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H5N1 and Vector Control

This article explores the evolution of H5N1 avian flu outbreaks and the changing methods of vector control over time. It highlights the significant number of birds involved in these outbreaks and the various bird culling techniques used. The drawbacks of bird culling are discussed, including the loss of income and jobs, as well as the impact on the economy and humans involved. The article also examines the monitoring of domestic poultry and wild birds, transmission patterns, surveillance, and the impact of import embargoes on countries heavily affected. Constraints in vector control, such as lack of information/awareness and costly measures, are outlined. The teacher notes provide guidance for an activity focused on reviewing key points and facilitating student discussion. The webliography lists relevant sources.

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H5N1 and Vector Control

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  1. H5N1 and Vector Control

  2. Change over time • 1959-1998 (39 yrs) • 23 million birds involved in avian flu outbreaks • 1999-2005 (6 yrs) • >500 million birds involved in avian flu outbreaks

  3. To date, over 140 million birds have been culled Feb 2007 - Suffolk,England 160,000 Jan 2006 - Turkey 750,000 Feb 2003 - Thailand - 27 million 2003 - Netherlands - 30 million 1997 - Hong Kong - 2 million Bird culling

  4. Techniques Gassing, burning, burying alive, neck wringing……Can you think of others? More drawbacks than benefits Loss of income/jobs, impact on economy, humans are involved in the process! ….Can you think of others? Bird culling

  5. Monitoring Domestic poultry Wild birds Outbreaks in birds and other vectors Hygeine standards Migratory bird routes Transmission patterns Surveillance

  6. Bird import ban/embargo • The U.S. and European Trade Union has specified many countries that have an embargo on importation of birds or bird products • Discuss: What are some countries that are heavily effected by this embargo? • Discuss: What is the impact to both the countries imposing the embargo and the countries effected?

  7. Some constraints in vector control • Domestic poultry farmers • Lack of information/awareness • Wild birds/domestic ducks as reservoirs • Lack of emergency preparedness • Costly • Can you think of others?

  8. 10-2 Activity (Teacher notes) • This lesson should take 10-15 minutes with discussion solicited from students. • The “10” in a 10-2 activity is the 10 minute lecture/lecturette which is the PPT presentation in this case. At the end of 10 minutes, teachers should pause and ask students to pair with each other and 1) review key points in the lecture and b) come up with any questions or points that need clarification. This is timed for 2 minutes (hence, the “2” in 10-2). Teachers should then field questions, clarify points, etc.

  9. Webliography • http://www.birdavianflu.com/BirdFluHistory.htm • http://www.cdc.gov/ncidod/dvbid/westnile/conf/26thbiennialVectorControl/pdf/morning/SPHVCCSun06.pdf • http://www.cdc.gov/flu/avian/outbreaks/current.htm • http://www.oie.int/downld/AVIAN%20INFLUENZA/A_AI-Asia.htm • http://www.promedmail.org/pls/promed/f?p=2400:1000 • http://www.cdc.gov/flu/avian/outbreaks/embargo.htm

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