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Animal leptospirosis, exempt in rodents, manifests as peculiar biology where the animal can function, simultaneously or not, as a susceptible host or reservoir. In the first case, clinical symptoms are likely. In the second case, infection is subclinical and manifestations are mild or absent.

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This study investigated whether antimicrobial-resistant Escherichia coli in apparently healthy sows and antimicrobial administration to sows and piglets influenced antimicrobial resistance in fecal commensal E. coli from piglets. Sixty sows from three herds and three of their piglets were sampled at several time points. Antimicrobial usage data during parturition and farrowing were collected. Clinical resistance was determined for two isolates per sampling time point for sows and piglets using disk diffusion. Only 27.4% of E. coli isolates from newborn piglets showed no resistance. Resistance to one or two antimicrobial classes equaled 41.2% and 46.8% in isolates from sows and piglets, respectively, for the overall farrowing period. Multiresistance to at least four classes was found as frequently in sows (15.6%) as in piglets (15.2%). Antimicrobial resistance in piglets was influenced by antimicrobial use in sows and piglets and by the sow resistance level (p≤0.05). Using aminopenicillins and third-generation cephalosporins in piglets affected resistance levels in piglets (odds ratios [OR] >1; p≤0.05). Using enrofloxacin in piglets increased the odds for enrofloxacin resistance in piglets (OR=26.78; p≤0.0001) and sows at weaning (OR=4.04; p≤0.05). For sows, antimicrobial exposure to lincomycin-spectinomycin around parturition increased the resistance to ampicillin, streptomycin, trimethoprim-sulfadiazine in sows (OR=21.33, OR=142.74, OR=18.03; p≤0.05) and additionally to enrofloxacin in piglets (OR=7.50; p≤0.05). This study demonstrates that antimicrobial use in sows and piglets is a risk factor for antimicrobial resistance in the respective animals. Moreover, resistance determinants in E. coli from piglets are selected by using antimicrobials in their dam around parturition.

Abstract. Global environmental changes introduce new challenges and expose future university graduates in hydrology and related fields to problems of unprecedented complexity and magnitude. The T-shape model is proposed as a generic competency profile guiding the design of university curricula. This model differentiates between cognitive competencies in a certain field (i.e. hydrology; vertical leg of the T), and other cognitive/knowledge competencies in neighboring fields (e.g. hydraulics, aquatic ecology, land use management etc.) and functional, personal and values competencies and meta-competencies (all summarized in the horizontal bar of the T). It is based on the holistic model of professional competencies by Cheetham and Chivers (1996) and related studies (Oskam, 2009). The T-shape profile should apply to all levels of higher education (1st degree till doctorate level) in hydrology and related fields. For the effectiveness of hydrologists as professionals, a variable mix of competencies is required and further discussed. Key aspects are an open attitude for learning, continuous professional development (lifelong learning), and integrative and team working skills. Furthermore, a stimulating learning environment that promotes active learning is essential. As examples that substantiate the proposed T-shape model, the post-graduate education programmes of UNESCO-IHE and the main outcomes from a university curriculum workshop to promote education for sustainable development are introduced.