WGS: May 6-9, 2019

Whole-Genome Sequencing (WGS): A Tutorial and Hands-on Workshop

Whole-Genome Sequencing (WGS): A Tutorial and Hands-on Workshop to Help Understand Its Application to Food Safety

May 6-9, 2019

Whole-Genome Sequencing (WGS) is revolutionizing our understanding of the bacterial genome and is increasingly being used to improve food safety. WGS has been used as part of foodborne outbreak investigations, both domestically and globally, to trace the source of outbreaks. Furthermore, we are just beginning to utilize the full power of improved DNA and RNA sequencing technologies to understand microbial communities and their impact on the farm-to-fork continuum to better improve the quality and safety of food and public health. However, sequencing analysis is more complex than previous methodologies and requires advanced training in molecular techniques, data analysis, and data interpretation. This workshop will provide participants an overview of the various DNA and RNA sequencing technologies and allow for a hands-on demonstration of the various data analysis options – and the science behind them. Furthermore, FDA personnel will offer sessions on data interpretation so that participants can better understand how WGS is used as part of the regulatory decision-making process for foodborne outbreaks. FDA personnel will also provide sessions on how the application of WGS on foodborne pathogens can be used as part of a preventative control strategy and will be increasingly used to make safer food. Additionally, participants will have the opportunity to help shape the content of the course by responding to the attached questionnaire to comment or request specific sessions on topics related to WGS and food safety of their choosing, allowing for a more directed learning experience.

Questionnaire:

In order to better provide the most relevant content for IFSH stakeholders, we are asking for your feedback and interest in (1) attending a WGS course and (2) interest in a wide range of WGS-related topics to help us design the final course agenda.

Question Title

* 1. Please select all that applies. Your company is mainly involved in:

Food production

Food processing

Food storage

Food packaging

Food distribution

Other (please specify)

Question Title

* 2. Your company has:

1-50 employees

51-250 employees

251-1000 employees

1,000-10,000 employees

> 10,000 employees

Question Title

* 3. What is the maximum amount that you are willing to pay for a WGS course?

Up to $250

Up to $500

Up to $1000

Up to $1500

Up to $2000

Question Title

* 4. What is the maximum number of days you can dedicate to a WGS course?

2 days

3 days

4 days

5 days

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* 5. Course evaluations

No evaluation

Assignment based

Exam based

Assignment & exam based

Question Title

* 6. Should a certificate be awarded to the participants?

Yes

Question Title

* 7. Please rate the following topics below based on how interested you are
(1 being least interested and 10 being most interested).

	1	2	3	4	5	6	7	8	9	10
A. Introduction and overview of laboratory methods a. Culturing and sequencing	A. Introduction and overview of laboratory methods a. Culturing and sequencing 1	A. Introduction and overview of laboratory methods a. Culturing and sequencing 2	A. Introduction and overview of laboratory methods a. Culturing and sequencing 3	A. Introduction and overview of laboratory methods a. Culturing and sequencing 4	A. Introduction and overview of laboratory methods a. Culturing and sequencing 5	A. Introduction and overview of laboratory methods a. Culturing and sequencing 6	A. Introduction and overview of laboratory methods a. Culturing and sequencing 7	A. Introduction and overview of laboratory methods a. Culturing and sequencing 8	A. Introduction and overview of laboratory methods a. Culturing and sequencing 9	A. Introduction and overview of laboratory methods a. Culturing and sequencing 10
b. Laboratory requirements for sequencing on site	b. Laboratory requirements for sequencing on site 1	b. Laboratory requirements for sequencing on site 2	b. Laboratory requirements for sequencing on site 3	b. Laboratory requirements for sequencing on site 4	b. Laboratory requirements for sequencing on site 5	b. Laboratory requirements for sequencing on site 6	b. Laboratory requirements for sequencing on site 7	b. Laboratory requirements for sequencing on site 8	b. Laboratory requirements for sequencing on site 9	b. Laboratory requirements for sequencing on site 10
c. IT requirements for data analysis on site	c. IT requirements for data analysis on site 1	c. IT requirements for data analysis on site 2	c. IT requirements for data analysis on site 3	c. IT requirements for data analysis on site 4	c. IT requirements for data analysis on site 5	c. IT requirements for data analysis on site 6	c. IT requirements for data analysis on site 7	c. IT requirements for data analysis on site 8	c. IT requirements for data analysis on site 9	c. IT requirements for data analysis on site 10
d. Options for outsourcing WGS and data analysis	d. Options for outsourcing WGS and data analysis 1	d. Options for outsourcing WGS and data analysis 2	d. Options for outsourcing WGS and data analysis 3	d. Options for outsourcing WGS and data analysis 4	d. Options for outsourcing WGS and data analysis 5	d. Options for outsourcing WGS and data analysis 6	d. Options for outsourcing WGS and data analysis 7	d. Options for outsourcing WGS and data analysis 8	d. Options for outsourcing WGS and data analysis 9	d. Options for outsourcing WGS and data analysis 10
B. Introduction and importance of metadata (e.g. date of collection, location, isolate, source, etc...)	B. Introduction and importance of metadata (e.g. date of collection, location, isolate, source, etc...) 1	B. Introduction and importance of metadata (e.g. date of collection, location, isolate, source, etc...) 2	B. Introduction and importance of metadata (e.g. date of collection, location, isolate, source, etc...) 3	B. Introduction and importance of metadata (e.g. date of collection, location, isolate, source, etc...) 4	B. Introduction and importance of metadata (e.g. date of collection, location, isolate, source, etc...) 5	B. Introduction and importance of metadata (e.g. date of collection, location, isolate, source, etc...) 6	B. Introduction and importance of metadata (e.g. date of collection, location, isolate, source, etc...) 7	B. Introduction and importance of metadata (e.g. date of collection, location, isolate, source, etc...) 8	B. Introduction and importance of metadata (e.g. date of collection, location, isolate, source, etc...) 9	B. Introduction and importance of metadata (e.g. date of collection, location, isolate, source, etc...) 10
C. A brief history of sequencing technology and its advances in the past 5 decades (e.g. Sanger sequencing, second generation sequencing, etc.)	C. A brief history of sequencing technology and its advances in the past 5 decades (e.g. Sanger sequencing, second generation sequencing, etc.) 1	C. A brief history of sequencing technology and its advances in the past 5 decades (e.g. Sanger sequencing, second generation sequencing, etc.) 2	C. A brief history of sequencing technology and its advances in the past 5 decades (e.g. Sanger sequencing, second generation sequencing, etc.) 3	C. A brief history of sequencing technology and its advances in the past 5 decades (e.g. Sanger sequencing, second generation sequencing, etc.) 4	C. A brief history of sequencing technology and its advances in the past 5 decades (e.g. Sanger sequencing, second generation sequencing, etc.) 5	C. A brief history of sequencing technology and its advances in the past 5 decades (e.g. Sanger sequencing, second generation sequencing, etc.) 6	C. A brief history of sequencing technology and its advances in the past 5 decades (e.g. Sanger sequencing, second generation sequencing, etc.) 7	C. A brief history of sequencing technology and its advances in the past 5 decades (e.g. Sanger sequencing, second generation sequencing, etc.) 8	C. A brief history of sequencing technology and its advances in the past 5 decades (e.g. Sanger sequencing, second generation sequencing, etc.) 9	C. A brief history of sequencing technology and its advances in the past 5 decades (e.g. Sanger sequencing, second generation sequencing, etc.) 10
D. Comparing and contrasting different sequencing technologies (e.g. Illumina vs. Oxford Nanopore)	D. Comparing and contrasting different sequencing technologies (e.g. Illumina vs. Oxford Nanopore) 1	D. Comparing and contrasting different sequencing technologies (e.g. Illumina vs. Oxford Nanopore) 2	D. Comparing and contrasting different sequencing technologies (e.g. Illumina vs. Oxford Nanopore) 3	D. Comparing and contrasting different sequencing technologies (e.g. Illumina vs. Oxford Nanopore) 4	D. Comparing and contrasting different sequencing technologies (e.g. Illumina vs. Oxford Nanopore) 5	D. Comparing and contrasting different sequencing technologies (e.g. Illumina vs. Oxford Nanopore) 6	D. Comparing and contrasting different sequencing technologies (e.g. Illumina vs. Oxford Nanopore) 7	D. Comparing and contrasting different sequencing technologies (e.g. Illumina vs. Oxford Nanopore) 8	D. Comparing and contrasting different sequencing technologies (e.g. Illumina vs. Oxford Nanopore) 9	D. Comparing and contrasting different sequencing technologies (e.g. Illumina vs. Oxford Nanopore) 10
E. Introduction to quality control and standardization of sequence data (e.g. file formats, error rates, international harmonization efforts)	E. Introduction to quality control and standardization of sequence data (e.g. file formats, error rates, international harmonization efforts) 1	E. Introduction to quality control and standardization of sequence data (e.g. file formats, error rates, international harmonization efforts) 2	E. Introduction to quality control and standardization of sequence data (e.g. file formats, error rates, international harmonization efforts) 3	E. Introduction to quality control and standardization of sequence data (e.g. file formats, error rates, international harmonization efforts) 4	E. Introduction to quality control and standardization of sequence data (e.g. file formats, error rates, international harmonization efforts) 5	E. Introduction to quality control and standardization of sequence data (e.g. file formats, error rates, international harmonization efforts) 6	E. Introduction to quality control and standardization of sequence data (e.g. file formats, error rates, international harmonization efforts) 7	E. Introduction to quality control and standardization of sequence data (e.g. file formats, error rates, international harmonization efforts) 8	E. Introduction to quality control and standardization of sequence data (e.g. file formats, error rates, international harmonization efforts) 9	E. Introduction to quality control and standardization of sequence data (e.g. file formats, error rates, international harmonization efforts) 10
F. Introduction and overview of sequence analysis: a. A brief introduction to Linux system, command line and open-source tools with hands-on training with a test data set	F. Introduction and overview of sequence analysis: a. A brief introduction to Linux system, command line and open-source tools with hands-on training with a test data set 1	F. Introduction and overview of sequence analysis: a. A brief introduction to Linux system, command line and open-source tools with hands-on training with a test data set 2	F. Introduction and overview of sequence analysis: a. A brief introduction to Linux system, command line and open-source tools with hands-on training with a test data set 3	F. Introduction and overview of sequence analysis: a. A brief introduction to Linux system, command line and open-source tools with hands-on training with a test data set 4	F. Introduction and overview of sequence analysis: a. A brief introduction to Linux system, command line and open-source tools with hands-on training with a test data set 5	F. Introduction and overview of sequence analysis: a. A brief introduction to Linux system, command line and open-source tools with hands-on training with a test data set 6	F. Introduction and overview of sequence analysis: a. A brief introduction to Linux system, command line and open-source tools with hands-on training with a test data set 7	F. Introduction and overview of sequence analysis: a. A brief introduction to Linux system, command line and open-source tools with hands-on training with a test data set 8	F. Introduction and overview of sequence analysis: a. A brief introduction to Linux system, command line and open-source tools with hands-on training with a test data set 9	F. Introduction and overview of sequence analysis: a. A brief introduction to Linux system, command line and open-source tools with hands-on training with a test data set 10
b. Generating whole-genome sequence data from individual sequence reads	b. Generating whole-genome sequence data from individual sequence reads 1	b. Generating whole-genome sequence data from individual sequence reads 2	b. Generating whole-genome sequence data from individual sequence reads 3	b. Generating whole-genome sequence data from individual sequence reads 4	b. Generating whole-genome sequence data from individual sequence reads 5	b. Generating whole-genome sequence data from individual sequence reads 6	b. Generating whole-genome sequence data from individual sequence reads 7	b. Generating whole-genome sequence data from individual sequence reads 8	b. Generating whole-genome sequence data from individual sequence reads 9	b. Generating whole-genome sequence data from individual sequence reads 10
c. Identifying DNA differences (SNPS) between genomes of the same species	c. Identifying DNA differences (SNPS) between genomes of the same species 1	c. Identifying DNA differences (SNPS) between genomes of the same species 2	c. Identifying DNA differences (SNPS) between genomes of the same species 3	c. Identifying DNA differences (SNPS) between genomes of the same species 4	c. Identifying DNA differences (SNPS) between genomes of the same species 5	c. Identifying DNA differences (SNPS) between genomes of the same species 6	c. Identifying DNA differences (SNPS) between genomes of the same species 7	c. Identifying DNA differences (SNPS) between genomes of the same species 8	c. Identifying DNA differences (SNPS) between genomes of the same species 9	c. Identifying DNA differences (SNPS) between genomes of the same species 10
d. Using genomic information to create phylogenetic trees to understand the genetic relatedness (evolutionary history) of different bacterial genomes	d. Using genomic information to create phylogenetic trees to understand the genetic relatedness (evolutionary history) of different bacterial genomes 1	d. Using genomic information to create phylogenetic trees to understand the genetic relatedness (evolutionary history) of different bacterial genomes 2	d. Using genomic information to create phylogenetic trees to understand the genetic relatedness (evolutionary history) of different bacterial genomes 3	d. Using genomic information to create phylogenetic trees to understand the genetic relatedness (evolutionary history) of different bacterial genomes 4	d. Using genomic information to create phylogenetic trees to understand the genetic relatedness (evolutionary history) of different bacterial genomes 5	d. Using genomic information to create phylogenetic trees to understand the genetic relatedness (evolutionary history) of different bacterial genomes 6	d. Using genomic information to create phylogenetic trees to understand the genetic relatedness (evolutionary history) of different bacterial genomes 7	d. Using genomic information to create phylogenetic trees to understand the genetic relatedness (evolutionary history) of different bacterial genomes 8	d. Using genomic information to create phylogenetic trees to understand the genetic relatedness (evolutionary history) of different bacterial genomes 9	d. Using genomic information to create phylogenetic trees to understand the genetic relatedness (evolutionary history) of different bacterial genomes 10
e. Different methods of building a phylogenetic tree (e.g. SNP, cgMLST, wgMLST etc.)	e. Different methods of building a phylogenetic tree (e.g. SNP, cgMLST, wgMLST etc.) 1	e. Different methods of building a phylogenetic tree (e.g. SNP, cgMLST, wgMLST etc.) 2	e. Different methods of building a phylogenetic tree (e.g. SNP, cgMLST, wgMLST etc.) 3	e. Different methods of building a phylogenetic tree (e.g. SNP, cgMLST, wgMLST etc.) 4	e. Different methods of building a phylogenetic tree (e.g. SNP, cgMLST, wgMLST etc.) 5	e. Different methods of building a phylogenetic tree (e.g. SNP, cgMLST, wgMLST etc.) 6	e. Different methods of building a phylogenetic tree (e.g. SNP, cgMLST, wgMLST etc.) 7	e. Different methods of building a phylogenetic tree (e.g. SNP, cgMLST, wgMLST etc.) 8	e. Different methods of building a phylogenetic tree (e.g. SNP, cgMLST, wgMLST etc.) 9	e. Different methods of building a phylogenetic tree (e.g. SNP, cgMLST, wgMLST etc.) 10
G. Interpretation of Phylogenetic trees and its impact on foodborne outbreak investigation	G. Interpretation of Phylogenetic trees and its impact on foodborne outbreak investigation 1	G. Interpretation of Phylogenetic trees and its impact on foodborne outbreak investigation 2	G. Interpretation of Phylogenetic trees and its impact on foodborne outbreak investigation 3	G. Interpretation of Phylogenetic trees and its impact on foodborne outbreak investigation 4	G. Interpretation of Phylogenetic trees and its impact on foodborne outbreak investigation 5	G. Interpretation of Phylogenetic trees and its impact on foodborne outbreak investigation 6	G. Interpretation of Phylogenetic trees and its impact on foodborne outbreak investigation 7	G. Interpretation of Phylogenetic trees and its impact on foodborne outbreak investigation 8	G. Interpretation of Phylogenetic trees and its impact on foodborne outbreak investigation 9	G. Interpretation of Phylogenetic trees and its impact on foodborne outbreak investigation 10
H. Introduction and overview of FDA’s GenomeTrakr and its relationship to PulseNet, understanding how FDA and CDC use WGS	H. Introduction and overview of FDA’s GenomeTrakr and its relationship to PulseNet, understanding how FDA and CDC use WGS 1	H. Introduction and overview of FDA’s GenomeTrakr and its relationship to PulseNet, understanding how FDA and CDC use WGS 2	H. Introduction and overview of FDA’s GenomeTrakr and its relationship to PulseNet, understanding how FDA and CDC use WGS 3	H. Introduction and overview of FDA’s GenomeTrakr and its relationship to PulseNet, understanding how FDA and CDC use WGS 4	H. Introduction and overview of FDA’s GenomeTrakr and its relationship to PulseNet, understanding how FDA and CDC use WGS 5	H. Introduction and overview of FDA’s GenomeTrakr and its relationship to PulseNet, understanding how FDA and CDC use WGS 6	H. Introduction and overview of FDA’s GenomeTrakr and its relationship to PulseNet, understanding how FDA and CDC use WGS 7	H. Introduction and overview of FDA’s GenomeTrakr and its relationship to PulseNet, understanding how FDA and CDC use WGS 8	H. Introduction and overview of FDA’s GenomeTrakr and its relationship to PulseNet, understanding how FDA and CDC use WGS 9	H. Introduction and overview of FDA’s GenomeTrakr and its relationship to PulseNet, understanding how FDA and CDC use WGS 10
I. How FDA uses GenomeTrakr data in foodborne outbreak investigations	I. How FDA uses GenomeTrakr data in foodborne outbreak investigations 1	I. How FDA uses GenomeTrakr data in foodborne outbreak investigations 2	I. How FDA uses GenomeTrakr data in foodborne outbreak investigations 3	I. How FDA uses GenomeTrakr data in foodborne outbreak investigations 4	I. How FDA uses GenomeTrakr data in foodborne outbreak investigations 5	I. How FDA uses GenomeTrakr data in foodborne outbreak investigations 6	I. How FDA uses GenomeTrakr data in foodborne outbreak investigations 7	I. How FDA uses GenomeTrakr data in foodborne outbreak investigations 8	I. How FDA uses GenomeTrakr data in foodborne outbreak investigations 9	I. How FDA uses GenomeTrakr data in foodborne outbreak investigations 10
J. Introduction and demonstration of NCBI’s pathogen detection database	J. Introduction and demonstration of NCBI’s pathogen detection database 1	J. Introduction and demonstration of NCBI’s pathogen detection database 2	J. Introduction and demonstration of NCBI’s pathogen detection database 3	J. Introduction and demonstration of NCBI’s pathogen detection database 4	J. Introduction and demonstration of NCBI’s pathogen detection database 5	J. Introduction and demonstration of NCBI’s pathogen detection database 6	J. Introduction and demonstration of NCBI’s pathogen detection database 7	J. Introduction and demonstration of NCBI’s pathogen detection database 8	J. Introduction and demonstration of NCBI’s pathogen detection database 9	J. Introduction and demonstration of NCBI’s pathogen detection database 10
K. How WGS has replaced PFGE with case studies, presented by FDA’s Coordinated Outbreak and Response and Evaluation (CORE) for outbreak investigation	K. How WGS has replaced PFGE with case studies, presented by FDA’s Coordinated Outbreak and Response and Evaluation (CORE) for outbreak investigation 1	K. How WGS has replaced PFGE with case studies, presented by FDA’s Coordinated Outbreak and Response and Evaluation (CORE) for outbreak investigation 2	K. How WGS has replaced PFGE with case studies, presented by FDA’s Coordinated Outbreak and Response and Evaluation (CORE) for outbreak investigation 3	K. How WGS has replaced PFGE with case studies, presented by FDA’s Coordinated Outbreak and Response and Evaluation (CORE) for outbreak investigation 4	K. How WGS has replaced PFGE with case studies, presented by FDA’s Coordinated Outbreak and Response and Evaluation (CORE) for outbreak investigation 5	K. How WGS has replaced PFGE with case studies, presented by FDA’s Coordinated Outbreak and Response and Evaluation (CORE) for outbreak investigation 6	K. How WGS has replaced PFGE with case studies, presented by FDA’s Coordinated Outbreak and Response and Evaluation (CORE) for outbreak investigation 7	K. How WGS has replaced PFGE with case studies, presented by FDA’s Coordinated Outbreak and Response and Evaluation (CORE) for outbreak investigation 8	K. How WGS has replaced PFGE with case studies, presented by FDA’s Coordinated Outbreak and Response and Evaluation (CORE) for outbreak investigation 9	K. How WGS has replaced PFGE with case studies, presented by FDA’s Coordinated Outbreak and Response and Evaluation (CORE) for outbreak investigation 10
L. How WGS has replaced PFGE in FDA’s regulatory decision-making process	L. How WGS has replaced PFGE in FDA’s regulatory decision-making process 1	L. How WGS has replaced PFGE in FDA’s regulatory decision-making process 2	L. How WGS has replaced PFGE in FDA’s regulatory decision-making process 3	L. How WGS has replaced PFGE in FDA’s regulatory decision-making process 4	L. How WGS has replaced PFGE in FDA’s regulatory decision-making process 5	L. How WGS has replaced PFGE in FDA’s regulatory decision-making process 6	L. How WGS has replaced PFGE in FDA’s regulatory decision-making process 7	L. How WGS has replaced PFGE in FDA’s regulatory decision-making process 8	L. How WGS has replaced PFGE in FDA’s regulatory decision-making process 9	L. How WGS has replaced PFGE in FDA’s regulatory decision-making process 10
M. Use of GalaxyTrakr and other freely available and easy-to-use resources for data analysis	M. Use of GalaxyTrakr and other freely available and easy-to-use resources for data analysis 1	M. Use of GalaxyTrakr and other freely available and easy-to-use resources for data analysis 2	M. Use of GalaxyTrakr and other freely available and easy-to-use resources for data analysis 3	M. Use of GalaxyTrakr and other freely available and easy-to-use resources for data analysis 4	M. Use of GalaxyTrakr and other freely available and easy-to-use resources for data analysis 5	M. Use of GalaxyTrakr and other freely available and easy-to-use resources for data analysis 6	M. Use of GalaxyTrakr and other freely available and easy-to-use resources for data analysis 7	M. Use of GalaxyTrakr and other freely available and easy-to-use resources for data analysis 8	M. Use of GalaxyTrakr and other freely available and easy-to-use resources for data analysis 9	M. Use of GalaxyTrakr and other freely available and easy-to-use resources for data analysis 10
N. Beyond the use of WGS for foodborne outbreak detection: a. WGS for transient and resident pathogens in a facility	N. Beyond the use of WGS for foodborne outbreak detection: a. WGS for transient and resident pathogens in a facility 1	N. Beyond the use of WGS for foodborne outbreak detection: a. WGS for transient and resident pathogens in a facility 2	N. Beyond the use of WGS for foodborne outbreak detection: a. WGS for transient and resident pathogens in a facility 3	N. Beyond the use of WGS for foodborne outbreak detection: a. WGS for transient and resident pathogens in a facility 4	N. Beyond the use of WGS for foodborne outbreak detection: a. WGS for transient and resident pathogens in a facility 5	N. Beyond the use of WGS for foodborne outbreak detection: a. WGS for transient and resident pathogens in a facility 6	N. Beyond the use of WGS for foodborne outbreak detection: a. WGS for transient and resident pathogens in a facility 7	N. Beyond the use of WGS for foodborne outbreak detection: a. WGS for transient and resident pathogens in a facility 8	N. Beyond the use of WGS for foodborne outbreak detection: a. WGS for transient and resident pathogens in a facility 9	N. Beyond the use of WGS for foodborne outbreak detection: a. WGS for transient and resident pathogens in a facility 10
b. WGS and its impact on environmental sampling and preventive controls using case studies from the Eastern Shore and the South West	b. WGS and its impact on environmental sampling and preventive controls using case studies from the Eastern Shore and the South West 1	b. WGS and its impact on environmental sampling and preventive controls using case studies from the Eastern Shore and the South West 2	b. WGS and its impact on environmental sampling and preventive controls using case studies from the Eastern Shore and the South West 3	b. WGS and its impact on environmental sampling and preventive controls using case studies from the Eastern Shore and the South West 4	b. WGS and its impact on environmental sampling and preventive controls using case studies from the Eastern Shore and the South West 5	b. WGS and its impact on environmental sampling and preventive controls using case studies from the Eastern Shore and the South West 6	b. WGS and its impact on environmental sampling and preventive controls using case studies from the Eastern Shore and the South West 7	b. WGS and its impact on environmental sampling and preventive controls using case studies from the Eastern Shore and the South West 8	b. WGS and its impact on environmental sampling and preventive controls using case studies from the Eastern Shore and the South West 9	b. WGS and its impact on environmental sampling and preventive controls using case studies from the Eastern Shore and the South West 10
c. WGS and antimicrobial resistance monitoring on the farm-to-fork continuum	c. WGS and antimicrobial resistance monitoring on the farm-to-fork continuum 1	c. WGS and antimicrobial resistance monitoring on the farm-to-fork continuum 2	c. WGS and antimicrobial resistance monitoring on the farm-to-fork continuum 3	c. WGS and antimicrobial resistance monitoring on the farm-to-fork continuum 4	c. WGS and antimicrobial resistance monitoring on the farm-to-fork continuum 5	c. WGS and antimicrobial resistance monitoring on the farm-to-fork continuum 6	c. WGS and antimicrobial resistance monitoring on the farm-to-fork continuum 7	c. WGS and antimicrobial resistance monitoring on the farm-to-fork continuum 8	c. WGS and antimicrobial resistance monitoring on the farm-to-fork continuum 9	c. WGS and antimicrobial resistance monitoring on the farm-to-fork continuum 10
d. WGS and the Global Food Supply chain	d. WGS and the Global Food Supply chain 1	d. WGS and the Global Food Supply chain 2	d. WGS and the Global Food Supply chain 3	d. WGS and the Global Food Supply chain 4	d. WGS and the Global Food Supply chain 5	d. WGS and the Global Food Supply chain 6	d. WGS and the Global Food Supply chain 7	d. WGS and the Global Food Supply chain 8	d. WGS and the Global Food Supply chain 9	d. WGS and the Global Food Supply chain 10
e. The future of WGS and food safety	e. The future of WGS and food safety 1	e. The future of WGS and food safety 2	e. The future of WGS and food safety 3	e. The future of WGS and food safety 4	e. The future of WGS and food safety 5	e. The future of WGS and food safety 6	e. The future of WGS and food safety 7	e. The future of WGS and food safety 8	e. The future of WGS and food safety 9	e. The future of WGS and food safety 10
f. High-Throughput or Next-Generation sequencing (HTS/NGS) in metagenomics studies of environmental samples	f. High-Throughput or Next-Generation sequencing (HTS/NGS) in metagenomics studies of environmental samples 1	f. High-Throughput or Next-Generation sequencing (HTS/NGS) in metagenomics studies of environmental samples 2	f. High-Throughput or Next-Generation sequencing (HTS/NGS) in metagenomics studies of environmental samples 3	f. High-Throughput or Next-Generation sequencing (HTS/NGS) in metagenomics studies of environmental samples 4	f. High-Throughput or Next-Generation sequencing (HTS/NGS) in metagenomics studies of environmental samples 5	f. High-Throughput or Next-Generation sequencing (HTS/NGS) in metagenomics studies of environmental samples 6	f. High-Throughput or Next-Generation sequencing (HTS/NGS) in metagenomics studies of environmental samples 7	f. High-Throughput or Next-Generation sequencing (HTS/NGS) in metagenomics studies of environmental samples 8	f. High-Throughput or Next-Generation sequencing (HTS/NGS) in metagenomics studies of environmental samples 9	f. High-Throughput or Next-Generation sequencing (HTS/NGS) in metagenomics studies of environmental samples 10
g. High-Throughput or Next-Generation sequencing (HTS/NGS) transcriptomics studies of biochemical capabilities of a strain or community of organisms of interest	g. High-Throughput or Next-Generation sequencing (HTS/NGS) transcriptomics studies of biochemical capabilities of a strain or community of organisms of interest 1	g. High-Throughput or Next-Generation sequencing (HTS/NGS) transcriptomics studies of biochemical capabilities of a strain or community of organisms of interest 2	g. High-Throughput or Next-Generation sequencing (HTS/NGS) transcriptomics studies of biochemical capabilities of a strain or community of organisms of interest 3	g. High-Throughput or Next-Generation sequencing (HTS/NGS) transcriptomics studies of biochemical capabilities of a strain or community of organisms of interest 4	g. High-Throughput or Next-Generation sequencing (HTS/NGS) transcriptomics studies of biochemical capabilities of a strain or community of organisms of interest 5	g. High-Throughput or Next-Generation sequencing (HTS/NGS) transcriptomics studies of biochemical capabilities of a strain or community of organisms of interest 6	g. High-Throughput or Next-Generation sequencing (HTS/NGS) transcriptomics studies of biochemical capabilities of a strain or community of organisms of interest 7	g. High-Throughput or Next-Generation sequencing (HTS/NGS) transcriptomics studies of biochemical capabilities of a strain or community of organisms of interest 8	g. High-Throughput or Next-Generation sequencing (HTS/NGS) transcriptomics studies of biochemical capabilities of a strain or community of organisms of interest 9	g. High-Throughput or Next-Generation sequencing (HTS/NGS) transcriptomics studies of biochemical capabilities of a strain or community of organisms of interest 10

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* 1. Please select all that applies. Your company is mainly involved in:

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* 2. Your company has:

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* 3. What is the maximum amount that you are willing to pay for a WGS course?

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* 4. What is the maximum number of days you can dedicate to a WGS course?

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* 5. Course evaluations

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* 6. Should a certificate be awarded to the participants?

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* 7. Please rate the following topics below based on how interested you are (1 being least interested and 10 being most interested).

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* 8. Please add your comments/suggestions/recommendations if any:

* 7. Please rate the following topics below based on how interested you are
(1 being least interested and 10 being most interested).