Recent advances in the treatment of pain in endometriosis: A bibliometric analysis of experimental models

Background and Aim

Treatment of endometriosis involves pain relief which is achieved through the administration of analgesics and non-steroidal anti-inflammatory drugs, with or without the addition of hormone therapy. At present, studies investigating endometriosis pain management using experimental rat models and the use of medications are scarce. Therefore, this study aimed to systematically evaluate research trends and critical points in the field of endometriosis pain management using experimental models.

Materials and Methods

A total of 30 publications related to this topic that were published from 2012 to 2022 were retrieved from various databases, including Web of Science, Scopus, PubMed, Embase, and CINAHL, using appropriate English keywords. The quality of the publications was evaluated using impact metrics, productivity, term density mapping, and author network.

Results

The average publication rate was three articles per year, reaching its peak in 2021 at five articles per year. The United States and China were found to be the most productive countries, with 12 and 10 publications per year, respectively. The field of medicine (37.0%) was the most abundant, although the H-index was relatively low (13:13). Term density mapping involved the search of 542 keywords, of which 35 were selected, with only 8 exhibiting significant density.

Conclusion

In the past decade, there has been a shortage of publications that have addressed pain in endometriosis in experimental models and, within this context the majority of the production and publication in this field has been performed by the United States and China. After performing this bibliometric review, it can be inferred that more research is required in this field, to develop new approaches and treatments for endometriotic pain.

Reflections on a career as graduate mentor - from baby steps at Wisconsin to today

Graduate education is an important aspect of the life of most academic scientists and a serious responsibility because it comes with the obligation to help students achieve their career and life goals. It can also be very fulfilling for the graduate mentor in terms of personal satisfaction and advancement of the research program. Learning to be a good major professor is an active process that depends on developing a formal framework of education and modifying that framework for each student based on past experiences and experimentation, advice from colleagues, and the individual personality of the student. Perhaps most important is for the graduate mentor to buy into the success and well-being of the student. Among the characteristics that a major professor could seek to instill in his or her students are critical and independent thinking, self-confidence, a thick skin, teamwork, laboratory skills and understanding, and the ability for hard work. Work to make science joyful by celebrating accomplishments, creating a fun environment in the lab, and stressing the societal value of science as compared to personal rewards or ambition.

Galyean appreciation club review: a holistic perspective of the societal relevance of beef production and its impacts on climate change

This article provides a science-based, data-driven perspective on the relevance of the beef herd in the U.S. to our society and greenhouse gas (GHG) contribution to climate change. Cattle operations are subject to criticism for their environmental burden, often based on incomplete information disseminated about their social, economic, nutritional, and ecological benefits and detriments. The 2019 data published by the U.S. Environmental Protection Agency reported that U.S. beef cattle emitted 22.6% of the total agricultural emissions, representing about 2.2% of the total anthropogenic emissions of CO2 equivalent (CO2e). Simulations from a computer model developed to address global energy and climate challenges, set to use extreme improvements in livestock and crop production systems, indicated a potential reduction in global CO2e emissions of 4.6% but without significant enhancement in the temperature change by 2030. There are many natural and anthropogenic sources of CH4 emissions. Contrary to the increased contribution of peatlands and water reservoirs to atmospheric CO2e, the steady decrease in the U.S. cattle population is estimated to have reduced its methane (CH4) emissions by about 30% from 1975 to 2021. This CH4 emission deacceleration of 2.46 Mt CO2e/yr2 might be even more significant than reported. Many opportunities exist to mitigate CH4 emissions of beef production, leading to a realistic prospect of a 5% to 15% reduction in the short term after considering the overlapping impacts of combined strategies. Reduction strategies include feeding synthetic chemicals that inactivate the methyl-coenzyme M reductase (the enzyme that catalyzes the last step of methanogenesis in the rumen), red seaweed or algae extracts, ionophore antibiotics, phytochemicals (e.g., condensed tannins and essential oils), and other nutritional manipulations. The proposed net-zero concept might not solve the global warming problem because it will only balance future anthropogenic GHG emissions with anthropogenic removals, leaving global warming on a standby state. Recommendations for consuming red meat products should consider human nutrition, health, and disease and remain independent of controversial evidence of causational relationships with perceived negative environmental impacts of beef production that are not based on scientific data.

A review of the application of active learning pedagogies in undergraduate animal science curricula

With most of the student attrition occurring early in undergraduate educational programs (Braunstein et al., 1997) it is necessary to interest and motivate students early on. The demographics of animal science students have shifted to students with minimal background in food producing animals. This presents a unique challenge as the current student population represents a diverse array of backgrounds and prior experiences. As a result, students enroll in undergraduate animal science programs with various expectations for their undergraduate degree and a focus primarily on careers in veterinary medicine. To engage all students, interest and motivation need to be generated. This review will use motivational frameworks as outlined by the self-determination theory, expectancy value theory, and interest, to explain the impact of the proposed solutions. Active learning classroom strategies are linked to increased knowledge compared with traditional, passive classrooms (Wells et al., 2019). Active learning shifts from a traditional teaching model to a student-centered model, which transitions instructors to facilitators of learning. This review summarizes current proposed pedagogies that have been researched in animal science classrooms such as experiential learning, flipped classrooms, hands-on animal experience, undergraduate research experiences, mentorship opportunities, capstone experiences, service-learning experiences, team-based learning, and cooperative learning. The limitations of these proposed pedagogies and the future research needed are also discussed.

The increasing relevance of immunobiology within a connected animal science curriculum

Modern technological agriculture emerged in the 20th century and has expanded into a global enterprise occupying approximately 38% of the Earth's land area and accounting for over 40% of the world's workforce. The United Nations Food and Agriculture Organization estimates that to feed a world population of 9-billion people in 2050 will require an almost doubling of overall food production, including meat, dairy, and egg production over 2010 levels. However, our collective ability to meet this demand cannot be taken for granted. Despite many successes, global agricultural systems now face multiple unprecedented challenges including a dearth of new treatments for livestock diseases. The discovery of antibiotics led to a complacency now reflected in a dependency on exogenous antimicrobials and a growing threat of antimicrobial resistance. Developments within the field of immunobiology had led to significant breakthroughs in understanding of human health and disease. However, despite over 60% of infectious diseases being zoonotic in nature and nonhuman animals acting as an important disease reservoir, research in livestock immunobiology has not been as resourced. As a direct result, recalcitrant animal diseases continue to threaten sustainability of animal production systems, security of the food chain and human health. It is within the context of collective One Health action that ambitious innovation in the connectivity of animal science undergraduate curricula is urgently required, specifically to include threshold concepts in immunobiology. Fostering transformative learning is critical to equip future generations of animal scientists with the knowledge and interdisciplinary skills to counter these existential challenges of our time.

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.

ASAS-NANP symposium: mathematical modeling in animal nutrition: the progression of data analytics and artificial intelligence in support of sustainable development in animal science

A renewed interest in data analytics and decision support systems in developing automated computer systems is facilitating the emergence of hybrid intelligent systems by combining artificial intelligence (AI) algorithms with classical modeling paradigms such as mechanistic modeling (HIMM) and agent-based models (iABM). Data analytics have evolved remarkably, and the scientific community may not yet fully grasp the power and limitations of some tools. Existing statistical assumptions might need to be re-assessed to provide a more thorough competitive advantage in animal production systems towards sustainability. This paper discussed the evolution of data analytics from a competitive advantage perspective within academia and illustrated the combination of different advanced technological systems in developing HIMM. The progress of analytical tools was divided into three stages: collect and respond, predict and prescribe, and smart learning and policy making, depending on the level of their sophistication (simple to complicated analysis). The collect and respond stage is responsible for ensuring the data is correct and free of influential data points, and it represents the data and information phases for which data are cataloged and organized. The predict and prescribe stage results in gained knowledge from the data and comprises most predictive modeling paradigms, and optimization and risk assessment tools are used to prescribe future decision-making opportunities. The third stage aims to apply the information obtained in the previous stages to foment knowledge and use it for rational decisions. This stage represents the pinnacle of acquired knowledge that leads to wisdom, and AI technology is intrinsic. Although still incipient, HIMM and iABM form the forthcoming stage of competitive advantage. HIMM may not increase our ability to understand the underlying mechanisms controlling the outcomes of a system, but it may increase the predictive ability of existing models by helping the analyst explain more of the data variation. The scientific community still has some issues to be resolved, including the lack of transparency and reporting of AI that might limit code reproducibility. It might be prudent for the scientific community to avoid the shiny object syndrome (i.e., AI) and look beyond the current knowledge to understand the mechanisms that might improve productivity and efficiency to lead agriculture towards sustainable and responsible achievements.

Disseminating Science and Education through Social Media: The Experience of a Students' Editorial Team at the University of Padova

"WeSocial: Online Learning Community" is a project aiming to provide students with the basic skills in science communication via social media as a useful tool in their future careers and to disseminate the University Department of Comparative Biomedicine and Food Science activities to the general public. The project is based on two main actions: professional training on science communication and social media strategies, and the establishment of an editorial team composed of students supervised by the teaching staff. When the training phase was concluded, official department accounts on Instagram (bca_campus_unipd) and Facebook (BCA_campus_unipd) were opened. Currently, the students' editorial team (SET) oversees publishing a maximum of 3 posts per week, whose content deals with the academic, research, and educational areas of the department seen through the students' eyes. The social media accounts are constantly growing and becoming a "place" for the virtual community of the department. Since students are both "information producers" and the "audience" of the project, they propose and focus on issues particularly important to them. As a result, the department's social media has become a meaningful and relevant experience for students, enhancing their sense of belonging to the departmental and university community life. Moreover, the project is fostering the interaction between students and teaching staff and, thanks to peer communication, is increasing the awareness of department activities especially in the student audience.

A Primer for Single-Cell Sequencing in Non-Model Organisms

Single-cell sequencing technologies have led to a revolution in our knowledge of the diversity of cell types, connections between biological levels of organization, and relationships between genotype and phenotype. These advances have mainly come from using model organisms; however, using single-cell sequencing in non-model organisms could enable investigations of questions inaccessible with typical model organisms. This primer describes a general workflow for single-cell sequencing studies and considerations for using non-model organisms (limited to multicellular animals). Importantly, single-cell sequencing, when further applied in non-model organisms, will allow for a deeper understanding of the mechanisms between genotype and phenotype and the basis for biological variation.

Q fever prevention: Perspectives from university animal science and veterinary students and livestock farmers

OBJECTIVE

To explore animal science and veterinary students' and livestock farmers' perceptions concerning Q fever prevention.

DESIGN

An online survey with an open-ended question seeking knowledge and perceptions about Q fever prevention was distributed among participants during March-September 2019. We applied thematic analysis to identify emerging themes.

SETTING

Animal science and veterinary students enrolled at the University of Adelaide and members of Livestock South Australia representing cattle, sheep and goat farmers in South Australia.

PARTICIPANTS

A total of56 animal science and veterinary students and 154 livestock farmers responded to the open-ended question.

INTERVENTIONS

Not applicable.

MAIN OUTCOME MEASURES

Perceived challenges and opportunities for a coordinated Q fever prevention approach including human vaccination reported by the participants.

RESULTS

Two major themes arose in each group. Students and farmers viewed Q fever vaccination as important. However, excessive cost for students was a barrier and for farmers, it was general practitioners' lack of knowledge of Q fever and access to an accredited immunisation provider. Similarly, both groups highlighted the need for education and increasing public and community awareness of Q fever.

CONCLUSION

Our findings underscore that a sector-wide approach involving community awareness programmes, education and training for general practitioners, and subsidised vaccination as well as commitment from government and industry partners may contribute to reducing the burden of Q fever among at-risk populations.

Perceptions of animal welfare and animal welfare curricula offered for undergraduate and graduate students in animal science departments in the United States

While perceptions of animal welfare have been assessed in veterinary students and students internationally, there remains a gap in research concerning undergraduate and graduate student perspectives of animal welfare in animal science programs at colleges and universities across the United States. A survey was developed to assess current animal science student perspectives of the importance of animal welfare as part of their education, their knowledge of available educational opportunities, and resources they think should be included in animal welfare curricula. An online survey was distributed to a national listserv of university administrators of animal science programs in the United States. A total of 624 survey responses were statistically summarized. Most respondents were undergraduate students (78.0%, n = 487), between the ages of 18 and 24 (85.9%, n = 536), and female (86.1%, n = 537). Results indicated that despite most respondents not taking an animal welfare course previously (60.7%, n = 379), most students strongly agreed that the inclusion of an animal welfare course is an important part of the animal science curriculum (72.0%, n = 449), that animal welfare is an important component of their education (63.1%, n = 394), and that animal welfare courses would be helpful for their future careers (70.0%, n = 437). When asked what attributes would be most important in an animal welfare class, students identified many different types of information and resources. The majority of respondents answered that discussing current hot topics in animal welfare (76.1%, n = 475), ethical discussions (76.0%, n = 474), and practical, applied questions (75.3%, n = 470) were important course components. Suggestions for future research include investigating how animal science student perceptions change before and after taking an animal welfare course and exploring opportunities to expand formal welfare education in animal science departments. Inclusion of animal welfare into the curriculum is critical as many of the students currently enrolled in animal science departments will become the future stakeholders in animal-focused industries.

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.

Triennial reproduction symposium: L. E. Casida Award for Excellence in Graduate Education: mentoring graduate students in animal science

Graduate education in animal science prepares students to enhance the understanding of biology and to utilize this knowledge to increase animal productivity. The mentor is instrumental in the development of scientists and must be dedicated to success of students. The approach used to guide an inquisitive student into a productive researcher and educator is formulated from the experiences of the mentor. The training program that the mentor was exposed to, as well as experiences to identify activities that are successful, can result in a unique program to nurture and stimulate students. A dedication to a productive research program is essential for mentoring. Participation in research early in a graduate program is important and it helps students realize that their research can be innovative and exciting. Frequent meetings between students and mentors are essential and participation in data collection and analyses by the student and mentor are great teaching events. Students must have knowledge of the basic sciences and the discipline as well as their focused research area. A demanding and comprehensive graduate education is essential to expand the scientific development of the future generation of researchers and educators.

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.

Animal sciences undergraduate education since the ASAS centennial: a national survey and scoping review

The rapid pace of advancement in animal sciences is drastically changing conditions for undergraduate teaching and learning in the discipline. Shortly after the American Society of Animal Science (ASAS) centennial, we conducted a national survey of 90 faculty instructors from 49 academic institutions to assess their perceptions of emerging teaching topics. Participants rated 18 learning outcomes (LO) and 16 types of courses and experiences (CE) with respect to their importance and the adequacy of available offerings. This study presents the results of the survey along with a scoping review of animal sciences teaching and learning publications since 2008 (n = 71). Results indicated that discipline-specific competencies and core experiential learning remain central to animal sciences teaching and identified several distinct needs for research. Namely, we suggest that future research in animal sciences teaching and learning 1) develop animal-science-specific expertise on a greater variety of pedagogies, 2) validate improved methods for assessing transferable skills, 3) expand pedagogical knowledge of emerging topics (e.g., sustainability, data science, welfare science, social science), and 4) deepen and broaden animal sciences’ teaching and learning identity through theory-building work and collaborations across instructors, disciplines, and institutions.

Q fever vaccination: Australian animal science and veterinary students' One Health perspectives on Q fever prevention

Unvaccinated animal science and veterinary students are at risk of Q fever, a vaccine-preventable zoonotic disease transmitted from animals to humans. We investigated students' perspectives on Q fever prevention using a One Health approach combining animal, human and environmental health. Animal science and veterinary students enrolled at the University of Adelaide in 2019 were invited to participate in an online survey to explore their perceptions about Q fever and prevention strategies. We undertook descriptive analysis and logistic regression. Overall, 46% of students reported little to no knowledge of Q fever. Over three-quarters of students reported transmission of Q fever via aerosol inhalation and animal culling, whilst other modes including sexual transmission between humans (7%) was poorly identified. The majority of students reported exposure to cattle, sheep and goats. Of those who reported vaccination status, 5% veterinary and 61% animal science students were unvaccinated for Q fever. Challenges concerning vaccination included cost, time and access to healthcare with strategies aimed at promoting awareness, improving healthcare access and subsidized and mass vaccination. Knowledge of Q fever among respondents, particularly about disease transmission was suboptimal. As a key principle to One Health approach, adherence to biosecurity guidelines during contact with animals could potentially reduce zoonoses including Q fever transmission. Improving access to Q fever vaccine for unvaccinated students is a priority. Findings underscore that university policy for Q fever vaccination needs to consider subsidized vaccination for both animal science and veterinary students.

Assessing Veterinary Students' Ethical Sensitivity to Farm Animal Welfare Issues

Ethical sensitivity has been identified as one of the four necessary components of moral action, yet little has been done to assess ethical sensitivity to animal issues in animal-related professions. The aim of this study was to develop assessment tools to measure and enhance ethical sensitivity to animal issues, and determine relationships between ethical sensitivity and moral reasoning. Of a cohort of 115 third-year veterinary students from the University of Queensland, Australia, 104 students gave permission to use their responses to written ethical sensitivity and moral judgment tests, and 51 to use their video role-plays to demonstrate ethical sensitivity to current animal farming issues. Inter-rater reliability of scoring by an expert panel was moderate to substantial for the written assessment, but only slight to moderate for the video response. In the written test, students' mean scores for recognition of animals' emotions, expression of empathy and recognition of alternative actions and their impacts improved after teaching. Scores did not increase for identification of their own emotions, moral conflicts between stakeholders, and conflicts between legal, organizational and ethical responsibilities as a professional. There was no overall relationship between ethical sensitivity and moral reasoning scores. However, high scores for reasoning using universal principles were correlated with high scores for recognition of moral conflicts between stakeholders and between legal, organizational, and ethical responsibilities as a professional. Further development of these ethical sensitivity assessment tools is encouraged to enable veterinary and animal science students to raise and address animal ethics issues and alleviate moral distress.

Seasonal reproductive endothermy in tegu lizards

With some notable exceptions, small ectothermic vertebrates are incapable of endogenously sustaining a body temperature substantially above ambient temperature. This view was challenged by our observations of nighttime body temperatures sustained well above ambient (up to 10°C) during the reproductive season in tegu lizards (~2 kg). This led us to hypothesize that tegus have an enhanced capacity to augment heat production and heat conservation. Increased metabolic rates and decreased thermal conductance are the same mechanisms involved in body temperature regulation in those vertebrates traditionally acknowledged as "true endotherms": the birds and mammals. The appreciation that a modern ectotherm the size of the earliest mammals can sustain an elevated body temperature through metabolic rates approaching that of endotherms enlightens the debate over endothermy origins, providing support for the parental care model of endothermy, but not for the assimilation capacity model of endothermy. It also indicates that, contrary to prevailing notions, ectotherms can engage in facultative endothermy, providing a physiological analog in the evolutionary transition to true endothermy.

Metabolic Disorders in the Transition Period Indicate that the Dairy Cows' Ability to Adapt is Overstressed

Simple Summary

Metabolic disorders are a key problem in the transition period of dairy cows and often appear before the onset of further health problems. Problems derive from difficulties animals have to adapt to large variations and disturbances occurring both outside and inside the organism. A lack of success in solving these issues may be due to predominant approaches in farm management and agricultural science, dealing with such disorders as merely negative side effects. Instead, a successful adaptation of animals to their living conditions should be seen as an important end in itself. Both farm management and agricultural sciences should support animals in their ability to cope with nutritional and metabolic challenges by employing a functional and result-driven approach.

Abstract

Metabolic disorders are a key problem in the transition period of dairy cows and often appear before the onset of further health problems. They mainly derive from difficulties the animals have in adapting to changes and disturbances occurring both outside and inside the organisms and due to varying gaps between nutrient supply and demand. Adaptation is a functional and target-oriented process involving the whole organism and thus cannot be narrowed down to single factors. Most problems which challenge the organisms can be solved in a number of different ways. To understand the mechanisms of adaptation, the interconnectedness of variables and the nutrient flow within a metabolic network need to be considered. Metabolic disorders indicate an overstressed ability to balance input, partitioning and output variables. Dairy cows will more easily succeed in adapting and in avoiding dysfunctional processes in the transition period when the gap between nutrient and energy demands and their supply is restricted. Dairy farms vary widely in relation to the living conditions of the animals. The complexity of nutritional and metabolic processes and their large variations on various scales contradict any attempts to predict the outcome of animals’ adaptation in a farm specific situation. Any attempts to reduce the prevalence of metabolic disorders and associated production diseases should rely on continuous and comprehensive monitoring with appropriate indicators on the farm level. Furthermore, low levels of disorders and diseases should be seen as a further significant goal which carries weight in addition to productivity goals. In the long run, low disease levels can only be expected when farmers realize that they can gain a competitive advantage over competitors with higher levels of disease.