The content and composition of lipids in the digital cushion of the bovine claw with respect to age and location--a preliminary report

The pads of the bovine digital cushion, which serves as a shock absorber, have specific anatomical structures to cope with the substantial forces acting within the claw. To gain more information on the lipid composition and content of the pads, horn shoes from 12 slaughtered heifers and cows were removed and different samples of the pads excised with a scalpel. Pad lipids were extracted and the fatty acid composition determined by gas chromatography. Fat from perirenal and subcutaneous adipose tissues served as a comparison. Overall, this fat contained a higher quantity of extracted lipids than that of the claw pads and did not differ between heifers and cows. In contrast, lipid content in the pads was significantly higher in the cows than in the heifers. In both groups, the lipid content of the middle and abaxial pads, which are situated directly under the distal phalanx, was lower than in the pads of the other locations. The lipids in all pads contained >77% monounsaturated fatty acids (MUFA), differing sharply from the adipose tissue with values <51%. Among the polyunsaturated fatty acids (PUFA) a significantly higher proportion of arachidonic acid (AA) was found in the heifer pads than in those of the cows, whereas the proportion of AA was similar in the adipose tissue of all animals. The proportion of AA in the pad lipids also varied between the defined locations with the highest proportion found in locations that showed the lowest lipid content and was related to the age of the animal.

Optimal Scheduling of Work-Content-Constrained Projects

The execution of a project requires resources that are generally scarce. Classical approaches to resource allocation assume that the usage of these resources by an individual project activity is constant during the execution of that activity; in practice, however, the project manager may vary resource usage over time within prescribed bounds. This variation gives rise to the project scheduling problem which consists in allocating the scarce resources to the project activities over time such that the project duration is minimized, the total number of resource units allocated equals the prescribed work content of each activity, and various work-content-related constraints are met. We formulate this problem for the first time as a mixed-integer linear program. Our computational results for a standard test set from the literature indicate that this model outperforms the state-of-the-art solution methods for this problem.

From school to work: A comprehensive model of work-related motivation in the transition to working life.

Motivation is a core concept to understand work related outcomes and vocational pursuits. However, existing research mostly focused on specific aspects of motivation, such as goals or self-efficacy beliefs, while falling short of adequately addressing more complex and integrative notions of motivation. Advancing the current state of research, we draw from Motivational Systems Theory and a model of proactive motivation to propose a comprehensive model of work-related motivation. Specifically, we define motivation as a system of mutually related factors consisting of goals, emotions, and personal agency beliefs, comprised by capability beliefs and context evaluations. Adapting this model of motivation to the school-to-work transition, we postulate that this motivational system is affected by different social, personal, and environmental variables, for example social support, the presence of role-models, personality traits, and scholastic achievement. We further expect that students with more autonomous work-related goals, expectations of more positive emotional experiences in their future working life, fewer perceived barriers to their career development, and higher work-related self-efficacy beliefs would be more successful in their transition from school to work. We also propose that goal-directed engagement acts as a partial mediator in the relationship between motivation and a successful transition. Finally, we hypothesize that work-related motivation while in school will have meaningful effects on positive outcomes while in vocational training, as represented by more work engagement, higher career commitment, job satisfaction, and lower intentions to quit training. In sum, we advance the point that the adaptation of a broader concept of work-related motivation in the school-to-work transition would result in more powerful predictions of success in this transition and would enhance scientific research and interventions in career development and counselling practice.

Callings and work engagement: Moderated mediation model of work meaningfulness, occupational identity, and occupational self-efficacy

Scholarly interest in callings is growing, but our understanding of how and when callings relate to career outcomes is incomplete. The present study investigated the possibility that the relationship of calling to work engagement is mediated by work meaningfulness, occupational identity, and occupational self-efficacy – and that this mediation depends on the degree of perceived person-job fit. I examined a highly educated sample of German employees (N=529) in diverse occupations and found support for two of the three hypothesized mediators – work meaningfulness and occupational identity – after controlling for the relation of core self-evaluations to work engagement. Contrary to expectations, the mediated relations of callings to work engagement were not conditional upon the degree of person-job fit. The findings are considered in terms of the pathways through which callings may relate to work engagement and other career development outcomes.