Developing One Health surveillance systems

The health of humans, domestic and wild animals, plants, and the environment are inter-dependent. Global anthropogenic change is a key driver of disease emergence and spread and leads to biodiversity loss and ecosystem function degradation, which are themselves drivers of disease emergence. Pathogen spill-over events and subsequent disease outbreaks, including pandemics, in humans, animals and plants may arise when factors driving disease emergence and spread converge. One Health is an integrated approach that aims to sustainably balance and optimize human, animal and ecosystem health. Conventional disease surveillance has been siloed by sectors, with separate systems addressing the health of humans, domestic animals, cultivated plants, wildlife and the environment. One Health surveillance should include integrated surveillance for known and unknown pathogens, but combined with this more traditional disease-based surveillance, it also must include surveillance of drivers of disease emergence to improve prevention and mitigation of spill-over events. Here, we outline such an approach, including the characteristics and components required to overcome barriers and to optimize an integrated One Health surveillance system

Developing One Health surveillance systems

The health of humans, domestic and wild animals, plants, and the environment are inter-dependent. Global anthropogenic change is a key driver of disease emergence and spread and leads to biodiversity loss and ecosystem function degradation, which are themselves drivers of disease emergence. Pathogen spill-over events and subsequent disease outbreaks, including pandemics, in humans, animals and plants may arise when factors driving disease emergence and spread converge. One Health is an integrated approach that aims to sustainably balance and optimize human, animal and ecosystem health. Conventional disease surveillance has been siloed by sectors, with separate systems addressing the health of humans, domestic animals, cultivated plants, wildlife and the environment. One Health surveillance should include integrated surveillance for known and unknown pathogens, but combined with this more traditional disease-based surveillance, it also must include surveillance of drivers of disease emergence to improve prevention and mitigation of spill-over events. Here, we outline such an approach, including the characteristics and components required to overcome barriers and to optimize an integrated One Health surveillance system.</p

One Health : a new definition for a sustainable and healthy future

No abstract available.http://www.plospathogens.orgdm2022Medical Virolog

Exploring tutors experiences in teaching local language as a subject in primary teachers colleges (PTCS): case of Ntinda PTC in Uganda

This study explores tutors experiences in the teaching of local language in Primary Teachers Colleges in Uganda. The study conducted aimed at the teaching of local language in the Four Colleges in Uganda. It further looked at challenges faced by tutors in teaching of local language in PTCs. The study involved six tutors and one Deputy Principal purposely selected from the four Primary Teachers Colleges in Uganda. The same study employed qualitative approaches and exploratory case study design to collect data through observation protocol and one- on- one semi-structured interviews. The findings show that tutors teach local language in English but not in local language itself. Furthermore, colleges lack qualified tutors to teach local language. Hence tutors teach local language using traditional approaches in the multilingual classes. Yet there are no reference materials and resources to support them to teach effectively. Not forgetting that the colleges lack funds to invite resource persons to guide and counsel student teachers in the teaching and promotion of local language in PTCs. The study therefore, recommended that the policy makers do revisit and re-address short falls described in the teaching of LL to allow the practitioners enjoy the teaching and learning of LL. Lastly Ugandan government should draw a plan to ensure that, the teaching of local language in Primary Teachers colleges is followed in Uganda. Also the government of Uganda should create good conducive environment in PTCs to enable tutors teach LL without challenges

International Infectious Disease Management: A Case Study of Internationalizing Curricula

Global perspectives in agriculture are critical tothe safety of food and agricultural resources, tradeand consumers globally, yet very few opportunitiesexist for their study. North Dakota State Universityand Makerere University in Uganda responded tothis need by developing a joint Master of Scienceand Graduate Certificate in International InfectiousDisease Management and Biosecurity in 2011. Theprogram requires completion of 30 credits with corecourses offered jointly by both institutions. Theprogram is innovative, learner-centered, with studentengagement, empowerment and responsibility. Thereis interdisciplinary learning, problem-based learningand service learning, with cross pollination of teachingmethods from both institutions. Graduates of thisprogram will have a better understanding of internationalagricultural, animal health and biosecurity issues, makingthem much more viable in today’s competitive jobmarket. This unique program within the US and Africaneducational systems is the first US-Africa trans-Atlanticdegree addressing integrated disease management andinternational biosecurity. The following components ofthe aforementioned program will be discussed: programdevelopment; overview of the program; successes;challenges faced; opportunities; and recommendationsfor the way forward in internationalizing curriculum ontwo campuses across continents

Africa-US Integrated Disease Management Consortium: A Model for International Education and International Development

In 2010, the United States Agency for InternationalDevelopment, The Association of Public and Land-grantUniversities and Higher Education for Developmentawarded 11 Africa-US Higher Education partnershipgrants of $1.1 million each to universities in Africaand the US to address national and regional prioritiesin sub-Saharan Africa. Each partnership will developcollaborative research and academic programs tobuild the capacity of the African and US institutions toaffect change in Africa. This paper describes one of thepartnerships between North Dakota State University(NDSU) and Makerere University (Mak) in Uganda thataddresses capacity building in integrated managementof transboundary animal diseases and zoonoses inEastern and Central Africa. In addition, NDSU andMak are part of a consortium of twelve North Americanand African institutions of higher learning workingcollaboratively to offer global educational experienceswith an emphasis on animal production and health andfood security. Several components of the aforementionedpartnership will be discussed including: 1) Africa-USPartnerships, the twinning model; 2) global perspectiveof Higher Education training; 3) centers of excellencemodel and the academic-community-public-privatepartnerships framework under the Africa Institute forStrategic Services Development; and 4) the challengesand achievements of the NDSU-Mak partnership

Engaging Intergovernmental Organizations in the Training of Students on Global Animal Health, Public Health and Food Security

Collaboration between higher education institutions and intergovernmental organizations is desirable in order to produce professionals with global competences in animal health, public health and food security. The mission of intergovernmental organizations and their strategic plans normally align well with those of higher education institutions, particularly colleges of agriculture and health sciences, making the two actors natural partners. Historically, intergovernmental organizations and higher education institutions have collaborated in several ways including utilizing intergovernmental organizations� information, sharing courses and academic programs, research, and hosting collaborating centers. The objectives of this paper are: 1) To describe a case study of how multiple higher education institutions (Washington State University (lead), University of Minnesota, University of California Davis, North Dakota State University, University of Prince Edward Island, Iowa State University, and Makerere University) engaged collaboratively with several intergovernmental organizations in training graduate students in global policy formulation under the project �Capacity building in Integrated Management of Transboundary Animal Diseases and Zoonoses�, 2) To discuss various ways higher education institutions and intergovernmental organizations could engage to affect global animal health, public health and food security. Lessons learned from the multi-institutional collaborative experience are discussed including possible models of engagement between higher education institutions and intergovernmental organizations. The paper summarizes possible ways higher education institutions could engage with Intergovernmental Organizations in the Training of Students on Global Animal Health, Public Health and Food Security

Case Study of Experiential Learning through a Training Model at the Science and Policy Interface: The National Animal Health Policy and Food Security Course

Experiential learning provides an opportunity forstudents to bridge classroom and research knowledgeand experiences with the realities of creating solutionsfor difficult policy issues. Experiential learning becomeseven more powerful for capacity building when it involvescultural and geographic diversity and multiple public andprivate institutions. Our next generation of leaders willneed these bridging experiences to address and solveglobal challenges like climate change, food securityand transboundary diseases. These challenges cannoteffectively be solved by individual countries or institutionsand require creating new frameworks and partnershipsthat are transdisciplinary and global. The objectives ofthis paper were 1) to describe an experiential learningexperience through the National Animal Health and FoodSecurity Policy course conducted in Washington DC and2) discuss ways the curriculum of this multi-institutionalcourse could be internationalized and adopted globally.The paper discusses possible ways of internationalizingthis course including: formation of partnerships withinstitutions that are already involved in multi-institutionalglobal courses; involvement of international agencieswhose missions align with the national health andfood security policy course; and signing memoranda ofunderstanding among governments to use this coursefor capacity building for their public servants