The Evolution of the Horse
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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. -
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. -
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. -
Scapular Positioning and Movement in Unimpaired Shoulders, Shoulder Impingement Syndrome, and Glenohumeral Instability
Scand J Med Sci Sports 2011: 21: 352–358 & 2011 John Wiley & Sons A/S doi: 10.1111/j.1600-0838.2010.01274.x Review Scapular positioning and movement in unimpaired shoulders, shoulder impingement syndrome, and glenohumeral instability F. Struyf1,2, J. Nijs1,2,3, J.-P. Baeyens4, S. Mottram5, R. Meeusen2 1Department of Health Sciences, Division of Musculoskeletal Physiotherapy, Artesis University College Antwerp, Antwerp, Belgium, 2Department of Human Physiology, Faculty of Physical Education and Physiotherapy, Vrije Universiteit Brussel, Brussels, Belgium, 3University Hospital Brussels, Brussels, Belgium, 4Department of Biometry and Biomechanics, Faculty of Physical Education and Physiotherapy, Vrije Universiteit Brussel, Brussels, Belgium, 5KC International, Portsmouth, UK Corresponding author: Jo Nijs, PhD, Department of Health Sciences, Division of Musculoskeletal Physiotherapy, Artesis University College Antwerp, Campus HIKE, Van Aertselaerstraat 31, 2170 Merksem, Antwerp, Belgium. Tel: 132 364 18265, E-mail: [email protected] Accepted for publication 9 November 2010 The purpose of this manuscript is to review the knowledge of horizontal, 351 of internal rotation and 101 anterior tilt. scapular positioning at rest and scapular movement in During shoulder elevation, most researchers agree that the different anatomic planes in asymptomatic subjects and scapula tilts posteriorly and rotates both upward and patients with shoulder impingement syndrome (SIS) and externally. It appears that during shoulder elevation, pa- glenohumeral shoulder instability. We reviewed the litera- tients with SIS demonstrate a decreased upward scapular ture for all biomechanical and kinematic studies using rotation, a decreased posterior tilt, and a decrease in keywords for impingement syndrome, shoulder instability, external rotation. In patients with glenohumeral shoulder and scapular movement published in peer reviewed journal. -
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. -
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. -
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. -
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. -
Stepwise Standardized Approach to the Basic Ultrasound Examination
STEPWISE STANDARDIZED APPROACH TO THE BASIC ULTRASOUND 14 EXAMINATION OF THE FEMALE PELVIS INTRODUCTION The stepwise standardized approach to the basic ultrasound examination of the female pelvis applies a structured and standardized method of ultrasound examination which is simple to learn and complies with existing guidelines for the performance of the gynecologic examination (1). This stepwise approach is comprised of five steps that are geared towards the identification of pelvic abnormalities and comprise the basic gynecologic ultrasound examination. The five steps are designed to assess the bladder, uterus and cervix, the cul-de-sac, the adnexae and surrounding structures. This chapter describes the sonographic approach that is employed for each of the five steps and uses images and video clips to illustrate each step. Evaluation of the female pelvis by ultrasound is best achieved by the transvaginal approach, using a transvaginal transducer. This chapter will focus on this approach. When the transvaginal approach is not feasible, the transrectal approach is preferred and is usually well tolerated. The presence of a large pelvic mass that expands outside of the range of the transvaginal transducer necessitates a complementary abdominal approach for comprehensive assessment. STEP ONE: PREPARING AND INTRODUCING THE TRANSVAGINAL TRANSDUCER The transvaginal transducer is an endocavitary transducer that is designed to fit into small spaces. It is shaped like a long cylinder with a handle and has a small footprint at its tip that transmits and receives sound waves from the end of the transducer (Figure 14.1). The frequency range of a transvaginal transducer is typically in the 5-12 MHZ and given this high resolution, effective imaging to a 7-10 cm range can generally be achieved. -
Anatomy and Medical Terminology] Msc
Lecture_2 [ANATOMY AND MEDICAL TERMINOLOGY] MSC. NABAA SALAH Directional term: In general, directional terms are grouped in pairs of opposites based on the standard anatomical position. Superior and Inferior. Superior means above, inferior means below. The elbow is superior (above) to the hand. The foot is inferior (below) to the knee. Anterior and Posterior. Anterior means toward the front (chest side) of the body, For example, the abdominal muscles are anterior to the spine. Ventral is similar to anterior; it means toward the abdomen. Posterior means toward the back, the spine is posterior to the abdominal muscles. The term dorsal has a similar meaning as posterior. Median, Medial and Lateral. Median: At the midline of the body. The nose is a median structure. Medial means toward the midline of the body, the big toe is medial to the little toe. Lateral means away from the midline, the little toe is lateral to the big toe. Proximal and Distal Proximal means closest to the point of origin or trunk of the body, the shoulder is proximal to the elbow. Distal means farthest away, the elbow is distal to the shoulder. Proximal and distal are often used when describing arms and legs. Superficial and Deep. Superficial means toward the body surface, the skin is superficial to the muscles. Page 1 Lecture_2 [ANATOMY AND MEDICAL TERMINOLOGY] MSC. NABAA SALAH Deep means farthest from the body surface, the abdominal muscles are deep to the skin. Other directional terms: . Intermediate – means between—your hearts is intermediate to your lungs. Caudal – at or near the tail or posterior end of the body. -
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. -
Evaluating Fetal Anatomy from Longitudinal Sections
ISUOG Basic Training Examining Fetal Anatomy from Longitudinal Sections Basic Training Learning objectives At the end of the lecture you will be able to: • Describe how to obtain the 3 planes required to assess the fetal anatomy in longitudinal section • Recognise the differences between the normal & most common abnormal ultrasound appearances of the 3 planes Basic Training Key questions 1. What is the purpose of starting the scan with overview 1? 2. What are the key ultrasound features of plane 1? 3. What probe movements are required to move from plane 1 to plane 2? 4. Which abnormalities should be excluded after correct assessment of planes 1, 2 & 3? Basic Training Fetal lie and anatomy • Longitudinal scan – sagittal and coronal planes – Fetal heartbeat – Fetal head – Spine – Thoraco-intestinal anatomy and situs Basic Training Longitudinal scan Basic Training Fetal head Basic Training Anencephaly Always confirm any suspected anomaly in more than one plane Basic Training Encephalocele Sagittal plane Coronal plane Basic Training Encephalocele Coronal plane Transverse plane Basic Training Prevalence neural tube defects • All NTD 9.1:10 000 – Anencephaly 3.3:10 000 – Spina bifida 4.6:10 000 – Encephalocele 1.2:10 000 • Features of spina bifida – U-shaped open vertebra – Meningocele - cyst – Myelomeningocele - cyst with neural tissue Koshood et al. BMJ 2015, 351:5949 Basic Training Plane 1 (sagittal spine) Basic Training Embryology spine 7 weeks 40 weeks Basic Training Sagittal plane and position of spine in utero Possible to obtain sagittal