# Brianna Gaskill - Stressed out! The consequences of environmentally induced stress on mouse models

https://www.youtube.com/watch?v=ayDe032MiIQ
Translation: fr

[00:04] Hello everyone and welcome to today's live broadcast.
  Bonjour à tous et bienvenue à la diffusion en direct d'aujourd'hui.

[00:05] Stressed out the consequences of environmentally induced stress on Mouse models.
  Stressé par les conséquences du stress induit par l'environnement sur des modèles de souris.

[00:12] Presented by Brianna Gasco PhD.
  Présenté par Brianna Gasco PhD.

[00:15] We are excited to bring you this educational web seminar.
  Nous sommes ravis de vous proposer ce webinaire éducatif.

[00:17] Presented by Labroots.
  Présenté par Labroots.

[00:19] To learn more about Labroots, please visit www.abroots.com.
  Pour en savoir plus sur Labroots, veuillez visiter www.abroots.com.

[00:21] I'm Judy Aoralabs and I'll be your moderator for today's event.
  Je suis Judy Aoralabs et je serai votre modératrice pour l'événement d'aujourd'hui.

[00:27] This is an educational webinar and thus offer free race continuing education credits.
  Ceci est un webinaire éducatif et offre donc des crédits de formation continue gratuits.

[00:32] After the webinar is over and to get your CE credits, click on the CE button located in the bottom left and corner of your web page.
  Une fois le webinaire terminé et pour obtenir vos crédits de formation continue, cliquez sur le bouton de formation continue situé en bas à gauche de votre page Web.

[00:39] Before we begin, I would like to remind everyone that this event is interactive and we encourage you to participate by submitting as many questions as you want and any time you want during the presentation.
  Avant de commencer, je voudrais rappeler à tous que cet événement est interactif et nous vous encourageons à participer en soumettant autant de questions que vous le souhaitez et à tout moment pendant la présentation.

[00:52] Just click on the green Q&A button located in the lower left of the presentation window and type your question into the box that appears on the screen.
  Cliquez simplement sur le bouton vert Q&R situé en bas à gauche de la fenêtre de présentation et tapez votre question dans la boîte qui apparaît à l'écran.

[01:00] We'll answer as many questions as we have time for at the end of the presentation.
  Nous répondrons au plus grand nombre de questions que nous aurons le temps de traiter à la fin de la présentation.

[01:02] Also, please
  Aussi, s'il vous plaît

[01:04] Notice that you're viewing the presentation in the slide window.
  Notez que vous visualisez la présentation dans la fenêtre de diapositives.

[01:08] To enlarge the window, just click on the screen icon located in the lower right.
  Pour agrandir la fenêtre, cliquez simplement sur l'icône de l'écran située en bas à droite.

[01:12] Finally, if you have trouble seeing or hearing the presentation, please click on the support button at the top right of the presentation window or use the Q&A button to let us know that you're having a problem.
  Enfin, si vous avez des difficultés à voir ou à entendre la présentation, veuillez cliquer sur le bouton d'assistance en haut à droite de la fenêtre de présentation ou utiliser le bouton Q&R pour nous faire savoir que vous rencontrez un problème.

[01:23] Thank you.
  Merci.

[01:26] Now I'd like to introduce Bana Gaskill, PhD, Assistant Professor of Animal Welfare in the College of Veterinary Medicine and part of the Center for Animal Welfare Science at Purdue University.
  J'aimerais maintenant présenter Bana Gaskill, PhD, professeure adjointe de bien-être animal au Collège de médecine vétérinaire et membre du Centre des sciences du bien-être animal à l'Université Purdue.

[01:35] Dr. Gaskill received her PhD in animal behavior and well-being from Purdue.
  Le Dr Gaskill a obtenu son doctorat en comportement et bien-être animal de Purdue.

[01:40] She worked as a post-doctoral research scientist at Charles River, studying the behavior and well-being of laboratory rodents.
  Elle a travaillé comme scientifique de recherche postdoctorale chez Charles River, étudiant le comportement et le bien-être des rongeurs de laboratoire.

[01:50] Dr. Gaskill's research program focuses on welfare assessment of laboratory animals.
  Le programme de recherche du Dr Gaskill se concentre sur l'évaluation du bien-être des animaux de laboratoire.

[01:55] She uses natural behavior, psychology, and affective state to assess an animal's overall well-being.
  Elle utilise le comportement naturel, la psychologie et l'état affectif pour évaluer le bien-être général d'un animal.

[02:01] Dr. Gaskill is especially interested in discovering how better
  Le Dr Gaskill est particulièrement intéressée à découvrir comment mieux

[02:05] Welfare can translate into better and more robust science.
  Le bien-être peut se traduire par une science meilleure et plus robuste.

[02:10] Dr. Gaskill has been involved in developing new and improved types of cognitive testing.
  Le Dr. Gaskill a été impliqué dans le développement de nouveaux et améliorés types de tests cognitifs.

[02:15] Permites that are used in psychiatric and neuroscience research and has published in behavior and well-being, laboratory animal and experimental psychology literatures.
  Permet que sont utilisés dans la recherche psychiatrique et en neurosciences et a publié dans les littératures sur le comportement et le bien-être, les animaux de laboratoire et la psychologie expérimentale.

[02:25] Her complete bio is on the lab website.
  Sa biographie complète est sur le site du laboratoire.

[02:28] Please join me in welcoming Dr. Bri Gill.
  Veuillez vous joindre à moi pour souhaiter la bienvenue au Dr. Bri Gill.

[02:30] I will now turn the presentation over to her.
  Je vais maintenant lui céder la parole pour la présentation.

[02:39] Thank you, Judy.
  Merci, Judy.

[02:39] Um, I want to say thank you to everyone who is listening in on this presentation because it's obviously something I find very important and something that I think we don't necessarily always talk enough about.
  Euh, je tiens à remercier tous ceux qui écoutent cette présentation car c'est évidemment quelque chose que je trouve très important et quelque chose dont je pense que nous ne parlons pas toujours assez.

[02:52] Um, so I'm hoping that you'll get at least some information, hopefully some ideas to take away from this presentation.
  Euh, j'espère donc que vous obtiendrez au moins quelques informations, j'espère quelques idées à retenir de cette présentation.

[02:58] Um, um, at the end, and I'm really looking forward to any questions that you all have at the end as well.
  Euh, euh, à la fin, et j'attends avec impatience toutes les questions que vous aurez également à la fin.

[03:02] So we'll go ahead and get.
  Alors, nous allons procéder et obtenir.

[03:06] Started um but before we really get into too much of the nitty-gritty details um I want to start off with a bit a bit of a story um so I want to introduce you to Hans cier I think I'm pronouncing that right who is really the the father of stress physiology.
  J'ai commencé, euh, mais avant d'entrer vraiment dans les détails, euh, je veux commencer par une petite histoire, euh, alors je veux vous présenter Hans Cier, je pense que je prononce bien, qui est vraiment le père de la physiologie du stress.

[03:23] And um just to kind of give you an idea of how we stumbled across the stress response um in the 1930s he was a young budding scientist and you know trying to look at how hormones affected uh the body.
  Et euh, juste pour vous donner une idée de comment nous sommes tombés sur la réponse au stress, euh, dans les années 1930, il était un jeune scientifique prometteur et, vous savez, essayait de voir comment les hormones affectaient euh le corps.

[03:39] And so he was actually beginning to study an extract that came from an ovary and he was starting to give some rats that he was utilizing daily injections of this extract.
  Et donc, il commençait en fait à étudier un extrait provenant d'un ovaire et il commençait à donner à certains rats qu'il utilisait des injections quotidiennes de cet extrait.

[03:52] And let's just say that Hans probably didn't take uh the iook training course on how to properly give injections to rats because as The Story Goes he was not very well practiced and
  Et disons simplement que Hans n'a probablement pas suivi le cours de formation iook sur la façon de faire correctement des injections aux rats car, comme le raconte l'histoire, il n'était pas très expérimenté et

[04:06] sometimes dropped the rats sometimes they wiggled away he chased them around the room um and so therefore he had a very difficult time actually giving these daily injections
  parfois il laissait tomber les rats, parfois ils s'agitaient, il les poursuivait dans la pièce, euh, et donc il avait beaucoup de mal à administrer ces injections quotidiennes.

[04:18] uh you might think that after several months of doing this he might get better but uh later on uh when he was assessing what type of changes uh were happening were occurring in these rats based on his extract he found that many of the rats had ulcers
  euh, on pourrait penser qu'après plusieurs mois de cela, il s'améliorerait, mais euh, plus tard, euh, lorsqu'il évaluait le type de changements euh qui se produisaient chez ces rats en fonction de son extrait, il a constaté que beaucoup de rats avaient des ulcères.

[04:34] they had enlarged adrenal glands and shrunken uh immune tissues and so he was like oh this is great I found out what this extract potentially does to the body but as a good scientist he went back and he uh did the same thing looking at just injecting the rats with saline
  ils avaient des glandes surrénales hypertrophiées et des tissus immunitaires euh rétrécis, et il s'est dit, oh, c'est génial, j'ai découvert ce que cet extrait fait potentiellement au corps, mais en bon scientifique, il est retourné et il euh a fait la même chose en injectant simplement aux rats de la solution saline.

[04:50] lo and behold he found out that they had the exact same results um in physiological changes and he more or less reasoned out that it was probably um his Poe injection procedures that was potentially causing this um this
  et voilà qu'il a découvert qu'ils avaient exactement les mêmes résultats euh en termes de changements physiologiques, et il a plus ou moins conclu que c'étaient probablement euh ses procédures d'injection de Poe qui causaient potentiellement cela euh, cela.

[05:07] reaction in these animals and that they had a non-specific response to some kind of unpleasantness and so as he went on he he was like all right I want to look into this a little bit further so what he did is he again probably not something that would go through our I cook today but he put wraps on the roof of the building in the middle of winter he put wraps in the boiler room forced them into exercise as well as Pro um did surgical procedures on these animals and he came to find out that they had all of the same physiological response even though the environment they were in was quite different and so really at this point he had discovered the beginning of stress uh stress related disease and um so he was trying to figure out how what to call this and actually borrowed a term from physics and ultimately came up with the word stress and how to describe these physiological non um uh non-specific responses to some type of
  réaction chez ces animaux et qu'ils ont eu une réponse non spécifique à une sorte d'inconfort et donc au fur et à mesure qu'il avançait, il s'est dit, bon, je veux examiner cela un peu plus en profondeur, alors ce qu'il a fait, c'est qu'il a de nouveau, probablement pas quelque chose qui passerait notre cuisine aujourd'hui, mais il a mis des bâches sur le toit du bâtiment au milieu de l'hiver, il a mis des bâches dans la chaufferie, les a forcés à faire de l'exercice ainsi que des procédures chirurgicales sur ces animaux et il a découvert qu'ils avaient tous la même réponse physiologique même si l'environnement dans lequel ils se trouvaient était assez différent et donc vraiment à ce stade, il avait découvert le début du stress, une maladie liée au stress et donc il essayait de comprendre comment appeler cela et a en fait emprunté un terme à la physique et a finalement trouvé le mot stress et comment décrire ces réponses physiologiques non euh non spécifiques à un certain type de

[06:08] unpleasantness so he called it stress
  désagrément donc il l'a appelé stress

[06:09] and really he formulated this idea that
  et en réalité il a formulé cette idée que

[06:13] um we see the exact same response to a
  euh nous voyons exactement la même réponse à un

[06:15] broad array of stressors and that if
  large éventail de stresseurs et que si

[06:18] they happen for too long uh people and
  ils se produisent trop longtemps euh les gens et

[06:21] animals get sick and so not only that
  les animaux tombent malades et donc non seulement cela

[06:24] but he terms and identified that stress
  mais il a qualifié et identifié que le stress

[06:28] uh can be good good and stress can be
  euh peut être bon bon et le stress peut être

[06:30] bad so stress in general is any
  mauvais donc le stress en général est toute

[06:34] alteration to
  altération de

[06:35] homeostasis um and that there's a
  l'homéostasie euh et qu'il y a une

[06:37] difference between uh really the outcome
  différence entre euh vraiment le résultat

[06:40] in making stress a good stress or bad
  en faisant du stress un bon stress ou un mauvais

[06:42] stress so distress is an alteration that
  stress donc le détresse est une altération qui

[06:45] cannot be corrected without compromising
  ne peut être corrigée sans compromettre

[06:47] an alternative biological system so for
  un système biologique alternatif donc pour

[06:50] instance this might be malnutrition
  exemple cela pourrait être la malnutrition

[06:52] affecting reproduction rates uh but used
  affectant les taux de reproduction euh mais utilisé

[06:55] stress is an alteration that ultimately
  le stress est une altération qui finalement

[06:57] leads to behavioral and phys ological
  conduit au développement comportemental et physiologique

[06:59] development and an animals or humans
  et à la capacité des animaux ou des humains

[07:02] ability to better cope with future
  de mieux faire face aux défis futurs

[07:05] challenges so really it's the way that
  défis donc vraiment c'est la façon dont

[07:08] Um, the end goal. So when you think about an example of this is exercise. So we stress our body, um, through exercise, but to eventually get better and stronger as you, uh, progress in your workouts.
  Euh, le but ultime. Donc, quand vous pensez à un exemple de ceci, c'est l'exercice. Donc, nous stressons notre corps, euh, par l'exercice, mais pour finalement devenir meilleurs et plus forts à mesure que vous, euh, progressez dans vos entraînements.

[07:22] So why am I telling you this story besides just giving you some background as to, uh, where stress physiology came from?
  Alors pourquoi vous raconte-je cette histoire, à part vous donner un peu de contexte sur, euh, d'où vient la physiologie du stress ?

[07:29] Well, if you think about it, the way that Selye stumbled upon the, um, stress, uh, pathway is through the way that he was working with his laboratory animals and especially in a way that is not necessarily, um, good for them and was stressful.
  Eh bien, si vous y pensez, la façon dont Selye est tombé sur la, euh, voie du stress, euh, est par la façon dont il travaillait avec ses animaux de laboratoire et surtout d'une manière qui n'est pas nécessairement, euh, bonne pour eux et qui était stressante.

[07:51] So I'd like you to think about, um, you know, where we would be if he hadn't accidentally been untrained, uh, in giving his injections and stumbling across this, uh, non-specific response to unpleasantness and where we might be today and think about it in terms of the.
  Alors j'aimerais que vous pensiez, euh, vous savez, où nous en serions s'il n'avait pas été accidentellement mal entraîné, euh, dans l'administration de ses injections et s'il n'était pas tombé sur cette, euh, réponse non spécifique à l'inconfort et où nous pourrions être aujourd'hui et y penser en termes de.

[08:09] Research that we're doing now and how the things the ways that we're handling animals um the environments we're putting them in may be causing some types of stress.
  Les recherches que nous faisons actuellement et la manière dont les choses, les façons dont nous traitons les animaux, euh, les environnements dans lesquels nous les plaçons, peuvent causer certains types de stress.

[08:20] So uh moving into the main part of this talk.
  Alors, euh, passons à la partie principale de cette présentation.

[08:23] So uh environmental stressors especially when we're thinking about them in terms for rodents in particular.
  Alors, euh, les facteurs de stress environnementaux, surtout quand nous pensons à eux en termes de rongeurs en particulier.

[08:27] Um there's lots of things that can lead to stress.
  Il y a beaucoup de choses qui peuvent entraîner du stress.

[08:30] So for instance the lack of retreat space um is seen as a high predation risk.
  Par exemple, le manque d'espace de retraite, euh, est considéré comme un risque élevé de prédation.

[08:39] Which I'm attempting to illustrate with this image on the right um of a uh an undergraduate student working in my lab.
  Que j'essaie d'illustrer avec cette image à droite, euh, d'un euh, étudiant de premier cycle travaillant dans mon laboratoire.

[08:49] And so the animals don't have an ability to hide and so they're pre species.
  Et donc les animaux n'ont pas la capacité de se cacher et donc ils sont des espèces pré.

[08:54] And this is a very high drive for them because it means survival.
  Et c'est une pulsion très forte pour eux car cela signifie la survie.

[08:56] And so if they don't don't have a r Treat space this is stressful because they aren't be able to hide from the Predators that they perceive us to be.
  Et donc s'ils n'ont pas d'espace de retraite, c'est stressant car ils ne pourront pas se cacher des prédateurs qu'ils nous perçoivent comme étant.

[09:05] Even if we're not necessarily going to eat them.
  Même si nous n'allons pas nécessairement les manger.

[09:08] Um so there's no ability to Aid
  Euh, il n'y a donc aucune capacité d'aider

[09:11] in thermal regulation quite often because there's no place for them to huddle in uh and especially if we're utilizing in a ventilated caging there's no ability to shelter from drafts which is actually something rodents are afraid of because it's that last stimulus right before you're picked up by a bird of prey.
  en régulation thermique assez souvent parce qu'ils n'ont pas d'endroit où se blottir et surtout si nous utilisons des cages ventilées, il n'y a aucune possibilité de se protéger des courants d'air, ce qui est en fait quelque chose dont les rongeurs ont peur car c'est le dernier stimulus juste avant d'être attrapé par un oiseau de proie.

[09:29] so puffs of air are actually very aversive to rodents um physical when I say physical I mean physical facilities.
  donc les bouffées d'air sont en fait très aversives pour les rongeurs, euh physique, quand je dis physique, je veux dire des installations physiques.

[09:37] so this could be background noise or ultrasounds um that's being given off by various things like uh actually your computer screens or ventilation systems or even water faucets um or even the jingling of your keys actually gives off a lot of ultrasound and then just thinking of just general lighting um and the fact that rodents are nocturnal and find bright Open AV uh bright open SPAC is very aversive and yet we don't necessarily tailor any of the lighting uh to these animals um needs but you can also have social stressors so you have
  donc cela pourrait être du bruit de fond ou des ultrasons euh qui sont émis par diverses choses comme euh en fait vos écrans d'ordinateur ou les systèmes de ventilation ou même les robinets d'eau euh ou même le tintement de vos clés émet en fait beaucoup d'ultrasons et puis juste penser à l'éclairage général euh et le fait que les rongeurs sont nocturnes et trouvent que les espaces ouverts et lumineux euh les espaces ouverts et lumineux sont très aversifs et pourtant nous n'adaptons pas nécessairement l'éclairage euh aux besoins de ces animaux euh mais vous pouvez également avoir des stresseurs sociaux donc vous avez

[10:12] odor and auditory cues from other cages or animals um cage cleaning one of the absolute things that we have to do in order to keep these animals healthy uh actually disrupts urine marking and communication as well as being a stressful act and I'll I'll illustrate this a little bit further and then lastly temperature is actually a really big stressor specifically for mice in particular um and that they're actually cold stress in the laboratory and we'll get into that in each of these in a little bit more detail as we go along so if we're not allowed to alleviate these stressors they lead to Chronic uncontrollable stress and we start seeing those non-specific uh responses to unpleasant this or the beginnings of potentially stress related disease um that celier found so all of these this uncontrollable stress can really alter autonomic function neuroendocrine function and really immune responses and
  les indices olfactifs et auditifs provenant d'autres cages ou d'animaux um le nettoyage des cages est l'une des choses absolues que nous devons faire pour maintenir ces animaux en bonne santé euh perturbe en fait le marquage urinaire et la communication ainsi qu'un acte stressant et je vais illustrer cela un peu plus en détail et enfin la température est en fait un très gros facteur de stress spécifiquement pour les souris en particulier euh et qu'elles sont en fait stressées par le froid en laboratoire et nous y reviendrons en détail au fur et à mesure que nous avançons donc si nous ne sommes pas autorisés à atténuer ces facteurs de stress, ils conduisent à un stress chronique incontrôlable et nous commençons à voir ces réponses non spécifiques euh à des désagréments ou les débuts de maladies potentiellement liées au stress euh que celier a trouvé donc tout ce stress incontrôlable peut vraiment altérer la fonction autonome, la fonction neuroendocrine et vraiment les réponses immunitaires et

[11:13] can lead to the development of abnormal behaviors which is a welfare concern but is also a science concern in the fact that a lot of different animals with these abnormal behaviors have altered uh brain development um and possibly poor models especially depending on what you're utilizing this particular model for and ultimately it's an indicator of poor welfare um and this poor little guy here in the image that I'm showing you his mother has plucked him it's a black six Mouse and his mother has barbered him almost completely nude and so um this is obviously a very extreme example of an abnormal behavior but um obviously this particular animal is not going to be a really great model for some type of metabolic study because they're they're losing so much heat due to not having for cover all right so let's go through each of these environmental stressors now I definitely want to put out that this presentation is not completely inclusive of all of the environmental stressors.

[12:14] these are just some that I felt like were good to um to focus on um so there's lots of other environmental stressors but these were the ones that I thought were perhaps some of the most important to address uh in the beginning so let's look at let's start looking at Retreat space what does that how does that potentially um cause stress so actually a retreat space can be good or bad depending on what is actually provided so for instance nest boxes and shelters are actually preferred by rats but can lead to increased stress hormone levels in mice and actually nesting material in mice has been the only thing or the transfer of nesting material has been the only thing to actually show a reduction in male aggression over just complete basic cage change no scent transfer that sort of thing so it's really the only thing that's been shown to reduce male aggression and that rats appear to be more fearful and show less exploratory behaviors um than those that
  ce ne sont là que quelques-unes que j'ai trouvées bonnes à euh à me concentrer euh donc il y a beaucoup d'autres facteurs de stress environnementaux mais ce sont celles que j'ai pensé être peut-être parmi les plus importantes à aborder euh au début alors regardons commençons à regarder l'espace de retraite qu'est-ce que cela comment cela peut-il potentiellement causer du stress alors en fait un espace de retraite peut être bon ou mauvais selon ce qui est réellement fourni par exemple les nichoirs et les abris sont en fait préférés par les rats mais peuvent entraîner une augmentation des niveaux d'hormones de stress chez les souris et en fait le matériel de nidification chez les souris a été la seule chose ou le transfert de matériel de nidification a été la seule chose à montrer une réduction de l'agression masculine par rapport à un simple changement de cage basique sans transfert d'odeur et ce genre de choses donc c'est vraiment la seule chose qui a été montrée pour réduire l'agression masculine et que les rats semblent être plus craintifs et montrer moins de comportements exploratoires euh que ceux qui

[13:16] have hiding spaces so we see a lot of behavioral response changes when animals don't have a retreat space.
  ont des cachettes, nous observons donc de nombreux changements de comportement lorsque les animaux n'ont pas d'espace de retraite.

[13:23] and so this is a a study that was done by Howton and all in 2003 and they did a great job of looking at how introducing a um physical shelter in a mouse cage changes aggression.
  et donc c'est une étude qui a été réalisée par Howton et al. en 2003 et ils ont fait un excellent travail en examinant comment l'introduction d'un abri physique dans une cage de souris modifie l'agression.

[13:39] now just any kind of aggression they looked at escalated aggression so really there's two types of aggression and as you'll find in my talk there's never a black and white answer with a lot of these things it's usually gray.
  maintenant, pas n'importe quel type d'agression, ils ont examiné l'agression escaladée, donc il existe en réalité deux types d'agression et comme vous le verrez dans ma présentation, il n'y a jamais de réponse tranchée avec beaucoup de ces choses, c'est généralement gris.

[13:51] so um actually there's good aggression and that's actually called mediated aggression and that really helps establish dominance higher Archies and so that's the type of aggression you want to see because that means that those animals realize who's the boss in the cage and it's very stable.
  donc en fait, il y a une bonne agression et c'est en fait appelé agression médiatisée et cela aide vraiment à établir la dominance et les hiérarchies supérieures, et c'est donc le type d'agression que vous voulez voir car cela signifie que ces animaux réalisent qui est le chef dans la cage et c'est très stable.

[14:08] but escalated aggression is when animals are not necessarily giving the right cues there's destabilization of the dominance hierarchy and this leads to the Rough and Tumble fighting that you might often.
  mais l'agression escaladée se produit lorsque les animaux ne donnent pas nécessairement les bons signaux, il y a une déstabilisation de la hiérarchie de dominance et cela conduit aux combats de lutte que vous pourriez souvent.

[14:18] see in your mouse cages and usually is the type of aggression that leads to injury.
  voir dans vos cages de souris et est généralement le type d'agression qui entraîne des blessures.

[14:22] now um Howard and all what they did is they compared Baseline which is the white bar uh levels of escalated aggression and then compared it afterwards.
  maintenant euh Howard et tous ce qu'ils ont fait c'est qu'ils ont comparé la ligne de base qui est la barre blanche euh les niveaux d'agression escaladée et ensuite ils l'ont comparée après.

[14:32] they had uh placed this uh Igloo with the wheel um that's in the picture on the right in the cages and in the middle section where it says fixed wheel.
  ils avaient euh placé cet euh Igloo avec la roue euh qui est sur la photo à droite dans les cages et dans la section du milieu où il est dit roue fixe.

[14:44] basically what they did is they just glued the wheel so it wouldn't move and then the right set of bars is where they're allowing the wheel to move and the mice could run on it.
  en gros ce qu'ils ont fait c'est qu'ils ont juste collé la roue pour qu'elle ne bouge pas et ensuite l'ensemble de barres de droite est là où ils permettent à la roue de bouger et les souris pouvaient courir dessus.

[14:53] and what they found was really regardless of whether the wheel was movable or not if you place this Igloo into the cage it significantly increased that Rough and Tumble injures escalated aggression.
  et ce qu'ils ont trouvé était vraiment indépendamment du fait que la roue soit mobile ou non si vous placez cet Igloo dans la cage, cela a considérablement augmenté les blessures de lutte et l'agression escaladée.

[15:07] and that's obviously something that a lot of people have uh difficulty with in their rodent colonies is that we already see enough um aggression because these animals are very Territorial and they
  et c'est évidemment quelque chose avec lequel beaucoup de gens ont euh des difficultés dans leurs colonies de rongeurs, c'est que nous voyons déjà suffisamment euh d'agression parce que ces animaux sont très territoriaux et ils

[15:18] like to set up territories around physical structures so basically you've just put a an aggression time bomb in your animal cages.
  aimons établir des territoires autour de structures physiques, donc en gros, vous venez de placer une bombe à retardement d'agression dans les cages de vos animaux.

[15:22] Um specifically in male male mouse cages and so as you have more of this escalated aggression you subsequently have destabilization of the hierarchy within the cage.
  Euh, spécifiquement dans les cages de souris mâles, mâles, et donc à mesure que vous avez plus de cette agression accrue, vous avez ensuite une déstabilisation de la hiérarchie au sein de la cage.

[15:39] So on the x-axis we have escalated aggression uh as percent of activity and so as the escalation increases as you go to the right side you see that the dominance hierarchy um decreases.
  Donc, sur l'axe des x, nous avons l'agression accrue, euh, en pourcentage de l'activité, et donc à mesure que l'escalade augmente, lorsque vous allez vers la droite, vous voyez que la hiérarchie de dominance, euh, diminue.

[15:52] So it it's becoming more and more destabilized and as you have more and more d stabilization um you actually it can potentially induce immune suppression as well.
  Donc, elle devient de plus en plus déstabilisée, et à mesure que vous avez de plus en plus de déstabilisation, euh, vous pouvez en fait potentiellement induire une immunosuppression également.

[16:04] So this was a fabulous study done by Barnard adal in 96 and on the graph on the right that's looking at just some antibodies to a particular pathogen that these animals were challenged with and you see that as the number of attacks the animal
  Donc, c'était une étude fabuleuse réalisée par Barnard Adal en 96, et sur le graphique de droite, on examine simplement des anticorps contre un pathogène particulier avec lequel ces animaux ont été mis au défi, et vous voyez qu'à mesure que le nombre d'attaques, l'animal

[16:19] received increases you see a reduction in those antibodies um in those animals.
  reçu des augmentations, vous voyez une réduction de ces anticorps chez ces animaux.

[16:25] and subsequently similar to the graph on the right as the number of attacks increase so as we go closer to the 60 they had a longer time to clear that parasite um than animals that received fewer um fewer attacks.
  et par la suite, similaire au graphique de droite, à mesure que le nombre d'attaques augmente, donc à mesure que nous nous rapprochons de 60, ils ont eu plus de temps pour éliminer ce parasite que les animaux qui ont reçu moins d'attaques.

[16:42] so this can have a huge impact on the research that you might be utilizing or utilizing these animals for.
  donc cela peut avoir un impact énorme sur la recherche pour laquelle vous pourriez utiliser ces animaux.

[16:49] so thinking about um again the inability to shelter from drafts.
  donc en pensant à nouveau à l'incapacité de se protéger des courants d'air.

[16:58] so ventilated caging is almost ubiquitously used nowadays in animal facilities and I've always been kind of surprised that people utilize them as much because um because an mice absolutely hates being in a wind tunnel.
  donc les cages ventilées sont presque universellement utilisées de nos jours dans les animaleries et j'ai toujours été un peu surpris que les gens les utilisent autant parce que les souris détestent absolument être dans une soufflerie.

[17:16] and this was actually very well illustrated by bomman and all in 2002 and basically what they
  et cela a été très bien illustré par bomman et al. en 2002 et en gros ce qu'ils

[17:22] Did, um, we, they had two cages that were linked together.
  Avons-nous, ils avaient deux cages qui étaient reliées ensemble.

[17:27] So in the image in the top where it had where it says 4A and 4B, they had these two ventilated cages that were hooked together.
  Donc dans l'image en haut où il y avait où il est dit 4A et 4B, ils avaient ces deux cages ventilées qui étaient accrochées ensemble.

[17:32] So the mouse could go back and forth and uh choose where he wanted to spend his time.
  Donc la souris pouvait aller et venir et choisir où il voulait passer son temps.

[17:38] Now, they went through various uh studies comparing different ventilation rates.
  Maintenant, ils ont mené diverses études comparant différents taux de ventilation.

[17:44] And ultimately what they found was that there was an overall high avoidance of ventilation, um, of the ventilated cages when there was no nesting material.
  Et finalement, ce qu'ils ont trouvé, c'est qu'il y avait une forte aversion générale pour la ventilation, euh, des cages ventilées lorsqu'il n'y avait pas de matériel de nidification.

[17:55] Animals purposely avoided it almost completely, um, when they had the option.
  Les animaux l'ont délibérément évité presque complètement, euh, lorsqu'ils en avaient l'option.

[18:01] But the thing that was really kind of cool is that in another set of these studies, they did the same comparisons of ventilation rates, um, in A and B and vice versa.
  Mais ce qui était vraiment cool, c'est que dans une autre série de ces études, ils ont fait les mêmes comparaisons de taux de ventilation, euh, en A et B et vice versa.

[18:10] But they provided the mice with nesting material.
  Mais ils ont fourni du matériel de nidification aux souris.

[18:13] And what they found is that the mice didn't really care as much about the ventilation rates when they were able to shelter, um, in a nest.
  Et ce qu'ils ont trouvé, c'est que les souris ne se souciaient pas autant des taux de ventilation lorsqu'elles pouvaient s'abriter, euh, dans un nid.

[18:18] So not only is it
  Donc non seulement c'est

[18:24] important that you give them a type of shelter but it also depends on the kind of shelter and so that's what the graph that I'm showing you um on this particular slide.
  il est important que vous leur donniez un type d'abri, mais cela dépend aussi du type d'abri et c'est donc ce que montre le graphique que je vous présente sur cette diapositive particulière.

[18:33] so on the X AIS one two three is actually the days of a preference test.
  donc sur l'axe des X un deux trois, ce sont en fait les jours d'un test de préférence.

[18:40] so again we've got our two cages that are linked together we're looking to see where them I spent their time.
  donc encore une fois, nous avons nos deux cages qui sont reliées ensemble, nous cherchons à voir où ils ont passé leur temps.

[18:46] now in these two cages they have the exact same ventilation rate the only difference is that in the um kind of grade in area cage a they provided them with a nest box.
  maintenant, dans ces deux cages, ils ont exactement le même taux de ventilation, la seule différence est que dans la zone de type grille, la cage a, on leur a fourni une boîte à nid.

[18:56] and if you're remember ing I already said that nest boxes really aren't as preferred by mice as rats.
  et si vous vous souvenez, j'ai déjà dit que les boîtes à nid ne sont pas aussi préférées par les souris que par les rats.

[19:05] and in the white uh section of the bars is the cage B where they were provided with nesting material a Kleenex.
  et dans la section blanche des barres, c'est la cage B où on leur a fourni du matériel de nidification, un Kleenex.

[19:09] and you can see that on days one and two the mice very overwhelmingly spent more time in the nest box in the cages the ventilated cages where a nesting material was.
  et vous pouvez voir que les jours un et deux, les souris ont passé de manière très écrasante plus de temps dans la boîte à nid dans les cages, les cages ventilées où il y avait du matériel de nidification.

[19:24] but when the nesting material was taken away
  mais quand le matériel de nidification a été retiré

[19:26] On day three, we see that there show equal uh time being spent in both of those locations.
  Le troisième jour, nous constatons qu'un temps égal est passé dans ces deux endroits.

[19:31] Even though technically a shelter is being provided in that GR in section cage a, the animals didn't see that as enough of a shelter to really affect uh.
  Même si techniquement un abri est fourni dans cette cage GR dans la section a, les animaux ne l'ont pas considéré comme un abri suffisant pour vraiment affecter euh.

[19:39] They were perceiving the two cages as equal, so really the nest box didn't provide them with the shelter that they really needed um.
  Ils percevaient les deux cages comme égales, donc la boîte nid ne leur a pas vraiment fourni l'abri dont ils avaient besoin euh.

[19:54] So this is a really great study if you're interested in looking it up, it's it's a really nice nice uh bit of behavioral work looking at what did the animals actually want.
  C'est donc une très bonne étude si vous souhaitez la consulter, c'est un très bon travail comportemental sur ce que les animaux voulaient réellement.

[20:03] Okay, so moving on to our next little section here, we're going to look at physical facilities, so background noise and potentially lighting, how those might cause stress.
  D'accord, passons à notre prochaine petite section, nous allons examiner les installations physiques, le bruit de fond et potentiellement l'éclairage, comment ceux-ci pourraient causer du stress.

[20:14] So with noise, um, this is something that I've been doing a little bit more research on, um, and I've I found it really quite surprising that the guide has no recommended range of no.
  Donc, en ce qui concerne le bruit, euh, c'est quelque chose sur lequel j'ai fait un peu plus de recherches, euh, et j'ai trouvé vraiment assez surprenant que le guide n'ait pas de plage recommandée de non.

[20:28] noise levels um in the recommendations

[20:32] which is really kind of surprising to me

[20:34] because uh ventilation equipment in

[20:36] rodent facilities can get up to 110 DB

[20:39] well if you're not super familiar with

[20:41] what is 110 DB um let me give you kind

[20:45] of a range of of noises here so a

[20:48] whisper is right around 30 DB a vacuum

[20:52] cleaner is 70 DB a chainsaw is right

[20:55] around 100 DB and a rock concert is at

[21:00] about 125 DB so ventilation equipment

[21:03] itself can get really really high and

[21:06] not too much over 125 DBS you start to

[21:09] have um issues with hearing damage in

[21:12] humans um and there have been some uh

[21:14] researchers that have been finding that

[21:16] their their Mouse models for hearing

[21:19] research uh they were going death much

[21:22] faster than they were expecting and they

[21:24] found that um due to some of the noise

[21:28] that's occurring in these vivariums that

[21:31] this is having this is damaging the

[21:32] animals that they're doing their science

[21:34] with um even so extreme noise over 85 DB

[21:39] so this is this is closer to a vacuum

[21:41] cleaner type uh level of noise you start

[21:45] to see increases in corticosterone

[21:47] levels Al altered dunal variation in

[21:49] corticosterone reduced fertility um

[21:52] increased infection increased incitive

[21:55] to tumors as well as increases in fear

[21:57] Behavior so noise levels itself

[22:00] something that is not even recommended

[22:02] by the guide is having a lot of stress

[22:05] on our animals and can really affect

[22:07] them in many ways not only just tear

[22:09] loss but just stress and so when we're

[22:11] thinking about those results that celier

[22:13] found those are having a lot of

[22:15] physiological alterations in those

[22:17] animals if it's a prolonged stressor um

[22:20] you start to see the beginnings of the

[22:22] stress related disease in those

[22:26] animals

[22:29] so the other thing I'd like to mention

[22:31] is talking about ultrasound so we can

[22:34] hear certain ranges of frequencies of

[22:38] sound and so I've got this image here

[22:40] and it's got in Black the line shows the

[22:42] frequencies on the x axis that humans

[22:46] can hear with the the best frequencies

[22:49] that humans can hear being down there in

[22:51] the trough of that

[22:53] u-shape um and you can see transposed on

[22:56] top of it is the same kind of graph of

[22:59] frequencies that knice can hear and you

[23:02] can see the blued in section is really

[23:05] where the animals do most of their vocal

[23:07] communication and so it's it's 10 a

[23:10] frequency of about 10 kilohertz and

[23:12] higher and um so a lot of the ultrasound

[23:17] that's being given off in our

[23:19] environments our vivariums is something

[23:21] that we can't actually hear and so um it

[23:24] can be emitted by computers water taps

[23:27] um actually I've heard some instances of

[23:29] people putting in um uh motion sensors

[23:35] that uh turn on not necessarily lighting

[23:38] but might be in the hallways those

[23:40] actually utilize ultrasound and so it's

[23:43] like having um an air horn constantly

[23:46] going off in your facility so hopefully

[23:49] nobody is really looking into utilizing

[23:51] any type of motion detectors um and

[23:54] especially making sure that maybe if

[23:55] they are if you do need to use these

[23:57] they are not utilizing ultrasound um for

[24:00] this

[24:01] detection and so also ultimately you've

[24:03] got all this noise going on that we as

[24:05] humans don't perceive at all um but

[24:08] these noises can really disrupt calls

[24:10] from pffs because those occur in the

[24:12] ultrasound as well as sexual

[24:14] communication um as a fun little tidbit

[24:16] a male mice actually sing to females um

[24:20] before copulation and so um it actually

[24:23] sounds very close to bird song and so

[24:26] it's this can easily be disrupted if you

[24:29] have a lot of other ultrasonic noise

[24:32] occurring in your

[24:34] facilities so to just give you some

[24:36] examples of some Daytime noise

[24:38] variability we've got uh two rooms here

[24:41] so room one is uh labeled as a and room

[24:44] two is labeled as B and room one is

[24:47] considered a very high trffic um VI

[24:50] Varian there it's used by multiple pis

[24:53] there's technicians in there frequently

[24:55] throughout the day and as you can see

[25:00] um in this image so I've kind of

[25:02] highlighted 85 DB up to 100 so remember

[25:06] I said at 85 greater than 85 decb we

[25:09] start to see these stressful responses

[25:12] by by rodents and you can see in the

[25:14] very hight traffic vivarium there is a

[25:17] lot a lot of sounds in these upper decb

[25:22] especially when a cage change station

[25:24] has been uh is being utilized and so if

[25:27] this happens all day long um throughout

[25:31] as you can see it's from 8:30 a.m. until

[25:33] 4:30 p.m. this is constant spikes of

[25:36] these really high decibel sounds and

[25:40] just as an added tidbit if we think

[25:42] about it mice are nocturnal so they're

[25:45] supposed to be sleeping during the day

[25:46] when we're in there active do you think

[25:49] that you could sleep pretty soundly if

[25:51] you had all of this noise going on in

[25:53] your bedroom um so it has the potential

[25:56] to alter sleep in these animals as well

[25:59] with a lot of these high sound decibel

[26:01] levels going on throughout the day and

[26:03] then looking at a much more quiet room

[26:06] where there's very little activity

[26:08] there's only one Pi you can see that

[26:09] there are spikes up above 85 but it's

[26:13] much more

[26:15] infrequent across the

[26:19] day and then this is just another

[26:22] example of two different days of of um

[26:27] Ultras variability that even in the same

[26:29] rooms you can have quite a bit of

[26:31] difference in sound even if it is still

[26:33] high traffic versus low traffic um you

[26:36] can still see that there's a lot of just

[26:38] general sound variability occurring in

[26:40] those uh

[26:44] locations so moving on to our next area

[26:48] of stress um light again this is

[26:51] something that we don't really think

[26:52] about very often um and really lab

[26:55] lighting conditions are are really

[26:57] tailor to human needs um it doesn't

[27:00] actually our artificial lighting or

[27:02] fluorescent lighting doesn't actually

[27:03] reflect natural light um and having a

[27:06] full spectrum of of types of light um it

[27:11] can cause disruptions in sleep and

[27:13] circadian Cycles in mice you start to

[27:16] see increases in um plasma

[27:18] corticosterone levels uh you see

[27:22] increased initiation of fights and the

[27:24] biggest thing for me is that it lacks

[27:27] ult violet light so rodents can actually

[27:30] see markings for uh in the UV so I've

[27:33] got this little color bar thing uh down

[27:36] on the bottom that shows that you know

[27:39] mice see from the the green blue range

[27:42] up into the ultraviolet where humans

[27:44] can't see that upper range and that mice

[27:47] can't see the red which is kind of a a

[27:49] fairly common fact known about animals

[27:52] but not only that the so we were talking

[27:55] a little bit about aggression and

[27:58] marking um actually what I've got an

[28:00] image here on the right is actually an

[28:03] image of a dominant mouse that has just

[28:05] been confronted um in his territory in a

[28:08] mouse that has lost a fight and is

[28:10] subordinate and you can see the huge

[28:13] difference in Scent marking patterns

[28:15] between the dominant animal on the left

[28:17] and the subordinate animal on the right

[28:19] so the subordinate animal on the right

[28:22] is pulling its urine in the corners as

[28:24] far away as it can whereas the dominant

[28:27] animal is attempting to um scent Mark

[28:30] around the perimeter and lots of small

[28:32] little scent marks and so they can

[28:34] actually see in the UV where these scent

[28:37] marks actually flues and so without

[28:39] providing them with that type of light

[28:41] to see these markings are we

[28:44] potentially um taking away one of the

[28:48] cues that they utilize in order to

[28:50] communicate with one another this is my

[28:52] territory stay away or sorry buddy I'm

[28:55] trying to just uh stay away as much as I

[28:58] can I'm just going to go over here um so

[29:01] just thinking about it it's like taking

[29:03] certain words out of a conversation can

[29:05] you still understand the meaning we

[29:08] don't know we have no idea what what

[29:10] type of information they are collecting

[29:13] from being able to see in the

[29:16] UV so kind of a new trend uh happening

[29:20] in laboratory animal science is

[29:23] potentially looking at utilizing

[29:24] different colored caging so there's 's

[29:27] been some really great work done by

[29:29] dachy at all and looking at how uh light

[29:35] changes as it's filtered through

[29:37] different colored caging so in this

[29:39] particular example dchi looked at Clear

[29:42] caging and red caging and he looked at

[29:45] what the spectral transmittance is

[29:47] through those cages and so in the graph

[29:49] sorry it's a little fuzzy um you can see

[29:52] the clear cage and the the type of light

[29:55] wavelengths that are measured inside the

[29:57] cage um in the black line and you can

[30:00] see that there's Peaks around 425

[30:03] 475 right around 550 and then around 600

[30:08] and so 400 to 500 um are right around

[30:13] that green blue area that you see right

[30:16] here and it was really the the best

[30:19] Vision that mice have is right around

[30:21] color vision is right around the green

[30:22] blue um area and so you can see that

[30:25] when you filter it through a red aging

[30:28] um so 600 to 700 is right around some of

[30:31] those red uh red lights it doesn't

[30:34] filter anything um in those wavelengths

[30:37] but it really affects the 400 to 550

[30:41] wavelengths so the main types of um

[30:44] color that might see well is this a good

[30:47] thing or a bad thing we're not really

[30:49] sure but we do know that it does affect

[30:52] um it does affect their physiology so

[30:55] this is a lot of really cool work that

[30:57] that dachi is done looking at housing

[30:59] animals in clear versus red caging and

[31:02] so that's depicted black is the clear

[31:04] caging and red is the red lines on these

[31:07] graphs on the right and what he's found

[31:09] is that you see a lot of hormonal

[31:11] changes he's seen corticosterone insulin

[31:14] glucose lactate leptin uh hormonal

[31:17] changes when these animals are just

[31:19] housed in these different colored

[31:21] environments and in these graphs i' I've

[31:24] just showed you two of them um the top

[31:25] one is plasma cicost

[31:28] and so the interesting thing here is

[31:29] that you see a blunting of that

[31:31] circadian rhythm you don't see those

[31:34] spikes but the question that I might

[31:36] propose is what is normal um should

[31:40] animals in a normal state in an

[31:42] environment where they prefer to be do

[31:46] you still see those spikes we're not

[31:48] entirely sure all we know is that clear

[31:51] caging you see spikes of these hormones

[31:53] throughout the day and a much more

[31:55] gradual circadian Rhythm um a more

[31:59] blunted circadian rhythm U when they're

[32:01] in these colored cages and he also found

[32:04] changes in in behavior and some

[32:07] colleagues of mine have recently done

[32:09] some uh preference studies looking at

[32:12] wraps in particular looking at um

[32:16] preference of rats for different colored

[32:18] areas of a cage so they uh gave them the

[32:21] option of clear or red or looking at

[32:23] their behavior that way and they found

[32:25] that overall rats do prefer red caging

[32:28] over clear but the question becomes um

[32:32] one of the issues associated with that

[32:34] is that red um red caging also red

[32:38] tinting also reduces the uh intensity of

[32:42] light as well as the color of light so

[32:44] we're not really sure if they're

[32:46] choosing it just because it's darker or

[32:48] if they're choosing it because of this

[32:50] unique um this unique makeup of

[32:56] light so then it becomes a question well

[32:59] what about in cage colored shelters

[33:01] obviously we're utilizing the red

[33:03] tinting because as I showed you a little

[33:06] earlier mice and rats don't see very

[33:08] well in the Red Spectrum and so they see

[33:11] perceive this as being um opaque but yet

[33:14] we can still observe them and so it's a

[33:16] really great trick of utilizing um this

[33:19] animals uh specifics to our advantage

[33:23] but the question becomes is this

[33:25] potentially changing our animal models

[33:28] and we're not entirely sure the fact

[33:30] that the animals can go in and out maybe

[33:32] that doesn't affect them as much because

[33:34] they're in the clear cage with the red

[33:36] shelter um but we just don't

[33:40] know so talking a little bit more about

[33:43] light intensity as I me I mentioned

[33:46] rodents are nocturnal and they find

[33:48] these really bright Open Spaces really

[33:51] really aversive and actually we know

[33:52] this this is the basis of a lot of um

[33:56] anxiety tests

[33:57] and that the light dark box um and that

[34:00] we know that they're going to try and

[34:02] stay in that dark area because they find

[34:04] the light open area aversive well they

[34:07] find it aversive because that's usually

[34:09] when the Predator comes out and swoops

[34:11] down and takes you away um and we know

[34:14] that they have overall preferences for

[34:16] these low light environments and yet we

[34:18] house them in these very bright uh clear

[34:22] caging so that we can observe them when

[34:24] we want to and we do know that um and

[34:28] this is I've heard that this is Up For

[34:30] Debate that albinos are more likely to

[34:32] develop eye lesions especially when

[34:33] they're up at the um upper levels of

[34:36] caging when they're really close to that

[34:38] intense light um exposure to Bright

[34:41] lighting during adolesence makes rats

[34:44] potentially more aggressive um and

[34:46] location in the room this is a huge

[34:48] variable um mice high on the rack uh

[34:51] it's a lot brighter and we see that they

[34:53] have greater emotionality and in one

[34:55] particular really interesting study they

[34:57] saw delayed onset of diabetes malius

[35:01] which is a type one diabetes which is an

[35:04] immune uh an autoimmune response of the

[35:07] body attacking um those cells and so if

[35:11] the animals are stressed because they're

[35:13] at the top of the cage and they've got

[35:16] reduced immune systems they don't they

[35:19] can't amount that auto um autoimmune

[35:21] response to start attacking those cells

[35:24] so because there's a delayed response

[35:26] that's actually bad and potentially an

[35:27] indicator of some type of stress of

[35:30] being that high on the rack now this

[35:32] particular study didn't necessarily test

[35:34] that it was light in particular come to

[35:37] find out that flu uh fluorescent

[35:39] lighting also gives off ultrasound so it

[35:41] could be a combination of those two

[35:43] things but they didn't directly test

[35:44] that but they did find that those

[35:46] animals at the top of the rack did have

[35:48] delayed uh

[35:51] onset so just to give you an idea of

[35:54] lighting conditions um I went in to a

[35:57] facility and measured some uh light

[36:00] intensity or Lux um in different cages

[36:03] as I've got Illustrated here in this

[36:05] image so I put um I measured at the very

[36:08] top uh through the plastic bubble um in

[36:11] section a um a cage at the bottom of

[36:14] that isolator on that top isolator which

[36:18] is section B and then measured the the

[36:22] lighting intensity at CND D in that

[36:24] bottom isolator and you can see that

[36:27] um the BR and this is in the cage

[36:30] underneath food and a water bottle so

[36:32] you still see that that does provide a

[36:34] small bit of um shade for these animals

[36:38] or reduces the light intensity and the

[36:40] room uh where that guy is standing it

[36:43] was actually 328 lucks and I believe the

[36:47] guide recommends I think it's less than

[36:49] it's either 325 or 350 I can't remember

[36:52] off the top of my head um that it light

[36:55] intensity be below that that and you can

[36:58] see that in all of those cages it is

[37:00] below uh the guide recommendations but

[37:03] really the bet the place you want to be

[37:06] is uh in cage C where it's below that

[37:09] top isolator um and getting a lot of

[37:12] shade so thinking about it in terms

[37:16] of you know what does a what does a

[37:18] mouse potentially want what are what

[37:20] type of lighting conditions are they

[37:22] exposed to in the wild so I looked up

[37:24] what so they're nocturnal and actually

[37:26] are technically corpuscular which means

[37:28] that they have peaks of activity at dawn

[37:31] and Dusk and so looking at the intensity

[37:34] at Twilight so in that section the

[37:37] bottom

[37:38] section uh Lux levels are between one

[37:40] and 10 uh at Twilight and during a night

[37:44] at full moon it's at0 one Lux and so

[37:47] just thinking about the lighting

[37:49] conditions in which we house them even

[37:51] though these are lower than guide

[37:53] recommendations they're still really

[37:55] bright compared to to where the

[37:57] environment and uh Mouse might actually

[37:59] be out um being active in and so

[38:03] thinking about that and how even though

[38:07] we're doing our best and we still have

[38:09] to go into these rooms and be able to

[38:10] see that we are still potentially

[38:13] introducing some type of stress

[38:15] associated with these high-intensity

[38:17] lighting compared to where they would

[38:19] spend their

[38:22] time okay so moving on to social stress

[38:26] so here we're looking at uh odor and

[38:29] auditory cues as well as cage cleaning

[38:32] so again looking at how those disrupt

[38:34] urine

[38:35] markings so as far as social orders

[38:38] smell is the most the very most

[38:40] important Mouse sense it's like human

[38:42] Vision we utilize that more than any

[38:44] other sense but to a mouse it's smell um

[38:49] so they use it for predator avoidance

[38:51] there's actually some really cool

[38:52] studies where they uh look to see how

[38:55] mice reacted to to cat feces that had

[38:58] been fed either mice or a u much more

[39:02] vegetarian is diet um and that the mice

[39:06] reacted to those the smells from both of

[39:08] those species very differently and

[39:10] showed much more avoidance behavior in

[39:12] the um mice that had been fed mice or

[39:16] the cats that had been fed mice but they

[39:18] also use smell for for identifying food

[39:21] for mating and many many social

[39:24] behaviors um but of course in order to

[39:27] keep our animals healthy um we have to

[39:29] clean their cages and unfortunately when

[39:31] we do that we take away their entire

[39:34] scent world and just replace it with

[39:36] something brand new and so you often see

[39:39] a lot of increased aggressive

[39:40] interactions after uh introducing them

[39:43] into this new clean odor free um or

[39:48] Mouse odor free

[39:50] environment and as I mentioned a little

[39:52] earlier the only thing that's really

[39:54] been shown to reduce aggression is

[39:56] transferring The Nest so apparently um

[39:59] this is some a literature that I've been

[40:01] trying to look into a little bit more is

[40:03] that in the nest they scent the nest

[40:07] with their plantar glands which are

[40:08] supposedly more affili uh hor pheromones

[40:12] instead of territorial ones that are

[40:14] urinary based and so when you're

[40:17] transferring those affiliative

[40:20] pheromones um you don't see this

[40:22] increase in aggression because if you

[40:23] were to potentially uh grab a bit of

[40:26] bedding material and sprinkle it around

[40:28] the cage in that new cage thinking that

[40:31] you're doing a really great job in

[40:33] transferring that odor environment how

[40:35] do you know you picked up the the the

[40:37] urine from the dominant mouse or the

[40:39] subordinate Mouse so you're TR you

[40:42] accidentally grab that subordinate

[40:44] Mouse's uh urine or pheros and you

[40:47] sprinkle it around the cage and they get

[40:49] into the new cage and the guy is like

[40:51] hey I thought we had this figured out

[40:53] and he's like it wasn't me man it wasn't

[40:55] me um so potentially we're making that

[40:58] worse by transferring dirty bedding but

[41:01] by transferring The Nest you're

[41:03] potentially transferring the good

[41:05] Affiliated

[41:07] pheromones so cage cleaning when we

[41:10] disrupt those odors really affects

[41:12] behavior and Physiology and so obviously

[41:15] there there's important reasons for why

[41:17] we do that to keep it clean to reduce

[41:19] ammonia levels um that sort of thing but

[41:23] it does have an impact on these animals

[41:25] and a pretty substantial amount of time

[41:28] so this was a really cool study done by

[41:30] Geren and all in 2012 where they had um

[41:35] uh implanted Telemetry devices that were

[41:37] monitoring things like heart rate uh

[41:40] celic blood pressure activity body core

[41:43] temperature and they looked at just

[41:45] utilizing how these animals were

[41:47] affected just by routine procedures and

[41:49] I'm just showing you um the cage change

[41:53] data and so the little dotted line on

[41:56] each of these graphs so a b and c is

[41:59] when they theice were transferred to the

[42:00] clean cage and you can see that they

[42:03] have sustained um blood pressure for up

[42:08] to 100 100 minutes post transfer they

[42:13] have sustained heart rate issues up to a

[42:17] 100 minutes and activity levels that are

[42:20] much higher than Baseline um in these

[42:23] animals and on top of this they found

[42:25] that females had much more sustained

[42:27] changes from their Baseline measures

[42:28] than they did the males so again it's

[42:31] not even a clearcut everybody reacts the

[42:34] same um so thinking about this in terms

[42:37] of when you might be planning to do your

[42:40] procedure whatever that might be testing

[42:42] the animal in some way knowing where it

[42:44] falls in accordance to when those

[42:47] animals might have had their cages Chang

[42:50] is really important because if you're

[42:52] trying to do something right after you

[42:53] might see some altered physiological or

[42:55] behavior responses just due to cleaning

[42:59] their

[43:00] cage so being aware of those potential

[43:02] stressors is really

[43:05] important all right so for our last

[43:07] section um we're going to go into

[43:09] temperature a little bit and this is an

[43:11] area that I'm very passionate about um

[43:14] and is a stressor that I think most

[43:15] people don't realize occurs in a normal

[43:18] typical

[43:20] laboratory so just to give you a little

[43:22] background um the lower critical

[43:25] temperature for mice is right around 30°

[43:27] celsus so this is a temperature at which

[43:30] the body doesn't have to utilize much

[43:31] energy to heat or cool itself the heat

[43:34] loss and heat uh production are pretty

[43:37] equal but um as temperatures get lower

[43:42] so at our housing recommended housing

[43:44] temperatures of 20 to 26 degrees celsus

[43:47] we see a subsequent increase in

[43:49] metabolic rate because these animals are

[43:51] utilizing are um losing much more heat

[43:54] and have to create more heat internally

[43:57] in order to maintain

[44:00] homeothermy and at or just below H

[44:03] housing temperatures we see reductions

[44:05] in growth organ weight immune function

[44:08] and increases in basil metabolic rate so

[44:11] really we

[44:13] are housing animals in cold conditions

[44:16] even though it might feel comfortable

[44:17] for us humans in a lap coat it's

[44:19] actually quite cold from iice Simply to

[44:21] due to the physics of heat exchange and

[44:24] it all has to do with the surface area

[44:26] to volume ratio and that larger animals

[44:28] like humans don't lose heat quite as

[44:30] readily whereas smaller animals like

[44:32] mice heat is essentially just sucked out

[44:35] of

[44:38] them so as far as some scientific

[44:40] implications of having cold stressed

[44:43] mice in your lab is that we've seen a

[44:46] lot of really interesting data

[44:47] especially in the last few years in how

[44:50] it's affecting immune models so we see

[44:52] that there's altered fever responses of

[44:54] animals housed in nor normal laboratory

[44:56] temperatures compared to something

[44:58] that's closer to 30° which is their

[45:00] lower critical temperature um and we've

[45:03] seen some increases in immune

[45:05] suppression um so this was a fabulous

[45:07] study that was done by cacus um in

[45:10] Elizabeth rasi's lab and what they did

[45:14] the only difference in these two groups

[45:16] is that one group the blue group was

[45:18] housed in 22 degrees celsus so a typical

[45:21] laboratory temperature and then the red

[45:24] group was housed in 30 degrees Celsius

[45:26] so again that uh comfortable temperature

[45:29] for rat or for mice and they found that

[45:32] tumor volumes in these animals at 20 and

[45:35] 25 days post inoculation was

[45:38] significantly different and even some

[45:41] animals didn't even um they saw vast

[45:45] differences in uh tumor growth in these

[45:48] two groups of animals and that's the

[45:49] only difference some of the animals were

[45:51] held at a temperature which is

[45:52] comfortable and some of the animals that

[45:54] were not in a typical laboratory

[45:56] temperature and so there's a lot of

[45:58] implications of how this could be

[46:00] affecting our scientific

[46:02] models and then when looking at

[46:04] cardiovascular models we see really

[46:06] significant alterations um in blood

[46:10] pressure heart rate pulse pressure at

[46:12] low temperatures so in this graph I have

[46:15] below you can see that on the xaxis it

[46:18] has changing ambient temperatures so it

[46:19] starts off at 30 and where I've got it

[46:22] stopped it's it's down to uh 30 18

[46:26] degrees CI so temperatures going down

[46:28] and you can see that um that the beats

[46:33] the heart rate is going up in both rats

[46:35] and mice and then as you reduce the

[46:38] temperature or change the temperature so

[46:41] it's going back to that comfortable

[46:42] temperature again you see that these

[46:44] measures go back down so again depending

[46:47] on how what what your study is and what

[46:50] measures you might be taking this could

[46:51] be really influential uh just simply by

[46:54] the temperature that you're holding

[46:56] these animals

[46:58] that uh so increased um metabolism is

[47:02] obviously uh a repercussion of keeping

[47:05] these animals in cooler temperatures and

[47:08] actually this leads to from their basil

[47:10] metabolic rate um to a typical lab

[47:12] temperatures of about 20 Celsius this

[47:14] leads to a 50 to 60% higher level of

[47:17] metabolism so that may not really mean

[47:20] anything to you but when you think about

[47:22] if you look at the human literature a

[47:24] mild cold stress for a human is

[47:26] considered a 7 to 12% increase in U

[47:30] metabolic rate so this is these animals

[47:33] are actually really cold stressed and

[47:36] that's having a lot of impact on their

[47:38] physiology and behavior um you can see

[47:41] increases in oxidative stress because

[47:43] they have increased all of that

[47:44] metabolism you see a lot of those free

[47:46] radicals associated with oxidative

[47:49] stress in addition um we see obesity

[47:52] models not even uh occurring depending

[47:55] on the temp temperature that they're

[47:56] being housed in so in this uh this

[48:00] illustration the animals in the blue

[48:03] bubbles are at room temperature so a

[48:05] typical laboratory temperature 20 to 22

[48:08] um and their UCP uh protein knockout

[48:11] mice which is really involved with brown

[48:13] fat um heat production and so in The

[48:17] Knockout mice when they're normal

[48:18] temperatures they don't become obese but

[48:20] if you put them in that 30 degrees

[48:22] Celsius you start these animals to

[48:24] become obese later um

[48:26] developing and so it's just it's quite

[48:30] crazy that this is something that people

[48:32] don't often think about uh for their

[48:35] animals so there's been some discussion

[48:38] lately in the thermal metabolic World

[48:42] about well what should we do about this

[48:44] and a lot of people are calling for

[48:46] changing laboratory temperatures to

[48:48] warmer temperatures closer to 30 degrees

[48:51] but in my opinion I don't think Thermon

[48:53] neutrality is actually the answer so I'm

[48:55] done a lot of preference work looking at

[48:57] what temperatures mice actually want and

[49:00] we did this study with black six mice

[49:02] overall they prefer 30 degrees Celsius

[49:05] and this is especially important for

[49:08] when they're inactive so you can see in

[49:10] these purple bars they spend

[49:12] significantly more time in the 30C than

[49:15] they do in the 20c but we found that

[49:18] this their preference changes throughout

[49:21] the day in one one particular animal and

[49:24] so there's differences between Sexes

[49:26] time of day The behavior as well as the

[49:28] age of the animal and so um just to

[49:31] further illustrate this when we're

[49:32] looking simply at active behavior um

[49:35] animals are just locomoting running

[49:37] around sniffing uh digging in the

[49:40] bedding that sort of thing they show

[49:41] absolutely no preference for a certain

[49:44] temperature um when they're doing this

[49:47] particular type of behavior and so

[49:50] thinking about it you we as humans can't

[49:54] identify a perfect perf temperature for

[49:57] even one animal and so um I think it's

[50:01] kind of very humanistic of of us to

[50:04] think that we can find a perfect

[50:05] temperature but on top of this if we

[50:07] were to increase temperatures we see

[50:09] subsequent increases in aggression just

[50:11] based on temperature and so if this is

[50:13] already an issue we're encountering in

[50:16] laboratory mice we don't want to

[50:17] exacerbate it and so by increasing the

[50:20] temperature we may have more animal

[50:21] losses simply due to General aggression

[50:25] um and you also see a reduction in

[50:28] reproduction when temperatures are

[50:30] greater than uh 25c which is 78 degrees

[50:34] Fahrenheit so that's uh just right at

[50:37] the very upper limits of what's

[50:38] recommended by the guide and so if you

[50:40] go above that to Thermon neutrality um

[50:43] you actually will find a reduction

[50:45] overall reproduction if you are breeding

[50:47] in your

[50:48] Colony so in my opinion changing

[50:51] laboratory temperatures to Thermon

[50:53] neutrality is not the answer so you

[50:55] might be saying okay Briana so what is

[50:58] the answer then well um I am going to

[51:01] explain what I'm going to show you here

[51:03] in a second because I can't talk during

[51:04] the video what I'm going to be showing

[51:06] you is how insulating nests can be and

[51:09] so giving the animals the opportunity to

[51:11] create their own microclimate and so

[51:13] what you're going to see in this video

[51:15] is there's going to be a little cursor

[51:17] that jumps around and I think it's the

[51:18] dark blue cursor in the middle of the

[51:20] screen and it will tell you what that

[51:22] temperature is uh down at the bottom and

[51:25] in the pink number so right now it's

[51:28] saying that it's 30.7 degrees cius and

[51:30] so it's going to jump around and uh at

[51:33] the end of the video um we'll talk about

[51:35] what it is that it stops at so if

[51:37] someone could play the video for

[51:54] me

[52:01] so so as you saw in the video the cursor

[52:05] stopped in the middle of the nest once

[52:06] the mouse had been shooted out the

[52:08] temperature was 32.5 degrees C now one

[52:11] of the things I didn't tell you is that

[52:14] the the yellow number at the top of the

[52:16] screen the 21.3 is the ambient

[52:18] temperature that it's measuring and so

[52:20] that Nest is almost is over 10 degrees

[52:24] Celsius higher than the ambient

[52:26] temperature that the animals being

[52:27] housed in so they can really heat up

[52:30] these nests and it was measured several

[52:33] seconds after the nest had been opened

[52:35] and so heat was readily dissipating as

[52:37] soon as that Nest was opened and so it's

[52:40] possible that the the internal

[52:42] temperature inside that Nest might have

[52:43] been even a little bit warmer so nests

[52:45] can be extremely

[52:49] insulating and so we've done a lot of

[52:52] work looking at what are the benefits of

[52:54] providing the right environmental

[52:56] enrichment and the right nesting

[52:57] material for mice and what we found is

[52:59] that mice me at least eight grams eight

[53:03] to 10 grams of nesting material and what

[53:05] we found is that females may actually

[53:07] need more than 10 grams um in order to

[53:10] properly insulate they seem to be more

[53:12] susceptible to the same temperatures

[53:14] than the males do and that may be a

[53:15] product simply because they're just a

[53:17] little bit smaller than the males um we

[53:19] see reductions in food consumption um

[53:21] when they are provided with um nesting

[53:24] material uh reductions in physiological

[53:27] thermogenesis reductions in pup

[53:30] mortality as well as more pups produced

[53:32] per cage and so that's actually the

[53:34] image that I'm showing you over to the

[53:36] right and we've got provision of envir

[53:39] dry or nestlets and I will say it was

[53:42] equal amounts so we gave them um eight

[53:45] grams of envir dry and eight grams of

[53:47] nestlets which is actually three

[53:49] nestlets and that is very uncommon for

[53:51] people to utilize and so we found that

[53:55] regardless of the type of enrichment you

[53:57] give them if you give them enough

[53:58] nesting material they have significantly

[54:01] more pups than controls that don't have

[54:03] any nesting material and this really

[54:05] translates in the breeding life of an

[54:07] animal of 10 to 12 and a half more pups

[54:10] on average per cage now that's averaged

[54:12] over several strains But ultimately you

[54:15] get more pups um from the same

[54:19] animals and so going through some of

[54:21] these other slides here quickly the

[54:23] benefits of giving the right enrichment

[54:25] and the right type of nesting material

[54:27] this is a study that I conducted with

[54:29] some colleagues um at Charles River we

[54:32] were implement we were mimicking a tox

[54:35] environment a talkx study where we uh

[54:38] were injecting animals with

[54:40] cyclophosphamide which is an immun

[54:42] modulating drug it's often utilized in

[54:45] chemotherapies and it's a pretty well

[54:47] studied item um in the toxical field and

[54:51] so what we did is we injected these

[54:53] animals with cyclophosphamide once a

[54:55] week for 13 weeks and what we did is uh

[54:58] we collected uh FAL pallets to determine

[55:01] overall uh corticosterone levels and so

[55:05] this graph is actually showing you the

[55:06] difference from their Baseline before

[55:08] the study started so zero equals

[55:10] Baseline so if the bar is above it it

[55:12] means that their level of hormones was

[55:15] more than when they started and if it's

[55:17] under it means that it's reduced below

[55:19] Baseline um and so what we found is that

[55:23] um animals that were given saline

[55:27] um so we had saline controls in this

[55:30] study as well that controls actually had

[55:33] significantly higher levels of

[55:35] corticosterone metabolites um even uh

[55:39] when they weren't given nesting material

[55:40] so basically what that's saying is that

[55:43] that gray bar in the saline side is

[55:46] significantly higher than zero um but

[55:49] when the mice were given nesting

[55:50] material it really showed no difference

[55:52] but the really important result that we

[55:54] found is that the animals that were

[55:55] provided with Cy phosphamide had a

[55:58] significant increase in stress um

[56:00] metabolites found in their feces um when

[56:03] they did not have any nesting material

[56:05] and actually the animals again that did

[56:07] that got cyclophosphamide but had a nest

[56:10] had almost exact levels of um the

[56:14] Baseline before they even started so

[56:16] these animals even though they were

[56:17] given this drug that's supposed to make

[56:19] them not necessarily feel very well

[56:21] their stress levels were so much lower

[56:25] and in the same study we s we found that

[56:27] mice with nesting material actually had

[56:29] higher relative percent B lymphocytes um

[56:33] compared to controls now this is

[56:34] averaged over whether they got

[56:35] cyclophosphamide or not so this was a

[56:38] really great result showing that these

[56:40] animals are adapting to uh potential

[56:43] stress so everyone got injections but

[56:46] that the animals that were provided with

[56:48] enough nesting material we gave them uh

[56:50] 10 grams of nesting material in this

[56:52] study that they seem to adapt to these

[56:55] stressors much

[56:56] better so you may be thinking okay

[56:59] Briana so you know mice experienced a

[57:02] lot of stress in the wild you know they

[57:05] uh it gets really cold sometimes food

[57:08] they can't find food um and actually one

[57:10] of my favorite anecdotes is that um mice

[57:14] had been documented to live and breed in

[57:17] meat freezers so this is40 degrees

[57:20] Celsius however in the laboratory they

[57:22] will uh become hypo thermic within 12 to

[57:26] 26 minutes at about the same temperature

[57:28] so the question becomes why is it one

[57:30] can flourish in essentially a

[57:33] temperature and one can't well really if

[57:35] we think about it animals exist to

[57:37] behave and they use behavior in order to

[57:40] control the

[57:41] environment so even though it's a

[57:44] stressor it really depends on the

[57:46] animals ability to feel like they can

[57:48] control that stressor and create let's

[57:50] say a small microclimate a nice warm

[57:53] Nest inside of a meat freezer and they

[57:55] can stay warm um so really Behavior

[57:58] gives animals the ability to control or

[58:00] even their perception of controlling

[58:02] stressors and this was very well

[58:05] illustrated by a fabulous researcher um

[58:08] named Vice in 1970 and what he found was

[58:11] that rats who were uh subjected to an

[58:14] electric shock um animals that were

[58:16] given an indicator like a little lights

[58:19] as to when the shock was going to occur

[58:21] they uh did not show the same stress

[58:23] responses as did the animals that ex

[58:26] receive the same intensity and duration

[58:28] of the shock so the rats on the left

[58:31] that didn't get the indicator they had

[58:32] ulcers and some of those animals died

[58:34] whereas these other animals on the right

[58:36] that had the queue that told them when

[58:37] it was coming um did not have any of

[58:41] those physiological

[58:44] alterations so in conclusion and I

[58:46] realize I've gone really long because

[58:48] I'm really excited about telling

[58:49] everyone about this um that the lab

[58:52] environment is not very welld designed

[58:53] for animals that live within it and that

[58:55] ultimately stress is inevitable but when

[58:58] you think about your animals try and

[59:00] figure out how you can give them the

[59:02] tools to control the stressors around

[59:04] them so that they can build different

[59:07] types of enrichments and um shelter

[59:09] themselves from those stressors and

[59:11] really the right environmental

[59:13] enrichment can can help with that and so

[59:16] don't worry about the stressors if you

[59:18] give the animals the tools to control

[59:22] them and with that I will take question

[59:25] I know I've gone long but um I'm happy

[59:28] to answer any that anybody might

[59:33] have thank you Dr Gaskill for that

[59:36] informative presentation it's time for

[59:38] Q&A so if you have a question you'd like

[59:40] to ask Dr Gasco please do so now just

[59:43] click on the green Q&A button at the

[59:44] lower left of the presentation window

[59:46] type your question into the box that

[59:48] appears on the screen and click on the

[59:49] send button we'll answer as many of your

[59:52] questions as we have time for so let's

[59:54] get started

[59:55] our first question is from susette at

[59:57] novaris institutes for biomedical

[59:59] research and she asks is there data of

[01:00:02] this nature for induced stress

[01:00:04] activators for dogs and

[01:00:10] monkeys I'm guessing you're asking if

[01:00:13] it's the same environmental stressors

[01:00:15] and there is some research especially in

[01:00:18] non-human primates that does show that

[01:00:19] there are um I think specifically uh the

[01:00:23] lack of retreat space those animals do

[01:00:25] show increased stress responses I'm not

[01:00:28] familiar with much of the dog research

[01:00:30] so I don't feel like I can answer that

[01:00:32] um but I think the research does exist

[01:00:34] It's just sometimes very hard to find

[01:00:37] and it's it's fairly limited um overall

[01:00:41] but there are there is literature in um

[01:00:44] non-human primat I do know that as far

[01:00:46] as environmental

[01:00:51] stressors okay Jeff from ukcs asks about

[01:00:55] nesting material is that 8 to 10 gr per

[01:00:58] mouse or per box or

[01:01:06] what excellent question I'm really glad

[01:01:09] somebody asked that so in this

[01:01:10] particular study um it was 8 to 10 grams

[01:01:13] for three mice um and so as you may have

[01:01:17] larger cages and more animals um you

[01:01:20] start to see a trade-off so now you have

[01:01:22] more bodies in the cage so they can

[01:01:24] huddle better and conserve more heat but

[01:01:27] at the same time the mass gets bigger

[01:01:28] and so you might need more material to

[01:01:31] potentially um cover the entire group of

[01:01:34] animals so I would say at least within

[01:01:37] typical caging um where you might have

[01:01:39] up to F four to five mice I would think

[01:01:43] that right around 10 would probably be

[01:01:45] okay but unfortunately we haven't done

[01:01:47] the research to look at you know how

[01:01:50] does that tradeoff as you add more

[01:01:52] animals can you you know are they as

[01:01:54] cold or are they able to huddle and

[01:01:56] conserve more heat through that um so

[01:01:59] that I I can't really specifically

[01:02:01] address because we haven't done that

[01:02:02] research yet but the 8 to 10 grams was

[01:02:05] for three mice in a

[01:02:13] cage Hank from metc metc asks getting

[01:02:17] back to the ultrasound noise have you

[01:02:19] used a sound attenuation chamber in your

[01:02:21] studies if so which one and if not which

[01:02:24] one would you consider using in your

[01:02:31] research so unfortunately I haven't done

[01:02:35] a a ton of ultrasound research um and

[01:02:38] trying to figure out how to reduce the

[01:02:41] amount of ultrasound within a viarum um

[01:02:43] so I can't really give you any

[01:02:45] recommendations as far as attenuating um

[01:02:49] structures but uh one of the really best

[01:02:52] ways to do it is to go buy a cheap and

[01:02:56] easy uh bat detector and you can walk

[01:02:59] around to different things within the

[01:03:01] environment up to the lights around the

[01:03:03] computer monitors around the computer um

[01:03:06] and identify where that ultrasound is

[01:03:08] coming from because the bat detector

[01:03:10] will take that ultrasound down to levels

[01:03:12] that we can hear so you can identify

[01:03:14] where the ultrasound is coming from to

[01:03:16] try and reduce it the thing that's

[01:03:18] really cool about ultrasound is thinking

[01:03:20] about it in terms of line of sight so if

[01:03:23] ultrasound is coming this way if you

[01:03:24] just put up a physical block like this

[01:03:27] it actually won't pass through um

[01:03:30] because it's so high frequency those

[01:03:32] weight those sounds just doesn't travel

[01:03:35] very well and so all you'd have to do is

[01:03:37] just set up a block um so some people

[01:03:39] will use like a

[01:03:40] plexiglass um almost like a divider and

[01:03:43] you don't necessarily have to put it on

[01:03:45] your computer uh where the sound is

[01:03:46] coming out but just putting it a little

[01:03:48] bit away so obviously the fan and

[01:03:50] whatever can still ventilate within the

[01:03:52] computer but it will stop the ultrasound

[01:03:55] transmitting across the room so just

[01:03:57] identifying where they where it's coming

[01:03:59] from is probably the first step of

[01:04:01] eliminating

[01:04:08] it we are out of time I would like to

[01:04:11] once again thank Dr ban gasal for her

[01:04:13] presentation do you have any final

[01:04:15] comments for us

[01:04:20] today well I think I've commented a lot

[01:04:23] since I went over time and I appreciate

[01:04:25] everybody who stuck in there um but just

[01:04:27] start thinking about thinking about your

[01:04:29] species that you're working with and how

[01:04:32] they may be perceiving the environment

[01:04:34] around them and how that may be creating

[01:04:35] some stress and how you can take some

[01:04:38] steps to attempt to alleviate it or

[01:04:40] provide them with the tools that they

[01:04:41] can control

[01:04:46] it thanks again I would also like to

[01:04:49] thank our sponsor labroots for making

[01:04:51] today's educational webcast possible

[01:04:53] this is an educ ational webinar and thus

[01:04:55] offers free race continuing education

[01:04:57] credits after the webinar is over and to

[01:05:00] get your C credits click on the C button

[01:05:02] located in the bottom leftand corner of

[01:05:04] your web page before we go I want to let

[01:05:06] everyone know that today's webcast will

[01:05:08] be available for on demand viewing

[01:05:10] through August 4th 2016 you'll receive

[01:05:13] an email from labroots letting you know

[01:05:15] when this webcast will be available for

[01:05:17] replay please share that announcement

[01:05:19] with your colleagues who have missed

[01:05:20] today's live event that's all for now

[01:05:23] thanks for joining us