Hello Anthony Chadwick from the webinar vet, welcoming you to one of our BVA webinars where we're very fortunate to have Doctor Deborah Thompson, who's going to be delivering a webinar all about one health, . Simon Docherty, who's the BVA's vice president, met with Sir, with Deborah recently and . Deborah did a blog for the BVA and then off the back of that, enjoying it so much about how we can introduce the one health concept to primary and secondary school pupils, Simon thought that this would be an ideal subject for a webinar.

So if you're listening and you're a vets, but you've got friends who are also teachers, this would be ideal to let them have a look at as well. There's several overlapping concepts out there with one medicine, one health, one welfare, one agriculture, it often depends on the particular interests of the parties involved in the particular challenge, but this sort of one health, definition is one that, BVA have started to use and have particularly pushed out the boundaries to become more involved with other groups as well. So the Wildlife Trust, the National Trust, the Environmental Health.

There's obviously human health both mental and physical, so it's fascinating to also have, the Royal Colleges and nurses, the British Dental Association and the British Medical Association involved. In this as well, so we can see all those logos on the next slide, Deborah, which, you know, shows all the different organisations that are involved, and also obviously the British Veterinary Nursing Association as well. And this was very much one of the outputs from the BVA Royal College Vet Futures Initiative, and BVA really led in this formation of the UK One Health coordination Group, which, You know, particularly as we face some challenges with diseases like coronavirus, it's so important that we have a holistic approach er to many of these problems.

So if we just look to the next slide, we can see that actually BVA launched this One Health and Action report on One Health Day last year. Great report that you can That you can download at the link on the slides of BVA.co.uk/Ohealthreport.

As I say, dealing with mental health and wellbeing, antimicrobial resistance, zoonosis, non-communicable diseases, environment and climate change, such a big area as well, and injuries, so, so lots of things to, think about there, and a final plug is for the one. Health Congress, which is the World Congress, which is going to be held in Edinburgh 14th to 18th of June. So, do look out for that if you are interested in that whole sort of holistic, how do we, as a, a group of professions really start looking after human health, animal health, they are interconnected, .

And I'm really looking forward to how Deborah talks about that very much in a in a setting of primary and secondary schools, so. Deborah is a practising veterinarian, she's been an educator in primary and secondary school, and has really helped to develop curriculum in this area of One Health. She is a jack of all trades.

She's an expert flautist. She's also advised on policy, scientific policy, she's responded, been a first responder during natural disasters. Of course, in the American system, vets often do a first degree, so, as well as the degree, to learn the flute, she's also, I did a Bachelor of Science in Biology and then went to Tufts University, which is an excellent university in America, to study for her DVM and also a certificate in International veterinary medicine.

I've had a few chats with Deborah to arrange this webinar. They've been really fascinating. I know that you are all going to be fascinated by the webinar as well, so Deborah, a very warm British welcome to you and looking forward to the webinar.

Thank you so much for the kind introduction, Doctor Chadwick, and thank you to the rest of the webinar vet team, as well as the British Veterinary Association. I really appreciate the time I can spend with all of you, and as you can tell, my accent, Shows that I am not from Great Britain. I've spent some time in Canada, lived in the United States, and I'm gonna try my best to change some of my vocabulary to meet, to fit your needs.

But I have to say, sometimes I get, student and pupils, confused a little bit depending on the age group, because ultimately, when I talk about pupils on an everyday. Situation in an everyday situation. I only talk about eyeballs.

So forgive me for that. Today, we're gonna be talking about teaching one health to children ages 5 to 18. We're gonna talk about what is one health?

Why is teaching children about one health important? How can you actually get into schools and teach who can do it, and when is the appropriate time to do it? Let's get started.

What is one health? When I explain what one health is to children, it is very different than how I explain it to adults. The way I explain it to adults is with a story, and this is a true story.

This is Jack, isn't he cute? He is the son of one of my friends named Amy. Jack in this photo is 6 years old, and he's obsessed with a few things, football being one of them, animals being the other.

The 6 year old Jack becomes A 12-year-old Jack, still obsessed with those two things, particularly football. One day, Jack doesn't start to feel so well and Amy brings him to a doctor. And he has flu-like symptoms.

He's having something that looks like a stomach bug, but After the 1st doctor, he's still not getting better. She takes him to a 2nd doctor, and then a 3rd doctor. Ultimately, over 2 years, Jack saw over 30 doctors.

Over 30 doctors, and it wasn't until he became wheelchair bound that Amy found a One Health team. And what I mean by a One Health team is a doctor or a physician working with a veterinarian. A veterinarian realised that he not only loves football, he also loves animals, and there was a time within 2 weeks before his first symptom that he was playing with a kitten.

Hm, do you know what he had? Yeah, the kitten had Bartonella. The bacteria that the kitten got from fleas and scratched Jack accidentally and then the physician figured out, well, cat scratch fever, you need to have an antibiotic for that.

So, 2 years into having bartonellosis, Jack was starting to be appropriately treated. And he was able to get back on the football field. In Jack's situation, one health truly saved his life.

Now, when I say to kids, to children, what is one health? I say it's teamwork between people who care about the environment, animal health and human health. When I talk to teachers in particular, I emphasise two things.

The two things in this definition are both teamwork and people who care. The reason why I emphasise people who care is because another way to say that is people who have empathy. Now certainly bullying is a big problem throughout the world.

Even looking at a government website from the UK there are educators who are devoted to preventing and tackling bullying. So the way to deal with bullying is empathy and you can see ultimately empathy is needed everywhere. When I talked to the general public, I often list environment first.

Teamwork between people who care about the environment, animal health and human health. I list environment first because everybody can understand what the environment is. Now, when I talk to say animal shelter groups or animal rehabilitation groups, I say animal health first.

And when I talk to a group of doctors or physicians, I don't say human health, I say public health first. Now, we're gonna go through some examples that I've learned from teaching students on my days off about One Health. This is honestly the maximum of my artistic abilities.

I make no secret of it. I cannot draw worth anything, but the nice thing is that I need to keep it simple. And from this simple Venn diagram where you could see that the star that represents one health is right in the middle where everything is shared, the students write down their interpretation.

This student Has a different layout, let's say, and please ignore the spelling mistakes, he's still learning, but you could see this student truly, excuse me, pupil still understands the interconnection between animal health, human health, and environmental health. This pupil took the Venn diagram but made it a little bit more artistic, and then this pupil wanted to keep it nice and simple. Either way, you could see all three pupils truly understand what one health is.

So why is one health important? When you ask an eight year old's pupil about what what one health is and why is it important, this is the answer you get. So you can keep the environment, animals and people healthy all at the same time.

And that's what one of my pupils said. Before we get too far into the weeds with One Health education, I wanted to introduce myself a little bit more. Thank you, Doctor Chadwick, for the kind introduction.

I'll flush it out a tiny bit before going to Tufts veterinary school, I had a teaching background. I was teaching in primary schools and secondary schools as well as teaching adult classes, both for music and English as a 2nd or 3rd or 4th language depending on the age of the students. Now, this illustration on the right is a painting from one of my favourite American painters named Norman Rockwell, and I brought this as well as other illustrations to my pupils when I was working in secondary school.

And I was practising with them, teaching them how to use different verb tenses. For instance, you can see at the very top, the family was going on holiday this morning. And you could say in the evening, the family will come home exhausted.

The students had so much fun with this particular activity that they wanted to do plays. They wanted to do skits and make rolls out of it. And this is just one example of how you can get the kids to get passionate about something and learn without even meaning to learn.

It's always nice to trick somebody into learning, right? And you could do that with one health, easily. We're gonna go through how.

Now, why is teaching one health to children important? We say, OK, more and more people are learning about one health in university, but is that enough? Is that how you truly change society?

I challenge you with that question. The way I answer, why is teaching one health to children important? It's because it's sustainability of today's efforts.

Not everybody can get to university. They either have financial constraints or other reasons in their life that they cannot attend university. Does that mean that they can't understand and appreciate the importance of one health?

No, not at all. If you teach the children, then, and particularly if they get excited about your lessons, then they can come home after school and teach their caregiver, teach their grandparent or their parents, whoever is gonna listen to them. And that way you can not just teach one generation, but you can teach multiple generations in your community.

Can you see that effect? That is incredible, and that is how you can change society. Now, here's one of my pupil's illustrations of a vocabulary word.

Can you guess the vocabulary word? Now, it's not epidemic, it's not one health or teamwork. So there's no cheating on the slide.

What this is, it's a child's depiction of a zoonotic disease. And how I explain zoonotic disease to children. It's a disease that can jump between different species.

And when I say jump, I physically do it. The more stimulants you can give to encourage learning, the better. So if children can see things, smell things, hear things, feel things, they're going to remember better.

And I understand zoonotic disease is a very long term. How can a six year old understand and remember zoonotic disease? Well, you have to meet them at their level.

Who here, I asked them, has gone to a zoo. Many people raise their hands. Great.

In a zoo, is there just one species, or are there several species? There are many species. Great.

And then we go through examples. OK, there's a lion, I saw a giraffe. And how about the people walking around?

Are humans, animals? Ah yeah, humans are animals, and then they start to see, OK, well, a disease or a germ that can be shared between different species. Does that include people?

Absolutely, that includes people. Can people give animals or other animals? Diseases?

Absolutely, that is possible. So, you have to meet the, the audience at their level, right? Granted, sometimes you have to explain what species is if your pupil is under 9 years old.

You could see my other vocabulary words of this particular lesson, one health, species, zoonotic disease, epidemic, and vaccine. You might be surprised by the word vaccine up on the board, because some people say, well, teaching about vaccines is controversial. Mm mm.

Not when you're a veterinarian and not when you're teaching the children that if you administer a vaccine to a dog, it's to help the dog stay nice and strong when there's a disease coming around. You see, kids tend to like dogs and cats, and the patients that we treat as veterinarians, so they don't see it as, oh, I need to get a vaccine, as in right away, but they put 2 and 2 together. Oftentimes after class, children come up to me and say, My parents don't want me to get a vaccine.

And what I can say to that is, well, now you understand why scientists and doctors and veterinarians think giving vaccines. It is a good idea, and you can have a discussion and just leave it at that. But I can never be accused of telling children, yes, you have to get a vaccine and then have their parents file complaints.

No, I am talking about giving vaccines to dogs and cats, for instance. Who can teach one health? Now you all know what one health is.

That means you can teach one health. At this point, you could say, OK, I'm interested, but I don't know where to start. So, how can you actually go out and teach one health if you are not a full-time teacher?

Pretty much talk to as many people as possible. I first started talking to the Toastmasters International group that I'm a part of, and I'm sure in your community you can find a plethora of Toastmaster groups. Toastmasters, just so that you know, it's a public speaking club.

I would rather say it's a communication club. Other opportunities, community STEM programmes, science, technology, engineering and mathematics, career days at schools, Earth Days in the community. Summer camps, local colleges and universities.

This is one example of an Earth Day presentation about one health. It's taken from all recycled material, and you can see it's colourful and it's very simple. Now, when I was living in California on the west coast, Bay Area scientists and schools was amazing.

This is a programme that's associated with University of California at Berkeley. And what it does is it has science and engineering volunteer role models going to underserved public schools, excuse me, when I say public, and what I mean in, in the United States means free. So when it comes to the science and engineering volunteer role models going into underserved schools, it means that these children are not necessarily well equipped to study STEM.

So with the University of California Berkeley students going into these schools, they teach lessons that they've created themselves, that the university students created themselves, and they show the children that normal people looking like you and me. Can have science degrees, and it's acceptable and it's normal, and you don't have to look like Einstein to be a scientist. It brings science.

You know, to the classroom in a, in a real way. It's quite inspiring. And what I would invite you to do is look at your local college or university and see, is there any STEM outreach?

Now, I never studied at University of California at Berkeley, but I lived down the street from them. And when I heard about this programme, I presented myself with 7 different one health lesson plans in hand, and I introduced them to the concept, of course, they never heard it before. And at the end of that coffee, meeting, They invited me to join and, and, and use one of my lesson plans for these children.

And so it's been brought out to well over 1000 children by now. Other ideas for outreach, rotary clubs, rotary clubs are everywhere in the world and the The typical person who is a Rotary Club member is a person who's retired, which means that they often have a lot of time on their hands and really good resources too. So definitely utilise what's in your community.

Other ideas, YMCAs, Girl Guides, scouts, nonprofit organisations, and anywhere honestly where a school trip could take students, wildlife education centres, for instance, museums, make sure that they all All the coordinators there understand what one health is and why is it important. Never forget your why. Why again are we teaching students, pupils, children about one health, sustainability of today's efforts, right?

Get more kids later on involved and And respectful of one health and the environment and animal health, because it all plays into human health. Sustainability is the whole point of the lesson. You want to have the general public understand the importance of the one health approach.

This lesson, was being taught, this lesson I, yeah, this lesson was about bird flu, avian influenza, and it was taught in Africa, by one of my friends. So this is just one of my, many one health lessons that I've developed. It also teaches empathy.

And it creates lifestyle changes in your community. If you can teach a child not to litter, for instance, not to throw rubbish on the ground, well, then that's a good idea for the environment, of course, but it also prevents additional interest of wildlife coming into close contact with people, and then that wildlife could have fleas or ticks on it, and then that could affect people, right? So, environmental health.

Animal health, human health. Now you understand what one health is, why is it important? Come join the movement.

At this point you might be like, OK, OK, I'm, I'm interested, but how do I do it? I'm gonna give you three simple lessons to get you there. Number 1, as I said before, keep it nice and simple.

Use simple colours and use as many images as possible. When I, when I use illustrations, I try to be very clear. I talk to a lot of students who are just learning English as a second or third language, even in my One Health lessons, even in my one health classrooms.

And so because of that, I need to use as many images as possible. Now Something that I found very interesting when I was researching this in order to translate from North American English to proper English, let's say, is if I say kindergarten, that means reception in one place, nursery in one place, P1 in one place. What I'm gonna just do to make everybody clear is just say the age groups for the next section.

OK? Know your audience. For different ages, there are different best techniques.

We're gonna go through them one by one, so this is not too overwhelming. Now, for 5 to 7 year olds, the attention span, as you can imagine, is very short, 5 to 8 minutes. And what I mean by that is you need to change the style of your activity every 5 to 8 minutes.

Here on the right, you could see the children are holding what looks like Easter eggs up above their head, and I'm teaching them about the importance of vaccines. I get them to move. Children want to smell things, see things, touch things, do things.

They have oftentimes very unexpected queries. They are very individualistic. Do not expect them to share at this age, use lots of colours, and you need to work with the wow factor.

Like I said before, if you can get a 5 to 7 year old to say, wow, that was so cool. Then they could go home and tell the parents or the grandparents or whoever is at home, and that way you can share the message of One Health to the community. 7 to 9 year olds, you really have to get these kids to move.

They are asking a lot of questions. Sometimes they can even answer their own questions. Their attention span, of course, is a bit longer, 10 to 12 minutes.

They're starting to be more aware of other students, and because of that small groups are OK with this age. 9 to 12 year old students, their attention span. Thank goodness, it's a little bit longer, 10 to 15 minutes.

They're starting to have a sense of self. There could be at this time, in this age group, one dominating student. Just be aware of that, be prepared, because if one person in the classroom is the only one answering your questions, you need to look at the other side of the classroom to make sure that the others are not lost.

They want to compete and perform at this age. They want to challenge themselves. Certainly motivation is important for any age group, but particularly this one, and they want to see, they wanna be heard.

Now, when it comes to the question of debate, It I would say, if you already know the students and you know that they're able to debate, wonderful. If you are going into a classroom that you do not know anything about them, I would avoid debating at this age. However, when you step up to the next level, ages 12 to 14, their attention span is a bit better, 15 to 20 minutes.

Group projects should be fine. Again, be aware of dynamics. Teachers can help with the pairing of people.

Time competition is key though. They are incredibly sensitive to objectivity and keeping things fair. So if you go over time or under time, they will know it.

If you say have a something, an activity like Jeopardy, for instance, and you say, OK, this is gonna be a 3 point question, and you ask the question and then you have to keep it be, you have to keep it as a 3 point question. Otherwise, you will never hear the end of it. So time competitions are very helpful and a point system.

14 to 16 year olds, 20 to 30-minute attention span. Social structure is a real thing. I'm sure all of us remember how it is to be 1415, 16 years old.

It can be quite challenging, right? Students care about what others think at this age. It's not like you're teaching a 5 year old who's all about me, me, me.

Well, maybe teenagers are about me, me, me too, but they do actually also care about what others think. Activities can be individualistic or in pairs or in small groups, just like be aware again of the dynamics. Competition and debate, totally fair game for this age group.

Now, 16 to 18 year olds or 6th form attention span, 30 to 50 minutes, you can definitely use more complicated examples. You can talk about the coronavirus, for instance, with these students. You can get into a lot of, a lot more detail and complexity with these students.

They're ultimately starting to understand the bigger picture. Of course, social structure is important and groups should be fine. Now, here's the kicker.

You can't get to the students if you don't understand the teachers. Teachers want to have guest speakers. As I said, for University of California at Berkeley, to have STEM role models coming into your classroom is priceless.

Teachers want to inspire their students. They want to have real life scientists in their classroom. And when I say scientists, I include veterinarians or anybody in the veterinary field.

Did you know that over 80% of scientists and engineers develop an interest in their career choice by the age of 13? Pretty incredible. We have to start talking to children.

And of course, don't be surprised if they ask you for a background check. That's typical protocol in this country as well as in the UK from what I've learned. Now, a few things I want you to take out of this slide.

This is coming from the UK. And when it comes to health education, there's a new curriculum that's going to be mandatory starting in September. This is something that's very important.

That you need to understand if you want to start to communicate well with teachers. Now, granted, For the health education, it applies to academies and free schools, but not independent schools. When it comes to independent schools, they must meet independent school standards as set by the education regulations from 2014.

You can look up further detail with the link below. The compulsory health education really comes down to affecting all maintained schools, academies, free schools, non-maintained special schools, and alternative provisions. There are 3 core themes of personal, social, and health education.

1, health and well-being, 2, relationships, and 3, living in the wider world. Now, can you think about where one health can play into these three core themes? Think about it.

Soon I'm going to highlight in red what can be affected by One Health and where One Health lessons can play into these topics, OK? All of these topics can be used to understand what One Health is, and we'll go through certain examples. For instance, Key Stage one, pupils learn.

When it comes to health and well-being, H5, and when I say H5, it's a certain code that teachers understand. Whenever I create lesson plans, I always, always, always write the code. So that way it translates.

Efficiently, what I want to say to the teachers. This is a way to speak, to speak in a teacher language that they'll understand. So H5 means simple hygiene routines that can stop germs from spreading.

Oh, well, that's very topical today. Isn't that what all the public health officials are saying when it comes to preventing the coronavirus in your community? Wash your hands?

H6 that medications or medicines including vac vaccinations and immunizations and those that support allergic reactions can help people and I'll say and animals to stay healthy. Relationships are one about the roles different people, and I would say, and animals play in our lives. I challenge you, in the next week, count how many dogs and cats that you see either online or walking on the street with clothes on.

You can see that people are not treating animals the same way as they had 50 years ago. We are sharing the same beds, the same pillowcases with these four-legged creatures, and it's important to understand the human-animal bond. That is one part of one health.

Living in the wider world, L2, how people, and look, it's already written in for us, how people and other living things have different needs about the responsibilities of caring for them. And L3 about things they can do to help look after their environments. It's amazing to think that 5 and 6 year olds are already Ultimately learning about one health, they just don't know the term.

Key stage 3 and I'm not gonna go into as much detail, but I'm leaving these slides up for you. Health and well-being age 5. Recognise and manage internal and external influences on decisions which affect health and well-being.

Now, obviously that affects children, but if you think about how plants change in warmer temperatures, like flowers blooming earlier in the year, and animals waking up from hibernation, for instance, relationships, you can use a link between, say, domestic violence and animal abuse if you want to go there with kids, but it is important for them to understand. How positive, healthy relationships and unhealthy relationships, including online, can affect a life. And of course, living in the wider world, I listed some examples there for you to review later on.

Key Stage 5, students learn for health and well-being, skills and strategies to confidently manage transitional life phases. Now, you may say, OK, well, this sounds pretty Pretty centred towards people. But there's a really good book that I would recommend you look into.

It's called Wildwood. The small print is Wildwood, The astounding connections between Human and animal adolescence. It's by the same woman who wrote Zubiquity, or the two women who wrote ubiquity, and it compares and contrasts the The It compares and contrast the adolescent life stage of different species.

Very, very interesting. And of course you can apply this to plants and development of plants. Living in a wider world, how to recognise career possibilities in the global economy.

Well, as we've seen how coronavirus is affecting the global economy now, you can see the importance of what one health brings to the table. OK. Now we're zooming out.

We're talking about the big picture. These are the United Nations Sustainable Development Goals. Now, I wanted to write UN Sustainable Development Goals, but then it just looked like unsustainable, so I didn't want to go there.

So, for the benefit of everybody, it's United Nations Sustainable Development Goals. Out of these 17, I've highlighted 13 here. Where one health can easily fit in.

Taking 2 as an example. Number 20 hunger, food security. That's a one health issue.

Number 4, quality education. Well, if we can create Good one health education, that is in itself quality education. Looking at number 13, climate action.

Well, everybody around the world seems to Understand the importance of a sick environment, and a sick environment can lead to sickness in people and animals. That makes sense. So how can you get climate involved in that discussion?

Depending on what community you live in, you might have to be more creative than others, but certainly climate action is one of the goals, and climate and one health are integral to each other. Number 17 Partnerships for the goals. Well, partnerships is another word for teamwork is another word for one health.

Climate change and STEM are big topics right now. And again, STEM means science, technology, engineering, and mathematics. We need to jump on those topics.

Use your creativity. We're, we're in the veterinary field that we have to be creative. Our patients don't talk to us.

We have to be creative to show that one health can be taught when discussing climate change. It uses empathy and encourages teamwork. Remember those two key words when you talk to teachers.

Now, it comes down to comparing and contrasting what things can be shared between all three items, environmental health, animal health and human health. Well, technology, for instance. Can you think of a particular type of technology that can be applied toward environmental health, animal health and human health?

Well, don't tell me. Go use them in a lesson. These are some resources that I know about.

Granted, there are a lot more resources in the world. I do encourage you to go to the One Health Commission website to look at even more resources, but I wanted to highlight a few for you. We already talked about Bay Area scientists and schools that's associated with the University of California, Berkeley.

Rice University has a really nice online game to get students thinking about zoonotic diseases. University of Colorado at Boulder has an antimicrobial resistant lesson curriculum for high school students, or secondary school students. The centre for Disease Control, the US centre for Disease Control and Prevention has some information about hedgehogs.

Which is pretty interesting to review. And then this, I, in my humble opinion, is absolutely amazing, and you are very fortunate to be in the UK because that means that you have full access to Public Health England ebug programme. This is what I'm talking about.

There are a few things that I want to highlight in this talk. This is one of them. So please bookmark this bug.eu.

I have spent countless hours on this website, full disclosure. I think it's so much fun. When it comes to the student activities, there are a lot of different video games that you could, that you can share with pupils and students.

I remember there's this one game where somebody sneezes on a bus and you can see how far the sneeze goes. Kind of gross, but really important for public health, right? Have a good time on this website.

It's a lot of fun. And the whole key of this website is to teach students and people in the community about antimicrobial resistance, antibiotic resistance. They also have phenomenal train the trainer programmes, and if you contact them, then they can tell you where the next one will be and when it will be.

But I know that these programmes are taught not only in schools but also in communities like with Girl Guides, for instance. Definitely something to check out. This is another phenomenal online activity.

This is a comic book online and it's interactive, and it's loosely based on the 1999 epidemic when crows were dropping from the from the sky in New York City. Elderly people were dying, and in the zoo, there were birds that were also dying. Does anybody remember that that could be?

It was West Nile virus, and it was a veterinarian who ultimately figured out that West Nile virus had come to North America. So this very first link here with New York Hall of Science that gets you to the transmissions gone viral interactive comic. Now, the Smithsonian Museum here in Washington DC has a free do it-yourself version of the Outbreak exhibit.

Definitely something to look up if you don't have much time to create your own lesson plans, at least you can bring this into your community. Bay Area Lime Foundation has some good Rickettsial or tick-borne disease information. And the other big, big, big thing I wanted to highlight for you is something called One Hope, which stands for International One Health for One Planet Education Initiative, and it forms groups throughout the world.

To create lesson plans and pretty much do what I've been doing, but in your community and with other people in your community. The hope is to get at least one educator for each group and the groups are divided into Into Into say primary and secondary school, tertiary education, community education. Of course, you're more than welcome to contact me at Deborah [email protected].

So that way I can share my lessons with you as well. And of course, like I said, there are plenty of other resources. You just have to go on the One Health commission website.

OK. When can you actually approach a teacher with your lessons? They're very busy.

Teaching is absolutely one of the hardest professions on this planet. Only when the idea is solid. When you have already confirmed it fits the local educational needs and standards, and that's where the looking at the key stages comes in.

OK, sustainability for your lesson. Take home from this is train the trainer. If you move away, you need to make sure that there's somebody who could take the baton from you.

And this woman on the far left, she's a University of California Berkeley students, and she, even though now I live 5000 kilometres away from California, she's continuing teaching these lessons with other University of California Berkeley undergraduate students. Here's a lessons lesson. At the end of one lesson, a little girl was eagerly raising her hand.

She looked something like this. She was pretty much out of her seat. She had a question for me.

Are you gonna teach kids around the world about one health? And do you know what my answer was? Yes, yes.

But I need your help. And this is still true today. For all those listening, I need your help to bring one health into your community.

Because after all, at the centre of one health is teamwork. OK, time for questions. Thank you very much for your attention, and I am happy to answer as many questions as you have, and I'm sorry again for that technology, snafu.

We did, we did quite, we did well, it was right at the end, wasn't it? Even had we not been able to get you back, it would have been a, a brilliant webinar, so thank you so much for that. I know there'll be many on, on the the webinar today who've probably gone into schools.

I do a a lesson on plastics to show how they're damaging obviously the oceans, but also the animals and also the people with my, my wife, and that's really kicked off a whole sort of eco-warrior. A group at the at the local school, which is obviously thrilling to see that when, you know, you enthuses people through education and I, I'm, I have no doubt, Deborah, that you, you are, an enthuser of people when you're in the classroom as well, so thank you so much. We'll see if there's a few questions coming up.

Are you also one of your one health lessons, is that around plastics and. The environment and pollution and so on. Good question.

There's one in the makings about microplastics. Yeah, it's really interesting, isn't it? And we now have a group called Vet Sustain, which is very much looking at the whole sustainability area, which, of course, we have to also know as vets and, you know, we weren't taught that at vet school, so there's a need for education, you know, into adult education as well as you've.

You've said isn't that Deborah? Right. Absolutely.

Alison said, thank you for a really excellent lecture. One of the problems of webinars is you can't hear the tumultuous applause, Deborah, but she says, our school is keen to get up and run with this. Is there a way to share this webinar with the school, please?

So, Alison, it will be on the site if, if you can get on the site, you can, this is a free to air webinar, so you can show it to people, or, you know, they log in and register, you know, just to see this webinar. So, no, that would be really, that would be really great, and presumably Deborah, have you got a sort of plan to, Share lesson plans as well so that we can, you know, copy some of this with maybe some alterations to. Oh, good question.

Yes, so I'm more than happy to collaborate with people. I do want to keep track of where my lessons are going because I want to get as much feedback from teachers as possible. As I referenced before, some of my lessons are being used in Africa, for instance, and certainly it's a different culture.

So I wanna make sure that my That my lessons and the goals of these lessons are meeting the needs of the local community. So I do like to keep track of where they're being used. It's as you say, culturally, they need to be developed, you know, and slightly altered probably in every culture that they go to, even, you know, we are very similar, but I think it was Winston Churchill said we were two people separated by a common language, didn't he, you know, the, even the Americans and the Brits, you know, lots to.

That that we are together with, but yeah, there is cultural differences as well. Absolutely, yep. And like I said before, with people, you know, I talk about the eyeball when I'm talking about pupils.

It's eyeballs, isn't it? Yeah, so Magdas said I would just like to say a huge thank you. I'm going to my daughter's class tomorrow to talk to 5 year olds about being a vet and taking care of pets.

Your webinar will help me a lot. I will definitely sneak one health into it. Oh, that makes me so happy.

And Alison has said, and lesson plans would be amazing. I will try and ask my children's school to email you. Obviously, everybody's got Deborah's email there and I think that's right, if you, if, if you can, you know, let Deborah know if they're being used, it helps Deborah to know, you know, how, how close she is to getting to her, to her vision, which is to have these lessons taught in lots of different countries.

Absolutely, different cultures, different countries, as much as possible. I want children around the world to know about one health. So, Deborah, when did you leave Tufts University, just as a slight change of of the discussion.

Of course, in 2012 I graduated. So you may not remember, but we've got Nicola Parry on the webinar today, who's a pathologist who taught you a Tufts. Yes, I do.

I just wanted to say hello, an excellent webinar. Thank you very much, nice to see you again. And Nicola, of course, is, is a scouse American, she, I, I .

I was gonna say I taught her at when I was in vet practise, but she probably taught me actually, cos she's a few years younger than me and used to go to the practise that I went to when I was fairly newly qualified. Nicholas, lovely to see you too. Alison's saying next week is science week and I am talking.

So I think there will be a bit of plagiarism going on, Deborah, but you don't mind that, do you? Good. I, I want that message out there, so take it and run.

I, I talk a lot about, you know, going to other industries and, and do a lot of R&D. Which in my, in my language stands for rip off and duplicate. So as long as the information is getting out there, I think that is the main thing because it's such an important area that you're talking about, Deborah.

I'm thrilled that we've been able to get you on the webinar. I think we should. Thanks Simon as well, because he's made the connection today.

So, I know Simon will probably be listening later, so thank you, Simon. The, the benefits of webinars is that you can watch and listen to them when you want to. So we've had a, a fairly, Bijo audience today, but they've all been, beautifully formed, Nicola and er Deborah, and, and we will no doubt we'll have, more listening in at the recording, so do look out for more emails coming your way.

Wonderful. So thank you everyone for listening. I know it's difficult at in in lunchtime or in Nicola's case, very early on in the morning, so well done for getting up for it and you as well, of course, Deborah, because it's .

Well, it's probably getting close to about 8:30 now, isn't it? So it's, it's getting a bit later, but I know you were up early to do this, so really thank you so much. It's been a splendid webinar and hopefully we can keep in touch and you can let us know what's going on with getting these lessons across the world.

Well, thank you again to the webinar vet and to be a VA and particularly Simon for for getting this to happen. Really appreciate it. Thanks everyone, thanks Deborah, and hopefully see you all on Thursday night, Deborah, it's our 10th anniversary webinar on on Thursday night talking about dermatology, so I, I gave it a merciless plug when you were offline.

So I'm hoping to see, see many of them at the webinar on Thursday as well. Thanks everyone. Take care, bye bye.

Bye.