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SEMESTER 3
LEARNING AND FOCUS GROUP DISCUSSION
GUIDELINES
Learning and Focus Group Discussion Guidelines Semester 3
First edition
2014
Faculty of Veterinary Medicine, Universitas Gadjah Mada
Printed in Yogyakarta
Designed by: FGD Team
FACILITATOR BOOK
UNIVERSITAS*GADJAH*MADA*FACULTY*OF*VETERINARY*MEDICINE*
Address:'Jl.'Fauna'No.'2,'Karangmalang,'Yogyakarta'55281,'Indonesia'Phone'0274D560862,'Fax.'0274D560861'
eDmail:'[email protected]''
FGD Book for Facilitator
Semester 3
Scenario 1-4
Courses Intergration and Synergy:
!! Applied Anatomy !! Animals’ Organ System Histology
!! Veterinerary Physiology II !! Animal Breeding Science
!! Veterinary Bacteriology and Mycological !! Veterinary Parasitic Disease Science
First Edition
2014
UNIVERSITAS!GADJAH!MADA!FAKULTAS!KEDOKTERAN!HEWAN!
Alamat:!Jl.!Fauna!No.!2,!Karangmalang,!Yogyakarta!55281,!Indonesia!Telp.!0274P560862,!Fax.!0274P560861!
ePmail:[email protected]!
Coordinator Chairperson: Prof. Dr. drh. Siti Isrina Oktavia Salasia Secretaries: •! Dr. drh. Untari, MP
•! Dr. drh. Amelia Hana, MP •! Drh. Christin Marganingsih S., M.Si.
Members: Technical Practitioners:
•! Dr. drh. Prabowo Purwono Putro, M. Phil. •! Dr. drh. Hery Wijayanto, MP. •! drh. Teguh Budipitojo, MP., Ph.D •! Dr. drh. R. Wisnu Nurcahyo •! Prof. Dr. drh. Pudji Astuti, MP •! Heru Dwiatma. S.Pt., M.Si •! Nurika Puspitasari, SH.
Facilitators: •! drh. Sarmin, MP •! Dr. drh. Amelia Hana, MP •! Prof. Dr. drh. Pudji Astuti, MP •! drh. Yudha Heru Fibrianto, MP., Ph.D. •! Dr. drh. Claude Mona Airin, MP. •! Dr. drh. Hery Wijayanto, MP. •! drh. Teguh Budipitojo, MP., Ph.D •! Dr. drh. Tri Wahyu Pangestiningsih, MP. •! drh. Dewi Kania Musana, MP •! drh. Ariana, M.Phil •! drh. Dwi Liliek Kusindarta, MP., Ph.D •! Dr. drh. R. Wisnu Nurcahyo •! drh. Dwi Priyowidodo, MP. •! drh. Eryl Sri Rohayati, SU. •! Dr. drh. Joko Prastowo, M.Si. •! drh. Ana Sahara, M.Si. •! Dr. drh. Prabowo Purwono Putro, M. Phil. •! Dr. drh. Asmarani Kusumawati, MP •! drh. Sri Gustari, MP. •! drh. Agung Budiyanto, MP., Ph.D. •! Dr. drh. Untari, MP •! Prof. drh. Widya Asmara, SU., Ph.D. •! Dr. drh. Surya Amanu, MS
TIM PENYUSUN
•! Dr. drh. A.E.T.H. Wahyuni, MSi. •! Dr. drh. M. Haryadi Wibowo, MP. •! drh. Sidna Artanto, M.Biotech.
'
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Education goals of Faculty of Veterinary Medicine UGM which has been set in Renstra FKH UGM 20013-2017 are generating competent veterinarian in handling animal diseases and harmonizing animal health, human and its environment health, as problem solver pioneer of animal health problem, and ready to carry technical duties that fulfill standard competency of veterinary profession. Therefore it needs Higher Education curriculum that adjusted and harmonized to existing needs and developments, assessed periodically minimum once in 5 (five) years so that it fits to needs and demands of Higher Education graduates public user. Faculty of Veterinary Medicine hereafter, develops new curriculum with competency basis with SK Rektor (Rector Decree) No: 484/SK/HT/2013 on 24 July 2013, starting effectively since academic year of 2013/2014.
Main competency of Program Study FKH UGM graduates that develops in that curriculum is adjusted with mutual agreement in Provisions of Professional Education of Veterinary Assembly of Indonesian Veterinary Association (9 competencies), added with 9 supporting competencies that are development and characterization of Faculty of Veterinary Medicine UGM competencies.
Learning method applied is Student Teacher Aesthetic Role-sharing (STAR) or Student Centered Learning plus (SCL+) that combine Teacher Centered Learning (TCL) and Student Centered Learning (SCL) proportionally according to learning outcome that will be achieved in learning. STAR principle is existence of harmonious relationship between lecturers and students, enhancement of reciprocal learning partners between students and lecturer, so Patrap Triloka is created, ing ngarsa sung tulada, ing madya mangun karsa, tut wuri handayani, lecturers properly becomes an example in front of students, motivates in the middle, gives supports behind with lecturers authority so that the students will develop. Harmonius relationship between lecturers and students is created since the beginning of the lectures through interaction in class and more
PREFACE
focus through tutorial in Forum Group Discussion (FGD), and added with guidance to students to be long life learner.
Lecture delivery method in class is done by cooperative learning method, lecturers deliver materials and discussion, deliver what will be learn and why it needs to be learned by the students. On the inaugural lecture, coordinator of the Course (MK) deliver learning contract to students, learning contract content is suitable with Plan of Semester Learning Activities Program (RPKPS) that has compiled by lecturers team, introducing all lectures with each of their expertise with goal that the students know the lecturers and their expert since the beginning of the lecture, so that the lecturers are expected to be a role model for their students. After lectures in class are done, it is followed by tutorial activities in small classes thorugh FGD for SCL application. Delivery method in FGD at the beginning of the semester is done with collaborative learning method, while for the next semester it can be done using competitive learning, case-based learning, research-based learning, problem-based learning, and other way used according to learning goals.
This learning and FGD guidelines book is used for lecturers/facilitators in delivering lecture materials and guiding FGD process and students in doing FGD program. We wish that output result in this learning and education process in Faculty of Veterinary Medicine UGM is able to prioritize intellectual ability for sharpening hard skills and improving soft skills based on moral and veterinary Ethics, can conduct its students to achieve competencies that have set.
September, 2014 Dean
Focus Group Discussion is done through discussion inside small classes to discuss existing tasks in a designed scenario so that students can understand significantly, deeply, not only in the form of theory but more realistic in the form of scenario through synergy and intregation of Applied Anatomy, Animals’ Organ System Histology, Veterinary Physiology II, Animal Breeding Science, Veterinary Bacteriology and Mycological, Veterinary Parasitic Disease Science.
INTRODUCTION
Page
Preface ............................................................................................ iv Introduction .................................................................................... vi Table of Contents ........................................................................... vii Learning Goals ............................................................................... 1 Learning Scheme ........................................................................... 3 Learning Outcome ......................................................................... 4 Learning Activities ......................................................................... FGD Assessment Rubric .................................................................6 General Assessment ........................................................................ 9 Blue Print of Assessment ............................................................... 10 Instructions for Facilitators ............................................................ 11 References ...................................................................................... 12 Scenario 1: Pedet sapi potong dan sapi perah silangan Scenario 2: Cow enjoying food Scenario 3: Mongrel urinates blood Scenario 4: Dog’s sensory system
ii v
vi 1 2 3 6
12 13 14 28 30 32 34 36 38
General Instructional Goal Students are able to understand MK that learned trough implementation of intregration and synergy among MK to complete/ improve/ sharpen each other and share scientific, skill and behavior concepts. Specific Instructional Goal Students are able to understand significantly of Applied Anatomy, Animals’ Organ System Histology, Veterinary Physiology II, Animal Breeding Science, Veterinary Bacteriology and Mycological, Veterinary Parasitic Disease Science .
TABLE OF CONTENTS LEARNING GOALS
Integral discussion from various MK through scenario in FGD
aims to support curriculum competency learning achievement of Faculty of Veterinary Medicine. Learning outcome of Applied Anatomy:
Students are able to understand and explain the external anatomy (inspection area for auscultation, percussion, organ position predictions based on body landmarks), and exotic wild animals’ anatomy, horse posture and conformation and randomized anatomy, basics of animal anatomy and forensic archeology, meat maps.
Students are able to predict the disorder in animals based on external anatomy of the animal's body, locations of the visceral organs by external body landmarks, the introduction of animal species based on the conformation of the body; able to predict the class of animals and organ function based on anatomical structures and organs development level; able to distinguish between motoric and sensory nerve disorders.
Learning outcome of Animals’ Organ System Histology:
Students are capable to know and understand the histology terminology in Latin and English; capable to understand and explain organs organization histologically, histological structure of every organ system in the body of domestic animals (nerves, cardiovascular, endocrine, lymphatic and immune, digestive, male genital, female genital, respiratory, sensory); capable to understand, explain and analyze the relationship between the histological structure of all the organs in the animal body and their functions; capable to understand, explain and analyze the differences and / or similarities between the structure and function of organs of animal species and between classes of domestic animals; skilled in observing the histological structure of organs, identifying differences
LEARNING SCHEME
FGD Semester 3
Applied Anatom
y
Animals’ Organ System
Histology
Veterinary
Physiology II
Veterinary Bacteriology
and Mycological
Animal Breeding Science
Scheme 1: Understanding the
principles of animal breeding,
randomized anatomy and
histology, bacteries that
cause randomized disorders, and
paracites which cause omphalitis
in intergradted and holistic context
Scheme 4: Analyzing the
differences between structures and
functions of sensory organs in different species, sensory nerves disorders,
organ system function, fungal and parasites infection
as base of diagnostis in
intergrated and holistic context
Scheme 2: Understanding
external anatomy and cows’ abdomen
visceral, histologic and metabolism process of digestion system, non
pathogenic and pathogenic bactreials,
and diagnostic of worm disease in
digestion system in intergradted and holistic context
Scheme 3: Predicting disorders
and analyzing relations between
histologic structure and urinary tract
organ, body homeostatic, disease
diagnostic and management, and
urinary tract parasitic diseases in
intergradted and holistic context
LEARNING OUTCOME
TUJUAN PEMBELAJARAN
Synergy and intregation among courses to build deeply and comprehensively understanding to reach competency'
Veterinary Parasitic Disease Science
between the structure of an organ or organ system and organ structure differences between species.
Learning outcome of Veterinary Physiology II:
Students are capable to explain the basic functions of urination system integration, sensory organs, metabolism, reproductive males and females, and homeostasis. Learning outcome of Animals’ Breeding Science:
Students are capable to apply the knowledge of genetic engineering; capable to understand the genetics terms. Students are capable to explain the principles of animals breeding in livestock animals (farm animals) as well as pets or companion animals. Learning outcome of Veterinary Bacteriology and Mycological Science:
Students are capable of understanding basic causative agents of diseases caused by bacteria and fungi as well as capable in the environment control and protection. Learning outcome of Veterinary Parasitic Diseases Science:
Students are capable to understand the meaning of parasitic diseases in the role in the veterinary field, understand emigration, modes of transmission, pathogenesis, pathological changes, clinical symptoms, methods of diagnosis and control; understand the diversity of parasites which are pathogenic and their life patterns; control problems that cause disease in animals and capable of using it in a diagnosis differential of a disease.
This learning activities series is prepared to direct the students reach learning goals: 1.! Learning method
Learning method used is through Student Teacher Aesthetic Role-sharing (STAR), by combining proportionally between teacher centered learning (TCL) and student centered learning (SCL) according to learning outcome that will be achieved. STAR principle is harmonius relationship between lecturers and students, enhancement of reciprocal learning partners between students and lecturer, so Patrap Triloka is created, ing ngarsa sung tulada, ing madya mangun karsa, tut wuri handayani, lecturers properly becomes an example in front of students, motivates in the middle, gives supports behind with lecturers authority so that the students will develop. Harmonious relationship between lecturers and students is created since the beginning of the lectures through interaction in class and more focus through discussion activities in forum group discussion (FGD), and students guidance to be a long life learner.
2.! Lectures
Lectures method is used by lecturers delivering/presenting materials and discussion, delivering what will be learned by the students and why should it be learned. On the inaugural lecture, coordinator of the Course (MK) deliver learning contract to students, learning contract content is suitable with Plan of Semester Learning Activities Program (RPKPS) that has compiled by lecturers team, introducing all lectures with each of their expertise with goal that the students know the lecturers and their expert since the beginning of the lecture, so that the lecturers are expected to be a role model for their students. Plan of Semester Learning Activities Program (RPKPS) and teaching
LEARNING ACTIVITIES
TUJUAN PEMBELAJARAN
materials must be given to students to be copied (or given to Library as narration/ reference/ students learning materials). Coordinator of MK introduces all of lecturer team and facilitators involved from each divison with each expertise. In applying curriculum competency basis, lectures are held by combining with group discussion in small classes, aim to make students obtain enough lecture materials and followed by self study time addition. Lectures are held based on specified learning outcome in reaching competencies. Integration and synergy among courses are held through FGD that discuss certain scenario, to increase and sharpen students understanding. Lectures can be held between FGD schedule, to give chance to student for clarifying and discussing unanswered students question in group discussion.
3.! Group discussion in FGD with facilitator mentoring
FGD is scheduled twice a week. If facilitator could not come because of certain reasons, it should be substitute by other facilitator. If at the fixed schedule the facilitator has not come yet, relevant students group should inform academic as soon as possible. During discussion process, all of the groups should bring relevant learning sources that might be needed during tutorial. To reach learning goals in the first semester, collaborative learning method is used, that held in twice discussion meeting in discussing one same scenario. Basic questions that should be underlined are: What have we known? What else that we expected to know?
First FGD: !! All students are divided into 11 classes, each of class consists of 15-
18 students !! Facilitator explains the discussion process and scenario for discussion !! Facilitator divides the class into small groups of 5-6 students !! Facilitator asks each students to read the scenario relevant to
materials learned
!! Facilitator asks the students to do task relevant with perception and solution towards cases/problems in scenario
!! Facilitator asks students to discuss their work results in each of their small groups, led by one of the students (as chairman) helped by one ither students (as secretary)
!! Facilitator asks each of small groups discuss the group agreement !! Facilitator asks each of the students to make report of discussion
results with by searching reference sources as wide as possible. Contents of the report are: discussion topic, learning goals, learning scheme, analysis, conclusion, learning outcome (explaining students ability after discussing topic in scenario), references.
!! Facilitator asks every small groups prepare their discussion results in the form of power point that presented by one of the group representatives in the second FGD meeting.
Second FGD: !! Facilitator asks every students to submit complete report !! Facilitator asks each of the group to present group discussion result !! Facilitator asks other groups to give feedback to presentation result Facilitator Job: !! Directing and facilitating the discussion, lecturers put themselves as
trend setter applying patrap triloka ing ngarsa sung tulada, ing madya mangun karsa, tut wuri handayani (in front becomes example, in the middle motivates, at behind gives support with lecturers authority so that students can develop).
!! Giving assessment to students activities during discussion in the first and secon FGD, with assessment through 3 aspects: 1. A = Attitude (mental and manner) = affective 2. S = Skill (competent, expert, adaptable to positive competency) = psycomotor 3. K = Knowledge (building intellectual capital) = cognitive
4.! Group discussion without facilitator mentoring According to group needs, students can held a meeting without
facilitator. Aims of this discussion are varies, for example, identificate theoritical questions, identificate group learning goals, ensure that group have already submitted all of the informtion needed, and identificate practical questions.
5.! Practicum
Held by Laboratorium in Division to enrich students understanding about discussed concept related to science development. Exerciese to improve skills that needed by veterinarians to fulfill their competencies also given intensively (such as communication with clients skill, clinical skill, etc.)
6.! Expert consultation
This activity is held based on needs and held by groups of students, by directly contacting the relevant competent lecturer. It is very recommended for the chairman of the group make an appointment before with the relevant experts.
7.! Self study
As mature learner, students are expected to able to applied self study, a kind of important skills for developing personality and career in the future. This skill including ability to find personal interest, find more information from various learning sources, decided the appropriate learning style, and indentificate further learning needs. Students will not feel enough to study only from lecture notes or text books. Self study is th emost important character of SCL approach, and in the certain level, study will be an unlimited journey.
8.! Class discussion Class discussion can be held through lectures between FGD schedules. The aims of this discussion are to give explanation and compare learning process among groups to prevent wrong direction groups in the discussion. All of the groups can propose certin issues
to be discussed, and facilitator or lecturers will answer questions based on their own competencies.
Component Assessment Point
Attitude (affective, behavior, Ethicss,
discipline)
Maximum score of 100 is given to students that: •! come on time •! neat and polite dressed •! politely speak •! respect or debate the friends opinion politely
Scores below are given according to situation during discussion
Skill (psycomotor, competent,
expert, presentation appearance, innovative,
active, cooperative, leadership
ability)
Maximum score of 100 is given to students that: •! skillful in raising topic that can make discussion •! dynamically and liveky walk •! skillful in verbally speak •! skillful in making presentation •! skillful in leading the group •! well ability of cooperation •! give a good attention to discussion
Scores below are given to students whose activities less than all of those mentioned above. Minimum score of 60 is given to very passive students although they have provoked by either facilitator ot group friends.
Knowledge (cognitive,
understanding)
Maximum score of 100 is given to the students that: •! actively answer/explaine problems/discussion topic with
scientific correct explanation according to learning topic. •! Explanation given have clear and valid basic literature.
Scores below are given based on scientific load deliverd. Minimum score of 60 is given to students that are not contributing in answering problems at all.
FGD ASSESSMENT
Individual Task (only on second
FGD)
Maximum score of 100 if: •! Submitted writing answers all the tasks clearly. •! Writing coherently and neatly •! Listing adequate references with trustable sources •! minimum 3 literatures
Minimum score of 60 is given to the student if: •! the writing is not answering correctly. •! Sources is not valid
copy paste from other friends. REPORT: (individual tasks) Each of the students must compile report completely !! Title/Topic of discussion !! Learning goals !! Learning scheme !! Analysis !! conclusion !! Learning outcome (yang menguraikan tentang setelah diskusi topik
dalam skenario, mahasiswa mampu apa) !! References !! Report format: free, kuarto paper, typed/or hand written PRESENTASION: (group work) !! Prsentasion time for every sub-group is maximum 35 minutes:
-! Presentasion is around 10-15 minutes -! Discussion is around 20 minutes
!! Presentation materials: -! Topic: One of the tasks in the scenario (different topic for
each sub-group) -! In the form power point -! Contents are brief explanation of group discussion results
!! It is presented at second meeting of FGD.
Some assessments to evaluate students learning results achievement: 1.! Formative Exam
Students will be given series of pre-test or post-test during lectures. This test is unscheduled, so that will force students to learn the materials since the beginning of learning. This test gives contribution to students final grade. So that, if there is a students disturbed in their final tests, this tests will help the final grade result.
2.! Summative Exam This exam is done in the mid-semester (mid-semester exam/ UTS) and semester final exam (UAS). Students should prepare themselves to take summative exam. A mature learner can achive better result because s/he can utilize time effectively to achieve goals.
3.! Remidial Exam
Students are possible to tak eremidial exam to improve grades of certain MK that failed. This exam is held at the end of final semester exam.
GENERAL ASSESSMENT
STUDENTS ASSESSMENT COMPONENTS "! FGD 15 % "! Practicum 25% "! UTS+UAS 60 % Types of question: - MCQ with answer types of a, b, c, d, e - Essay - etc.
Theoretical Background APPLIED ANATOMY I Abdominal region Abdomen as the largest body cavum contains most of the digestive and urogenital organs. Almost all cases will involve the digestive system and auscultation abdominal palpation at first examination. Therefore, knowledge of topographic anatomy of the visceral organs in the abdominal cavity is very important to be taught to students. Respiration (giving pressure for expiration while doing activities Making positive intra-abdominal pressure by closing the glottis (at parturition, micturisi, defaecasi). Palpable bonylandmarks: Last costa and atchus costalis Processus transversus v. lumbar Tuber coxae (in large animals), crista iliaca and spina iliaca (in small animals) Tuber sacral (next to tober coxae medial) in ruminants and horses Tuber ischia
Blood supply to the different quadrants of the thorax and abdomen looks lateral
INSTRUCTIONS FOR FACILITATORS BLUE PRINT OF ASSESSMENT
Abdominal cavity: The borders: Cranial: diaphragm up to 6th costa and linea diaphragmatica Dorsal: Columna vertebral Caudal: the pelvis Lateral: costae, mm. abdominal Ventral: the sternum and mm. abdominal The function of the abdominal wall: Supports and protects viscera organs Note: 1 In cow, because of the rumen, some organs will be pushed to the right of the median plane, such as; ascending duodenum, colon descenden, and ren sinister 2 In pigs, the cecum primarily found in the left side of the median plane 3 In ungulates, the ascending colon can be found in the other quadrants, or occupy additional quadrant. In ruminants, the ascending colon is shifted to the right by the rumen, and found in both right quadrant mcranial and caudal. In horse, thecolong fills all four quadrants (large colong). In pigs it occupies mid abdominal cavum 4. The left lobe of the pancreas may widen into CrS quadrant in some species. . The largest hepatic part usually occupies CrD quadrant, but most lobus can be found also widening over median plane, unless in cows.
Neurological disorders often occur in animals, but sometimes diagnosed as problems due to innervations of certain areas sometimes not only motor neurons, but also sensory. Therefore, diagnosis of neurological disorders must be done correctly in order to get optimal results. Neuron Order 3: • Thalamus • Corona radiata (substansia alba) • Cortex cerebri (substansia grisea) Peripheral Receptors: • Eksteroseptif (skin, muscle) • proprioceptive (muscles, ligaments, joints) • Interoseptif (viscerae) There are three sensory systems, which are: • Lemniscus medial - dorsal collumna: touch, joint position, vibration discrimination • anterolateral tract: sense of touch, pain, temperature differentiation • trigeminal tract: differentiation of touch, pain, temperature of the head
Terminal sensory fibers: • Conscious afferent informations �thalamus �cerebral cortex � interpretation / perception • Uncocious afferent informations �thalamus �cerebral cortex � muscle coordination � local spinal reflects • Othere afferent informations �mescenphalon �visual reflects � formation reticularis
ANIMALS ORGANS SYSTEM HISTOLOGY --
VETERINER PHYSIOLOGY II
Metabolism Metabolism is the chemical changes in the cells to obtain energy
in order to perform vital processes and activities and forming new materials. Metaboliema can also be defined as a chemical process which creates viable cells, which during the process of metabolism all chemical activities that occur in the animal body are anabolic and catabolic reactions in living organisms which are related to the use of all nutrients. Materials derived from the metabolism are: Glucose (a result of overhaul carbs), amino acids, fatty acids, and ketones's bodies (ketone bodies).
Energy is stored in the animal's body such as in the form of adenosine triphosphate (ATP). ATP presents in the cytoplasm and nucleoplasm of all cells and is a labile compound (because energy is bound by phosphate radical break away from the sting). The amount contained in each molecule of ATP is approximately equal to 8,000 calories. By the body, beside being stored, the energy is also used for vital processes, for example, biosynthesis, forming heat, muscle contraction, squeezing the contents of the gland, the absorption of nutrients from the gastrointestinal and so on. Although the beginning of the decomposition of a chemical resistant food varies, but the decomposition of each of these chemicals will get into the Krebs cycle is also referred to citrate acid cycle
or tricarboxylic cycle via acetyl CoA (for carbohydrates and fats) and alpha ketoglutarate (for protein).
In contrast to other animal species, ruminant digestion relies on fermentation to meet the needs of the cell life. Carbohydrate digestion occurs in the rumen fermentation during digestion process. Almost no carbohydrates that can be digested or absorbed by the gland as the time of entry of glucose into the intestine, it has the potential to lead to ruminants’ glucose deficiency. To fulfill ruminants have 'process "of its own to produce and convert glucose. The most important precursor of glucose in ruminants is volatile fatty acids (VFA) propionate. This substrate is obtained from the decomposition of grass in the rumen, where in the rumen there are various kinds of microorganisms that work together to break down food in ruminants. Microorganisms including bacteria, fungi and protozoa are responsible for any digestive fermentation process. The existence of such microorganism is impartial so there will be a maximum digestion. If there is one of the microorganisms that exceeded the other, there will be abnormalities of digestive fermentation.
Sensory Organs
All the sensation organs respond to stimuli by producing nerve impulses that run to the center of consciousness in the brain (cerebral cortex) through the sensory nerves, but some of the afferent impulses function in somatic reflexes without going through the center of consciousness, which can be explained by the occurrence of deicerebri reflex activities in animals. The impulses are then processed and interpreted in the brain as a sensation (feeling) such as pain, smell, taste, sight, and hearing-balance. General sensation: In Table 1 it is shown the various receptors, the locations and the types of sensations. Table 1: Types of receptors, the location, and the types of sensations
Sensation of smell/olfactory
Olfactory receptor is located in the olfactory epithelium in the nasal mucous membrane. Cilia in the receptor detects air molecule (smell). When cilia are stimulated, the nerve fibers carry impulses move through the olfactory bulb, olfactory nerve along to the brain. The brain interprets the impulses as smell. Animals use olfactory to look for food, territory marking, identifying their own child and the presence and condition of a sexual partner. The development of the olfactory system is very different between one species and another. In humans the sensation of smelling is less developed compared to many animals.
Receptors Locations Sensation Types
Pacinian Vater Corpuscle
Subcutaneous connective tissue around the joints, external genitalia tool (male and female)
Deep pressure
Ruffini corpuscles, Krause end bulbs
Most of the connective tissues in the body
Hot, cold
Akhiran-akhiran saraf bebas dari neuron sensoris
Skin, and connective tissues of the cornea (heat, cold, chemical, mechanical excitatories)
Pain
Meissner corpuscles Merkel discs Free nerve endings
Connective tissues of the skin papillaries, next to the epidermis Sensitive epithelial (like the tongue) Surrounding the hair follicles (example: Takil hair on the muzzle) and in the cornea
Touch
Afferent nerve endings Surroundings of the muscle fibers (example: connection of muscles and tendons)
Proprioception (muscles/position)
Sympathetic nerve fibers Parasympathetic nerve fibers
In the visceral organs Reflexes in the cast, lungs (Hering Breur), ren (micturition)
Visceral
Visceral afferent nerves
For feeling / desired activities (hunger, thirst, sexual, when the bladder is full)
Organic
Sensation of taster/ flavor
The sensation of taste is a very important part of animal life. In humans there are four basic taste sensations (such as sweetness, bitterness, sourness and the saltiness). In animals, taste sensation functions to choose foods that contain elements which are deficient for the animal, so they can optimalize food hunting and maintaining homeostasis. Organ of taste is the tongue. The tongue is a sensation that serves to sense stimuli from the sense objects into the mouth. Taste receptors on the tongue dsebut chemoreceptors, consisting of Taste bud (pistil/taste button), which cause a response in soluble substances in the saliva in the cavity oris. These substances pose a potential generator. Most of the taste pistil contained in the circum vallate and fungiform papillae of the tongue and the rest are in pallatum, pharynx and larynx. The sensation of taste is located in the anterior two thirds of the tongue and in the branches of the nerve supply to the VII or khorda N.Facialis called the tympanic branch of the trigeminal nerve (NV). While the other third of the posterior part supplied by branches of the glossopharyngeal nerve. If the food is placed on the upper surface of the tongue to stimulate the cilia on the pistil ketchup, triggering nerve impulses in nerve fibers nearby, this is connected to the cranial nerve (facial nerve and glossopharyngeal). Impuls runs along the cranial nerve impulses to the brain, which interprets the impulses combination of different types of taste receptors as different sensations. Sensory information about food smell, taste, texture, and temperature is processed by the brain to produce the sensation Sensation of hearing
Sound waves from the outer ear, entering through the external acoustic meatus canal, running in a canal leading to the tympanic membrane. Furthermore, sound waves are transmitted into the inner ear. The coming sound waves reach the oval window, the pressures (both positive and negative) on the membrane are transmitted to the perilymph and vestibule to the osseous labyrinth and maze membrane. Therefore, the liquid can not be pressed, each movement, the membrane of the oval window should be compensated by the opposite
movement of the membrane that covers the round window. In the kokhlea (supplied by branches of N. VIII (N. Audiori) first transmission path of perilymph in the vestibule, to the scale vestibuli, then into the Organon korti kokhlearis ducts and finally to the scale tympani and round window. Wave pressure of the fluid affects the hair cells. When this fluid movement stimulates the hair cells, then the resulting response in the cochlea to generate nerve impulses to the auditory cerebral cortex (brain) are interpreted as sound. deflect high frequency basilar membrane near the oval window and low frequency away from window. deflection activates mekhanoreceptor, called hair cells that trigger nerve impulses. sensory input moves along the eighth cranial nerve to the medulla, midbrain, thalamus, and cerebral cortex.
Sensation of hearing In the vestibular organs of the membrane labyrinth there are neuropitel areas which can receive stimuli of balance and movement changes. The area is composed by supporting cells and hairy cells which have immobile cilia and each of the cell has a relations with myelinated nerve endings of the vestibular nerve Auditikus. Sensitive areas contained in urtikulus and saccule, called makulla adusticae have a function that has to do with static ekuibrium (head position). Surface of each macula (the utricle and saccule in) enclosed by a gelatinous membrane is called membrane otolitik, contains large amounts of calcium carbonate crystals (otolith). Stimulation of the hair cells of the macula was apparently caused by the effect of gravity on otolitik membrane, so that the otolith organs known as gravity receptors. When the head is tilted, or moving suddenly, otolit pull on hair cells, which generate nerve impulses. This trip to the vestibular nerve cerebellum. By coordinating the nerve impulses from the semicircular canals and the otolith organs cerebellum helps the animal keep its balance. Impulses carried by the vestibular portion of the auditory nerve is responsible for the reflex move the eyes, head, other parts of the body and may cause dizziness as in motion sickness. Therefore position sense and balance is largely due to the impulse. Sensation of sight
Light entering the eye passes through the cornea, pupil and then forwarded to the aqueous humor, lens and vitreous humor and is focused on the retina by bending light rays (refraction), so that the light from the object falls on
the retina (which contains stem cells and cone cells). Stem cells handle vision in low light, and cones handle color vision. When light gets in contact with these two types of cells, rhodopsin is activated which converts the light into electrical impulses which are carried to the optic nerve. The optic nerve carries visual information to the brain, so it is interpreted in a partial shade.
Kidney Physiology Kidney contributes in maintaining acid-base homeostasis. In addition, the kidneys produce hormones that play important role in blood pressure control system and production of red blood cells. Kidneys do this with the help of an cell types varieties extension, each supported by an arrangement of individual functions and is designed to respond to a direct and indirect signs. These cells are arranged in a specific sequence to form a functional unit of the kidney, the nephron.
Nephron is composed of glomeruli, the place where the blood is filtered and the various segments of its own (real / different from the others) of the renal tubule, where the filtered substances are absorbed and plasma components secreted into the tubule fluid. In the renal cortex, the nephron is included in the collected vessels systems/ channels to explore kidneys and ended in a collection system that is more in line cord, which changes the end of the tubule fluid plays a role in the formation of urine.
Filtration takes place in glomerulus, which is a series of capillaries with a specific structure designed to maintain cellular components and protein molecular weight from medium to high in the vascular system when approaching the identical discharge plasma in the electrolyte and water composition. This fluid is the glomerular filtrate, and the process is glomerular filtration. The rate of glomerular filtration is a parameter of kidney function which is often used in clinical practice. Glomerular filtration rate (GFR) is expressed as milli-liter of glomerular filtrate per minute for each kilogram of body weight. To understand GFR, the following example could help: The average size of a small dog, body weight is 113 kg with a GFR of 3.7 ml / min / kg would result in an average of 37 ml of glomerular filtrate per minute, or 53.3 L (a little more than 14 gallons) per minute glomerular filtrate, almost 27 times the volume of the extracellular fluid of the dog. Performance of GFR is set by the rules of physiology: 1) adjustment of the kidney in blood pressure and intravascular volume; 2) intrinsic control of
blood flow and volume mediated humoral factors, especially the system of "renin-aldosterone-angiotensisn". Intrinsic control in glomerular capillary perfusion mediated by 2 autoregulatory systems which control the flow resistance in the afferent and efferent arterioles: 1) myogenic reflex; 2) tubuloglomerulus feedback. “Rrenin-aldosterone-angiotensisn" system is an important mechanism in the control of GFR and renal blood flow. Renin is a hormone produced by special cells in the walls of afferent arterioles, mesangial ekstraglomerulus granular cells, which dispesialisasikan juxtaglomerulus cells. Renin is stimulated by a decrease in renal perfusion pressure, mostly due to hypotension system. Renin catalyzes the transformation of angiotensinogen produced by the liver angiotensinogen to angiotensin I. I is replaced by a more active angiotensin II by the angiotensin enzyme replacement was first located in the vascular endothelium of the kidney and other organs. Then a change of angiotensin I to angiotensin II can occur in the extrapulmonary place.
Angiotensin II is a hard which works directly increasing blood pressure system and renal perfusion pressure. In addition, angiotensin II stimulates the release of aldosterone from the mineral oxcorticoid gladula pasopresin adrenaline and release. In the collecting ducts, aldosterone adds sodium and water reabsorption, and vasopressin adding urea and water reabsorption. Augmentation of water takes intravascular volume increase thus increasing renal perfusion. Renin release detained by: an increase in renal perfusion and increase the plasma levels of angiotensin II, creating a negative feedback system that regulates renal perfusion and GFR in the composition of physiology. Increased level of angiotensin II also stimulates the release of products and at least two renal vasodilatory prostaglandins: prostaglandin E2 and I2 (protacyclin). This response is important in the regulation of the renin-angiotensin-prostagladins. Intrarenal vasodilator production in this: 1) clicking blocking the effects of angiotensin II vasoconstriction in the intrarenal vasculature; 2) helping to regulate renal vascular resistance in the level of normal / near-normal. Without this protective effect, leveling will affect vasoconstriction in renal blood flow and GFR despite an increase in blood pressure. In the kidney itself, glomerular capillary perpusi is directly controlled by two systems mentioned above: 1) myogenic reflex; 2) tubuloglomerulus feedback.
A mechanism in autoregulation of blood flow and GFR is filed after the observation that glomerular arterioles changes in wall tension of the arterioles. This response is called myogenic reflexes, and the result is konstrisksi / contraction of the arterioles. On contrary, a decrease in arteriolar wall tension causes dilatation / development arterioles.
Second intrinsic mechanism control is tubuloglomerulus feeback. In order too understand this concept, it is important to look back at the anatomy of the nephron. In particular, recall that the distal tubules associated with the same glomerulus in the nephron. Anatomy of a group of epithelial cells known as the "macula densa", which are located in the thick branches of the loop of Henle. Macula densa located between afferent and efferent arterioles, bordered by the mesangial ekstraglomerulus. This structure is known as juxtaglomerulus apparatus.
In addition, to control the excretion by the kidney itself, systemic factors can contribute to changes in GFR. This includes the control of systemic blood volume pulse and blood vessels. Many hormones regulate blood volume as mentioned above, aldosterone and vasopressin (antidiuretic hormone) secretion, add water and solutan reabsorption by the kidneys and increases blood volume. Atrial natriuretic peptide, a hormone that is produced in the atria of the heart causing natriuresis (sodium disposal) and diuresis (water disposal), thereby reducing blood volume.
Systemic factors whic affect the rate of blood vessels also affect blood pressure system, renal perfusion and ultrafiltration. Catecholamines and vasopressin, and circulation system causes vasoconstriction and increase blood pressure. Stimulation of β-edrenergic can activate the renin-angiostensin and α-adrenergic stimulation can cause renal vasoconstriction. Both of these stimulations cause a reduction and redistribution of renal blood flow. In addition, to alter renal perfusion, vasoconstriction may affect the determination of GFR, ultrafiltration coefficient Kf. Vasoconstrictor can cause contraction of mesangial cells in the glomerulus and reducing places available for filtration. Because Kf is the product of the area used for filtration and hydraulic permeability, contraction of mesangial cells in vivo would cause a reduction in Kf and then in GFR.
Insulin-like growth factors and proteins increase the GFR in kidneys of normal animals and after experimental renal ischemia. What's more, it has been shown that high levels of dietary protein causes an increase in renal blood flow and GFR. These parameters also improved after high protein foods and single. Mechanisms and clinical implications and effects of insulin and growth factors
in the high-protein diet in renal function are not fully understood at this time and will be continued to dig the truth. Solutan reabsorption As an illustration of the importance of ultra-filtrate reabsorption components, 10 kg dog that is formed of 53.3 L of glomerular filtrate each day. Ultra filtration actually contains salt and glucose concentrations similar to plasma. Therefore without tubular reabsorption, urinary loss of sodium, chloride, potassium, bicarbonate, and glucose itself. The total will be 500 gram solute. When there is no tubulus reabsorption, the dog will need replacement of the chemical compound daily by eating more than 1 pound of salt and drink more than 50 liters of water at the same amount of loss of urine to maintain the balance of water and salt.
Fortunately, the renal tubules can obtain water and salts efficiently back as well as other ultra-filtrate. Illustrating the presentation of various filtration substan left in the tubular fluid at various points during the filtration tubules 100% of glucose is rapid reabsorption by the proximal tubule. At the time of last urine formed in the terminal colectivus ductus, approximately 99% of the water filtration and sodium have been recovered.
Presentation of filtration which is excreted in the urine is called standard fractional excretion. This is the net result of tubular reabsorption and secretion of filtration substans. In mathematics standards in substan fractional excretion of urine concentration x is the consideration of x (Ux) to plasma concentration x (Px) divided by urinary or plasma ratio of substans reference.. Proximal tubule is responsible for reabsorption of massive solute filtration reabsorption
Proximal tubule is also responsible for the absorption of peptide and protein molecules filtrate with a low weight, a large ratio of filtrate derived peptides into amino acids by peptidase enzymes in the proximal tubule and the bulkhead divider dereabsorpsi by cotrnsport with Na + crosses the apical plasma membrane. There is also evidence that a small fraction of peptide transport itself crosses the apical plasma membrane by cotransport with H +, driven by a proton gradient tubular fluid to the blood.
Proteins with low molecular weight are also reabsorbed by the proximal tubule, but by a different mechanism. The filtrate proteins such as insulin,
glucagon, and parathyroid hormone were taken from the tubular fluid into the proximal tubule cell by endocytosis carrier along the apical plasma membrane. Protein is received by the carrier protein by intracellular organelles endrisitik to system called lysosomes. Proteolytic enzymes with lysosomes lowering protein absorption to cause the average amino acid transport into the interstitial fluid and returned to the blood. Segment of the distal tubule reabsorbs salt and tubule fluid Distal tubule segment, which includes the thick ascending segment of Henle and distal tubule meshes convoluted will reabsorb Na +, K +, Cl-, and divalent cations Ca2 +, and Mg2 +. Segments can reabsorb the solutan against a high gradient and time of tubular fluid leaving the distal convoluted tubule, more than 90% of salt has been filtered and reabsorbed from the tubular fluid osmolalas typically reduced to 100mOsm / kg H2O. Collector pipelines reabsorb NaCl and could release or reabsorb K +
System of collector pipes began in the connecting segment, which is the transition region of the convoluted distal tubule to first collector tubule. Depending on the connecting segment species is composed of several cell types, including cells of the distal convoluted tubule, which has a large number of vesicles intrasitoplastik as well as mitikondria; and principal cells which have a little mitokondria but wide basolateral plasm involding membrane. Aldosterone increases Na + reabsorption and K + secretion
Aldosterone is a mineralocorticoid hormone secreted by the adrenal cortex. Aldosterone release stimulated by hipotens system through the renin-angisotenin and work on connecting system cells and primary cells of collecting tubules to increase the reabsorption of Na +, which is on the increase in water reabsorption in order to correct the volume depletion. At the cellular level of aldosterone increases the permeability of the apical plasma membrane channels and Na + stimulates the activity of Na +, K + -ATPase, thus an increase in Na + reabsorption. Aldosterone stimulation continuously can even cause structural adaptation on cell: proliferation of the basolateral plasma membrane, where there are Na +, K + -ATPase.
Liberation of aldosterone was also triggered by hyperkalemia (raising the level of Na +) and have an important role in the regulation of K + homeostasis. Acute effects of aldosterone on K + is to increase revenues to the
aldosterone-responsive cells by stimulation of the activity of Na +, K + -ATPase, with low levels of serum K + but has little effect on the renal excretion of K +. More acute stimulation of aldosterone which is connecting segment cells and primary cells, increasing the number of K + channels in the plasma membrane permeability by increasing apppical K +, which results in increasing intracellular K + secretion. Similarly, the most direct effect of aldosterone is to redistribute K + from the extracellular compartment to the intracellular compartment, will tetapip with aldosterone stimulation constantly, elimination of renal K + greater.
Majority of renal absorption of Ca2 + and filtered according to the size of the Ca2 + systematic systemic. Approximately 65% of the filtered Ca2 + absorption in tubules praksimal, the majority of Ca2 + is reabsorbed paracellular and passive, and guided by chemical and electrical gradients. Approximately 20% of Ca2 + is filtered and absorbed in the inside of Henle. Ca2 + reabsorbed in this segment and is believed to occur as a passive and paracellular, followed by electrochemical gradation, and with the active, transcellular transport. The presence of a distal tubule segment that connects rolled and re-absorption of an additional 10% of the filtered Ca2 +, especially solely occur by transcellular active transport. Basolateral plasma membrane of cells in the distal tubules containing Ca2 + -ATPase will pump with active and intracellular Ca2 + pressure in the interstitial fluid. Ca2 + is also transported to the basolateral plasma membrane by the Na + / Ca2 +. The presence of the antiporter exchanges extracellular Na + is due to be intracellular Ca2 +. Ca2 + in the tubular fluid entering the cell to the apical plasma membrane via Ca2 + channels, and diffusion to the basolateral side of the cell is facilitated by a protein-as a comparison of Ca2 + and calbindin 28k. Finally, 1% to 2% of the filtered Ca2 + absorption in the pipeline collected; mechanisms of Ca2 + transported in the main pipeline has not been determined.
The presence of Ca2 + transport regulation occurs in the distal tubule is coiled, thick segment that connects, and the ascending Henle meshes in the form of membranes. Parathyroid hormone, calcitonin, and 1α, 25- (OH) 2-vitamin D3 has an important role in the control of Ca2 + with respect to the body of impurities are filtered out by the kidneys.
Hypocalcemia (low levels of plasma Ca2 +) stimulates the release of parathyroid hormone, which affects the bones, guts, and kidneys to raise the plasma levels of Ca2 +. The response of the kidney occurs in the thick muscles with respect to the membrane, curled distal tubules, and that the linking segment. Parathyroid hormone-right is believed to increase and can absorb water or gas
from the apical plasma membrane. This segment can stimulate the activity of Ca2 + channels apical, an effect mediated by the production of cyclic adenosine can increase 3 ', 5'-monophosphate. After all, a small amount of rolling the distal tubule, parathyroid hormone increases the basolateral Cl konduktans in the plasma membrane, which hyperpolarizes the inner cell becomes more electronegative and can improve locomotion for Ca2 + entry.
Hormone 1α, 25- (OH) 2-vitamin D3 is converted to the active form in the proximal tubule roll; This process is stimulated by parathyroid hormone. Cell receptors for vitamin D3; located mostly in the distal tubule. At that place increased cellular contents of Ca2 + -bungkus protein calbindin 28k and so contribute to enhanced Ca2 + reabsorption in the distal tubule roll.
Calcitonin reduces serum concentrations of Ca2 +, which is largely as a result of the release of Ca2 + in the bone. Although pharmacological doses of calcitonin may increase the level of Ca2 + due to the impurities of the kidneys, physiological dose reduces Ca2 + body dirt of kidneys. Calcitonin has been used to increase the levels of Ca2 + and absorb back in the thick muscles, roll the distal tubule, and connecting with the segment; it is believed to calcitonin hyperpolarizes cells in this segment and thus the level of Ca2 + mesukan of tubular fluid. Calcitonin has added on top of the proximal tubule, which stimulates the synthesis of 1α, 25- (OH) 2-vitamin D3 and also blocking the absorption of phosphate.
One of the important functions of the kidneys is to maintain water balance in the body as well as plasma fluid. In terrestrial animals, the kidneys are designed for the reabsorption of most of the water in the glomerular filtrate. In addition, the kidneys can also respond to the excess water in the body to excrete hypotonic urine in normal circumstances, 10 kg beagle produce 53.3 L of glomerular filtrate, with 99% absorption of water contained in the glomerular filtrate so that the urine is excreted only 0.2 - 0.25 L . Currently water loss, a normal dog can produce urine 7 to 8 times the plasma osmolality is about 2000 mOsm / L. Meanwhile, when excess water, dogs produce urine with an osmolality of 100 mOsm / L or ⅓ of the plasma Proximal tubule reabsorbs 60% of filtered water Solutan reabsorption is done by adding the liquid inside which is called tubular fluid which causes an increase in the displacement movement of water into the cells and the intercellular space. Because of the brush border in the
proximal tubule, the large surface available for reabsorption. And epiteliumnya is highly permeable to water. A slight gradient / changes can accelerate the movement of water in a large scale from the tubular fluid into the interstitial fluid. The high pressure and low oncotik peritubular capillary hydrostatic pressure and weaken the movement of water and solutan reabsorption of interstitial fluid, while the substance will be reabsorbed back into the blood stream system. Each day will mereabsorpsi proximal tubule water 32-37 L. However, because water is reabsorbed keisotonikannya approached the salt, then there is little change in osmolality of tubular fluid in the Bowman's hoops and thin descendens branch beginning of the loop Henle. Ingenious system increases the ability of the kidneys in the urine excrete both urine-concentrated and dilute urine, depending on the state of the plasma. The system is divided into three main components. First, hypertonic medullary interstitium whoch forms concentrated urine. Second, dilution of tubular fluid by thick ascending branch and the distal tubule formation contulatus dilute urine. The third is a change in the water permeability of the duct in response to antidiuretic hormone colectivus (ADH) that play a role in determining the final concentration of urine. Hypertonic medullary interstitium forms formation of concentrated urine Urine concentration of terrestrial mammals is usually higher than plasma osmolality. Concentration excretion of waste products, water supply, as well as a reduction in the volume of water consumed per day in order to avoid dehydration. ANIMALS BREEDING SCIENCE
In the breeding program a lot of poyong cows cross-breedings are done between local cattle (ie Balinese cow = Bos sondaicus and Onggole Crosbreed = PO = Bos indicus) with Bos taurus cow (eg Simmental, Limousin, Angus). A cross between a small local cow and large stud is made possible with the implementation of reproductive technologies such as artificial insemination (AI, artificial insemination = AI) and embryo transfer (TE). Crossbreeding in beef cattle between Bos sondaicus / indicus and Bos taurus generate derivative better productivity with adequate agro-climatic adaptability, but also the follow-up due to less favorable. Fertility decline is a result of the poor, as well as the scarcity of local cows that are local germplasm.
Cruciferous calf beef cattle with relatively fast growth tidakmendapatkan often enough milk from the mother in the first five months of
age. As a result of various diseases frequently appear calf and calf attacked this cruciferous, such as diarrhea, pneumonia, bacterial infections, fungal or parasitic worms infestsi. Inflammation between randomized (interdigital phlegmon, foot-rot) caused by infection with Bacillus myasis complications necrophorus also commonly found in calves with poor sanitation, and muddy enclosure.
Dairy cattle in Indonesia has only recently recognized by one nation only, which is Friestian Holstein black and white stripes. In the exaltation program implemented only pure breeding (breeders of pure breed) between cows FH with FH stud or frozen semen. Grading up breeding programs, with efforts pemurunian FH cows from local females with males or frozen semen continues menenerus FH performed to achieve near-pure FH nation. In the cage is less hygienic and sanitary ugly calf diseases often cause neonatal calf mortality and calf under five months, such as diarrhea caused by bacterial infection Escherechia coli and Salmonella sp. Causes of neonatal calf mortality of dairy cattle which are common in Indonesia is an inflammation of the umbilical cord (omphalitis or navel ill). VETERINER BACTERIOLOGY AND MICOLOGY
Bacteria, as a prokaryotic organism, is a unicellular organism that has a cell structure that does not have a nuclear membrane. Bacterial cell structure consists of: nucleoid, cytoplasmic membrane, mesosome, cell wall, capsule, pili, and flagella. Each of these sections has a different function. Eukaryotic cells have a more complex structure, as well as having the nuclear membrane that separates the nucleus to the cytoplasm. These cells also have endomembrane structures called organelles.
The digestive tract is the channel that is instrumental in the body. The digestive tract is a unity and work together to digest food either through mechanical or enzymatic. If disturbed digestive tract would interfere with the activity of the body at that time. Basically from all existing microorganisms, only a small fraction of bacteria that are pathogenic and non-pathogenic bacteria part is. Non-pathogenic bacteria help digest food into food juices to be easily absorbed by the intestine villus. Microorganisms also serve to control pathogenic microorganisms. Non-pathogenic bacteria can benefit the host but under certain conditions could also cause diseases.
Rumen microbiological In the digestive process of ruminants, food such as grass, hay, grain, or
other types of crude fiber eaten, will pass through the esophagus and into the rumen. The rumen is the largest compartment and the occurrence of primary fermentation in the digestive tract. Rumen can not secrete mucus and enzymes, the only existing buffer fluid in the rumen derived from saliva. Naturally, rumen contents can contract pressing forward out of the compartment and vice versa for the mixing function. In this function, the feed will be inoculated with microorganisms and fermentation acid products can be transferred to the epithelial surface so it can be absorbed.
Ruminant digestive tract is an ideal habitat for many species of microorganisms. In the rumen, microorganisms obtain nutrients from the feed material continuously mixed as contraction, well-regulated temperature, water and saliva that supports moisture, as well as various types of volatile fatty acids are absorbed rumen so that the end product is not a growth inhibitor. Oxygen is removed along with the gases of fermentation or consumed by a small but very active population of facultative anaerobic bacteria. Therefore, almost all obligate anaerobic rumen microorganisms and are not able to live and thrive on the oxygen concentration greater than 1ppm. Oxygen is toxic because these microorganisms are not able to produce oxygen detoxifying enzymes. Oxygen reacts with protons to form peroxides; mostly aerobic bacteria have catalase that can detoxify peroxides. Meanwhile, rumen bacterias do not have such enzyme.
. O2 + 2H+ + 2e- <---> H2O2 H2O2 -katalase-> H2O + ½O2
Oxygen also reacts with superoxide free electrons into superoxide which is more reactive. Superoxide reacts with various cellular components such as reduced flavins, Quinones, flavoproteins, thiols and iron sulfur proteins. Superoxide has the ability to oxidize the components. Because the rumen bacteria require -SH group-containing molecules (sulfhydryl (thiol)) for metabolism, these bacteria become more sensitive to oxygen than aerobic bacteria, beside that the aerobic bacteria can produce superoxide dismutase which protects it from superoxide.
O2 + e- <---> O2-.
O2-. + O2
-. –superoxide dismutase-> H2O2 + O2
Rumen fluid has the same equilibrium with the plasma and high leveled animals interstitial fluid, so the sodium-rich environment is often illustrated as the oceans that are in the land, despite the fact that seawater salinity remained higher than rumen fluid (460 ±: 120mm sodium). Very many rumen bacteria can not live without sodium in its environment.
The concentration of bacteria in the rumen is very high, approximately 1010 cells / gram of rumen contents, with variations in size 1-5µm. In addition to bacteria, inside the rumen can be found other organisms such as fungi and protozoa. At the moment the number of protozoa increased, the number of bacteria will decrease, and vice versa. Rumen fungi have complex life cycles vary from zoospores to the mycelium. The number of fungal biomass is approximately 6% of the total biomass rumen. The rumen contains approximately 10% w / v feed. Feed containing polymers are large, partially dissolved, and sometimes complex. Through the help of extracellular enzymes, the polymer degraded into simpler molecules such as oligosaccharides, amino acids, peptides and so on so it can be used for further metabolic processes. At the time of the bacteria secrete enzymes in the rumen, other bacteria that are not capable of producing the enzyme can still take advantage of degradation of the polymer molecules. Most of the bacteria were free in rumen fluid and utilize dissolved nutrients, most microorganisms colonizes the rumen wall, and others attached to the feed material is not dissolved. Some of the resulting enzyme hydrolysis rumen microorganisms is: function mendigesti cellulose cellulase, amylase for starch degradation, which has the activity of pectinolytic pectinase, proteinase and peptidase for protein degradation, β-glucanase, xylanase, mannanase and so on.
Inside the rumen there are obligat anaerob bacterials which are very complex. Bacterial diversity is influenced by the type of food, natural selection biochemists related capabilities and the presence of bacteria which is most adaptive which affect the rumen niche condition so that other bacteria gets a
chance to develop. Some bacteria that have been isolated from the rumen and has an important role in the transformation process can be seen in the following table: The mechanism of itching due to dermatophyte infection
Beside bacteria, viruses, and parasites, infections of the skin can be caused by the dermatophyte fungi which consist of three genera Trichophyton, Microsporum and Epidermophyton. Cases of infections by the genus Epidermophyton are less common in animals than humans. In general, fungi are divided into major groups, namely fungi (mold) and yeasts (yeast). Mold a group of multicellular fungi with hyphae form the basic structure, while the yeast is a group of unicellular fungi with the basic three-dimensional structure such as a ball (spherical) or resemble an oval (ovoid). Three genera of dermatophyte fungi included in the group above.
Dermatophytes obtain nutrients from keratin-containing material such as on the surface of the skin, hair, nails and horns. Dermatophytes colonization of the tissue can cause inflammation. This happens due to dermatophytes perform extracellular digestion of nutrients through the production of a class of protease enzymes (particularly the endopeptidase proteinase), elastase and keratinase to unload and break down keratin stuck in dead cells that undergoes cornification. Due to the non-specific nature, these enzymes also react with cells / tissues, causing inflammation around it. The most important enzyme in the itch sensation, will interact with the protease Proteinase-activated receptor 2 (PAR2), which plays an important role in this mechanism. PAR2 is a receptor located on the surface of the epidermal keratinocytes and nerve fibers in the skin. Interactions between protease with PAR2 receptors will stimulate keratinocytes to produce itch mediators such as leukotriene (LT) B4. In addition to LTB4, keratinocytes can release neurotrophin such as NGF, neurotropin-4, a lipid mediator or endothelin-1 can activate sensory nerve fibers or through the activation of mast cells to produce mediators pruritogenik. Stimulus arising transmitted through nerve fibers to the spinal cord and then forwarded to the cerebrum and perceived as a sensation of itch Antibiotics
Improper administration of antibiotics, both in types and doses, can potentially increase the number of bacteria that are resistant to antibiotics. Increased populations of antibiotic-resistant bacteria can go through the
mechanism of survival selection, mutation, and transfer of resistance genes between bacteria. VETERINARY PARASITES DISEASES SCIENCE
Way of parasites to adverse hosts
In a parasitic relationship with its hospes, parasites do not actually mean to kill or destroy its host, because the death of the host means the death if the parasite. Thus, the more perfect the character of parasite the more host damage caused by the parasite on the wane. Severity of damage to the host because the parasite driven by many factors such as parasite factors (species, number of parasites), the host (young, adult, sex, body conditions such as fatigue, hunger, etc.) and external factors such as management and environmental conditions.
This section will discuss ways parasites harm their hosts so that students know how parasites adverse hosts. Parasites harm their hosts by these ways:
Sucking hosts’ food. Ascaris worms, Ascaridia, Neoascaris, Parascaris,
Toxocara and various species of Trematodes and Cestodes suck their hosts existing feed in the gut while the food is digested in the gastrointestinal tract of the host. Trypanosoma is a blood sucking parasite which suck blood glucose as its energy source.
Sucking blood, body fluids or eating body tissues of the host. Arthropod parasites suck the blood or body fluids after injuring suck the skin of the host. Arthropods way injure the skin of the host, among others, by piercing the skin with probosisnya host (mosquitoes, flies), biting with chelicera (ticks). In the case of some blood sucking parasites such as Haemonchus very greedy, Ancylostoma, although it is full of blood so that the blood still suck for a while still flowed as a result of host blood loss. Fleas like Haematopinus and Pediculus suck body fluids after injuring the skin of the host. Some species of worms like Chabertia ovina also eat other than blood sucking intestinal mucosa. Heartworms in addition to suck the bile also takes tissue damage and bile duct wall. Some mites suck the body fluids in addition to also damage the skin and feed on tissue. Dioctophyma renale (dog) and Stephaneurus dentatus damage kidney tissue and bladder wall. Blood intracellular parasites such as Babesia, Plasmodium, Leucocytozoon, Leishmania and intrseluler intestinal wall cells such as Eimeria will damage the cells they occupy.
Causing mechanical interference. Worms such as Dirofilaria immitis, Dipetalonema sp., in large amounts can accumulate in the heart of the right ventricle that can block blood flow to the lungs so that the host can pass out from lack of oxygen. .Filarial sp., larva in large amounts can clog veins and lymph vessels in the lower leg. The result can lead to leakage of lymph fluid out of the foot vessels, causing swelling called elephantiasis. Adult heartworms can cause blockage of the bile duct so that bile is absorbed by the tissue resulting in jaundice. Ascaris worm, Ascaridia galli and especially tapeworms in chickens in large amounts can lead to blockage and rupture of the intestinal wall. Coenurus cerebralis may cause pressure on the brain, causing neurological disorders. Sista hidatida large enough can press organs surrounding the resulting interference function. Strongylus vulgaris in horses can clog blood vessels behind in the tool hanger intestine (mesentery) that can lead to aneurysm (widening of blood vessels) and colic (abdominal pain) in horses.
Causing inflammation. Inflammation is a tissue change marked by the presence of pain (dolor), heat (calor), redness (rubor), and swelling (tumor) and is usually followed by the destruction of all or partial tissue. The first result of infection or parasite infestation is local inflammation. Inflammation caused by young parasites is usually acute, while adult parasites cause chronic inflammation that could lead to attachment of parasites (eg bubble worms adhesion), hardening (eg liver cirrhosis caused by worms in general) liver, exudation (eg by gastrointestinal worms in general), granulomatous (eg by worms Capillaria hepatica), serosis (serous discharge caused by ectoparasites in the skin), necrosis (death of tissue cells caused by Trichinella larvae), purulent (suppurative by Demodex).
Generally, the parasite causes traumatic inflammation resulting in a wide variety of tissue reactions depending on the species of parasite. The tissue reaction of the host body tissues products against parasites or parasite products may be found or occur in other places far from the location of the parasite. Blood worm eggs excreted through the kidneys and the presence of these eggs may cause carcinoma of the kidney. Bilharzia granules can be found in the blood anywhere in the body of the host. Parasite migration through the lungs can cause pneumonia verminosa are worms that are predileksinya directly to the lung also can cause pneumonia verminosa.
Easing the entrance of other microorganisms. Skin damage caused by the bite or puncture wound parasite is a port d'entre for other microorganisms. Similarly burrows made by female mites will lay eggs that will facilitate the
entrance of pus making bacteria. Wounds caused by worms penetrate the thorny-headed worms and askaris and tissue damage due to larval migration worm will cause the entry of intestinal bacteria into the surrounding tissue. Injury to the intestinal wall can also be caused by Entamoeba histolytica and Eimeria.
Increasing the sensitivity of the host. Some parasites may produce toxins that harm the host, such as T. evansi in horses, T. gambiense and Plasmodium sp., suspected of producing toxins which cause the typical symptoms such as staggering on a horse, sleep or weak nerves in humans. Dibothriocephalus latus and Ascaris sp. can lead to hysterical each in dogs and humans. Mosquito bites and ticks can cause symptoms of urticaria, asthma and paralysis ticks.
Causing the spread of the parasite from one animal to another animal. Temporary parasites / non-periodic parasites or parasites which come and go has the role as parasitic arthropods, either biting, sucking or awl, while sucking the host’s food, they also can give off microorganisms or parasites from one host to another host. Parasites can help act as intermediary host against other pathogenic agents from the class of viruses, rickettsia, mycoplasma, bacteria, fungi, or intermediaries of various parasite itself. Diseases caused by Arthropod parasites are called arthropods borne diseases.
Lowering the host body immune system. Temporary parasites / non-periodic parasutes or parasites which come and go in addition to acting as intermediaries for distributing micro-contaminants as described earlier, could lead to other disorders. These include disorders due to contact with the host parasite is not periodic, then the contact mode so it can lead to annoyance or disturbance of tranquility host. Due to the disturbed peace of the host so that ir can resulr in fatigue to decrease of immune system of the host body which can cause the host easily gets diseases. Fasciolosis Causes :
Fasciola hepatica and Fasciola gigantica
Locations
•! In biliverus duct of sheep, goats, cattle, other ruminants, pigs, rabbits, elephants, horses, dogs, cats, kangaroos, man.
•! In an unusual hosts (human, horse), worms can be found in the lungs, under the skin and other locations.
•! The parasite is spread throughout the world and causeing fasciolosis / distomatosis in sheep and cows.
Pathogenesis depends on ingested metacercariae. There is no damage during penetrate the intestinal wall / peritoneal cavity. The most important lesions in the liver parenchyma and or ductus biliverus. Basically, the disease can be divided into acute and chronic forms. Complications that occur in connection with this distomatosis infection is an infection caused by Clostridium Black disease oedematicus novyi.
Acute fasciolosis. Rarely occured compared to chronical ones (Often happen in sheeps). Traumatic hepatitis occurs because a large number of young worms migrate together. In alrge number, the capsule of the liver will be torn, bleed into the peritoneal cavity, causing the death of the animal. In the subacute form a closed heart traces migration, fibrosis seen early, may be chronic. Both forms can occur in animals of all ages and nutritional status. Death can occur rapidly or after a few days. Animal lazy to move, down appetite, enlarged abdomen and sore to the touch. Complications of acute condition is a "Black disease" caused by Clostridium novyi oedematicus that attack sheep aged 2-4 years old.
Fasiolosis kronis. Chronic fasciolosis. The most common form in sheeps, cows and other animals including humans can be hepatic fibrosis and cholangitis hyperplastik of liver parenchyma, hemorrhage, necrosis. Migration of worms also cause the formation of thrombus in the vena hepatica liver sinusoid, continued obstruction of blood flow, iscemia, necrosis, coagulative in the liver parenchyma. In the process of healing / regeneration fibrosis, the presence of adult worms in the ductus biliverus may result in cholangitis hyperplastik, sucker / spina worms, worms pass through the ductus biliverus movement, the presence of eggs can result in fibrosis. Adult worms suck blood which can lead to hypoalbuminemia and hypoproteinemia. In cattle may occur calcification of fibrotic lesions. Biliverus ductus wall calcification may continue into similar clay pipes. In cattle worms often found in other organs, especially the lungs terkapsulir (cyst) containing purulent brown gelatinous material and worms that live / dead worms more often / calcified.
Diagnosis is done by finding eggs in feces (as distinguished from other trematode eggs especially paramphistomum). Fasciola eggs yellow skin, the operculum is not clear and the embryonal cell is not very clear. Eggs of Paramfistomum are transparent, clear operculum and embryonal cell clearer, there is often a small protrusion on the posterior end. Eggs of Paramphistomum bigger than the liver fluke eggs.
Some drugs can be used to treat fasciolosis; such as s.c. Nitroxynil 10 mg / kg for adult worms (sheep and cattle) 15 mg / kg for 4 weeks of age the young worms; Benzimidazole, albendazole and Oxfenbendazole effective for liver fluke and gastro-intestinal nematodes Albendazole 7.5 mg / kg for cattle Oxyclozanide 10 mg / kg for the horse.
Dioctophyma renale
D. renale also reported parasiting in mink, dogs, and many other species and are often found in pigs. Female worm has a length of 75-100 cm with a diameter of> 1 cm. Adult worms live in kidney tissue and kidney parenchyma meruak gradually along with the growth of worms.
Speckled worm eggs and thick-walled with plugs on both poles, excreted in the urine Anelida class Oligochaeta (lumbriculus variegatus) acts as the intermediary host. Infection of the host through ingestion of larvae or transport host (fish, frogs) contains larvae mengkista. Once ingested, the larvae migrate from the stomach into the peritoneal cavity and liver before becoming adult in the kidney. D. renale infection is incidental and an unusual thing happened.
The diagnosis is made by finding worm eggs in the urine and found adult worms in the kidneys while performing necropsy.
Treatment with modern Benzimidazoles is effective to deal with the infection, and if possible sugery is performed to get rid of parasites.
Applied Anatomy •! Budras KD., Robert EH., Christoph K W., Mülling, Paul RG., Gisela J., Renate R.,
Diemut S., 2011. Bovine Anatomy: An Illustrated Text, Second Edition, Schlutersche GmbH & Co, Germany, ISBN-10: 3899930525; ISBN-13: 978-3899930528
•! de Lahunta A., and Habel R.E., 1986. Applied Veterinary Anatomy, W.B. Saunders Company, Philadelphia.
•! Getty, R., 1966. Atlas for Applied Veterinary Anatomy, 2nd edition, Iowa State University Press, IOWA.
•! Kardong K.V., 2008. Vertebrates Comparative Anatomy, Function, Evolution, 5th edition, McGraw-Hill, ISBN 10:0-39-011705-6, ISBN-13:978-0-39-011705-2
•! McLelland J., 1990. A Colour Atlas of Avian Anatomy, Wolfe Publishing Ltd, Aylesbury, England, ISBN: 0-7234-1575-7
•! Orsini, PG and Sack, WO., 2003. Rooney’s Guide to the dissection of the horse, 7th edition, Veterinary Textbooks, Ithaca, New York, ISBN 0-9601152-4-2
•! Shively M.J., 1984. Veterinary Anatomy, Basic, Comparative, and Clinical, Texas A&M University Press, Texas.
Animals Organs Systems Histology •! Veteriner Physiology II •! Cunningham, J. 2007. Textbook of Veterinary Physiology. Saunders, Santolouis,
Missouri, USA. •! Frandson, R.D., Wilke, W.L., and Fails, A.D. 2005. Anatomy and Physiology of
Farm Animals. 7th Edition. Willey. •! Guyton, A.C., and John, E.H. 2006. Textbook of Medical Physiology. 11th Edition.
Elsevier Saunders Philadelphia-Pennsylvania, USA. Animals Breeding Science •! Anderson, H., 2012. Livestock Breeding Principles. Elsevier, Amsterdam. •! Hafez ., E. S. E., 2003, Reproduction in Farm Animals, 6TH ED., Lea and Febiger,
Philadelphia. •! Noakes, J. J. et al., 2011. Veterinary Obstetrics and Reproduction. Balliere Tindall
Publishing Co., Philadelphia, London, Toronto. •! Robertson, H, 2007, Applied Animals Reproduction. Werber Publishing Co.,
London. •! Turnbull, A., 2009. Principles of Animal Breeding. Carlston Publishing Co.,
Sydner.
REFERENCES
Veteriner Bacteriology and Micology •! Black Jacquelyn G. 1999. Microbilogy: Principles and Exploration 4th New York,
USA •! Jawetz, Melnick& Adelberg. 1995. Mikrobiologi Kedokteran. Edisi Jakarta: EGC
1996 •! Madigan MT., Martinko JM., Parker J. 2000. Brock Biology of
Microorganisms.9th ed. Prentice-Hall, Inc. •! Tsugunobu Andoh, Yusuke Takayama, Yasushi Kuraishi, Involvement of
leukotriene B4 in dermatophyte-related itch in mice, Pharmacological Reports, Volume 66, Issue 4, August 2014, Pages 699-703, ISSN 1734-1140, http://dx.doi.org/10.1016/j.pharep.2014.01.003.
•! Fernandes, Elizabeth S. and Vong, Chi Teng and Quek, Samuel and Cheong, Jessica and Awal, Salma and Gentry, Clive and Aubdool, Aisah A. and Liang, Lihuan and Bodkin, Jennifer V. and Bevan, Stuart and Heads, Richard and Brain, Susan D., Superoxide generation and leukocyte accumulation: key elements in the mediation of leukotriene B4-induced itch by transient receptor potential ankyrin 1 and transient receptor potential vanilloid 1 FASEB J April 2013 27:1664-1673; published ahead of print December 27, 2012, doi:10.1096/fj.12-221218
Veteriner Parasites Diseases Science •! Chidini, P.L., Moody, A.H., and Manser, D.W. 2001. Atlas of Medical
Helminthology and Protozoology, fourth edition, Chirchii Livingstone, Toronto •! Kaufmann, J. 1996. Parasitic Infections of Domestic Animals: A Diagnostic manual,
TCF., Berlin. •! Olsen, O.W. 1962. Animal Parasites: Their Biology and Life Cycles. Burgess
Publishing Company, Minesota, USA. •! Roberts, L.S. & Janovy Jr, J. 2000. Foundations of parasitology. Sixth edition. W.B.
Saunders, Co. Philadelphia. •! Soulsby, E.J.L. 1982. Helminth Arthropods and Protozoa of Domesticated Animals,
Seventh edition, Bailliere Tindal, London. •! Urquhart, G.M., Armour, J., Duncan, J.P., Dunn, A.M. & Jennings, F.W. 1987.
Veterinary Parasitology, First edition, ELBS, England. •! Robert E. Hungate, 1991. The Rumen and Its Microbes. John Wiley & Sons, Ltd. •! Russell, J. B., 2002. Rumen Microbiology and its role In Ruminant Nutrition. Ithaca,
N.Y.
Scenario 1
(FGD Semester 3)
Beef cattle calf and dairy cow crossbreed
Mr. Sastro, a cow rancher, called the local vet Clinic, because he has two calves suffering from a different illness. The first 4 month old calf (calf under five months = balibu calf) crossbreed result of artificial insemination from the Onggole Peranakan (PO) with frozen semen of Simmental (Sim-PO). This hybrid calf experiencing lameness in the left front leg, it turns out the vet found no inflammation caused by injury to the randomized inter (interdigital phlegmon) and from laboratory tests, it’s indicated that it has been infected by the bacteria Bacillus necrophorus. The second calf is a pure Friestian Holstein dairy cow, two weeks old, also suffered from acute inflammation in the umbilical cord (navel ill, omphalitis) which was already experiencing maggots (myasis).
1.! Discuss what different principles of interbreeding (crossbreeding, eg Sim-PO) and pure mating (pure breeding, such as Friestian Holstein). Discuss the purpose of crossbreeding in cows (Bos taurus> <Bos indicus), the benefits and disadvantages.
2.! Calf which has interdigital phlegmon could cause limping. Discuss predictions of conformation and randomized anatomy, as well as the structure of the bone, tendon, cartilage, nerves on randomized calf.
3.! Discuss the interdigital phlegmon causing bacteria
and parasites in neonates calf who has omphalitis.
Learning gols 1.! Students are able to study the principles of breeding in dairy cows
and beef cows (pure breeding and and cross breeding), the advantages and the disadvantages.
2.! Students are capable of understanding conformation and applied anatomy prediction as well as randomized histology.
3.! Students are capable of understanding the bacterias which cause interdigital phlegmon and parasites which cause omphalitis.
4.! Students are capable of collaborating, sharing concepts, skill, and attitude in discussion.
Scenario 2
(FGD Semester 3)
Cow enjoying food Mooo .... the sound of a cow that looks to be enjoying the delicious food. Food goes into the cow's digestive tract can be digested and converted into energy through metabolic processes with the help of living organisms in the digestive tract. It is amazing because of the very small living things, so it can only be seen with a microscope. The living beings are bacteria that are normally present in the digestive tract that are useful to help the digestive process include Escherichia coli, Lactobacillus sp., Enterococcus sp. other creatures can sometimes be found and can cause diarrhea such as Salmonella sp. and Fasciola sp. To determine whether there is interference in the rumen, the vet can perform the examination in sinister flank area.
1.! Discuss the external anatomy of the abdominal area and the identification of visceral organs in the abdominal cavity, microscopic Systema digestion, digestive system and metabolic processes into energy.
2.! Discuss non-pathogenic and pathogenic bacteria in the digestive tract, how bacteria can grow in the digestive tract? How the morphology and structure of these bacteria.
3.! Discuss the variety of worms that can cause disease in the cow's digestive tract.
Learning goals 1.! Students are capable of understanding external anatomy of cows
abdomen area, capable of identifying visceral organ inside the abdomen cavum, capable structurized digestion system histology, and digestion system metabolism process.
2.! Students are capable of finding the differences between pathogen bacterias and non pathogen bacterias in digestion ducts.
3.! Students are capable of understanding and recognizing variety of worms in digestion problem, mastering problems that cause diseases and can be used as a base of diagnosis and a disease diagnosis differential.
4.! Students are capable of collaborating, sharing concepts, skill, and attitude in discussion.
Skenario 3
(FGD Semester 3)
Mongrel urinates blood Male local dog (mongrel) owned by Mr. Pendi looks very lethargic when brought to the Animal Hospital, before the examination, the vet performs anamnesis diagnose. From the anamnesis obtained the following information: 2 years old dog, dpg is not kept in cage and often fed raw fish according to the owner. Two days before being taken to the RSH, the dog will not eat and drink, diarrhea, and urinary seen with blood. The vet then perform a physical examination on the dog and get results: abdomen enlarged dog, when the dog had ascites and palpable abdominal pain, oral and nasal mucosa visible pallor, and poor skin turgor indicating severe dehydration. Results of stool examination did not reveal any oosista or worm egg, while in urine was found worm eggs with thick-walled features, spots and have stoppers at both ends. Case of urine with blood can also be caused by bacteria that are sometimes hard to treat with antibiotics because already experiencing resistance.
1.! Discuss worms that infect dogs in the scenario discussed above and parasitic diseases are common in dogs and cats ranging from the etiology, clinical symptoms, diagnosis, treatment and prevention.
2.! Discuss the physiological occurrence of dehydration in the dog and homeostatic processes in the body.
3.! Discuss how to predict abnormalities / disorders of the urinary tract in the case of the dog, and describe the histological structure and function of the urinary system system possible connections with other organs in dogs.
Learning goals: 1.! Students are capable of recognizing clinical symptoms of
parasitical diseases in dogs and cats, knowing how to diagnose, treatment and handling of parasitical diseases in cats and dogs, as well as knowing the diagnosis differential of prasitical diseases in dogs and cats.
2.! Students are capable of explaining the basic urination system function and homstasis in dogs.
3.! Students are capable of predicting disorders/disruptions in dogs urinary system based on external animals body, visceral organ location based on external body landmark, and capable of analyzing relations between urination tracts organ histology structure and digestion system with the functions
4.! Students are capable of collaborating, sharing concepts, skill, and attitude in discussion.
Scenario 4
(FGD Semester 3)
Dogs sensory system Eddy follows drug tracking training using sniffer dogs as Herder.
It is said that this breed of dog has 220 million olfactory nerve cells, so that the dog can quickly find drugs. Something more surprising, the dog can also find objects that sink to the bottom of the sea, why be so, how the propagation of nerve impulses to the central olfactory sensors to a reaction? The mechanism begins sound stimuli received by the receptors, then taken by afferent nerve fibers leading to the hearing center located in cohlea, leading to the efferent nerves to the resulting sound. In addition to the sense of smell, dogs can also hear the sound of a very low frequency 16Hz to 70 KHz (when humans are only able to hear sounds with a frequency of 20Hz-20 KHz). In certain types of nocturnal animals have acute vision. Seeing the unique sensory system in animals, Eddy wants to compare the strength of the senses and sensory organs to know the difference structure of each species. On the other hand, it turns out the animal auditory sensory system can be disrupted if the infected ear mites or various fungi in the ear, the ear that causes hearing sensitivity to be reduced. To determine the interference Eddy should be able to distinguish sensory nerve disorders based on the science of applied anatomy.
1.! Discuss the differences or similarities of structure
and function of sensory organs of the eyes, ears and sense of smell in various species of domestic animals. How do I distinguish the sensory nerve disorders based on the science of applied anatomy.
2.! Discuss the physiological mechanisms of receipt of the excitatory response to the onset (touch, hearing and balance, smell, taste, and sight).
3.! Discuss the types of parasites and fungi that can cause sensory organ disorders.
Learning goals
1.! Students are capable of understanding, explaining, and analyzing the differences and/or similarities in structures and functions of sensory organs between classes of domestic animals and capable of differentiating sensory nerve disorders.
2.! Students are capable of explaining basic sensory organ intergration system functions (hearing and balance, olfactory, flavoring, touchm and sight).
3.! Students are capable of understanding diversity of pathogenic fungi and parasites in ears, understanding problems which cause diseases and capable of using it as base of diagnosis and a disease differential diagnosis.
4.! Students are capable of collaborating, sharing concepts, skill, and attitude in discussion.
