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Transition dairy cows are vulnerable to negative consequences of depressed feed intake due to a transient state of negative energy balance that predisposes them to disease after calving. Competition has been identified as one factor that can decrease feeding activity in mid-lactation cows, but the effects of competition on the transition cow are less well understood. The objective of this study was to test the effect of a competition on the behaviour and feed intake of transition cows. Standing behaviour, feeding behaviour and dry matter intake (DMI) was monitored from 1 wk before to 2 wk after calving for 110 Holstein dairy cows. Social behaviour was recorded in the week before calving. Cows were assigned to a competitive (2:1 cows:bin) or non-competitive (1:1 cow:bin) treatment at the start of the study. Treatment groups were balanced for parity and baseline feeding data, resulting in 8 primiparous and 10 multiparous cows per treatment. Competition dramatically increased the number of agonistic behaviours between cows at the feeder. Primiparous cows showed no change in either feeding or standing behaviour when fed in a competitive environment; however, they increased their total meal duration and within-meal intervals in the wk -1 before and wk +1 after calving. In wk -1 before calving, competitively fed multiparous cows increased the frequency of visits to the feeder but consumed less feed at each visit, resulting in decreased daily DMI. Throughout the experiment, multiparous cows fed competitively spent less time eating at each visit and ate at a faster rate, particularly during the 2 wk after calving. Multiparous cows on the competitive treatment also increased the time they spent standing (without eating) compared to cows on the non-competitive treatment. Feeding rate was negatively correlated with social status in multiparous cows. In summary, the results of this study indicate that restricting access to the feeder increases agonistic behaviours regardless of parity, and cows of different parity and social status respond differently in terms of feeding and standing behaviour.

This dissertation explores the life experiences of a particular group of young people in the Philippines known as the “istambay”, a Filipino term derived from the English phrase “on standby”. The study examines the concept of istambay and the dynamics of inactivity in the lives of selected Filipino youth. It illustrates the habitus, life contexts, and the web of crises that these youth negotiate within the protective realms of family and religion, and the dismal labour conditions in the country. Methodologically, the study utilizes a mixed methods approach that includes both qualitative and quantitative aspects. Primary qualitative data are derived from case studies, songs, field notes, and ethnographic observations. Secondary quantitative analyses are conducted using the Young Adult Fertility and Sexuality Study (YAFS) 2002 and a perceptual survey. The study is theoretically oriented around Mills’ sociological imagination and Bourdieu’s theory of practice. It illustrates that the istambay phenomenon is more than a personal trouble (problematic istambay). It is a public issue (istambay problematique). The study also shows the varying levels of vulnerability experienced by different types of istambay. Research findings reveal the istambay phenomenon is a manifestation of the interrelated problems in the educational system and the labour market of the Philippines. The consequence of inactivity among these istambays is found to be mitigated by the culture of care provided by Filipino families combined with solace derived from the church. However, istambays are also found to express disconnection from the state because of the government’s inability to provide employment for them, resulting in their quest for employment “abroad” (overseas) as an alternative. Youth inactivity, although moderated by a familial-faith dynamic, highlights how complex forms of inequalities in the Philippines marginalize the istambays from gaining legitimate active status in Philippine society.

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A successful transition into kindergarten is of the utmost importance, as it marks the beginning of formal education and paves the way for future academic and social outcomes. The transition into school is considered to be a challenging and anxiety-ridden time for most children and their parents; it is expected therefore, to be particularly difficult for children with an intellectual disability (ID). These children have deficits in cognitive and adaptive functioning that affect their academic and social skills. Despite the apparent difficulty for children with ID and the importance of this time in their lives, the transition into school has been a relatively under-researched topic. Nineteen parents of children with ID participated in three one-hour phone interviews throughout the transition into school. The aims of the study were 1) to describe this group of children with ID and their families as the children entered school, 2) to investigate changes in characteristics of the child, resources, and perceptions of the parent during the transition, and 3) to examine relationships between these variables and the child’s quality of life and school readiness. Although the results are based on a small sample, they do provide some preliminary information about the experiences of children with ID and their families throughout the transition into school. Only adaptive behaviour scores and the number of services accessed changed significantly during the time of transition. Furthermore, it was found that adaptive behaviour was correlated with school readiness skills, as were physiotherapy and speech-language therapy use. The only variable that correlated with the child’s quality of life was parental involvement in parent support groups. Implications and directions for future research are discussed. / Thesis (Master, Psychology) -- Queen's University, 2007-08-28 15:35:10.833

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