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Simple Summary: The dairy industry in Australia and New Zealand is pasture-based, therefore, monitoring failed transfer of passive immunity (FTPI) is challenging. This study involved a systematic literature search and meta-analysis of papers reporting FTPI data from dairy calves within eight days of birth in Australia and New Zealand, until the end of 2022. An overall prevalence of 33% of FTPI in dairy calves in Australasia and a prevalence of 38% at the farm level were calculated from the meta-analysis, comparable to rates observed elsewhere. Factors, such as the frequency of calf removal from the calving area, time of the first colostrum feed after birth, colostrum volume and quality, and other management practices, were found to play a significant role in FTPI in Australasia. Monitoring and minimizing the prevalence of failed transfer of passive immunity (FTPI) in dairy replacement calves within the first week of life is crucial for calf health and farm profitability. In this study, a systematic literature search and meta-analysis were conducted on papers reporting the prevalence of FTPI in calves from pasture-based dairy farms in Australia and New Zealand. Two search methods, a "traditional method" and a "search engine method", were conducted to identify published studies on FTPI in Australia and New Zealand. Data from a total of 13,430 calves from eight studies in Australasia were included in the analysis for FTPI within 8 days of birth. The meta-analysis revealed that the average prevalence of FTPI was 33% across the two countries, with the lowest FTPI (9%) in Western Australia and the highest FTPI (59%) in New Zealand. Using farm data from three studies, the average prevalence of FTPI at the farm level in Australasia was 38%, with the lowest prevalence found in a farm in South Australia (6%). In conclusion, the meta-analysis confirmed the need for good management of cows and newborn calves after birth in pasture-based systems to reduce FTPI in calves. Collecting newborn calves from pasture at least twice per day after birth and providing colostrum of sufficient quantity and quality as soon as possible were the best practices for preventing FTPI in Australasian dairy systems. [ABSTRACT FROM AUTHOR]

Simple Summary: Crofton weed toxicity, caused by Ageratina adenophora, has been recognized as a cause of fatal lung disease in horses for over a century. Despite its impact on horse health in many areas of the world, the toxic syndrome is poorly understood and understudied. This paper looks at the prior research on weed biology, the potential toxicology mechanisms, and the pathology in horses and other species, as well as the future directions to improve our understanding of this fatal toxic weed affecting horses. Crofton weed (Ageratina adenophora) is a global and highly invasive weed, with ingestion causing severe respiratory disease in horses, leading to irreversible and untreatable pulmonary fibrosis and oedema. While reports of equine pneumotoxicity remain common in Australia and New Zealand, equine pneumotoxicity may be underdiagnosed in other countries where Crofton weed is endemic but poorly differentiated. The pathogenesis of Crofton weed toxicity following ingestion has been well described in a number of different animal models, including rodents, rabbits, and goats. However, induced toxicity is organ-selective across different animal species, and these vastly differ from the pathogenesis described in horses, both clinically and after experimental exposure. Sources of variation may include species-specific susceptibility to different toxins present in the plant, different mechanistic processes of toxicity, and species differences in toxin biotransformation and bioactivation across different organs. Considering disease severity and Crofton weed's invasiveness globally, assessing published toxicological and exposure data is necessary to advance research, identify specific toxins for horses, and possible prophylactic and therapeutic strategies. This review presents an overview of the available literature on equine toxicity, parallels between toxicity in horses and other animal species, and important aspects to be included in the future research agenda. [ABSTRACT FROM AUTHOR]

Simple Summary: All of the veterinary schools in Australia and New Zealand worked together to develop the online One Welfare learning and teaching portal (OWP) for sharing teaching resources to assist veterinary graduates to become leaders in animal welfare and ethics (AWE). The materials in the portal are organised around eight key themes including two overarching themes of animal ethics and animal welfare science, and six context-specific themes: companion animals; animals used in research and teaching; livestock/production animals; animals used for sport, recreation or display; animals in the wild, and aquatic animals. The arrangement of these resources aligns with those of the Australian Animal Welfare Strategy (AAWS). As part of the OWP development, animal welfare educators from the eight veterinary schools met and used modified deliberative polling to prioritise resource development. Surveys of students and educators in all participating schools investigated their attitudes to current AWE issues across six context-specific themes: companion animals; animals used in research and teaching; livestock/production animals; animals used for sport, recreation or display; animals in the wild and aquatic animals. The prioritised resources include (1) student AWE essays arranged by subject; (2) an online reflection tool that can be used repeatedly to gain understanding of change in attitudes over time; (3) eight overarching themes that host a group of interactive scenarios; (4) research papers for each context-specific theme; (5) a bank of multiple choice questions with feedback to support AWE assessment; (6) a novel online discussion tool 'Chatterbox;' and (7) a 'toolbox' containing directions to the doglogbook, an owner app designed to monitor management practices, and evaluate quality of life in dogs. This article introduces the online One Welfare learning and teaching portal (OWP) and describes its development, use, importance and relevance to animal welfare and ethics (AWE) stakeholders. As animal welfare issues increase in importance, veterinarians must be trained to lead the science that underpins AWE discourses. The OWP is a collection of resources designed to engage and challenge veterinary science students as they become advocates for animals. It was developed collaboratively by all eight veterinary schools in Australia and New Zealand, and funded by the Australian Government Office for Learning and Teaching. Surveys to investigate the attitudes of students and educators to AWE issues in six context-specific themes based on the Australian Animal Welfare Strategy (AAWS) (companion animals; animals used in research and teaching; livestock/production animals; animals used for sport, recreation or display; animals in the wild and aquatic animals) were administered through all participating schools. Students assigned more importance to Day One competence in knowledge of welfare concepts than did educators for the following groups: production animals, companion animals, animals in the wild, aquatic animals, animals used in research and teaching, and animals used for sport, recreation or display (all p < 0.01). Agreement between educators and students was closer regarding the importance of Day One competence for euthanasia for all six context-specific themes (p < 0.01–0.03). Students assigned more importance than educators to social, economic and cultural drivers of welfare outcomes in production animals (p < 0.01); slaughter and preslaughter inspections in production animals (p < 0.01); animal abuse and hoarding in companion animals (p < 0.01); shelter medicine in companion animals (p < 0.01); disaster preparedness in wildlife animals (p < 0.01); pain and distress caused by fishing in aquatic animals (p < 0.01); conscientious objection related to animals held for research and teaching (p < 0.01); behaviour, selection and training of animals used for sport, recreation and display (p = 0.046) and educating the public around sporting animal welfare (p < 0.01). Agreement between educators and students was closer for strategies to address painful husbandryprocedures in production animals (p = 0.03); behaviour and training of companion animals (p = 0.03); veterinarians' duties to wild animals in wildlife (p = 0.02); the 3Rs in animals held for research and teaching (p = 0.03) and ownership responsibility in sporting animals (p = 0.01). This report discusses the reasons for differences among students and educators as they approach these issues. The portal is expected to gather more content as veterinary schools in other countries use its resources and users submit scenarios and discussion topics that reflect local needs. [ABSTRACT FROM AUTHOR]