Performance and feeding behavior of Holstein and Holstein × Gyr crossbred heifers grazing temperate forages.

This study aimed to investigate the difference between Holstein and Holstein × Gyr breeds on feeding behavior and performance of heifers grazing temperate pasture. The experiment was carried out in 89 days, split into 14 days of adaptation, and 3 periods of 25 days. Two treatments were used: Holstein (HOL; n = 7) and Holstein × Gyr (HG; n = 7). Heifers grazed a consortium of ryegrass and bristle oats and were supplemented individually daily with cornmeal at 0.33% of body weight plus 5 kg/day of corn silage. For 3 consecutive days, feeding behavior was observed for individual animals from direct visual observation recording at 10-min intervals. The digestibility trial was performed on day (d) 16 to d24 of each period. Body measurements and weight were taken at d0 and at d23, 24, and 25 of each period. Grazing duration, grazing frequency, and bite rate were greater for HOL than those for HG. Rumination characteristics, intake, digestibility, and body measurements were not affected by breed. Breeds had differences in grazing characteristics, but they did not influence performance or intake parameters. Therefore, HOL and HG heifers managed under temperate pasture in tropical countries have similar performances.

Technical note: ShinyAnimalCV: open-source cloud-based web application for object detection, segmentation, and three-dimensional visualization of animals using computer vision.

Computer vision (CV), a non-intrusive and cost-effective technology, has furthered the development of precision livestock farming by enabling optimized decision-making through timely and individualized animal care. The availability of affordable two- and three-dimensional camera sensors, combined with various machine learning and deep learning algorithms, has provided a valuable opportunity to improve livestock production systems. However, despite the availability of various CV tools in the public domain, applying these tools to animal data can be challenging, often requiring users to have programming and data analysis skills, as well as access to computing resources. Moreover, the rapid expansion of precision livestock farming is creating a growing need to educate and train animal science students in CV. This presents educators with the challenge of efficiently demonstrating the complex algorithms involved in CV. Thus, the objective of this study was to develop ShinyAnimalCV, an open-source cloud-based web application designed to facilitate CV teaching in animal science. This application provides a user-friendly interface for performing CV tasks, including object segmentation, detection, three-dimensional surface visualization, and extraction of two- and three-dimensional morphological features. Nine pre-trained CV models using top-view animal data are included in the application. ShinyAnimalCV has been deployed online using cloud computing platforms. The source code of ShinyAnimalCV is available on GitHub, along with detailed documentation on training CV models using custom data and deploying ShinyAnimalCV locally to allow users to fully leverage the capabilities of the application. ShinyAnimalCV can help to support the teaching of CV, thereby laying the groundwork to promote the adoption of CV in the animal science community.

The integration of cameras and data science has great potential to revolutionize livestock production systems, making them more efficient and sustainable by replacing human-based management with real-time individualized animal care. However, applying these digital tools to animal data presents challenges that require computer programming and data analysis skills, as well as access to computing resources. Additionally, there is a growing need to train animal science students to analyze image or video data using data science algorithms. However, teaching computer programming to all types of students from the ground up can prove complicated and challenging. Therefore, the objective of this study was to develop ShinyAnimalCV, a user-friendly online web application that supports users to learn the application of data science to analyze animal digital video data, without the need for complex coding. The application includes nine pre-trained models for detecting and segmenting animals in image data and can be easily accessed through a web browser. We have also made the source code and detailed documentation available online for advanced users who wish to use the application locally. This software tool facilitates the teaching of digital animal data analysis in the animal science community, with potential benefits to livestock production systems.

Behavioral and Physiological Reactions to a Sudden Novel Object in the Weanling Horse: Quantitative Phenotypes for Future GWAS.

The startle response can be defined as a reflexive reaction to the sudden appearance of a novel stimulus that influences the survival and resilience of animals. In domesticated species, the behavioral component of the startle response can, in some cases, cause serious injury to the animal or human handlers if inappropriately expressed. Here, we describe a longitudinal study in a population of stock-type horses that quantified behavioral startle responses elicited by the presentation of a sudden novel object (rapidly opening umbrella). The study was performed in weanling foals across four consecutive years (n = 74, mean age = 256 days). Behavioral assays for the startle response phenotype focused on six behavioral variables: latency to return to the feed pan (seconds), maximum distance fled (meters), proportion of time spent walking or trotting (seconds), and how long a horse spent standing facing away from or toward the novel object. We observed behavioral startle response variables in relation to cardiac response, age, and sex for each individual. Each horse's cardiac startle response pattern was determined and categorized into heart rate response cluster groups identified as accelerators and decelerators. Using principal component analysis (PCA) with a factor rotation, we identified "startle response" phenotypes that summarize the behavioral and physiological variables. The largest component of variation, Factor 1, comprised 32.5% of the behavioral variable with a positive correlation with latency and distance, and was not influenced by sex or age. Factor 2 comprised 23.2% of the variation, and was positively correlated with activity level performed such as proportion of time spent walking and/or trotting. Horses with the accelerator type cardiac response had significantly higher Factor 1 scores than decelerators but did not differ in Factor 2. Future work includes expanding our sample size to conduct a genome-wide association study (GWAS) to identify novel genetic loci influencing behavioral startle reactions using recorded behavioral and physiological phenotypes.

Social networks respond to a disease challenge in calves.

Changes in network position and behavioral interactions have been linked with infectious disease in social animals. Here, we investigate the effects of an experimental disease challenge on social network centrality of group-housed Holstein bull dairy calves. Within group-housed pens (6/group) calves were randomly assigned to either a previously developed challenge model, involving inoculation with Mannheimia haemolytia (n = 12 calves; 3 calves/group) or a control involving only saline (n = 12 calves; 3 calves/group). Continuous behavioral data were recorded from video on pre-treatment baseline day and for 24 h following inoculation to describe social lying frequency and duration and all active social contact between calves. Mixed-model analysis revealed that changes in network position were related to the challenge. Compared to controls, challenged calves had reduced centrality and connectedness, baseline to challenge day. On challenge day, challenged calves were less central in the directed social contact networks (lower degree, strength and eigenvector centrality), and initiated contact (higher out-degree) with more penmates, compared to healthy calves. This finding suggests that giving rather than receiving affiliative social contact may be more beneficial for challenged calves. This is the first study demonstrating that changes in social network position coincide with an experimental challenge of a respiratory pathogen in calves.

Effects of Social Housing on Dairy Calf Social Bonding.

Social housing for dairy calves has a range of benefits for social development, yet there is limited understanding of how social bonds form early in life. We characterized effects of early life social contact on the development of social preference for calves varying in familiarity. A total of 40 calves were tested in a social preference test at 4 weeks of age to assess the formation of social bonds and preference for their peers. Within an open-field social preference test, focal calves were presented with two stimulus calves, one 'more familiar' and one 'less familiar'. We found that pair-housed calves spent more time in close proximity with either stimulus calf and had a greater preference for their pen-mate, compared to another calf reared within visual contact. Individually housed calves exhibited no preference for calves reared within visual but not physical contact compared to calves that were completely unfamiliar. Of the calves that approached both stimulus calves, individually housed calves that approached the 'less familiar' calf first spent less time near the 'more familiar' calf, whereas behavior of pair-housed calves was not affected by the first calf approached. These results suggest that physical contact is necessary for the development of social bonds in young dairy calves, and early life social housing may support the development of normal social behavior in dairy cattle.

Impact of Stationary Brush Quantity on Brush Use in Group-Housed Dairy Heifers.

Our objectives were to evaluate the effect of stationary brush quantity on brush use and competition in weaned dairy heifers naïve to brushes. Sixty-three Holstein heifers (95 ± 5.7 days old) were housed in groups of eight (with the exception of 1 group of 7) with two or four stationary brushes (n = 4 groups/treatment). Brush-directed behaviors of grooming, oral manipulation, and displacements were recorded continuously for all heifers 0-6, 18-24, 120-126 and 138-144 h after brush exposure. Linear mixed models were used to evaluate the effects of brush quantity and exposure duration. Total brush use and competition were not affected by brush quantity, but heifers with access to more brushes used them for longer bouts, suggesting greater opportunity for uninterrupted use. Total brush use was greater in the first and final 6 h observation periods, which was driven by the greatest duration of oral manipulation and grooming in those respective periods. The continued use of brushes by all heifers in the final period indicates the importance of providing appropriate outlets for these natural behaviors to promote animal welfare. The effect of brush quantity on bout characteristics suggests that brush use was less restricted with four compared to two brushes per eight heifers.

Early-life heat stress exposure impacts dairy calf feeding and thermoregulatory behavior.

Heat stress has well-known influences on dairy calf physiology, but less is understood about calf behavioral responses to heat stress. Herein, we evaluated milk replacer intake, standing activity, and lying behaviors of calves exposed to prenatal or postnatal heat stress or both. Holstein calves were born to dams experiencing heat stress (HT; shade of a freestall barn) or cooling (CL; shade, fans, and soakers) during late gestation [~44 d before calving, prenatal; mean daily temperature-humidity index (THI) = 78]. They were then subsequently exposed to postnatal heat stress (shade and natural ventilation of an open-sided barn) or cooling (shade of the barn and forced ventilation by fans) from birth to weaning (56 d; mean daily THI = 77; n = 12 per prenatal × postnatal treatment). Heat stress was confirmed by elevated respiration rate and rectal temperature of the prenatal dam and the postnatal calf. Calves were group-housed with automatic milk feeders, from which milk replacer (MR) intake was assessed. Calf behavior was monitored using loggers and video. Postnatal-HT calves tended to consume less MR per hour in the late morning and drank less MR per visit relative to postnatal-CL calves. Postnatal-HT calves spent more time lying laterally and less time lying sternally in a tucked position during overnight hours. Prenatal-HT calves stood longer across the day, particularly overnight, compared with prenatal-CL calves. This study characterized behavioral responses of preweaning dairy calves exposed to chronic heat stress or active cooling during early-life developmental windows.

Effects of hay provision and presentation on cognitive development in dairy calves.

In the dairy industry, feeding management has considerable influence on calf behavioral development, yet there is limited understanding of how aspects of diet or accommodating more varied feeding behavior may affect cognitive development in young calves. The objective of this study was to evaluate effects of provision and presentation of hay on the cognitive ability of pre-weaned dairy calves. Individually-housed Holstein heifer calves were assigned at birth to 1 of 3 treatments: pelleted starter only (n = 10), hay (chopped to 5 cm) and starter provided in separate buckets (n = 12), or hay and starter offered as a mixture (n = 11). During week 5 of age, calves were tested daily in a learning task consisting of a T-maze with a milk reward (0.2 L milk) placed in one arm. Calves were subjected to an initial learning and reversal learning stage, where the reward location was changed to the opposite arm of the maze. Calves received 5 sessions/d until they met learning criterion (moving directly to correct side in 3 consecutive sessions) for initial and reversal learning. Dietary treatment did not affect pass rate or the number of sessions required to pass the initial learning stage. During the reversal learning stage, calves provided only starter had a lower pass rate (0.038, during first 8 testing session) early during testing than calves provided hay separately (0.20; P = 0.020) and tended to have a lower pass rate than calves provided hay as a mixture (0.14; P = 0.057). Calves provided only starter also tended to require more sessions to meet the learning criterion (15.8) than both calves provided hay separately (10.8; P = 0.089) and as a mixture (11.8; P = 0.10). Calves provided hay also kicked less and spent more time sniffing or licking the testing area. The results of this experiment indicate that provision of hay may affect behavioral flexibility in dairy calves.

Technical note: validation of a system for monitoring individual behavior in beef heifers.

The objectives of the 2 studies conducted were to validate the accuracy of an automated monitoring device (AMD; HR-LDn tags, SCR Engineers Ltd., Netanya, Israel) for different types of behaviors or cow-states (side lying, resting, medium activity, high activity, rumination, grazing, walking, and panting) in beef heifers and to determine if the total time per cow-state recorded by the AMD corresponds to the total time per cow-state recorded by instantaneous observations. Cow-state is recorded every second and, within 1 min, the most prevalent cow-state is considered to be the behavior presented by the animal during that interval. Study personnel (n = 2) observed heifers (n = 10) for 20 min from 0800 to 1140 h and 10 min from 1500 to 1640 h during 4 consecutive days and recorded continuously each cow-state at started and ended. Thus, study personnel were able to determine within a 1-min interval, which cow-state was most prevalent and represented the heifer's behavior. Because the proprietary machine learning algorithm prioritizes certain behaviors over others based on their contribution to the understanding of generalized bovine behavior patterns, we also determined the most prevalent behavior observed in 5-min intervals. Test characteristics (sensitivity, specificity, accuracy, and negative and positive predicted values) were calculated using the observer as the gold standard. In study 2, heifer behavior was scanned by observers (n = 2) every 5 min from 0800 to 1100 h and 1500 to 1800 h for 3 consecutive days. Total minutes per cow-state according to the observer were compared with the total minutes per cow-state according to the AMD during the same period to determine the correlation coefficient. In study 1, test characteristics were high (low ≤ 40%, moderate = 41 to 74%, high ≥ 75%) for rumination (≥ 89.7%), grazing (≥ 76.5%), and side lying (≥ 81.8%), and moderate for resting (≥ 48.8%). In study 2, the correlation coefficient for rumination (R2 = 0.92) and grazing (R2 = 0.90) were high and the correlation coefficient for resting (R2 = 0.66) and walking (R2 = 0.33) were moderate. We conclude that the AMD used in this study showed high accuracy when measuring rumination and grazing, but it was subpar when measuring resting and walking. The algorithms employed by the AMD used need to be improved for determination of walking and resting behaviors of beef cattle.

Identifying the optimal course delivery platform in an undergraduate animal behavior research course.

There is a critical need to evaluate pedagogical delivery platforms best suited for undergraduates in the information age. Our goal was to identify the optimum course delivery platform for a basic research course based on student performance and critical thinking scores. Students were expected to plan, conduct, and report on an animal behavior research project of their own design. The course was taught in three different formats: traditional, online, and flipped, over 2 yr by the same instructor at both the University of Florida and Santa Fe College. Student assessments included weekly quizzes, assignments, a written report, a poster presentation, and attendance. We conducted pre- and postassessments using the Cornell Critical Thinking Test (CCTT). Students' grades differed depending on format delivery and were also different between University of Florida and Santa Fe College students. For students at the University of Florida, quiz grades and poster grades did not differ (P < 0.50) between formats. However, assignment grades (P = 0.04) and report grades (P < 0.001) differed by format and were higher in the flipped and online-only version of the course, compared with traditional. For students at the Santa Fe College, quiz grades (P = 0.71) did not differ, but assignment (P < 0.001), report (P = 0.003), and poster (P < 0.001) grades were higher in the flipped and traditional format of the course. Within the flipped format at the University of Florida, student CCTT scores increased (P < 0.001) between pre- and posttest, whereas the scores within the other formats did not differ. When we compared the magnitude of change between pre- and posttest scores across formats, students at the University of Florida in the flipped format tended (P = 0.060) to have a greater gain than students in the online format. For students at Santa Fe College, there was no difference between pre- and posttest CCTT scores for any format, and the magnitude of change in scores did not differ between formats. Overall, our results suggest that teaching format influences student grades and critical thinking scores. Different effects were seen in different student populations; however, positive effects of the flipped format on student grades were seen at both institutions. In conclusion, flipped format courses may improve learning and critical thinking in an early research-based course.