods: A total of 118 students, divided into two groups, completed the activity which spanned 1½ days at a deer park adjacent to a wilderness area. Students were asked to evaluate the activity using an online survey that had quantitative and qualitative components. Results: Response rate was 69.5%. The activity was rated excellent by 69.5% and good by 30.4%. Levels of satisfaction were high on a range of criteria. 97.5% of students intended to take action in their studies as a result of what they had learned. Conclusions: Delivery of an outdoor problem-based learning activity using OH approach was very successful in terms of participation, knowledge delivery and understanding, and the willingness of students to integrate OH into their future practice. For the improvement of future programs, the involvement of other disciplines (such as Medical, Biology, Biotechnology, Biomedical, and Public Health) is being considered

The application of One Health concept to an outdoor problem-based learning activity for veterinary students

Background: The One Health (OH) approach, which seeks to bring together human and animal health, is particularly suited to the effective management of zoonotic diseases across both sectors. To overcome professional silos, OH needs to be taught at the undergraduate level. Here, we describe a problem-based learning activity using the OH approach that was conducted outdoors for 3rd-year veterinary students in Malaysia. Materials and Methods: A total of 118 students, divided into two groups, completed the activity which spanned 1½ days at a deer park adjacent to a wilderness area. Students were asked to evaluate the activity using an online survey that had quantitative and qualitative components. Results: Response rate was 69.5%. The activity was rated excellent by 69.5% and good by 30.4%. Levels of satisfaction were high on a range of criteria. 97.5% of students intended to take action in their studies as a result of what they had learned. Conclusions: Delivery of an outdoor problem-based learning activity using OH approach was very successful in terms of participation, knowledge delivery and understanding, and the willingness of students to integrate OH into their future practice. For the improvement of future programs, the involvement of other disciplines (such as Medical, Biology, Biotechnology, Biomedical, and Public Health) is being considered