Effect of Metabolic Disorders on Rumen pH

Effect of Metabolic Disorders on Rumen pH The effect of metabolic disorders on rumen pH and production performance of Holstein dairy cows Ondrej HanuÃ… ¡ovskà ½1, Daniel Bà ­ro1, Milan Ã…  imko1, Branislav Gà ¡lik1, Miroslav Jurà ¡Ãƒâ€žÃ‚ ek1, Michal Rolinec1 Abstract The main goal of this research was to evaluate the health condition of dairy cows in relationship with milk production and milk composition using continuous monitoring boluses in cooperation with University Experimental farm in Oponice. Totally, 7 Holstein cows had implemented bolus for monitoring rumen pH and temperature every 15 minutes with accuracy  ± 0.1 pH and  °C. Milk production test-day records by Breeding Services of Slovakia, s. e. 5 times per each cow with bolus during 27 weeks of lactation were realised. Dairy cows were divided into three groups (NORMAL, SARA, KETOSIS) according to average daily pH. After that test-day records with the selected group were paired.   In the NORMAL group in comparison with the SARA group statistically significant higher pH by 9.81% (p

Qualitative Data Essay

VOCABULARY – I consider vocabulary as the easiest because with the use of context clues, I can easily understand the meaning of the word. – 7 respondents have the same reason. – I consider vocabulary as the easiest because you only have to be familiar with words. – 2 respondents have the same reason. – I consider vocabulary as the easiest because I’m a wide reader at a young age. – 2 respondents have the same reason SENTENCE/SYNTAX – I consider Sentence/Syntax as the easiest because you just have to familiarize grammatical rules. – 2 respondents have the same reason GETTING THE MAIN IDEA – I consider Getting the Main Idea as the easiest because by understanding the passage, you can get the whole idea. – 9 respondents have the same reason – I consider Getting the Main Idea as the easiest because there are no rules on understanding the passage – I consider Getting the Main Idea as the easiest because it is mainly asking what the text is all about. – 2 respondents have the same reason – I consider Getting the Main Idea as the easiest because it is mostly found at the beginning of the paragraph. COMPREHENSION – I consider Comprehension as the easiest because by simply reading. I can comprehend what the paragraph is all about. DIFFICULT: VOCABULARY – I consider vocabulary as the hardest because I have limited words stocks. – 4 respondents have the same reason. – I consider vocabulary as the hardest because I still need to consult the dictionary to know the meaning of the. – 2 respondents have the same reason. – I consider vocabulary as the hardest because I have a poor memory to retain word meanings. – I consider vocabulary as the hardest because I’m not a wide reader. SENTENCE/SYNTAX – I consider Sentence/Syntax as the hardest because it’s hard to analyze sentence structures and grammatical rules. – 2 respondents have the same reason GETTING THE MAIN IDEA – I consider Getting the Main Idea as the hardest because it’s hard to deal with the writing styles of the author and confused if I have to dwell with my own understanding. – 2 respondents have the same reason – I consider Getting the Main Idea as the hardest because words are confusing. – I consider Getting the Main Idea as the hardest because it is requires comprehension and focus. – 2 respondents have the same reason – I consider Getting the Main Idea as the hardest you have to identify the specific details of the story. COMPREHENSION – I consider Comprehension as the hardest because there are articles that are difficult to understand. – 3 respondents have the same reason – I consider Comprehension as the hardest because you have to check the deeper meaning of the text. – I consider Comprehension as the hardest because you have to consider everything (sentence structure, grammatical rules, vocabulary etc.) to get the meaning. – I consider Comprehension as the hardest because it’s difficult to retain everything I’ve read. – 2 respondents have the same reason – I consider Comprehension as the hardest because of the unfamiliar words. – I consider Comprehension as the hardest because it requires prior knowledge. – I consider Comprehension as the hardest because of the author’s ambiguous ideas. – I consider Comprehension as the hardest because it needs fast digestion of the contexts. 3. What possible intervention could have been done to help you develop your reading skills at the point of your education? The following are recommended reading interventions: to become a wide reader – 19 respondents have the same suggestion study more vocabulary words – 6 respondents have the same suggestion involve in more reading activities – 12 respondents have the same suggestion watch more films – 2 respondents have the same suggestion teachers should stimulate motivation – 3 respondents have the same suggestion teachers should conduct more tutorial – 3 respondents have the same suggestion teachers should unlock difficulties before starting the lesson proper practice reflective reading COMPREHENSION – I consider Comprehension as the hardest because I’m having a hard time to understand texts heard. – 2 respondents have the same reason – I consider Comprehension as the hardest because I consider myself as a visual learner. – I consider Comprehension as the hardest because I easily lose focus 3. What possible intervention could have been done to help you develop your listening skills at the point of your education? The following are recommended reading interventions: get acquainted with correct pronunciation through practice – 3 respondents have the same suggestion learn different kinds of accents watch more films 3R’s- Read, Read or Read stay focused and listen keenly – 6 respondents have the same suggestion engage in more listening activities– 14 respondents have the same suggestion tele-conferencing with someone who has a different accent educators should encourage developing listening skills

Comparison Between Wind and Other Poem

Compare how Wind and one other poem present weakness and strength. The weaknesses and strengths in ‘Wind’ are attempts to portray the diversity of nature and the ongoing sense that nature has by using the present tense. Hughes switches from hard sounds, ‘bang and vanish with a flap’ and ‘black back gull bent like an iron bar’ representing the hard assonance and from this referring back to the harsh storm.However the use of colour in descriptions could symbolize both a negative and a positive, for example, ‘orange sky’ representing the warm colours of summer, also ‘green goblet’ could seem to be related to jealousy however could also be referred to as bright and a symbolic image of summer and the bright colours, linking to the ‘orange sky’. The diversity in ‘below the green corrie’ in terms of portraying weakness and strengths are highlighted through the man and his relationship with nature, it shows the weakness of the writer in terms of competing with nature.In my opinion I believe that not only the writer portrays himself to be the weaker opposition but also can portray the ‘bandit’ like and the ‘swashbuckling’ mountains to eventually be seen as the weaker opponent to another side of nature. For example, ‘a sunshaft had pierced the clouds and their leader’ could represent the light controlling the intimidating mountains and almost converting it to something more hopeful and positive.This could be the sun, the main character in nature, controlling them without choice, this takes away the sense of fear and the negativity of the ‘bandits’ and creates a positive image. Both ‘Wind’ and ‘Below the Green Corrie’ clearly share the same structure in terms of the negative openings to each poem. They both clearly and dynamically highlight the dangerousness of the situations automatically. MacCaig begins with a negative image of ‘the mountains gathered round me like bandits’ which really presents the fearful situation. In contrast to this ‘Wind’ also presents this.Hughes immediately beings with a metaphor, ‘This house has been far out at sea all night’ comparing the house to a boat, ‘at sea’ (isolated), this really emphasises the danger. They both begin presenting their negative images, those that seem to place both in a vulnerable position. ’ The mountains gathered round me’ show the vulnerability of the character, contrasting that ‘this house has been far out at sea’ also shows this, the use of ‘at sea’ creates an image of isolation, placing the so called house in a vulnerable position also.

Comparison Between Protective Antibody Response And Guinea...

Comparison of protective Antibody response in guinea pigs immunized with Wild type (Wt) BoHV-1 and ΔgE BoHV-1 mutant virus vaccine L.R.ANANTHAKRISHNA1*, MOHINI SAINI2, PRAVEEN K GUPTA3 and RIZWANA TABASSUM4 1Asst.Professor, 2, 3 Principal Scientist, 3Research Associate 1Department of Veterinary Physiology and Biochemistry; Karnataka Veterinary, Animal Fisheries Sciences University; Veterinary College, Vinobanagar, Shimoga- 577 204, India, 2Division of Biochemistry, 3 4Division of Veterinary Biotechnology, Indian Veterinary Research Institute, Izatnagar-243 122, Bareilly, Uttar Pradesh, India *1Email: drananthalr639@gmail.com contact: 9535205024 ABSTRACT Vaccination has been one of the most important interventions in disease prevention, control and eradication. The impact of vaccination largely depends on type of immune response and the extent of protective antibodies that would neutralize the infectious pathogen in subsequent exposure. BoHV-1 causes several clinical conditions in cattle including rhinotracheitis, vaginitis, balanoposthitis, abortion, conjunctivitis, and enteritis which impact a severe economic loss to dairy industry. When the ΔgE BoHV-1 mutant virus was intended to be used as vaccine one of the major immunological parameters such as virus neutralizing antibodies to protect animals against infected virus and/or immunized virus. To determine the suitability of a vaccine, in this study we performed in vitro test method to compare the level of