Introduction

This book chapter aims to introduce the concept of One Health, which recognizes the complex interconnectedness between humans, animals, and the environment. It provides a historical overview of the development of this concept, including its resurgence in the 21st century due to the emergence of zoonotic diseases. Furthermore, the chapter outlines various global initiatives, including the Manhattan Principles, Tripartite Agreement, and the One Health High-Level Expert Panel, which was established in response to the COVID-19 pandemic. The chapter laso highlights the significant challenges that hinder the successful implementation of One Health, including inadequate communication between various disciplines. It emphasizes the importance of considering the human-animal bond and the wider community when dealing with patients and recognizes the critical role of veterinary nursing in promoting One Health at the local and community levels. Finally, the chapter encourages readers to apply the knowledge gained from the book and use it to advance the concept of One Health as they progress through their careers.

The current status and history of AFLAS.

The Asian federation of laboratory animal science associations (AFLAS) was established on November 29, 2003, and will celebrate its 20th anniversary in 2023. During this time, the number of AFLAS member associations and societies increased from six founders to eleven, and eight AFLAS congresses and 19 council meetings were held. In addition, the education and training system of laboratory animal science and technology funding program to support the activities of AFLAS member associations or societies started in 2015. Unfortunately, the COVID-19 pandemic had a great impact on the activities of AFLAS, and the 10th Congress which was scheduled to be held in Thailand in 2021 had to be canceled. AFLAS must have its members work together to overcome this difficult situation and further develop.

Does COVID-1 9 pose a threat for humans? [Polish]

SARS-CoV-2, the causative agent of COVlD-19 is a zoonotic pathogen. Natural infections with this virus occur in non-human primates, canids, feiids, minks and apparently many other species, including wildlife and laboratory animals are susceptible. It has been also proved that pets, mostly dogs and cats, that were in close contact with their owners suffering from COViD-19 have also become infected. These animals have angiotensin-converting enzyme 2 receptor (ACE2) with high affinity for SARS-COV-2, so are permissive to infection, they also exhibit sustained viral shedding and can transmit the virus to conspecifics. None of herbivorous species as cattle, sheep, goat, alpaca and also rabbit shed infectious virus via nasal, oral or fecal routes, although viral RNA was detected in several animals. Neutralizing antibody are either absent or of low titers one month after infection. The domestic livestock contribute to SARS-CoV-2 epidemiology. COVlD-19 cases due to the contact with mink could suggest that animal to human viral transmission is possible. The white-tailed deer in the populations have been exposed to SARS-CoV-2 and it can infect multiple domestic and wild animal species. Though the SARS-CoV-2 causes few or no clinical symptoms in most animal species, some scientists fear that wildlife might become a reservoir of infection, thus possibly viral mutations. In this review, current information about SARS-CoV-2 infection in animals and the potential spread of the virus to humans through contact with dogs, cats, ferrets, hamsters, farmed minks, cattle, pigs, laboratory animals, white-tailed deer, and 200 animals was presented and discussed.

How Can We Advance Integrative Biology Research in Animal Science in 21st Century? Experience at University of Ljubljana from 2002 to 2022.

In this perspective analysis, we strive to answer the following question: how can we advance integrative biology research in the 21st century with lessons from animal science? At the University of Ljubljana, Biotechnical Faculty, Department of Animal Science, we share here our three lessons learned in the two decades from 2002 to 2022 that we believe could inform integrative biology, systems science, and animal science scholarship in other countries and geographies. Cultivating multiomics knowledge through a conceptual lens of integrative biology is crucial for life sciences research that can stand the test of diverse biological, clinical, and ecological contexts. Moreover, in an era of the current COVID-19 pandemic, animal nutrition and animal science, and the study of their interactions with human health (and vice versa) through integrative biology approaches hold enormous prospects and significance for systems medicine and ecosystem health.

Effects of different mucosal adjuvants on the immune responses induced by porcine deltacoronavirus in mice

Objective: The aim of this study is to screen an ideal adjuvant for an inactivated porcine deltacoronavirus(PDCoV) vaccine to induce mucosal immunity and reduce the side effect of the vaccine. We used different mucosal adjuvants to prepare the inactivated PDCoV vaccines. We then used mouse model to evaluate the humoral, cellular and mucosal immune responses induced by the inactivated vaccines via different immunization routes.

AEEMA MEETING - May 20th, 2021: what changes for the management of animals' health crises? [French]

This special issue contains 14 papers from the AEEMA Meeting focusing on the theme entitled "What changes for the management of animals' health crises". Topics of papers include: the management of animals' health crises and introduction to the meeting;evolution of societies perception and social acceptability of sanitary control measures;evolution of the health governance: to adapt the French health system to the new challenge;new challenges for risk management of animal health;evolution of preparedness for the management of animal disease crisis;feedback from the fipronil crisis;towards bovine tuberculosis eradication in Republic of Ireland, including European badgers' vaccination (a review);management of foot-and-mouth disease in Mauritius and Rodrigues: a vaccine strategy for eradication;health and biodiversity during anthropocene;Covid-19 and wild animals;Covid-19 and companion animals;Covid-19 and farmed animals;Covid-19 and laboratory animals;and Preventing SARS-CoV-2 transmission from animals to human beings.

A New Approach to Teach Laboratory Sessions in an Online Environment to Undergraduate Introductory to Animal Sciences Course

Due to the recent COVID-19 pandemic, most of the universities across United States limited the amount of in person instruction. This brought a challenging situation in animal sciences courses that required laboratory sessions and hands-on experiences. There is not a real solution to replace the in-person labs, however several approaches can be implemented to overcome some of the challenges for laboratory sessions. Some of the on-line approaches implemented in an introductory class of Animal Sciences during the semester of spring and fall 2020 were live (synchronous) laboratory sessions (live interactions with animals, pre-recorded sessions of the laboratory session, and 360-degree videos of tours to the farms). The main objective of the present report is to assess the usefulness and feedback of these approaches to teach laboratory sessions to an undergraduate introductory animal science course. The official (Blue) university student responses in the course were used to determine the perception and feedback to these approaches. A total of 123 responses were recorded (Spring: 42/96, Fall: 81/174). Overall, no significant differences were observed in terms of the student perception. Overall, the responses were positive toward the laboratory sessions even in an online environment. During the spring semester 40/42 (95%), whereas in 72/81 (88%) strongly agree/mildly agree that labs help them to learn respectively. In terms of the videos used in class and labs, during the spring semester 35/41 (85%) and 68/81 (83%) strongly agree/mildly agree that labs help them to learn. In summary, the new reality due to COVID pandemic is very challenging for Animal Science courses that have laboratory sessions that involves hands-on experiences. Despite this, in conclusion some approaches can be implemented to still provide meaningful experiences to undergraduate students to support their learning and engagement in the introductory animal science course.

Conference on humane innovations in education Ibrahim Arnautovic, Sarajevo, Bosnia and Herzegovina, 12-13 November 2021

This issue contains 14 articles on students' self-study and self-assessment during the veterinary anatomy course at the University of Zagreb, Croatia;cost-effectiveness of 3d printing of anatomical models;solving the formalin issue in the veterinary anatomy teaching;alternative methods for vasopuncturing in veterinary medicine using an artificial rabbit ear;humane innovations in veterinary anatomy education in India;glycaemia as a reliable indicator for diabetes mellitus in dogs and cats;humane innovations and the advantages of replacing animal experiments and dissection;anatomical learning materials for the digital age;usage of dummies for training purposes in laboratory animal science;enhancing veterinary education and training through the use of the Elnady Technique (et) specimens;virtual reality (vr) in veterinary anatomy teaching;smart 3D meat inspection;educational animal use and alternatives;students' perspectives and attitude about the shift to emergency remote learning of veterinary anatomy during the COVID-19 pandemic;a new way of education-virtual reality;sonography as educational tool for recognition of anatomical structures in bovine ovaries;the sketchfab platform as a tool in veterinary anatomy education and students' assessment of the use of different neuroanatomical specimens in veterinary anatomy practical classes.

Using of lab animals as a model to study the drug toxicity in COVID-19

The pandemic of COVID-19 is caused by the discovered strain of coronavirus, a type of virus known to cause human respiratory infections. This new strain was unknown before December 2019, when an outbreak of unidentified pneumonia occurred in Wuhan (China).As they are considered a vector for infection, the numerous fatal infections with the coronavirus have drawn attention to animals. Abundant attempts have been done to find the most effective cure with less toxicity and harmful effect to the human body, Furthermore the treatment results sometimes in a fatal medical toxicity that killed many people.

Practices and perceptions at the COVID-19 transition in undergraduate animal science courses. (Special Issue: Natural sciences education in a COVID-19 world.)

In the midst of the 2020 global health crisis, universities have been forced to alter teaching modalities. Much of this alteration involves increased use of the internet as a teaching tool in a variety of capacities. The evolving higher education landscape has resulted in many university faculty members reevaluating basic teaching concepts such as content delivery formats. These include delivering content either synchronously or asynchronously. Although existing literature examines the effectiveness of both synchronous and asynchronous delivery, very little exists pertaining to the role of internet access in higher education, even as rural America falls behind in broadband access. This accessibility increases in importance as more courses are taught online, with the digital divide introducing barriers for many rural students. As faculty work to maintain their own personal teaching styles while being cognizant of student needs, it is important to evaluate content delivery as a function of rural broadband availability.

SARS-CoV-2/COVID-19 models in Macaca mulatta and Papio cynocephalus. Need to replace macaques with baboons

The COVID-19 (or SARS-CoV-2) pandemic has significantly increased the demand for rhesus macaques (Macaca mulatta) for COVID-19 and other biomedical research, so much so that it has outstripped supply. Baboons (Papio cynocephalus) and African green monkeys (Chlorocebus pygerythrus and Chlorocebus aethiops), other well-characterized primate models used in biomedical research, should be considered a promising alternative for COVID-19 infection studies other than macaques.

Effective Veterinary Clinical Teaching in a Variety of Teaching Settings.

This review explores different modalities for clinical teaching of veterinary learners globally. Effective clinical teaching aims to prepare graduates for a successful career in clinical practice. Unfortunately, there is scant literature concerning clinical teaching in veterinary medicine. Our intent for this review is to stimulate and/or facilitate discussion and/or research in this important area. We discuss the different forms that veterinary clinical teaching can take, depending on their setting, which can be university-based clinical activities, work-based in commercial clinical practices, or in a traditional academic setting with little to no real-time exposure to clients and patients. We suggest that each of these modalities has a place in clinical teaching of veterinary learners at any point in the curriculum but that a mix of these approaches will likely provide an improved experience for the learner. Further, we discuss strategies to improve clinical teaching in these different settings. Potential strategies related to the teaching skills of clinical instructors could include training in delivery of clinical teaching in a variety of learning settings, and instructors' official recognition, including opportunities for career progression. Potential strategies to improve clinical teaching in different teaching settings would vary with the learning settings. For example, in traditional academic settings, case-based learning with incorporation of simulation models is one proposed strategy. The involvement of learners in 'teach-others' is a strategy for both traditional academic and clinical settings. Finally, clearly addressing Day One competencies is required in any clinical teaching setting.

Automated Processing and Phenotype Extraction of Ovine Medical Images Using a Combined Generative Adversarial Network and Computer Vision Pipeline.

The speed and accuracy of phenotype detection from medical images are some of the most important qualities needed for any informed and timely response such as early detection of cancer or detection of desirable phenotypes for animal breeding. To improve both these qualities, the world is leveraging artificial intelligence and machine learning against this challenge. Most recently, deep learning has successfully been applied to the medical field to improve detection accuracies and speed for conditions including cancer and COVID-19. In this study, we applied deep neural networks, in the form of a generative adversarial network (GAN), to perform image-to-image processing steps needed for ovine phenotype analysis from CT scans of sheep. Key phenotypes such as gigot geometry and tissue distribution were determined using a computer vision (CV) pipeline. The results of the image processing using a trained GAN are strikingly similar (a similarity index of 98%) when used on unseen test images. The combined GAN-CV pipeline was able to process and determine the phenotypes at a speed of 0.11 s per medical image compared to approximately 30 min for manual processing. We hope this pipeline represents the first step towards automated phenotype extraction for ovine genetic breeding programmes.

Rapid online teaching: movement of animal science courses online during COVID-19. Case study: pedagogical decisions in transitioning animal science courses online.

Traditionally, earning a degree in animal science requires many face-to-face, hands-on courses; however, the COVID-19 pandemic created a situation in which traditional delivery of these courses may not be feasible as they provide a health risk to our students, teaching assistants, and instructors alike. This examination of two pedagogically different courses and how each was transitioned to an online format highlights the types of teaching decisions that are required to effectively teach animal science in an online format. The Farm Animal Production Systems lab was an animal handling and production practices lab, and although the transition to online delivery did not allow for students to participate in traditional hands-on development of skills, various resources were utilized that still achieved the development of animal handling concepts that will prepare students for later courses and work with live animals. In contrast, the Animal Science Laboratory Teaching Methods course remained consistent in format through the transition to online because students were still able to participate in discussion-based activities via Zoom meetings each week due to the small class size, which helped to maintain student engagement. However, the final teaching experience was modified to an alternative assignment. The alternate assignment included self-reflection and course evaluation that will help to improve both the Farm Animal Production Systems laboratory and the Animal Science Teaching Methods course in the future. Although COVID-19 has been a challenge that disrupted traditional courses, it has provided opportunities for a traditionally hands-on discipline, such as animal science, to more effectively engage students via an online platform.