Hepatozoonosis canina.Estudio retrospectivo de 8 casos clínicos

Se describen ocho casos de hepatozonoosis canina diagnosticados en la Clínica Veterinaria Canis mediante identificación del microorganismo en extensiones de sangre y lo médula ósea. Se incluyen el cuadro clínico, pruebas laboratoriales de diagnóstico, pautas de tratamiento y evolución clínica.Hight cases of canine hepatozoonosis diagnosed at Clinica Veterinaria Canis by identzfication of the organism on blood and/or bone marrow smears are descried. Clinical signs, hematologic and biochemistry findings, diferent treatment, protocols and jollow up are included

The challenges and possibilities of reflective learning in higher education. Research focused from the perspective of university students on four different degree courses

Despite an increase in university teaching practices based on reflective learning methodology (RL), only very few studies are found in the context of higher education aimed at determining students? perception of this approach to teaching and learning. The aim of this research was to ascertain the opinions of students on different university degree courses regarding the challenges, difficulties and contributions arising from the application of reflective learning methodology in their learning process so as to propose strategies for improving education. The study was carried out on four Bachelor degree courses at the University of Girona: Social Education, Environmental Sciences, Nursing and Psychology. The research was conducted in two stages. In the first (2011-12 academic year), a questionnaire was administered to 162 students (43 from Social Education; 33 from Environmental Sciences; 31 from Nursing; and 55 from Psychology). One section of the questionnaire was specifically devoted to studying the perceptions of students participating in various RL experiences regarding the main difficulties they faced and the contributions of the RL to their learning process. Among the highlighted difficulties was the fact that RL requires a work process they are not used to and their lack of reflective writing skills. Among the contributions, the students felt that RL results in more complex and selfregulated knowledge, develops greater dynamic capabilities and increases the degree of reflection on learning processes and areas for improvement. In the second stage of the study (2012-13 academic year), four focus groups were held with students who had participated in the previous years? experience with the aim of gaining further insight into their perceptions regarding the challenges and contributions of RL. A total of 20 students participated, all of whom gave informed written consent. The sessions were recorded and transcribed in full and a thematic content analysis was performed. In all four groups the students stated that the experience had allowed them to improve their learning and become aware of their current situation and areas for improvement. As for the challenges, they cited difficulties in understanding the aims and purpose of RL, particularly at the beginning of the experience, together with problems experienced in writing about it, doubts about the level of openness required and uncertainty about how they would be assessed. The research conducted suggested that RL has significant potential to connect academic activity with professional action. It also provided working guidelines for improving experiences carried out on the basis of RL. These include the need to clarify the methodology and present arguments for its use, so that students understand the type of work it will mean for them and the objectives they pursued. Students should also be provided with sufficiently clear guidelines regarding how they will be assessed (in relation to both activities and level of reflection). There is a need to build a group climate based on mutual trust, continuous feedback and the establishment of a support process that maintains this trust throughout the learning process

Intramuscular vs. Intradermic Needle-Free Vaccination in Piglets: Relevance for Animal Welfare Based on an Aversion Learning Test and Vocalizations

The aim of the present study was to compare intramuscular injection with a needle and intradermic needle-free vaccinations against porcine reproductive and respiratory syndrome (PRRS) in piglets at 28 days old by studying behavioral and physiological reactions. A total of 72 piglets divided into 2 sex-balanced batches were assessed. Within each batch, the piglets were divided into three treatments, which were Hipradermic (0.2 ml of UNISTRAIN® PRRS vaccine administered with an intradermic needle-free device), Intramuscular (IM, 2.0 ml of vaccine), and Control (not vaccinated). Before the vaccination, the piglets were trained to cross a 4-m-long raceway to perform an aversion learning test. The day of vaccination, the time taken to cross the raceway was registered for each piglet at different times: prior to the vaccination and 10 min, 2, 24, 48, and 72 h after the vaccination, to measure variations in these times as signs of aversion to the vaccination process. Vocalizations, as potential signs of pain, were recorded as well at the end of this raceway to analyze their frequency (Hz), duration, and level of pressure (dB) at the moment of vaccination. Salivary cortisol, as a sign of the HPA-axis activity, was assessed 10 min after the vaccination. In addition, activity budgets, local reaction to the vaccine, and serological titer were also considered in the study. Ten minutes after the vaccination, the IM piglets took longer (p < 0.001) to cross the raceway than did the Hipradermic and Control piglets. Vocalizations were significantly different between the three treatments: the Control piglets produced vocalizations with the lowest frequency (p < 0.001) and level of pressure (p < 0.001), and IM with the highest, with Hipradermic in a significant intermediate position (p < 0.001). Accordingly, the day of the vaccination, IM and Hipradermic animals were lying on the side of the vaccine administration a greater proportion of time than were the Control piglets (10, 11, and 6%, respectively; p = 0.027). Salivary cortisol was not significantly different between treatments. The serum titer of antibodies against the PRRS was higher (p < 0.001) in both vaccinated treatments in comparison to the Control piglets. It is concluded that the Hipradermic needle-free vaccination may result in a less aversive experience in piglets than did intramuscular vaccination.info:eu-repo/semantics/publishedVersio

Revista de educación

Resumen tomado del autor. Resumen en castellano e inglés. Notas a pie de página. Este artículo se incluye en el monográfico 'Temas actuales de enseñanza'La colaboración entre familia y profesionales es imprescindible en todos los procesos educativos, sobre todo en aquellos que conllevan una especial dificultad. Actualmente los procesos de transición a la vida adulta son complejos para la mayoría de los jóvenes, y esta situación afecta especialmente a las personas con discapacidad. Sobre la base de las aportaciones de los profesionales que trabajan en los servicios que utilizan la metodología del trabajo con apoyo, se analiza qué aspectos relacionados con el ámbito familiar pueden contribuir a facilitar los procesos de inserción laboral de las personas con discapacidad en contextos ordinarios. Entre otros, la colaboración entre la institución familiar y los servicios y la generación de expectativas realistas respecto a las posibilidades laborales de las personas con discapacidad, se configuran como aspectos esenciales para favorecer la inserción en el mercado laboral ordinario a las personas con discapacidad.MadridBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 Planta; 28014 Madrid; Tel. +34917748000; [email protected]

Does the location of enrichment material affect behavior and dirtiness in growing female pigs?

The objective of this study was to investigate if female growing pigs spend similar amounts of time exploring a wooden stick as they do exploring enrichment material regardless of its proximity to the feeder. Forty-eight pigs aged 18 to 26 weeks allocated to 16 pens with three pigs per pen were studied. Fifty percent of the pens had a wooden stick beside the feeder, and the rest had a similar stick opposite to the feeder. Two observers assessed the pigs by means of scan and focal sampling. The pigs spent more time (p < .0001) exploring the wood during the first week than during the rest of the study (10.9% vs 3.6%). The pigs with the wood close to the feeder spent less (p = .0001) time resting (29.9%) and more (p < .0001) time exploring (6.3%) the wood than did pigs with the wood opposite to the feeder (32.4% and 2.5%, respectively). In conclusion, a wooden stick placed close to the feeder was associated with more exploratory behaviorcompared with a similar stick placed opposite to the feeder.info:eu-repo/semantics/acceptedVersio