DOCSLIB.ORG

Pima Medical Institute

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Pima Medical Institute ® Trusted. Respected. Preferred. CATALOG 2015 - 2016 Campus Locations Albuquerque Houston (505) 881-1234 (713) 778-0778 4400 Cutler Avenue N.E. 10201 Katy Freeway Albuquerque, NM 87110 Houston, TX 77024 Albuquerque West Las Vegas (505) 890-4316 (702) 458-9650 8601 Golf Course Road N.W. 3333 E. Flamingo Road Albuquerque, NM 87114 Las Vegas, NV 89121 Aurora Mesa (303) 368-7462 (480) 644-0267 13750 E. Mississippi Avenue 957 S. Dobson Road Aurora, CO 80012 Mesa, AZ 85202 Chula Vista Phoenix (619) 425-3200 (602) 265-7462 780 Bay Boulevard, Ste. 101 1445 E. Indian School Road Chula Vista, CA 91910 Phoenix, AZ 85014 Colorado Springs Renton (719) 482-7462 (425) 228-9600 3770 Citadel Drive North 555 S. Renton Village Place Colorado Springs, CO 80909 Renton, WA 98057 Denver Seattle (303) 426-1800 (206) 322-6100 7475 Dakin Street 9709 Third Avenue N.E., Ste. 400 Denver, CO 80221 Seattle, WA 98115 East Valley (Mesa, AZ) Tucson (480) 898-9898 (520) 326-1600 2160 S. Power Road 3350 E. Grant Road Mesa, AZ 85209 Tucson, AZ 85716 El Paso (915) 633-1133 8375 Burnham Road El Paso, TX 79907 Visit us at pmi.edu CV-201504 “…the only real measuring stick of a school’s success is the achievement of its students.” Richard L. Luebke, Jr. History, Philosophy, and Mission of Pima Medical Institute Welcome to Pima Medical Institute (PMI). The history of our school is a success story that has its roots in the vision of its owners and founders, a dynamic husband and wife team. In January 1972, Richard Luebke, Sr. and Jo Ann Luebke began their dream of offering quality medical career education in Tucson, Arizona. Their dream quickly became a reality, as the demand for affordable training grew. By January 1983, the Accrediting Bureau of Health Education Schools approved PMI for institutional accreditation. With the heightened need for high quality medical career education, additional campuses were introduced: Tucson, Arizona (Main Campus) – 1972 Renton, Washington – 2004 Albuquerque, New Mexico – 1985 Albuquerque West, New Mexico (Main Campus) – 2005 Mesa, Arizona – 1986 East Valley, Mesa – 2008 Denver, Colorado – 1988 Houston, Texas – 2009 Seattle, Washington – 1989 Aurora, Colorado (Main Campus) – 2010 Chula Vista, California – 1998 El Paso, Texas – 2014 Colorado Springs, Colorado – 2002 Phoenix, Arizona – 2014 Las Vegas, Nevada – 2003 Our family and employee owned and operated schools have maintained a student-centered philosophy since opening the doors in 1972. The guiding philosophy of the institute is based in a firm belief in the worth and potential of each student. Following the belief that the seeds for future growth must be planted in the classroom, PMI has expanded its medical career college locations across the Western United States. PMI takes pride in its unique programs, quality of training, and professional environment that promote a student’s sense of discovery, excellence, and self worth. Thousands graduate each year with a Certificate or Degree from PMI, and the majority of those graduates are placed into jobs. PMI is committed to preparing competent medical professionals who can meet the expectations of 21st century employers. The mission of the institute is to improve the quality of people’s lives by providing the best value in medical career education. Truly, a few months at PMI can change your life! Best of luck in your pursuit of higher education and life-long learning. Sincerely, Fred Freedman, CEO Pima Medical Institute Officers: Chief Executive Officer: Fred Freedman Chief Financial Officer and Board Treasurer: Richard Almeroth Vice President and Board Secretary: Liby Lentz Vice President: Michael Niggl Pima Medical Institute Corporate Directors: Director of Admissions: Wendy Doolin Director of Education: Dionne Billick Director of Financial Aid: Michael Niggl Director of Human Resources: Liby Lentz Director of Information Technology: Kory Gray Richard L. Luebke, Jr., Chairman of the Board (left) Director of Marketing: Erin Fitzgerald Mark P. Luebke, Former President (right) Director of Online Education: Deborah Ayers Director of Lead Management: Christopher Luebke Richard L. Luebke Sr., Founder 1972-2008 1 Table of Contents Institutional History, Philosophy, and Mission . .1 . Campus Locations and Information . 4 Accreditation and Approval Agencies . .14 . Programmatic Accreditation . 18. Definition and Transfer of Credit . 19. General Education, Technical Education, and Related Education . .19 . Course Numbering Definition . .19 . Delivery Method . 19. Technology Requirements for Online Courses . 19 Distance Education Communication . 20 Career Prep . 20. Degree Completion Programs . .20 . Certificate Programs . .21 Dental Assistant . 22 Dental Assistant (Chula Vista) ............................................................. 25 Diagnostic Medical Sonography. 28 Emergency Medical Technician ............................................................31 Massage Therapy .......................................................................32 Medical Administrative Assistant . 35 Medical Assistant .......................................................................38 Nursing Assistant/Nurse Aide .............................................................. 41 Patient Care Technicain ..................................................................42 Pharmacy Technician ....................................................................45 Phlebotomy Technician. 48 Veterinary Assistant . 49 Associate Degree Programs . .52 . Dental Hygiene . 53 Health Care Administration* ..............................................................58 Nursing ............................................................................... 61 Occupational Therapy Assistant ............................................................ 65 Ophthalmic Medical Technician . 69 Paramedic ............................................................................. 72 Physical Therapist Assistant ............................................................... 75 Radiography ...........................................................................79 Advanced Placement Track- Radiography .................................................... 83 Respiratory Therapy ..................................................................... 86 Veterinary Technician . 90 Bachelor Degree Programs . 93 Bachelor of Science in Health Care Administration*. 94 Bachelor of Science in Nursing* ...........................................................97 Bachelor of Science in Physical Therapist Assistant* ...........................................101 Bachelor of Science in Radiologic Sciences* .................................................. 104 Bachelor of Science in Respiratory Therapy* .................................................107 Continuing Education . 110 Advanced Cardiac Life Support ............................................................ 111 Advanced Life Support Refresher Course ....................................................112 Expanded Duties Dental Assistant .......................................................... 113 Pediatric Advanced Life Support ...........................................................114 Point of Care Testing. 115 Sterile Products Certification .............................................................. 116 2 Table of Contents Admissions and Policies . 117 Calendar ..............................................................................118 Class Starts and Postponement . 118 Affirmative Action ...................................................................... 118 Disabled Applicants and Students. 118 Reasonable Accommodation. 118 Degree Program Policy and Procedure Manuals ............................................... 118 Consumer Information ...................................................................118 Admission Requirements and Procedures ....................................................118 Language Proficiency .................................................................... 118 International Students . 118 Re-Admission .......................................................................... 119 Credit for Previous Education and Life Experience . 119 Honors Distinction ...................................................................... 119 Crime Awareness. 119 Student Breaks and Mealtimes ............................................................. 120 Attendance Requirements . 120 Leave-of-Absence Policy ................................................................. 120 Administrative Leave-of-Absence Policy. 120 Student/Instructor Ratio ..................................................................120 Satisfactory Academic Progress ............................................................ 120 Academic Progress and Advisement. 121 Tuition for Failed Courses ................................................................122 Student Services ........................................................................ 122 Electronic Library . 122 Accident Insurance ...................................................................... 122 Grievance and Discrimination Complaint Procedure . 122 Graduation Requirements . 123 Placement Assistance ....................................................................123 Privacy of Student Records. 123 Directory Information . 123 Student Record Retention . 124 Student Transcript Request . 124 Student Regulations .....................................................................124 Student Conduct .......................................................................
Load more

Recommended publications
  • Anatomy and Physiology: Imaging-Related Anatomy, Normal Imaging Features and Physiology
    ECVDI® Study Guide 2019 Introduction: The ECVDI Study Guide is a guide for ECVDI residents preparing for the theoretical board examination, and is intended to give an indication of topics that may be covered in the examination. Examiners will base their question selection on the Small Animal and Large Animal Exam Content Outlines. 100% adherence to the objectives in this document is not guaranteed. Anatomy and Physiology: Imaging-related anatomy, normal imaging features and physiology For the Large Animal Track, approximately 80% of exam questions will be related to large animal anatomy, with emphasis on the musculoskeletal system. For the Small Animal Track, approximately 95% of exam questions will be related to canine and feline anatomy and up to 5% may relate to other species. 1. General 1.1. Emphasis will be placed on canine, feline and equine anatomy and physiology. 1.2. Current anatomic nomenclature will be used in questions and expected in answers (Nomina Anatomica Veterinaria). 1.3. Current international nomenclature of radiographic projections will be used in questions and expected in answers. 2. General musculoskeletal system 2.1. Process of bone formation and growth. 2.2. Ages at which ossification centres fuse. 2.3. Blood supply of long bones. 2.3.1.Blood supply and differences between blood supply in immature and mature long bones. 2.3.2.Differences in large animal versus small animal immature long bone blood supply. 2.4. Physiology: 2.4.1.Physiologic sequence and mechanism of normal fracture healing. 3. Axial skeleton 3.1. Topographic features of vertebrae in all spinal segments.
    [Show full text]
  • Equine Science-Year
    STRANDS AND STANDARDS EQUINE SCIENCE-YEAR Course Description Students will be exposed to equine science and technology principles which include genetics, anatomy, physiology/nutrition, diseases, pests, and management practices. The scientific processes of observation, measurement, hypothesizing, data gathering, interpretation, analysis, and application are stressed. Career opportunities and educational preparation are examined. Learning activities are varied, with classroom, laboratory, and field experiences emphasized. EQUINE SCIENCE-YEAR Intended Grade Level 9-12 Units of Credit 1.0 Core Code 30.02.00.00.070 Concurrent Enrollment Core Code N/A Prerequisite N/A Skill Certification Test Number 126 Test Weight 1.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Agriculture (CTE/General) Endorsement 2 Animal Science & Technology Endorsement 3 Agriculture Science (Career & Technical) STRAND 1 Students will develop an understanding of the role of FFA in Agricultural Education Programs. Standard 1 Students will understand the history and organization of FFA. • Students will explain how, when, and why the FFA was organized. • Students will explain the mission and strategies, colors, motto, parts of the emblem, and the organizational structure of the FFA. • Students will recite and explain the meaning of the FFA Creed. • Students will explain the purpose of a Program of Activities and its committee structure. Standard 2 Students will discover opportunities in FFA. • Students will describe how the FFA develops leadership skills, personal growth, and career success. • Students will identify major state and national activities available to FFA members. Standard 3 Students will determine FFA degrees, awards, and Career Development Events. • Students will explain the FFA degree areas.
    [Show full text]
  • Equine Anatomy & Digestion
    Equine Anatomy & Digestion In all mammals, the gut is a one-way street: food is taken in at the front. As it passes through the digestive system, it is processed and nutrients are removed. What cannot be digested and absorbed is passed out at the rear as feces. MOUTH/TEETH Lips, tongue and front teeth help get the food into the mouth. Further back are teeth which begin the process of breaking down the food by masticating or chewing it. Saliva is added to the chewed food, to moisten it for swallowing. Saliva also contains one or two enzymes that begin the chemical digestion of the food. ESOPHAGUS Once food is swallowed, it is carried to the stomach in the abdomen through a long muscular tube called the esophagus. Muscles in the esophagus wall contract behind the food item to propel it along the tube. STOMACH The stomach has muscles in the wall. These muscles assist digestion by contracting to churn the contents, just like a washing machine, making sure that the digesta are well mixed with the acid and enzymes. For such a large animal, the stomach is quite small. Comparing it with a dog or a human stomach, it is relatively smaller in proportion to the animal’s size. So a horse’s stomach does not operate as large storage reservoir where much of digestion takes place: Instead it is designed to take small, frequent quantities of food, begin digesting them, and passing them along rapidly. Unlike most mammals, acid is constantly being secreted into the stomach (whether or not there is food present) Stomach has 2 distinct sections 1.
    [Show full text]
  • Little Animals in Art, Culture, and Museums
    Reflections on Co-Teaching “Little Animals in Art, Culture, and Museums” Dave Aftandilian, Department of Anthropology (Human-Animal Relationships Minor), Texas Christian University, Fort Worth, TX, [email protected], & Nick Bontrager, Department of Art (New Media), Texas Christian University, Fort Worth, TX, [email protected] In this paper, we will share our experiences co-teaching a new class in Spring 2018 called “Into the Small: Little Animals in Art, Culture, and Museums.” We developed this class as part of TCU’s new interdisciplinary minor on “Human-Animal Relationships” (HARE); it also counted toward majors or minors in our home departments of Anthropology and Studio Art. First, we will explain our goals for the class, and why we wanted to teach it. For instance, we focused on little animals, including insects, because they are often lesser known, ignored, or slighted (compared to other animals). Moreover, by helping the students shift their scales of reference from micro to macro and back, we hoped to help spark curiosity and inquiry both among them and among viewers of their artworks and exhibits. We also wanted to expose students to how different ways of knowing animals affect what we learn about them and how we view them, including using different senses and artistic techniques, as well as exploring the points of views of diverse people and cultures. Second, we will discuss the topics we covered in the class and why we selected them, from acoustic ecology to animal personhood to museum studies; the types of assignments we used to guide the students in engaging with them, including sketch book entries, art projects, and written papers; and how we assessed their work.
    [Show full text]
  • The Evolution of the Horse
    BY LES SELLNOW he evolution of the horse from a tiny, four-toed an imal, T perhaps no more than one foot tall, to the variety of equines in existence today, is one of the wonders of nature. During that process of change, the horse evolved over many thousands of years from an animal that predators hunted for food to an animal that became a servant and friend for mankind. Today’s horses are designed to do one of two things— pull a load with their shoulders or carry riders on their backs. The type of horses utilized for these respective tasks varies a good deal; one is large and pon d erous and the other is lighter-boned with less mu s cle mass. Even within these two types, there are significant differences. For example, the conformation of a roping or cutting This first article of a 12-part series on equine anatomy and horse is different from that of the American Saddle- physiology discusses basic terminology, the horse’s largest bred. Yet there is a basic sameness to anatomy. organ, and how horses and humans are alike (and different) ROBIN PETERSON ILLUSTRATIONS 2 www.TheHorse.com THE HORSE January 2006 January 2006 THE HORSE www.TheHorse.com 3 Saudi Arabia as chief medical illustrator closer to the tail (cauda). Example: The Median Plane—This divides the horse’s for the King Faisal Specialist Hospital and horse’s back is caudal to his neck. body into right and left halves (median Research Center in Riyadh. Through the Rostral—That part of the structure means in the middle).
    [Show full text]
  • Media Kit a B O U T P O N Y C L U B
    2021 media kit A B O U T P O N Y C L U B The United States Pony Clubs, Inc. is a Pony Club has opportunities for all 501(c)(3) non-profit organization ages, including adult members and a established in 1954. large network of horse-savvy leaders, alumni and volunteers. PONY CLUB is the largest equine educational organization teaching Pony Club's respected horse riding, mounted sports and the care of management curriculum is utilized as a horses and ponies. resource throughout the horse industry, public schools and colleges, and Our program develops leadership, university classrooms. confidence, sportsmanship and responsibility in our members. O V E R 1 5 0 , 0 0 0 E Q U E S T R I A N S H A V E G O T T E N T H E I R S T A R T T H R O U G H P O N Y C L U B . 10,000 500+ 23,000+ 10+ members Clubs and volunteers disciplines Riding Centers including Western OUR MEMBERSHIP 13 average member age 70% of Pony Club families have been involved with horses +3 for 10+ years 30% are newcomers (less than 10 years) For every member, we estimate three new volunteers get involved. 68% stay involved with horses for life C O N T A C T PARTNER WITH US [email protected] (859) 254-7669 Pony Club offers a full range of opportunities to connect with our members. Your support helps continue to create more educated horse owners and grows the future of equestrian sport.
    [Show full text]
  • Developing Learning Models to Teach Equine Anatomy and Biomechanics
    The University of Maine DigitalCommons@UMaine Honors College Spring 5-2017 Developing Learning Models to Teach Equine Anatomy and Biomechanics Zandalee E. Toothaker University of Maine Follow this and additional works at: https://digitalcommons.library.umaine.edu/honors Part of the Animal Sciences Commons, and the Veterinary Anatomy Commons Recommended Citation Toothaker, Zandalee E., "Developing Learning Models to Teach Equine Anatomy and Biomechanics" (2017). Honors College. 453. https://digitalcommons.library.umaine.edu/honors/453 This Honors Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Honors College by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. DEVELOPING LEARNING MODELS TO TEACH EQUINE ANATOMY AND BIOMECHANICS By Zandalee E. Toothaker A Thesis Submitted in Partial Fulfillment of the Requirements for a Degree with Honors (Animal and Veterinary Science) The Honors College University of Maine May 2017 Advisory Committee: Dr. Robert C. Causey, Associate Professor of Animal and Veterinary Sciences, Advisor Dr. David Gross, Adjunct Associate Professor in Honors (English) Dr. Sarah Harlan-Haughey, Assistant Professor of English and Honors Dr. Rita L. Seger, Researcher of Animal and Veterinary Sciences Dr. James Weber, Associate Professor and Animal and Veterinary Sciences © 2017 Zandalee Toothaker All Rights Reserved ABSTRACT Animal owners and professionals benefit from an understanding of an animal’s anatomy and biomechanics. This is especially true of the horse. A better understanding of the horse’s anatomy and weight bearing capabilities will allow people to treat and prevent injuries in equine athletes and work horses.
    [Show full text]
  • Assessment of Oxidative Stress and Muscle Damage In
    ASSESSMENT OF OXIDATIVE STRESS AND MUSCLE DAMAGE IN EXERCISING HORSES IN RESPONSE TO LEVEL AND FORM OF VITAMIN E by MADISON FAGAN (Under the Direction of KYLEE JO DUBERSTEIN) ABSTRACT Vitamin E is an essential antioxidant noted for reducing oxidative stress. The goal was to determine (1) if supplemental vitamin E is beneficial to exercising horses and (2) if there is a benefit of natural vs synthetic supplements. After a 2wk washout 18 horses were divided into groups and fed a control diet plus: (1) 1000 IU synthetic α-tocopherol (SYN-L), or (2) 4000 IU/d synthetic α-tocopherol (SYN-H), or (3) 4000 IU/d RRR-α- tocopherol (NAT). Horses began a 6wk exercise protocol, with standard exercise tests (SET) performed pre and post the protocol. Venous blood samples were collected. NAT horses had higher α-tocopherol (P<0.05). Plasma MDA levels were lower in NAT vs SYN-L horses post SET2 (P=0.02). Serum AST was significantly lower post SET2 in NAT horses vs SYN-L or SYN-H (P<0.05). In conclusion, feeding higher levels of the more bioavailable natural vitamin E source had a beneficial effect of reducing oxidative stress. INDEX WORDS: Vitamin E, Equine, Exercise, Alpha-tocopherol, Oxidative stress, Nutrition ASSESSMENT OF OXIDATIVE STRESS AND MUSCLE DAMAGE IN EXERCISING HORSES IN RESPONSE TO LEVEL AND FORM OF VITAMIN E by MADISON FAGAN B.S., North Carolina State University, 2015 A Thesis Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree MASTER OF SCIENCE ATHENS, GEORGIA 2018 © 2018 Madison Fagan All Rights Reserved ASSESSMENT OF OXIDATIVE STRESS AND MUSCLE DAMAGE IN EXERCISING HORSES IN RESPONSE TO LEVEL AND FORM OF VITAMIN E by MADISON FAGAN Major Professor: Kylee Jo Duberstein Committee: Robert Pazdro Jarrod Call Electronic Version Approved: Suzanne Barbour Dean of the Graduate School The University of Georgia August 2018 This paper is dedicated to my family for their constant encouragement.
    [Show full text]
  • Somatics for Horses and Humans by Eleanor Criswell Hanna, Ed.D
    EFMHA Preconference at Green Chimneys New Board Members Measuring Impact of Horse on Humans News from Australia Art of the Horse A Special Interest Section of NARHA VOL 12 • ISSUE 2 • Summer 2008 Somatics for Horses and Humans By Eleanor Criswell Hanna, Ed.D. and Barbara Chasteen Innately curious, generous and kind, horses are invaluable in the horse is a restored awareness of himself, his environment equine facilitated work, where they are often compared to mir - and his relationship to his surroundings, including his fellow rors: reflective of the human’s state of mind and heart. A mirror, beings. A fully integrated horse is able not only to mirror the like a reflecting pool, presents a surface that’s serene and clear. A human condition, but also to model a serene and joyful pres - consideration in choosing effective horses for equine facilited ence in the world. work is whether they are in a state in which they can be pres - ent to a situation and a person, take in information and be able Respond in the Moment to reflectively respond appropriately to the situation. The horse and human participating in equine facilitated mental health activities may experience stress from time to Relaxed or Stiff: Who Can Help? time. The physiological changes caused by stress include elevated Consider two horses. One is clear-eyed and aware. His pos - heart rate, elevated blood pressure and muscle contractions. The ture is relaxed and balanced; he can bend comfortably through effects over time can lead to increasingly contracted muscles, his body, and raise or lower his head to view his surroundings restricted movement and discomfort.
    [Show full text]
  • Building a Better Understanding of Equine Anatomy Through Integrated Learning
    The University of Maine DigitalCommons@UMaine Honors College Spring 2019 Building a Better Understanding of Equine Anatomy Through Integrated Learning Emily Gorney University of Maine Follow this and additional works at: https://digitalcommons.library.umaine.edu/honors Part of the Animal Sciences Commons Recommended Citation Gorney, Emily, "Building a Better Understanding of Equine Anatomy Through Integrated Learning" (2019). Honors College. 522. https://digitalcommons.library.umaine.edu/honors/522 This Honors Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Honors College by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. BUILDING A BETTER UNDERSTANDING OF EQUINE ANATOMY THROUGH INTEGRATED LEARNING by Emily Gorney A Thesis Submitted in Partial Fulfillment of the Requirements for a Degree with Honors (Animal Science) The Honors College University of Maine May 2019 Advisory Committee: Robert Causey, Associate Professor of Animal and Veterinary Sciences, Advisor Colt Knight, Assistant Professor of Extension - State Livestock Specialist Anne Lichtenwalner, Associate Professor of Animal and Veterinary Sciences Julia McGuire, Lecturer in Biology Edith Elwood, Adjunct Assistant Professor in Sociology and Preceptor in the Honors College ABSTRACT Most people tend to have horses as their first contact with livestock animals. They are usually more common to see or interact with than cows, sheep, or other farm animals. This makes them a good starting animal for students learning about livestock, as well as the fact that they can be used for show, for work, or as a pet, making the equine industry a big one.
    [Show full text]
  • Anatomy of the Centaur
    Anatomy of the Centaur by Univ.-Prof. Dr. Dr. H.C. Reinhard V. Putz Figure 1. Battle between Institute of Anatomy, Ludwig Maximilian University Munich/Germany Lapiths and Centaurs (Centauromachy) at the wedding of Perithoos with This study concerns itself with the systematics of Centaurean anatomical conditions. These are bound to Hippodameia (Vase 5th be highly peculiar, combining, as they do, an animal trunk (the equine component) with a human trunk century b. Chr.) sans legs (the human component). (See Figure 8.) A staple of Greek mythology, Centaurs have made many appearances throughout the centuries and even in our own time. They are represented by numerous sculptures and images in museums. True, when speaking of Centaurs, we have to rely on two- and three-dimensional models—here as many other instances in biology—because there has not yet been a sighting of a live specimen. However, the majority of extant graphic documents show a degree of verisimilitude and accuracy that makes them appear quite trustworthy, at least as regards the outward appearance of those beings. Historical Background As we know from the ancient Greeks, the Centaurs are the offspring of the ill-fated relationship of Ixion, the king of the Thessalian Lapithes, and a cloud with the features of Hera, the wife of Zeus. At the wedding of Perithoos, king of the Lapithes, the drunken Centaurs sought to ravish the Lapithes’ wives. In the ensuing battle (the Centauromachy), they were driven from Thessalia to the Peloponnese. Quite understandably, Centaurs and Lapithes became mortal enemies on that day. Materials Since neither fossils nor living specimens of Centaurs have hitherto been discovered, the present study must be founded upon artistic renderings of its subject matter.
    [Show full text]
  • Replace This with the Actual Title Using All Caps
    POLYMORPHIC GAIT IN THE HORSE: AN INTERACTION OF GENETICS, MORPHOLOGY, AND BEHAVIOR A Dissertation Presented to the Faculty of the Graduate School of Cornell University In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Elizabeth Ann Staiger January 2015 © 2015 Elizabeth Ann Staiger POLYMORPHIC GAIT IN THE HORSE: AN INTERACTION OF GENETICS, MORPHOLOGY, AND BEHAVIOR Elizabeth Ann Staiger, Ph. D. Cornell University 2015 Selection after domestication has primarily focused on performance, conformation and desirable behaviors in the horse, resulting in breeds that are divergent across these traits. An example are the “gaited” breeds, horses with the ability to perform either a lateral or diagonal four- beat gait without a moment of suspension at intermediate speeds, yet varying in overall size and temperament. To investigate the contribution of genetics to these divergent traits, we collected DNA samples, 35 body measurements, gait information, horse discipline, and a behavior survey from 801 gaited horses. Utilizing previously genotyped horses, an across-breed genome-wide association study (GWA) identified three novel candidate regions associated with gait type on ECA1, ECA11, and EC4. A GWA in a single gaited breed, the Tennessee Walking Horse (TWH) identified two additional candidate regions on ECA19 and ECA11. Polymorphisms from whole-genome sequences have identified several SNPs within these candidate regions. We conducted principle component analysis (PCA) on 33 of the body measures for a subset of TWH. A GWA of the first PC, which describes overall size, identified the LCORL locus, which has previously been implicated with size in horses, cattle, and humans. No causal variant has been discovered yet due to extensive linkage disequilibrium (LD) in the region, but LD in the TWH is much lower, improving the resolution capabilities for fine-mapping and variant discovery.
    [Show full text]