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Analysis. --- Brain. --- Electro-stimulation. --- Olfactory bulb. --- Olfactory. --- Rabbit. --- Us.

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Design by Us --- Egense Lausten, Karina --- HDK --- Malmborg, Michael --- Takada, Hiroki

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Knowledge obtained from research has been effectively transferred to the agricultural industry in some areas and poorly transferred in others. Knowledge that has been used to create a product such as a pharmaceutical or a device is more likely to be adopted by industry than a behavioral management technique. During my career, I have observed that some people will purchase a new cattle-handling system, which is designed with animal behavioral principles, but they will continue to handle cattle roughly. People are more willing to purchase new equipment than they are to use easy-to-learn, low-stress handling techniques. Even when financial benefits are clear, some people find it difficult to believe that a behavioral management method really works. From my experience, I have learned that successful transfer of knowledge and technology to industry often requires more work than doing the research. For an effective transfer of technology to take place, the method or equipment must be used successfully by the people who initially adopt it. If the new piece of equipment fails on the first or second place that attempts to adopt it, transfer to the industry may fail. In this paper, I describe a successful case study of transfer of a conveyor restrainer system, based on behavioral principles, from the research lab to US and Canadian beef slaughter plants. I also describe the successful implementation of a measurement system for auditing animal handling in slaughter plants. Based on my experience, the following steps for successful transfer of behavior research to the industry are: (1) Communicate your results outside the research community. Write articles in popular and industry magazines. Speak at producer meetings and develop websites that can be used to transfer research results into practice. (2) Choose places (e.g. farms or plants) that have managers who believe in your research, and be prepared to spend a lot of time with the first place that uses your findings. (

Animal welfare. --- Animal-welfare. --- Animal. --- Area. --- Auditing. --- Behavior. --- Cattle-handling. --- Cattle. --- Experience. --- Handling. --- Management. --- Method. --- Paper. --- People. --- Research. --- Slaughter. --- System. --- Time. --- Us. --- Welfare. --- Work.

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Animal evaluation courses have been part of animal science curricula for over 80 years in the US. A need for skills in the visual evaluation of conformation traits and the appraisal of productivity potential laid the foundation for animal judging courses. Eventually, these courses developed into competitions for students to compare their skill level.Following a similar framework, we propose that developing teams to educate young people about animal welfare, then establishing competitions to assess these skills will be a successful way to integrate animal welfare science into the mainstream of animal science curricula. Using traditional judging programs as a model, a paradigm for establishing animal welfare judging/assessment teams has been developed. Students take a background course in understanding evolutionary biology, biological needs, behavioral and physiological indicators of differing levels of welfare, and how to holistically evaluate facilities, stockmanship and management schemes. It should be noted that while the assessment of various aspects of animal welfare can be objective and quantifiable, judgment decisions of which area will be acceptable in the continuum between very poor and very good welfare still comes down to an ethics-based choice. Animal welfare assessment will teach students to integrate science-based knowledge with ethical values for an interdisciplinary approach to problem solving.The competition unfolds as follows: CD-ROM scenarios are prepared with indicators of animal welfare ranging from physiological data, video and still clips, to behavioral responses and time budgets. Students evaluate competition scenarios for each species being judged, prepare their analysis, then make an oral presentation of why they assess one scenario as demonstrating a higher level of welfare than another. The knowledge of welfare science in making the assessment, as well as the persuasion in the presentation, are key factors in scoring the students. A pil

Analysis. --- Animal welfare assessment. --- Animal welfare,welfare assessment,judging teams. --- Animal welfare. --- Animal-welfare. --- Animal. --- Area. --- Assessment. --- Behavioral-responses. --- Biology. --- Choice. --- Competition. --- Development. --- Level. --- Management. --- Model. --- Need. --- Needs. --- People. --- Physiological. --- Productivity. --- Ranging. --- Response. --- Responses. --- Student. --- Survey. --- Time budget. --- Time-budgets. --- Time. --- University. --- Us. --- Video. --- Welfare. --- Young.

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Studies of the brain inform us about the cognitive abilities of animals and hence affect the extent to which animals of that species are respected However, they can also tell us how an individual is likely to be perceiving, attending to, evaluating, coping with, enjoying, or disturbed by its environment, and so can give direct information about welfare. In studies of welfare, we are especially interested in how an individual feels. Since this depends upon high-level brain processing, we have to investigate brain function. Brain correlates of preferred social, sexual and parental situations include elevated oxytocin in the para-ventricular nucleus of the hypothalamus. Abnormal behaviour may have brain correlates, for example, high frequencies of stereotypy are associated with down-regulated P and kappa receptors and dopamine depletion in the frontal cortex. Such results help in evaluating the effects of treatment on welfare. Some brain changes, such as increased glucocorticoid receptors in the frontal lobes or increased activity in the amygdala, may be a sensitive indicator of perceived emergency. Active immunological defences lead to cytokine production in the brain, vagal nerve activity and sickness effects. Some aspects of brain function can be temporarily suppressed, for example, by opioids when there is severe pain, or permanently impaired, for example, in severely impoverished environments or during depression. Coping attempts or environmental impact can lead to injury to the brain, damage to hippocampal neurons, remodelling of dendrites in the hippocampus, or to other brain disorganisation. Brain measures can explain the nature and magnitude of many effects on welfare

Ability. --- Abnormal behaviour,adrenal,animal welfare,brain measures,coping,opioids. --- Abnormal behaviour. --- Activity. --- Amygdala. --- Animal welfare. --- Animal-welfare. --- Animal. --- Animals. --- Behavior. --- Behaviour. --- Brain. --- Cognitive-ability. --- Coping. --- Cortex. --- Damage. --- Depression. --- Dopamine. --- Emergency. --- Environment. --- Environments. --- Frequency. --- Frontal cortex. --- Frontal lobes. --- Frontal-cortex. --- Frontal. --- Function. --- Glucocorticoid receptors. --- Glucocorticoid. --- Hippocampal-neurons. --- Hippocampal. --- Hippocampus. --- Hypothalamus. --- Impoverished. --- Injuries. --- Injury. --- Neurons. --- Nucleus. --- Opioid. --- Opioids. --- Oxytocin. --- Pain. --- Paraventricular nucleus. --- Production. --- Receptor. --- Receptors. --- Responses. --- Sexual. --- Sheep. --- Situations. --- Social. --- Sows. --- Stereotypies. --- Stereotypy. --- Stress. --- Systems. --- Treatment. --- Us. --- Welfare.