Epididymitis Caused by Brucella ovis in a Southern Ontario Sheep Flock.
Epididymitis was diagnosed in three rams in a commercial sheep flock in southern Ontario. The affected rams had palpably enlarged epididymides and two rams had semen which contained inflammatory cells and was of poor quality. Serum compliment fixation titers for Brucella ovis were 1:20, 1:80 and 1:90. Five other rams in the flock were clinically normal and without titers. Two of the affected rams had lesions similar to those produced by experimental infection with B. ovis. The infection in the rams had no apparent affect on ewe performance. The source of the infection remains unknown, but the rams were purchased from a flock which had imported ewes from the western U.S.A.
Lack of evidence of Brucella ovis infection in rams in Quebec.
A study was conducted to estimate the seroprevalence of Brucella ovis infection in rams in the Estrie and Bas-Saint-Laurent regions (Quebec). Rams sera (n = 258) were serologically evaluated from 224 rams in 30 commercial flocks and from 34 rams at 2 slaughterhouses by using an enzyme linked immunosorbent assay. Epididymides and testes were examined by palpation on farms and microscopically for culled rams. No ram was seropositive to Brucella ovis or had lesions suggestive of brucellosis from the farm or slaughterhouse surveys.
Using Activity Theory in Developing Instructial Tools for Project Management Studies
Competence and skills of the project manager are significant to project success. The skills needed in project managersâ work cannot be learned only by reading the books or a lecture hall; one learns them by practice. Therefore, an important challenge for educational institutions is to develop pedagogical practices that allow students to participate in working life projects and to confront real-life problems. Project-based learning (PBL) offers a model that enables students to practice the skills and competences needed in working life projects by utilizing real-world work assignments in time-limited projects. Using PBL method alone does not necessarily guarantee learning result. In order to be successful, PBL method requires effective and competent supervision and guidance of students as well as appropriate tools for instruction. In this study the concepts from activity theory (AT) are applied to development tools for supervising project-based learning.