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Heart to spine measurements to detect left atrial enlargement in dogs with mitral insufficiency
No full textBackground: Radiography is useful to determine left atrial (LA) size when echocardiography is not available.
Recently, the authors have described Radiographic Left Atrial Dimension (RLAD) as a new radiographic
measurement to assess LA size. The objective of this study was to assess the clinical usefulness of 2 new
radiographic measurements to detect and quantify left atrial enlargement (LAE) compared to RLAD and using left
atrium to aortic root (LA/Ao) ratio as gold standard. These new measurements, bronchus-to-spine (Br-Spine) and
RLAD-to-spine (RLAD-Spine) may be more precise in cases were LA boundaries are not well defined. Fifty dogs, 25
with and 25 without LAE were recruited. Reference LA/Ao ratio was assessed by 2D echocardiography and LAE was
considered if LA/Ao > 1.6. Br-spine was measured as a straight vertical line from the main stem bronchus to the
ventral border of the vertebra situated immediately dorsal to the heart base. RLAD-Spine was measured from RLAD
endpoint perpendicularly to spine. The correlation of RLAD, Br-Spine and RLAD-Spine methods with LA/Ao and
their sensitivity and specificity for detecting LAE were calculated. Receiver Operating Characteristic (ROC) curves
were used to estimate the optimal cut-off for each method.
Results: Correlations between Br-Spine, RLAD-Spine, RLAD and LA/Ao ratio were − 0.66, − 0.76 and 0.89 respectively
(P < 0.001). Sensitivity at the optimal cut-off values for detecting LAE were 32.0, 64.0 and 96.0%, respectively.
Specificity was 96.0% in all cases.
Conclusion: Br-Spine and RLAD-Spine were less sensitive radiographic measurements than RLAD in detecting LAE
in dogs. Both Br-Spine and RLAD-Spine may not be good alternatives to RLAD
A narrative review of the role of psychological skills and characteristics in navigating the pathway to professional rugby union
No full textTo overcome the challenges associated with navigating the talent development pathway to professional rugby, players must possess certain psychological skills and characteristics (PSCs), e.g., motivation, confidence, and coping skills. It is essential to understand the PSCs that assist players in successfully transitioning through a talent development pathway and at the professional level, as that knowledge could be applied to enhancing psychological support. The goal of this narrative review was to synthesise research examining the PSCs that contribute to rugby players overcoming challenges to optimise
their performance. To ensure objectivity within this review, a systematic approach was taken to the literature search and selection process of papers. Four databases were searched, and the key search terms used were “rugby” “psych*” “mental” and various combinations of these terms. From this process, ten relevant papers were identified. The review revealed that players need to possess a range of PSCs, notably motivation,
commitment, coping skills, confidence, focus and self-regulation to navigate the talent development pathway in rugby successfully. It is suggested that players should be taught a wide range of psychological skills so they can develop the skills and characteristics to enable them to deal with the challenges they face and to optimise their performance. Future research should examine whether a training programme based on the PSCs
identified would have positive effects on players navigating the talent development pathway to professional rugb
Sward type alters the relative abundance of members of the rumen microbial ecosystem in dairy cows
No full textThe performance of ruminant livestock has been shown to beneft from the enhanced nutritive value
and herbage yield associated with clover incorporation in the grazing sward. However, little research
to date has been conducted investigating the efects of mixed swards containing white clover on
the composition of the rumen microbiome. In this study, the rumen microbial composition of late
lactation dairy cows grazing perennial ryegrass only (PRG; n=20) or perennial ryegrass and white
clover (WCPRG; n=19) swards, was characterised using 16S rRNA amplicon sequencing. PERMANOVA
analysis indicated diet signifcantly altered the composition of the rumen microbiome (P=0.024).
Subtle shifts in the relative abundance of 14 bacterial genera were apparent between diets, including
an increased relative abundance of Lachnospira (0.04 vs. 0.23%) and Pseudobutyrivibrio (1.38 vs.
0.81%) in the WCPRG and PRG groups, respectively. The composition of the archaeal community was
altered between dietary groups, with a minor increase in the relative abundance of Methanosphaera
in the WCPRG observed. Results from this study highlight the potential for sward type to infuence the
composition of the rumen microbial community
Transcriptional control of central carbon metabolic flux in Bifidobacteria by two functionally similar, yet distinct LacI-type regulators
No full textBifdobacteria resident in the gastrointestinal tract (GIT) are subject to constantly changing
environmental conditions, which require rapid adjustments in gene expression. Here, we show that two
predicted LacI-type transcription factors (TFs), designated AraQ and MalR1, are involved in regulating
the central, carbohydrate-associated metabolic pathway (the so-called phosphoketolase pathway
or bifd shunt) of the gut commensal Bifdobacterium breve UCC2003. These TFs appear to not only
control transcription of genes involved in the bifd shunt and each other, but also seem to commonly
and directly afect transcription of other TF-encoding genes, as well as genes related to uptake and
metabolism of various carbohydrates. This complex and interactive network of AraQ/MalR1-mediated
gene regulation provides previously unknown insights into the governance of carbon metabolism in
bifdobacteria
Effect of Early Calf-Hood Nutrition on the Transcriptional Regulation of the Hypothalamic-Pituitary-Testicular axis in Holstein-Friesian Bull Calves
No full textThe aim of this study was to investigate the effect of early calf-hood nutrition on the transcriptomic profile of the arcuate nucleus of the hypothalamus, anterior pituitary and testes in Holstein-Friesian bulls. Holstein-Friesian bull calves with a mean (±S.D.) age and bodyweight of 19 (±8.2) days and 47.5 (±5.3) kg, respectively, were offered a high (n = 10) or low (n = 10) plane of nutrition in order to achieve an overall growth rate of 1.2 and 0.5 kg/day. At 126 (±3) days of age, calves were euthanized, hypothalamus (arcuate region), anterior pituitary and testicular parenchyma samples were harvested and RNAseq analysis was performed. There were 0, 49 and 1,346 genes differentially expressed in the arcuate nucleus, anterior pituitary and testicular tissue of bull calves on the low relative to the high plane of nutrition, respectively (P < 0.05; False Discovery Rate <0.05). Cell cycle processes in the anterior pituitary were down regulated in the low relative to the high plane of nutrition; there was no differential expression of genes related to reproductive processes. Gene expression involved in cholesterol and androgen biosynthesis in the testes were down regulated in animals on the low plane of nutrition. This study provides insight into the effect of early life plane of nutrition on the regulation of the HPT axis
An Exploration of how the Concept of Recovery in Mental Health is Socially Constructed and how it Impacts on the Delivery of Mental Health Services - an Irish Case Study
No full textBackground & Purpose:The concept of recovery has become a central debate in mental health systems. It is a philosophy which struggles to translate from policy to practice. This research explored the concept of recovery from a social constructionist perspective to determine the impact on recovery-orientated services. There was a specific focus on the conceptualisation of recovery as a personal journey.
Methods: A qualitative case study design supported the in-depth analysis of how services were socially constructed. An interpretivist methodology was adopted to explore the motivations underpinning people s actions within Irish mental health services. The sample included service users, professionals, family members/carers, policy informers. Semi-structured interviews were the chosen method. Thematic analysis was adopted to analyse the data.
Findings: Service users reflected on their shared frustrations concerning the overwhelming focus on them to succeed in their recovery journey. Professionals echoed these experiences, claiming the everyday pressures to measure and be efficient led to service-defined outcomes. Policy influencers reflected on the expectations to develop a similar research base for recovery as seen in psychiatry. Family members spoke of the lack of focus on their own recovery journey.
Conclusions & Implications: Reflecting on the core findings, the discussion centred on the often-disillusioned experiences of stakeholder groups in receipt of recovery-orientated services. The dominant discursive practices neoliberalism and objectification have led to experiences of recovery which are empty and unfulfilled. Finally, the study presents recommendations on how social constructionism, and other social theories derived from thinkers such as Goffman, Aristotle and Levinas, can help mental health systems reflect on the intrinsic meanings of personal recovery in practice
Investigating the Introduction of Aistear into the Fourth Class Curriculum
No full textThis Action Research project follows and documents the outcomes that arose before, during, and after implementing an \u27Aistear\u27 scheme of work in a Fourth Class classroom. The \u27Aistear\u27 sessions were carried out with pupils from a Fourth Class in Dublin. The study sets out to answer the following research questions;
1. What advantage would Aistear have on children in the Senior Cycle on their imagination and capacity for independent learning?
2. Would Aistear help further the pupils\u27 understanding of curriculum concepts and skills and thereby enhance their learning and attitudes towards their learning?
Data was collected after each play session and reflected upon in order to make adaptations to future sessions and planning. A variety of data was collected, including pupil\u27s brainstorms, teacher observations (recorded in a reflection diary), pupil\u27s learning logs, and a pre-study and post-study questionnaire. Once all the data had been gathered from the play sessions, it was analysed. I drew some preliminary conclusions about the challenges and benefits of including Aistear in a Fourth Class classroom. The final chapter of this research project consists of a number of insights that I gained from carrying out this study. These insights may inform any teacher who wishes to introduce or re-introduce Aistear in their classrooms in the Primary Senior Cycle
How can I, as an early childhood educational leader, cultivate a Community of Practice in my setting?
No full textThe aim of this research was to explore means in which I could enhance my leadership skills by aligning my practice to my values. I value a colleigal environment and socially constructing knowledge with my colleagues. However, I was aware that my values were not reflected in my practice. Through engaging in self-study action research, I could examine my practice, identify methods in which I could enhance it and align my practice with my values.
As this is a self-study action research project, it occurred within my place of work, an early childhood education and care facility. I enlisted the support of a critical friend with nine colleagues from my setting agreeing to participant in the research. The research methodology I used included questionnaires, interviews, focus groups and my reflective journal. These qualitative research tools would enable me to gain the perspective of the participants while including my own learning as a researcher. All ethical considerations were adhered to during this research, these included gaining informed consent from the participants, and the collection and storage of data.
There were three action research cycles within this self-study, all of which focussed on enhancing my communication skills and providing opportunities for the co-construction of knowledge among the team. The data gathered and analysed from these research cycles indicated that the participants wished to engage in communities of practice to enhance their learning, practice, and sense of connection as a team. The data also found that the cultivation of a community of practice must be a deliberate and considerate act to support the involvement of all participants.
However, it also identified the following concerns, my communication skills and sense of identity as a new leader influenced the level of engagement from the participants and at times acted a barrier to engagement among the participants. This emerged from unexpected data and my engagement in meta-reflection. These findings have led me to deeply consider my practice, identity, and values as an early childhood educational leader. Furthermore, they have also supported me in constructing a living theory of my practice by providing a rationale and awareness as to why I had previously engaged in such practice
Developing and Understanding Language to Foster a Growth Mindset Amongst Pupils in a Primary Classroom.
No full textOur awareness of and attitude towards our language can have a significant impact on our daily lives and our engagement with each other, the curriculum and the environment. Every child has the potential to be exceptional. It is our responsibility as educators to assist them in discovering and fulfilling their potential. To achieve this aim, we must shift our mindsets and trust in our ability to increase learning for all students. As I began to reflect on this, I realised that this was the perfect opportunity to examine if I was truly encouraging a positive growth mindset in my classroom. I have had my class for the past two years and from the beginning some of the children struggled to show positive self-esteem, lacked the ability to face challenges and viewed their mistakes in a negative light. I wanted to foster a greater sense of self-worth among the children through my practice.
The self-study action research project aimed to explore the benefits of teaching positive language to children to foster and develop a growth mindset within the classroom. It was a class-based study looking to explore the role I played as the teacher in creating these conditions and in providing opportunities for the participants involved. The research took place in a senior national school with a sample of 26 sixth class children. The study involved a twelve-week intervention covering several concepts. Methods for data collection were pre and post intervention questionnaires, rating scales, nine diamond surveys, structured and unstructured observations, pupil reflective journals and a teacher reflective journal.
Drawing on the work of Carol Dweck, we attempted to create a classroom ethos around the topic of a growth mindset which cultivated an environment of growth, possibility and positivity. Through analysing the findings that are presented in this study, I believe my teaching of positive language to children has improved in supporting the development of student attitudes towards subjects they find challenging and has also helped them in the wider world.
In doing so, I have learned that my educational ideals of student care, student voice and positivity are critical components of my future practice