Comparative grazing behaviour of lactating suckler cows of contrasting genetic merit and genotype

peer-reviewedThe objective of this study was to determine if differences in grazing behaviour exist between lactating suckler cows diverse in genetic merit for the national Irish Replacement index and of two contrasting genotypes. Data from 103 cows: 41 high and 62 low genetic merit, 43 beef and 60 beef x dairy (BDX) cows were available over a single grazing season in 2015. Milk yield, grass dry matter intake (GDMI), cow live weight (BW) and body condition score (BCS) were recorded during the experimental period, with subsequent measures of production efficiency extrapolated. Grazing behaviour data were recorded twice in conjunction with aforementioned measures, using Institute of Grassland and Environmental Research headset behaviour recorders. The effect of genotype and cow genetic merit during mid- and late-lactation on grazing behaviour phenotypes, milk yield, BW, BCS and GDMI were estimated using linear mixed models. Genetic merit had no significant effect on any production parameters investigated, with the exception that low genetic merit had a greater BCS than high genetic merit cows. Beef cows were heavier, had a greater BCS but produced less milk per day than BDX. The BDX cows produced more milk per 100 kg BW and per unit intake and had greater GDMI, intake per bite and rate of GDMI per 100 kg BW than beef cows. High genetic merit cows spent longer grazing and took more bites per day but had a lower rate of GDMI than low genetic merit cows, with the same trend found when expressed per unit of BW. High genetic merit cows spent longer grazing than low genetic merit cows when expressed on a per unit intake basis. Absolute rumination measures were similar across cow genotype and genetic merit. When expressed per unit BW, BDX cows spent longer ruminating per day compared to beef. However, on a per unit intake basis, beef cows ruminated longer and had more mastications than BDX. Intake per bite and rate of intake was positively correlated with GDMI per 100 kg BW. The current study implies that despite large differences in grazing behaviour between cows diverse in genetic merit, few differences were apparent in terms of production efficiency variables extrapolated. Conversely, differences in absolute grazing and ruminating behaviour measurements did not exist between beef cows of contrasting genotype. However, efficiency parameters investigated illustrate that BDX will subsequently convert herbage intake more efficiently to milk production

Effects of dietary fibre and the provision of a foraging substrate on the welfare of sows in different grouping systems

End of project reportThere are no clear guidelines on how best to meet the EU legislative requirement (Council Directive 2001/88/EC) that pregnant sows and gilts should be provided with sufficient amounts of bulky or high fibre diets and high energy food to satisfy hunger and the motivation to chew. Therefore the aim of this project was to investigate the effect of increasing dietary fibre levels and providing access to a foraging substrate on the welfare of sows housed in dynamic and static groups. To achieve this a review paper was compiled and three experiments were conducted. The aim of the review paper was to assess the effectiveness of increasing dietary fibre levels on the welfare of pregnant sows. Previous research found that increasing dietary fibre levels decrease activity levels and the performance of stereotypic behaviour, and increase resting behaviour. However, high fibre diets do not appear to reduce aggression between group-housed pregnant sows. The research clearly showed that the effectiveness of high fibre diets is influenced by the source of fibre, with soluble fibres being more effective in reducing stereotypic behaviours than insoluble fibres. However the optimum fibrous ingredient, or combination of ingredients, and the optimum dietary inclusion rate for these ingredients remains unclear

A cross-national comparative study exploring formative assessment enactment in Ireland and Scotland

How formative assessment is enacted is not fully understood. This thesis explored formative assessment enactment in Ireland and Scotland with a specific focus on the factors that promote or inhibit enactment. The literature review revealed a gap in the research on how formative assessment is enacted in second level science classrooms, particularly in Ireland. The study employed a multi-site case study methodology with activity theory providing the theoretical lens. A sample of four second level schools (two in Ireland and two in Scotland), four school leaders, and eight science teachers with their lower second level science classes were recruited to the study. Data were gathered using interview, observation, video data, desk research, and the Q methodology. Qualitative data were coded using themes relating to formative assessment (Wiliam and Thompson, 2007) and activity theory (Engeström, 1987). Q data were analysed quantitively using PQ Method software (Schmolck & Atkinson, 2002). Findings from this thesis illustrated that in Ireland there is a strong focus on tools for formative assessment without consideration of its true purpose: improved learning and responsive teaching. While teachers plan to enact formative assessment, they were not using it to inform teaching and learning. The cultural context of high stakes examinations in Ireland was also undermining formative assessment enactment. Scotland had a longer time with formative assessment in their Curriculum for Excellence (Scottish Executive, 2004). However the data showed teachers were still not enacting formative assessment effectively. The findings add new knowledge to the scholarship on formative assessment. Most notably a pair of factors for effective formative assessment enactment are presented: cultural context and assessment literacy. In addition, this thesis uncovered a variety of other factors that were influencing formative assessment enactment including curriculum, whole school initiatives, professional development, school community, teacher professional identity, and teacher student relationships

New insights into the biological role of mammalian ADARs; the RNA editing proteins

The ADAR proteins deaminate adenosine to inosine in double-stranded RNA which is one of the most abundant modifications present in mammalian RNA. Inosine can have a profound effect on the RNAs that are edited, not only changing the base-pairing properties, but can also result in recoding, as inosine behaves as if it were guanosine. In mammals there are three ADAR proteins and two ADAR-related proteins (ADAD) expressed. All have a very similar modular structure; however, both their expression and biological function differ significantly. Only two of the ADAR proteins have enzymatic activity. However, both ADAR and ADAD proteins possess the ability to bind double-strand RNA. Mutations in ADARs have been associated with many diseases ranging from cancer, innate immunity to neurological disorders. Here, we will discuss in detail the domain structure of mammalian ADARs, the effects of RNA editing, and the role of ADARs in human diseases

An Investigation of Students' Attitudes to Science, Mathematics and the Use of Technology in Lower Secondary Education

This paper explores lower secondary school students‟ attitudes to mathematics and science, to the teaching and learning of these subjects and the use of technology in the classroom. The data analyzed in this paper were obtained as part of an international project, Formative Assessment in Science and Mathematics Education (FaSMEd), which examined whether technologically enhanced formative assessment practice could improve the attitude and attainment of learners in science and mathematics at lower secondary level. This paper is focused on data from a survey and Q sort activities which investigated students‟ viewpoints in the context of mathematics and science classes in Ireland. The analysis showed that in general students have a positive attitude and self-image about learning science and mathematics, however the science students had a significantly more positive view of the subject, of their ability, and of the use of technology than their mathematics peers. The Q sort data showed that students who preferred to work alone tended to find technology less helpful than students who liked to work collaboratively. Students who saw the value of technology were often persistent and liked working with others. This has implications for the integration of technology in science and mathematics classes

An Investigation of Students' Attitudes to Science, Mathematics and the Use of Technology in Lower Secondary Education

This paper explores lower secondary school students‟ attitudes to mathematics and science, to the teaching and learning of these subjects and the use of technology in the classroom. The data analyzed in this paper were obtained as part of an international project, Formative Assessment in Science and Mathematics Education (FaSMEd), which examined whether technologically enhanced formative assessment practice could improve the attitude and attainment of learners in science and mathematics at lower secondary level. This paper is focused on data from a survey and Q sort activities which investigated students‟ viewpoints in the context of mathematics and science classes in Ireland. The analysis showed that in general students have a positive attitude and self-image about learning science and mathematics, however the science students had a significantly more positive view of the subject, of their ability, and of the use of technology than their mathematics peers. The Q sort data showed that students who preferred to work alone tended to find technology less helpful than students who liked to work collaboratively. Students who saw the value of technology were often persistent and liked working with others. This has implications for the integration of technology in science and mathematics classes

Pig producer perspectives on the use of meat inspection as an animal health and welfare diagnostic tool in the Republic of Ireland and Northern Ireland

peer-reviewedBackground Currently, there is growing interest in developing ante and post mortem meat inspection (MI) to incorporate measures of pig health and welfare for use as a diagnostic tool on pig farms. However, the success of the development of the MI process requires stakeholder engagement with the process. Knowledge gaps and issues of trust can undermine the effective exchange and utilisation of information across the supply chain. A social science research methodology was employed to establish stakeholder perspectives towards the development of MI to include measures of pig health and welfare. In this paper the findings of semi-structured telephone interviews with 18 pig producers from the Republic of Ireland and Northern Ireland are presented. Results Producers recognised the benefit of the utilisation of MI data as a health and welfare diagnostic tool. This acknowledgment, however, was undermined for some by dissatisfaction with the current system of MI information feedback, by trust and fairness concerns, and by concerns regarding the extent to which data would be used in the producers’ interests. Tolerance of certain animal welfare issues may also have a negative impact on how producers viewed the potential of MI data. The private veterinary practitioner was viewed as playing a vital role in assisting them with the interpretation of MI data for herd health planning. Conclusions The development of positive relationships based on trust, commitment and satisfaction across the supply chain may help build a positive environment for the effective utilisation of MI data in improving pig health and welfare. The utilisation of MI as a diagnostic tool would benefit from the development of a communication strategy aimed at building positive relationships between stakeholders in the pig industry.The authors acknowledge the financial support provided by the Irish Government’s National Development Plan 2007–2013 (Department of Agriculture, Food and the Marine’s Competitive Research Programme – RSF 11/S/107)