Determination of fibernolytic enzyme activities of white rot fungi isolated from oil palm fronds

Oil palm fronds (OPF) is widely used as the source of roughage for the farm animals. However, the full potential of OPF as animal feed is limited by their high lignin content which limits the rumen microbe’s access to the cellulose and hemicellulose. White rot fungi (WRF) are a group of fungi belonging to basidiomycete phylum and are commonly found in decaying woody plant. They possess the ability to degrade lignin. This experiment aims to identify the phylum of the best lignin decaying fungi based on their enzymes activity. In this experiment, 11 fungi species were isolated from decaying oil palm fronds. They are labelled as WR1, WR 2, WR3, WR4, WR5, WR6, WR7, WR8, WR9, WR10 and WR11. Their fibernolytic enzyme activities which includes laccase, manganese peroxidase, lignin peroxidase, avicelase, carboxylmethylcellulase and xylanase are analysed using the solid state fermentation method. It is was found that 5 fungi species which are the WR1, WR2, WR4, WR7 and WR10 produced the highest ratio of lignin degrading enzyme to cellulose and hemicellulose degrading enzyme. The fungi are then analysed under microscope to determine the phylum of the fungi. From the observation, the fungi are identified to belong to the phylum basidiomycetes due to presence of clamp connection

The application of One Health concept to an outdoor problem-based learning activity for veterinary students

Background: The One Health (OH) approach, which seeks to bring together human and animal health, is particularly suited to the effective management of zoonotic diseases across both sectors. To overcome professional silos, OH needs to be taught at the undergraduate level. Here, we describe a problem-based learning activity using the OH approach that was conducted outdoors for 3rd-year veterinary students in Malaysia. Materials and Methods: A total of 118 students, divided into two groups, completed the activity which spanned 11/2 days at a deer park adjacent to a wilderness area. Students were asked to evaluate the activity using an online survey that had quantitative and qualitative components. Results: Response rate was 69.5%. The activity was rated excellent by 69.5% and good by 30.4%. Levels of satisfaction were high on a range of criteria. 97.5% of students intended to take action in their studies as a result of what they had learned. Conclusions: Delivery of an outdoor problem-based learning activity using OH approach was very successful in terms of participation, knowledge delivery and understanding, and the willingness of students to integrate OH into their future practice. For the improvement of future programs, the involvement of other disciplines (such as Medical, Biology, Biotechnology, Biomedical, and Public Health) is being considered

The application of One Health concept to an outdoor problem-based learning activity for veterinary students

Background: The One Health (OH) approach, which seeks to bring together human and animal health, is particularly suited to the effective management of zoonotic diseases across both sectors. To overcome professional silos, OH needs to be taught at the undergraduate level. Here, we describe a problem-based learning activity using the OH approach that was conducted outdoors for 3rd-year veterinary students in Malaysia. Materials and Methods: A total of 118 students, divided into two groups, completed the activity which spanned 11/2 days at a deer park adjacent to a wilderness area. Students were asked to evaluate the activity using an online survey that had quantitative and qualitative components. Results: Response rate was 69.5%. The activity was rated excellent by 69.5% and good by 30.4%. Levels of satisfaction were high on a range of criteria. 97.5% of students intended to take action in their studies as a result of what they had learned. Conclusions: Delivery of an outdoor problem-based learning activity using OH approach was very successful in terms of participation, knowledge delivery and understanding, and the willingness of students to integrate OH into their future practice. For the improvement of future programs, the involvement of other disciplines (such as Medical, Biology, Biotechnology, Biomedical, and Public Health) is being considered