Castration of lambs: a welfare comparison of different castration techniques in lambs over 10 weeks of age

Seventy male lambs over 10 weeks of age were castrated using Burdizzo, rubber rings, or surgery to assess the acute and long-term effects of castration. All castrations were performed under local anaesthesia. The surgically castrated lambs were additionally sedated with xylazine and the sedation reversed with tolazoline. The frequency of abnormal postures and immediate behavioural responses indicated that surgically castrated lambs were most distressed; the lambs castrated using Burdizzo and rubber rings were not dissimilar to those of the control group. Between 1.5 and 9h after castration, signs of pain and distress were at a lower level in lambs anaesthetised with bupivacaine compared with those treated with lidocaine. Due to the markedly faster wound healing, Burdizzo castration seemed to be preferable (fewer signs of long-term pain) when compared to the rubber ring technique. It was concluded that local anaesthesia with bupivacaine, followed by the Burdizzo method is the preferable technique for the castration of lambs older than 10 weeks of age.

Subverting the subject position : toward a new discourse about students as writers and engineering students as technical communicators

There is ample evidence of a longstanding and pervasive discourse positioning students, and engineering students in particular, as “bad writers.” This is a discourse perpetuated within the academy, the workplace, and society at large. But what are the effects of this discourse? Are students aware faculty harbor the belief students can’t write? Is student writing or confidence in their writing influenced by the negative tone of the discourse? This dissertation attempts to demonstrate that a discourse disparaging student writing exists among faculty, across disciplines, but particularly within the engineering disciplines, as well as to identify the reach of that discourse through the deployment of two attitudinal surveys—one for students, across disciplines, at Michigan Technological University and one for faculty, across disciplines at universities and colleges both within the United States and internationally. This project seeks to contribute to a more accurate and productive discourse about engineering students, and more broadly, all students, as writers—one that focuses on competencies rather than incompetence, one that encourages faculty to find new ways to characterize students as writers, and encourages faculty to recognize the limits of the utility of practitioner lore.