Methodology of the biological risk classification of animal pathogens in Belgium

The biological hazards posed by micro-organisms have lead to their categorisation into risk groups and the elaboration of classification lists. Current classification systems rely on criteria defined by the World Health Organization, which cover the severity of the disease the micro-organism might cause, its ability to spread and the availability of prophylaxis or efficient treatment. Animal pathogens are classified according to the definitions of the World Organization of Animal Health, which also consider economic aspects of disease. In Europe, classification is often directly linked to containment measures. The Belgian classification system however, only considers the inherent characteristics of the micro-organism, not its use, making the risk classification independent of containment measures. A common classification list for human and animal pathogens has been developed in Belgium using as comprehensive an approach as possible. Evolution of scientific knowledge will demand regular updating of classification lists. This paper describes the Belgian risk classification system and the methodology that was used for its peer-reviewed revision (with a focus on animal pathogens)

Secondary Education Teacher Training and Emotional Intelligence: Ingredients for Attention to Diversity in anInclusive School for All

This study, which is part of a broader research project, aims to investigate the impact of the initial training received by students in the Master?s Degree in Secondary Education and Baccalaureate, Vocational Training, and Language Teaching (MDSE) on their future teaching development in the current educational and social framework. The main goal is to understand their concerns, attitudes, and level of acquired competencies and knowledge for their professional development as inclusive teachers. Additionally, the study aims to explore the relationship between their assessments and experiences with the perceived level of Emotional Intelligence (EI), given its importance as a facilitating element, which is teachable from formal education, in socio-educational inclusion processes and quality attention to diversity in classrooms. A total of 218 MDSE students (Mage = 31.5; SD = 6; males = 33%; females = 67%) participated in the study, coming from various Spanish universities, and having either completed their studies or being in the final stages after having completed the generic module and practices in secondary education centers. The information was collected through the ?Teacher Training in Secondary Education: Key Elements for Teaching in an Inclusive School for All? (TTSE-IN) questionnaire, which included five validated and relevant instruments, of which three were used for the study?s purpose (Questionnaire for Future Secondary Education Teachers about Perceptions of Diversity Attention, Scale of Feelings, Attitudes, and Concerns about Inclusive Education, Revised SACIE-R andWong and Law Emotional Intelligence Scale WLEIS-S). The main results indicate that future teachers show a positive attitude towards diversity but have significant training gaps. Additionally, the EI variable, along with regular contact with people in situations of special vulnerability and experience in teaching people in situations of special vulnerability in non-formal contexts, has a positive effect on both teacher well-being and the facilitation of inclusive education processes and diversity attention

First report of bacterial leaf spot of Hydrangea in retail nurseries in Belgium caused by strains assigned to a new Xanthomonas hortorum clade

The genus Hydrangea includes at least 23 species of ornamental plants that are highly valued for their large and long-lasting flowerheads. Incidents of leaf spot were regularly observed on Hydrangea arborescens and H. quercifolia in retail nurseries in Flanders (Belgium) from 2011 to 2015. Leaves showed brown to black irregular leaf spots (Fig. 1) which tended to blend into larger lesions (Fig. 2).ISSN:2044-058