Cilj rada bio je utvrditi varijabilnost pri mjerenju povrsine m.longissimus dorsi (MLD) standardnom metodom planimetriranja i primjenom racunalnog programa Image tool za analizu digitalne slike. Povrsina MLD-a mjerena je na sest leđnih isjecaka trupa goveda (7/9 rebro). Povrsina MLD-a opcrtana je na paus papir i izmjerena polarnim planimetrom. Slike za mjerenje povrsine misica primjenom racunalnog programa dobivene su skeniranjem leđnih isjecaka u mjerilu 1:1. Sva mjerenja povrsine MLD-a su obavljena u tri ponavljanja po svakom uzorku od strane sestoro razlicitih mjeraca. Komponente varijance procjenjene su REML metodom. Udio varijance greske u ukupnoj varijanci usljed ponavljanja mjerenja kod koristenja ¨Image tool¨ programa bio je mnogo manji (0.09 %) u odnosu na udio varijance greske kod standardne primjene planimetra (3.17 %). Primjena ¨Image tool¨ racunalnog programa imala je 35 puta vecu preciznosti mjerenja povrsine MLD-a u odnosu na standardnu metodu planimetriranja.

The objective of this investigation was to determine the carcass traits (weight and measurements, dressing percentage, cooling loss, shares of separated fat and dissected muscle, fat, bone and tendon tissues as well as shares of beef cuts of different retail categories) of young Simmental bulls (n=13) and heifers (n=13) classified according to EUROP system which were produced as Croatian baby beef destined for Italian market. The classification showed a favorable conformation of both, bulls and heifers with about one third carcasses graded as highest E class. The heifers’ fatness was less favorable and almost half of carcasses were classified as high fat class (4) and thus less valuable. The heifers over fatness was confirmed by significantly higher amount of trimmed carcass fat and higher share of fat tissue and lower share of muscle than bulls after carcass dissection. The carcasses of both sex classified as most valuable E class had the lowest proportion of muscle which imply a need for an additional improvement of conformation assessment practice. The differences between bulls and heifers in dressing percentage, carcass cooling loss, shares of Milanese cut, bone and tendon tissue as well as shares of cuts of different beef retail categories in the carcass were relatively small.

A 2X3 factorial experiment was conducted using a total of 504, 1 day old, Cob 500â commercial broilers to determine the effect of added copper (0 or 250 ppm) and full fat soybean meal level (10, 20 and 30 %) on the growth performance and carcass properties in broiler chickens. The chickens fed 250 ppm copper as copper sulfate had lower (P<0.05) average daily gain and lower finally average body weight then chickens fed no added copper diets. Also, added copper impaired (P<0.05) feed conversion ratio during 49-d experimental period. The chickens fed with 30% full fat soybean meal in diet had higher (P<0.01) average daily gain during day 7 to 49 and higher (P<0.01) average body weight at day 49 then those consuming other diets. The addition of 250 ppm of copper improved dressing percentage (P<0.01), increased (P<0.05) lightness of breast muscle and tended to reduce abdominal fat content (P<0.06). The results indicate that the addition of 250 ppm copper to broiler diets have adverse effect on growth performance, but improve dressing percentage and decrease abdominal fat content. Using a 30 % of full fat soybean meal in a broiler diet improves growth performance without negative effect on dressing percentage and abdominal fat content in 49 days fattening period.

In Turopolje pig breed the carcass and tissues composition were established by analysing the share of muscle (M), fat (F) and bone (B) tissues in the carcass and the chemical content (water, W, protein, P, lipid, L, ash, A) in the back fat and m. Longissimus dorsi (MLD) as well as the some traits (diameter and proportions) of slow-twitch oxidative, (SO), fast-twitch glycolitic, (FG), fast oxidative, glycolitic, (FOG), fibre types in the last. Investigation was caried out on Turopolje breed hogs (n=10, age 679 ± 20 days and 100.3 kg ± 4.9 kg). Pigs were fattened in the outdoor system of flood forests and marsh meadows biocenosis (Quercus robur and Deschampsietum caespitosae) according to traditional Croatian technology of low input feed (0.5kg of corn seed/day/animal) in ecosystem. On the slaughter line the animals and carcasses were separetly weighted and cut according to Weniger (1963) method and by total dissection. The samples of muscle and fat tissues were taken from MLD and belonging back fat in height of the 13/14 inter rib space after chilling of 24 h and +4oC for chemical analysis (by Weende methods). For histochemical analysis (Salamon at al. 1981, Pearse, 1972) the sample of MLD from the same place were taken 5 min. after slaughter and frozen in liquid nitrogen until analysis. At Turopolje pig breed in the cold carcass (79, 7 kg) was estimated the share of tissues respectively: M, 40.5 % ; F, 33.8 % ; B, 9.7% and lard, 4.0% double chain, 3.2%. The chemical contents of MLD and back fat were respectively: W, 74.71% and 7.25 ; P 21.19% and 1.49 ; L, 1.46% and 91.76% and A, 1.o6 and 0.06. The size and proportions of fibre types in MLD were respectively: SO, 38.9 µm and 10.5% ; FG, 57.7 µm and 52.9% ; FOG, 53.5 µm and 36.7%.

Conceptualization Figure 1. Kolb’s learning Cycle indeed, when Jarvis (1987) developed his learning model in 1987 – which was a development on Kolb – he found very few of the people whom he researched actually generalised from a single learning experience. however, he did claim that his research probably covered children’s learning as well as adult learning although he had not included any children in his sample. in this sense, he was reflecting the 1970s debate about andragogy and to a very great extent agreeing with the sentiments expressed by houle (1972). over the years that followed that research, has continued in human learning and mezirow (1991; and associates, 2000) has also built of this with his theory of transformative learning. while mezirow has pointed a way forward, he has not answered the question posed by Knowles. Perhaps one of the clues to understanding the original problem actually lies in the ideas of existentialism that mcKenzie and elias pointed towards in that original debate but they looked at age and gender rather than the whole person. rogers [1994(1969)], however, had highlighted this issue very early although it had never been brought into the original debate – it is the whole person who learns, not just the mind or the body – and in this he agreed with Knudson. once we recognize this, we enter a different debate about learning because we have to ask the question about the nature of the person who has the experiences from which learning occurs. now this had not been done, although Knowles’ characteristics of the adult learner had begun to do this, although not in a systematic manner. The person is a combination of the body and the mind and we cannot separate them this recognition allows us to advance learning theory. andragogy versus Pedagogy or From Pedagogy to andragogy Part 3. towards a Theory of existential learning learning always begins from human experience, so that we can see how both Knowles and Kolb were pointing us in this direction – but experience is neither mindless nor bodiless and so it is important that we begin to explore the idea of experience before we can proceed – something that Knowles did not do because he rather assumed it to be the sum of previous experiences amassed throughout the life time and so he became concerned and the nature of the adult. Experience: michael oakeshott (1934) suggested that the concept of experience is one of the most difficult in the philosophical vocabulary – see also James (capps and capps, 2005) but it has also become predominant in the vocabulary of learning. oakeshott was clearly right and one of the problems with a great deal of the writing on experiential learning is that it does not seek to explore the nature of experience itself. But we do have experiences when we as persons interact with the world in which we live and the sum total of these episodic experiences might be regarded as the life-time experience. experience occurs in space and time – space can be any place but time is a more problematic concept. we take time for granted. The philosopher Bergson (1999 [1965]) describes this as durée, the sociologists schutz and luckmann (1974,p.7) write about it in the following way: I trust that the world as it has been known by me up until now will continue further and that consequently the stock of knowledge obtained from my fellow-men and formed from my own experiences will continue to preserve its fundamental validity... From this assumption follows the further one: that I can repeat my past successful acts. So long as the structure of the world can be taken as constant, as long as my previous experience is valid, my ability to act upon the world in this and that manner remains in principle preserved. while the psychologist csikszentmihaly (1990) calls it ‘flow’ ‘the way people do things when consciousness is harmoniously ordered’. For him being is always connected to the ontological present. The point about learning is that this flow is interrupted: we are no longer in a harmonious relationship with our world – we now no longer fit into our world – a disjuncture has occurred and we experience dissonance. we no longer can take our life world for granted and durée becomes a consciousness