scholarly journals Sow preference for types of flooring in farrowing crates

1996 ◽  
Vol 76 (4) ◽  
pp. 485-489 ◽  
Author(s):  
P. A. Phillips ◽  
D. Fraser ◽  
B. K. Thompson
Keyword(s):  
Animal Welfare ◽  
Key Words ◽  
Video Recording ◽  
Strong Preference ◽  
Testing Apparatus ◽  
Concrete Floor ◽  
Preference Testing ◽  
Continuous Access ◽  
Floor Material

A preference-testing apparatus was used to provide sows with continuous access to three identical farrowing crates, each with a different type of flooring. The crates radiated from a central hub area sufficiently large for sows to enter or leave any crate freely. In exp. 1, nine sows from a concrete-floored gestation room were offered crates over concrete, plastic-coated rod, and galvanized metal rod. In exp. 2, 18 sows were pre-exposed for a period of 1 wk to one of the three floors before entry into the preference testing apparatus. Video recording was used to determine sow position from 3 d before to 13 d after farrowing in exp. 1 and for a 3-d period before and 3-d period after farrowing in exp. 2. In exp. 1, sows showed a strong preference (P < 0.05) for the concrete floor before farrowing, but this preference had diminished by the final week in the apparatus (P ≈ 0.16). In exp. 2, sows pre-exposed to metal or plastic-coated flooring made more voluntary use of these products, but the metal floor was strongly avoided during and immediately after farrowing. Overall, concrete seemed to be a preferred floor material for sows at farrowing. Key words: Sow, farrowing crate, flooring, preference testing, animal welfare

scholarly journals Sow preference for farrowing-crate width

1992 ◽  
Vol 72 (4) ◽  
pp. 745-750 ◽  
Author(s):  
P. A. Phillips ◽  
David Fraser ◽  
B. K. Thompson
Keyword(s):  
Animal Welfare ◽  
Key Words ◽  
Video Recording ◽  
Equipment Design ◽  
Testing Apparatus ◽  
Standing Height ◽  
Preference Testing ◽  
Continuous Access ◽  
Design Preference ◽  
Sufficient Space

A preference-testing apparatus was designed to provide sows with continuous access to three farrowing crates of different widths. The crates radiated from a central hub area sufficiently large for sows to enter or leave any crate freely. In exp. 1, nine sows were offered crates of 450-, 600- and 750-mm width at standing height. In exp. 2, 12 sows were offered widths of 450, 750 and 1200 mm, the largest being of sufficient width for the sow to turn around. Video recording was used to determine sow position from 3 d before to 6 d after farrowing. In exp. 1, sows showed a preference for the widest crate of 750 mm during and after farrowing (P < 0.05) but not before. In exp. 2, the 1200-mm width was preferred before, during and after farrowing (P < 0.005) over the widths that were too narrow to permit turning. Sufficient space for turning appears to be preferred by sows around the time of farrowing. Key words: Sow, farrowing crate, equipment design, preference testing, animal welfare

scholarly journals Effects of Human Presence and Voice on the Behaviour of Shelter Dogs and Cats: A Preliminary Study

Animals ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 406
Author(s):  
Adele Tuozzi ◽  
Christine Arhant ◽  
Kristina Anderle ◽  
Jessica Backes ◽  
Catherine Cords ◽  
...  
Keyword(s):  
Animal Welfare ◽  
Video Recording ◽  
Auditory Stimulation ◽  
Vertical Dimension ◽  
Physical Contact ◽  
Gaze Direction ◽  
Human Presence ◽  
Reading Condition ◽  
Shelter Dogs ◽  
Preliminary Study

Reading books to shelter animals combining auditory enrichment with human presence is increasingly used although its effects on animal welfare have not yet been investigated. This study compared the behaviour of single-housed shelter dogs and cats during a prerecorded reading condition in the absence or presence of an unfamiliar human (without direct physical contact). Fourteen dogs and twenty-one cats were observed in their enclosure in the two conditions in a counterbalanced order. Behaviours such as scratching the door, gaze direction and location in relation to the audio source/human were analysed from video recording for 10 min per condition. Dogs spent more time in their bed (p < 0.047) and looking at the auditory source (p < 0.004) when a human was present. Cats showed door scratching and rubbing when a human was present (p < 0.043), whereas they tended to spend more time in the vertical dimension (p = 0.051), where the hiding boxes were located, during auditory stimulation without a human present. These results show that the presence of a human induces greater interest compared to just audio stimulation in shelter dogs and cats but may induce frustration likely due to not being able to physically interact in some animals.

INFLUENCE OF SELF-ANALYSIS AND REFLEXIVE PERSCRUTATION OF PRIE-SERVICE TEACHERS THROUGH VIDEO RECORDING IN CHEMISTRY TEACHERS EDUCATION

2010 ◽  
Vol 7 (1) ◽  
pp. 8-14
Author(s):  
Vitor Zanni ◽  
Agnaldo Arroio
Keyword(s):  
Professional Development ◽  
Discourse Analysis ◽  
Key Words ◽  
Video Analysis ◽  
Video Recording ◽  
Chemistry Teacher ◽  
Chemistry Teaching ◽  
Pedagogical Strategies ◽  
Chemistry Teachers ◽  
Methodological Tool

In this work, we present an approach on methodology of teaching where pre-service chemistry teachers are required to analyze sequences of digital video of chemistry teaching in real classrooms. We utilize discourse analysis to help pre-service chemistry teachers to reflect on their pedagogical strategies and discursive interactions. The results showed that the integration of video analysis on the pre-service chemistry teacher training is an important methodological tool on professional development of chemistry teachers. Key-words: pre-service education, video, chemistry teacher, ICT.

The use of infrared thermography to assess inflammation associated with hot-iron and freeze branding in cattle

1997 ◽  
Vol 77 (4) ◽  
pp. 577-583 ◽  
Author(s):  
K. S. Schwartzkopf-Genswein ◽  
J. M. Stookey
Keyword(s):  
Inflammatory Response ◽  
Animal Welfare ◽  
Key Words ◽  
Infrared Thermography ◽  
Tissue Damage ◽  
Control Site ◽  
The Other ◽  
Individual Animal ◽  
Beef Heifers ◽  
Mixed Breed

Infrared thermography was used to compare differences in extent and duration of inflammation observed on hot-iron and freeze brand sites as an indicator of tissue damage and the associated discomfort to the animals. Thirty beef heifers of mixed breed were assigned to either hot-iron (H) or freeze (F) branding treatments according to a predetermined randomized branding order. Ten animals were branded each day over a 3-d period. On the day prior to branding, animals were clipped to expose two patches of skin; one to be used for the branding treatment and the other for a control. Thermographic images of control and treatment sites were made at 0.08 h (5 min) prior to branding, immediately after the brand was completed (0 h), as well as 0.08, 2, 4, 8, 12, 24, 48, 72, 96, 120, 144 and 168 h after branding. Control site temperatures were subtracted from treatment site temperatures for each individual animal. Both F and H brand sites were consistently warmer (1.9 ± 0.3 and 1.6 ± 0.3 °C, respectively) than their corresponding control sites between 2 and 168 h after branding. Treatment differences were obtained at 0, 0.08, 2, 8, and 144 h after branding (P < 0.001, 0.05, 0.005, 0.001, and 0.01, respectively). Freeze brand sites were warmer at 2 and 8 h after branding while H sites were warmer at 144 h after branding. The thermographic evaluation of hot-iron and freeze brand sites indicated that both methods caused tissue damage. However, H brand sites remained significantly warmer than F sites at 168 h after branding. In addition, H sites were significantly warmer than control sites while F sites were not warmer than control sites at 168 h. The prolonged inflammatory response observed in H animals indicates that more tissue damage and perhaps more discomfort are associated with H branding. Key words: Thermography, branding, cattle, animal welfare, pain.

The metabolic rates of newborn pigs in relation to floor insulation and ambient temperature

1971 ◽  
Vol 13 (2) ◽  
pp. 303-313 ◽  
Author(s):  
D. B. Stephens
Keyword(s):  
Body Weight ◽  
Oxygen Consumption ◽  
Ambient Temperature ◽  
Regression Coefficients ◽  
Metabolic Rates ◽  
Similar Treatment ◽  
Concrete Floor ◽  
Ambient Temperatures ◽  
Newborn Pigs ◽  
Floor Material

SUMMARY1. The metabolic rates of 58 individual piglets kept either on a straw or on a concrete floor at ambient temperatures near to 10°, 20° or 30°C have been measured with ages ranging from newborn to 9 days, and body weight from 1·0 to 3·2 kg. The oxygen consumption was measured on each floor material at the chosen ambient temperature thus allowing paired comparisons for each animal.2. In comparison with the concrete floor, oxygen consumption on straw was reduced by 18% at 10°C, 27% at 20°C and by 12% at 30°C for pigs 2 to 9 days old. The regression coefficients of mean log (oxygen consumption) on log (body weight) were around 0·66 at 10° and 20°C. At 30°C the value was 0·99 ± 0·14. The regression coefficients were not significantly affected by the presence of a straw floor showing that its effect did not vary with body weight. Corresponding values foi piglets below 24 hours of age were 17% at 10°C, 27% at 20°C and 22% at 30°C ambient temperature.3. Moving a piglet on to a straw floor at 10°C had the same thermal effect as raising the ambient temperature to 18°C. Similar treatment at 30°C was equivalent to raising the ambient temperature to 32°C.4. Lowering ambient temperature to increase the temperature gradient between the homeothermic body of the piglet and the environment progressively increased heat loss in all cases. There was a concomitant decrease in the calculated conductance between core and environment which was more pronounced for the piglets lying on the concrete floor.

Behaviour of mink kits and dams (Mustela vison) in the lactation period

2005 ◽  
Vol 85 (1) ◽  
pp. 7-12 ◽  
Author(s):  
A. -L. Brink ◽  
L. L. Jeppesen
Keyword(s):  
Animal Welfare ◽  
Key Words ◽  
Causal Relationship ◽  
Time Budget ◽  
Mustela Vison ◽  
Lactation Period ◽  
Agonistic Behaviour ◽  
Key Words Animal ◽  
Mink Kits

This study describes the development of the behaviour of mink kits and dams from the fourth to the eighth respectively seventh week after delivery. The study is based on scan observations of 72 mink dams and their kits at a conventional Danish mink farm. The kits started eating when they were about 30 d old. Drinking started almost 2 wk later. During these 2 wk there was a peak in the licking of saliva from the dam and of the inter-litter agonistic behaviour. A causal relationship between experienced thirst and agonistic behaviour is suggested. The kits’ sucking declined to only 5% of the time budget in the seventh week and the stereotypy frequency of the dams increased to about 4% of the time budget. It is suggested that some dams are frustrated by the forced cohabitation with their nutritionally independent kits already in the seventh week and that this should be taken into account when deciding time of weaning. Key words: Animal welfare, behaviour, mink dam, mink kit, Mustela vison, weaning

scholarly journals THE PHONOLOGICAL PERSPECTIVE OF TEACHER INSTRUC TIONAL TALK IN ENGLISH CLASSROOM INTERACTION

2015 ◽  
Vol 2 (1) ◽  
pp. 80
Author(s):  
Suharti Sirajuddin
Keyword(s):  
Key Words ◽  
Classroom Observation ◽  
Video Recording ◽  
Classroom Interaction ◽  
English Teachers ◽  
Limited Time ◽  
English Classroom ◽  
Descriptive Method ◽  
Instructional Talk

The research aimed at finding and analyzing (i) the instructional talk that teachers use in the classroom interaction, (ii) teachers’ modification of their instructional talk in phonological perspective (iii) students’ perception of instructional talk used by the teachers in classroom interaction. This research applied descriptive method  with  the total number of participants of  2 English teachers and 6 students  divided based on their grade. The instrument used for this study was classroom observation, video recording and interview. The finding indicated that (i) the first participant used 15 instructional talks and the second participant used 14 instructional talks (ii) teachers modify their talk by substitution, deletion, and addition. First participant used substitution 151 times (81%), deletion 22 times (12%), and addition 13 (7%). The second participant used substitution 30 times (83%), deletion 12 times (13%) and additional 4 (4%). (iii) Students have lower perception of teacher instructional talk which indicates students get 11 (11%) for each VII grade students and the VIII grade students get variety level percentage; 12 (21%), 15(26%) and 11 (19%) for each students. It also finds three factors that influence students’ perception; teachers’ factors, limited time and environment.         Key words: Phonological perspective, instructional talk, classroom interaction

scholarly journals UPAYA PENINGKATAN KEMAMPUAN MENARI TARI TOPENG GUNUNGSARI PADA MAHASISWA JURUSAN PENDIDIKAN SENI TARI DENGAN PENDEKATAN APRESIASI SENI DAN LATIHAN SECARA RUTIN

Imaji ◽  
2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Herlinah
Keyword(s):  
Key Words ◽  
Action Observation ◽  
Research Result ◽  
Video Recording ◽  
Dance Education ◽  
Routine Practice ◽  
Art Appreciation ◽  
Education Department ◽  
Design Models ◽  
Planning Action

The research was purposed to make efforts to improve Dance Education Department student dancing abilities of Topeng Gunungsari Dance by Art Appreciation method and practiced routinely . The research used design models which were developed by Kemmis & Mc. Taggart consisted of four components included; planning, action, observation, and reflection. The researchers planned and established action types which would be done, that were; student practiced together by masks, and watched a Topeng Gunungsari Dance performance by video recording routinely. The research result of dance studying was that by the practiced and watched a Topeng Gunungsari Dance video recording routinely could improve dancing abilities of Topeng Gunungsari dance. Key words: dancing ability, art appreciation, routine practice.

AN ALTERNATIVE HOUSING SYSTEM FOR SOWS

1990 ◽  
Vol 70 (3) ◽  
pp. 957-961 ◽  
Author(s):  
J. R. MORRIS ◽  
J. F. HURNIK
Keyword(s):  
Physical Exercise ◽  
Animal Welfare ◽  
Key Words ◽  
Housing System ◽  
Feed Consumption ◽  
Group Housing ◽  
Alternative Housing ◽  
Learning Capabilities ◽  
Existing Housing

A group housing system for sows, the Hurnik-Morris (H-M) System, is described which addresses several of the serious animal welfare limitations of existing housing methods. The H-M System permits socially coordinated eating and resting, controlled and socially undisturbed feed consumption, physical exercise and regular exposure to boars. Sows adjusted relatively rapidly to the H-M System, indicating that its design concurs with their perceptual and learning capabilities. Key words: Swine, housing, behavior, welfare

scholarly journals Teachers’ Expressions in EFL Classrom at a Senior High School

2017 ◽  
Vol 4 (1) ◽  
pp. 44
Author(s):  
Humaeroah Humaeroah
Keyword(s):  
High School ◽  
Key Words ◽  
Research Design ◽  
Quantitative Research ◽  
Classroom Observation ◽  
Video Recording ◽  
The Other ◽  
Research Findings ◽  
Giving Feedback ◽  
Spontaneous Reaction

Expression is one of  the way people communicate with others  deals with exploring feeling, meaning, idea, and suggestion by using verbal or non-verbal communication. The objectives of the research are to find out (1) types of Expressions uttered by teachers, (2) the dominant expressions uttered by teachers, and (3) the students’ responses toward teachers’ expressions. This research employed descriptive quantitative research design. This research took two English teachers and two classes of students in SMA Neg 11 Pinrang as the participants of the research which were taken through purposive sampling. The data of this research were collected by classroom observation, video recording and interview. The research findings show that (1) there are eight expression which uttered by teachers based on Alfaro’s classifications, they are greetings/farewells, spontaneous reaction, getting student’s attention, telling students to do something, encouraging expressions, organizing contents, time, and places, showing sympathy, checking students’ understanding, (2) telling student’s to do something is the mostly expressions uttered by teachers, (3) the students responses toward teachers’ expressions categorized into into two kinds, they are positive and negative response. Most of students gave positive responses on greetings, spontaneous reaction and encouraging expressions by giving feedback, doing teacher’s instruction and feeling happy if the teachers uttered those expressions. Some of the students gave negative responses on the other expressions uttered by the teachers by ignoring their teacher expressions.. Key Words: Teachers’ expressions, expressions of Alfaro’s classifications, students’ response.

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