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VFU BRNO

UNIVERSITY OF VETERINARY AND PHARMACEUTICAL SCIENCES BRNO THEN AND NOW

Historical overview The University of Veterinary and Pharmaceutical Sciences Brno (UVPS Brno) was founded on 12 December 1918. It was the very first university formed upon the establishment of the Republic of Czechoslovakia after the Great War (WWI). It is for this reason that the then premises were formed mainly by cavalry barracks. In the oldest building of today’s campus, building no. 32, there used to be a provincial boys’ reform school, while today’s Pavilion of prof. Betschka (building no. 31) were teaching facilities for the inmates. The university’s founder and first rector was prof. Eduard Babak who linked

the concept of the school to that of the Vienna veterinary university. Because most campus facilities were taken up by the army, some university institutes had to be temporally placed in facilities at the Faculty of Medicine at Masaryk University and professors of this faculty became the first teachers at the newly established College of Veterinary Surgeons. Classes began on 17 November 1919. From its start, the university developed as a single faculty university of 18 departments and clinics aimed at veterinary sciences. In 1924, the university was visited by President T. G. Masaryk who was in fact the only president of our country ever to pay a visit to the school. The Second World War brought teaching and education in general to an end and both teachers and students were persecuted. As far as the newly renamed University of Veterinary Medicine was concerned, some of its clinics provided service as veterinary hospitals and research facilities. It was in this period that the Department of Foodstuff Examination and Materials of Animal Origin was founded. On 1 September 1952 the university was affiliated to the University of Agriculture in Brno as its Veterinary Faculty. In 1968 the University of Veterinary Medicine in Brno regained its independence once and for all. Seven years later, two branches were established: College of General Veterinary Medicine, and College of Veterinary Medicine – Food Hygiene. In 1990, the two branches formed individual faculties - Faculty of Veterinary Medicine and Faculty of Veterinary Hygiene and Ecology. In 1991, a third faculty, Faculty of Pharmacy, was established, aimed at human and veterinary pharmaceutical sciences. Since 1994, the new official name of the university has been University of Veterinary and Pharmaceutical Sciences Brno. University Today Undergraduate university applicants must submit their applications by the end of February and their entrance examination scheduled for the month of June consist of tests from biology, chemistry, and in case of pharmacy applicants, physics is also included. Education is carried out on the principle of ECTS – the European Credit Transfer System in the form of lectures, practical seminars, school laboratory, clinic or pharmacy training, or in meat, fish or dairy workstations. For FVHE students, campus abattoir is available where inspection of slaughter animals can be learned. Students can gain practical experience on the university agricultural farm and national and foreign internship programs. Studies at the UVPS Brno are crowned with a graduation ceremony when graduates take a ceremonial oath and obtain graduation diplomas complemented by an English diploma supplement. Studies at UVPS Brno are supported by a scholarship program (merit scholarship, accommodation and social scholarship, that for excellent scientific and research results or for sports representation of the school). Research activities results are published in papers by composite authors listed in an annual List of Publications of UVPS Brno overview. The university’s own Impact factor journal aimed at veterinary medicine is the Acta Veterinaria Brno, its tradition dating back to 1922. Students can become members of the IVSA – International Veterinary Student Association or the USF – Union of Pharmacy Students which operate at the university.

Faculty of Veterinary Hygiene and Ecology History of FVHE The history of the Faculty of Veterinary Hygiene and Ecology dates back to the Department of Foodstuff Examination and Materials of Animal Origin which provided tertiary veterinary education throughout the 19th century. The establishment of the Czechoslovak veterinary university in 1918 created proper conditions for development of veterinary hygiene in the

country. A standalone Department of meat, milk and food hygiene was founded in 1920 at our university, its head being prof. Jan Lenfeld. The institute specialized in inspection of slaughter animals, carcasses and meat as well as in the methods of safeguarding hygienic level of food. Food technology as the basic principle of maintaining hygienic processing procedures and protection of consumer health were included in the newly developed field. Prof. Lenfeld formed the concept of veterinary hygiene in our country, which was cultivated and elaborated by his successors. With regard to the increasing significance of food safety and the necessity of highly qualified experts, an independent study field of veterinary hygiene was established at the FVHE UVPS Brno in 1990. Lenfeld’s student and successor, associate professor Jan Hoekl, followed his teacher’s footsteps and improved technological processes of meat preservation, introducing breakthrough ideas of meat packing. Hoekl’s student, prof. Zdenek Matyas, a veterinarian, WHO expert and researcher in the field of food hygiene and technology, founded a new discipline of General food hygiene dealing with issues of alimentary diseases and food safety. Prof. Matyas published a methodological manual for practical application of the HACCP (Hazard Analysis and Critical Control Points) systematic preventive approach to food safety. Structure of FVHE today Section of Basic Disciplines

Department of Biology and Wildlife Diseases Department of Biochemistry, Chemistry and Biophysics

Section of Animal and Plant Production Department of Nutrition, Livestock Breeding and Animal Hygiene Department of Vegetable Foodstuff and Plant Production

Section of food Hygiene and Technology Department of Milk Hygiene and Technology Department of Meat Hygiene and Technology

Section of Veterinary Protection of Public Health Department of Veterinary Ecology and Environment Protection Department of Veterinary Public Health and Toxicology

Livestock Abattoir prof. Jan Lenfeld

(1889-1939)

doc. Jan Hoekl (1907-1951)

prof. Zdenek Matyas (1923-19XX)

Study at the Faculty FVHE offers its undergraduate students a Bachelor’s and a continuing Master’s study program, their majors being Food Safety and Quality and the length of study three and two years. After completing the studies, graduates are bestowed the Bachelor (abbreaviated to Bc.) or Master academic degree (abbreviated to Mgr.). There is also regular undergraduate Master’s study which takes six years and is realized in the field of Veterinary Hygiene and Technology. Its graduates earn the Doctor of Veterinary Medicine academic degree (abbreaviated to MVDr.). FVHE offers doctoral studies as well, both in the Czech and English language. The standard length of this major in the field of Veterinary Hygiene and Ecology is three years and the graduates are bestowed the Doctor academic degree (abbreaviated to Ph.D. stated behind one’s name.). Food Safety The field of veterinary hygiene is relatively new. It developed from applying pathological anatomy during inspection of meat in slaughterhouses in the 19th century and its main aim was protection of human health. Since the beginning of the twentieth century, microbiology has been used as an objective auxiliary method of slaughter animal inspection. Later on, microbiological methods were utilized to assess food safety quality and the safety of food production and processing. At the same time, methods of chemical, and physiochemical assessment of safety of food, its production and processing were put to practice. The newly introduced biochemical methods should help to clarify both positive and negative impact of chemicals used in agricultural output, such as that of antibiotics, hormones, growth stimulants, as well as radioactive and other substances on biological value and safety of food. The development of veterinary hygiene as a discipline complies with all other biological disciplines, including veterinary medicine which focuses on the issue of livestock health prevention and sustainment. Veterinary hygiene practice is no longer the matter of recognizing a bad quality and harmful food product. Today’s professionals are able to capture harmful raw material before or during its processing and to exclude it from further technology. Food hygiene deals with distinguishing positive or negative properties and it also strives to explain the causes of deviations. Veterinarians must thus intervene with meat industry much more effectively. They ought to influence the process of breeding and feeding of livestock as well as other factors of food production so that the acquired food possessed high biological values but were also safe for consumption. In the field of veterinary hygiene the veterinarian is the erudite professional who gains essential theoretical and practical knowledge through university education so that they could globally inspect, assess and decide in case of foodstuff and raw materials of animal origin. (MATYÁŠ a kol., 1965)

The availability of safe food improves the health of people and is a basic human right. Safe food contributes to health and productivity and provides an effective platform for development and poverty alleviation. People are becoming increasingly concerned about the health risks posed by microbial pathogens and potentially hazardous chemicals in food. Up to one-third of the populations of developed countries are affected by foodborne illness each year, and the problem is likely to be even more widespread in developing countries. The poor are the most susceptible to ill-health. Food and waterborne diarrhoeal diseases, for example, are leading causes of illness and death in less developed countries, killing an estimated 2.2 million people annually, most of whom are children. Diarrhoea is the most common symptom of foodborne illness, but other serious consequences include kidney and liver failure, brain and neural disorders, and death. The debilitating long-term complications of foodborne disease include reactive arthritis and paralysis. (WHO GLOBAL STRATEGY FOR FOOD SAFETY: SAFER FOOD FOR BETTER HEALTH, 2002).

ACTIVITIES 1. Reading comprehension – UVPS Brno today Decide whether the following information is true or false. 1. UVPS Brno was established in 1819. 2. Conceptually the school was linked to the Vienna veterinary university. 3. The classes commenced two years upon the school’s foundation. 4. Several presidents have visited the university throughout the past nine decades. 5. The school has never lost its independence. 6. Since its beginning, the school has been developing as a single-faculty university. 7. Today’s official name of the school has been used since 1994. 2. Lexis Translate the following Czech expressions into English. The first letters of the English words have been given. 1. slavnostní slib c__________ o__________ 2. prospěchové stipendium m__________ s__________ 3. uchazeč o studium na VŠ u__________ u__________ a__________ 4. roční přehled a__________ o__________ 5. prohlídka jatečných zvířat s__________ a__________ i__________ 6. promoce g__________ c__________ 7. ochrana zdraví spotřebitele p__________ of c__________ h__________ 8. univerzitní veterinární vzdělání t__________ v__________ e__________ 9. žák a následovník s__________ and s__________ 10. nezávadnost potravin f__________ s__________ 3. Pronunciation Which words from the texts above have been transcribed below? Write the words in English and translate them into Czech.

1. /ˈemfəsɪs/ _______________________ _______________________

2. /ˈemfəsaɪz/ _______________________ _______________________

3. /ˈɡrædʒueɪt/ _______________________ _______________________

4. /ˈɡrædʒuət/ _______________________ _______________________

5. /ˈmeɪdʒə(r)/ _______________________ _______________________

6. /prɪˈsiːd/ _______________________ _______________________

7. /səˈseptəb(ə)l/ _______________________ _______________________

8. /ˈjuːtɪlaɪz/ _______________________ _______________________

9. /ˈæbəˌtwɑː(r)/ _______________________ _______________________

10. /ˈkɑː(r)kəs/ _______________________ _______________________

VOCABULARY LIST

abattoir /ˈæbəˌtwɑː(r)/ jatka

abbreviated /əˈbriːviˌeɪtid/ zkrácený

academic degree /ˌækəˈdemɪk/ /dɪˈɡriː/ akademický titul

accommodation scholarship /əˌkɒməˈdeɪʃ(ə)n/ /ˈskɒlə(r)ʃɪp/ ubytovací stipendium

acquired /əˈkwaɪə(r)/ získaný

active voice /ˈæktɪv/ /vɔɪs/ činný rod

advisable /ədˈvaɪzəb(ə)l/ vhodný, žádoucí

affiliate (v) /əˈfɪlieɪt/ připojit

agricultural output /ˌæɡrɪˈkʌltʃ(ə)rəl/ /ˈaʊtˌpʊt/ zemědělský výroba

aim at (v) /eɪm/ zaměřit na

alimentary disease /ælɪˌment(ə)ri/ /dɪˈziːz/ alimentární onemocnní

animal origin /ˈænɪm(ə)l//ˈɒrɪdʒɪn/ živočišný původ

annual overview /ˈænjuəl/ /ˈəʊvə(r)ˌvjuː/ roční přehled

antibiotic (n) /ˌæntibaɪˈɒtɪk/ antibiotikum

applicant /ˈæplɪkənt/ žadatel

assess /əˈses/ vyhodnotit, zhodnotit

assessment /əˈsesmənt/ vyhodnocení, ohodnocení

associate professor /əˈsəʊsiət/ /prəˈfesə(r)/ docent

auxiliary method /ɔːɡˈzɪliəri/ /ˈmeθəd/ pomocná metoda

auxiliary verb /ɔːɡˈzɪliəri/ /vɜː(r)b/ pomocné sloveso

availability /əˌveɪləˈbɪləti/ dostupnost

axis /ˈæksɪs/ osa

Bachelor's study program /ˈbætʃələ(r)sˈstʌdiˈprəʊɡræm/ bakalářský studijní program

basic human right /ˈbeɪsɪk/ /ˈhjuːmən/ /raɪt/ základní lidské právo

bestow an academic degree /bɪˈstəʊ/ obdržet akademický titul

biochemical /ˌbaɪəʊˈkemɪk(ə)l/ biochemický

biological value /ˌbaɪəˈlɒdʒɪk(ə)l/ /ˈvæljuː/ biologická hodnota

branch (n) /brɑːntʃ/ odvětví, obor

breakthrough idea /ˈbreɪkθruː/ /aɪˈdɪə/ objevná myšlenka

bullet point /ˈbʊlɪt/ /pɔɪnt/ odrážka

carcass /ˈkɑː(r)kəs/ poražené zvíře

carry out education /ˈkæri//aʊt/ uskutečňovat vzdělávání

cause of deviations /kɔːz əvˌdiːviˈeɪʃ(ə)nz/ příčina deviace

cavalry baracks /ˈkævəlri/ /ˈbærəks/ kasárna kavalerie

cell /sel/ buňka

ceremonial oath /ˌserəˈməʊniəl/ /əʊθ/ slavnostní slib, přísaha

clarify (v) /ˈklærəfaɪ/ objasnit

column /ˈkɒləm/ sloupec

common symptom /ˈkɒmən//ˈsɪmptəm/ běžný symptom

communicate information /kəˈmjuːnɪkeɪt//ˌɪnfə(r)ˈmeɪʃ(ə)n/ sdělovat informace

complement (v) /ˈkɒmplɪment/ doplnit

composite authors /ˈkɒmpəzɪt/ /ˈɔːθə(r)s/ kolektiv autorů

consist of /kənˈsɪst/ skládat se z, obsahovat

consumer health /kənˈsjuːmə(r)//helθ/ zdraví spotřebitelů

consumption /kənˈsʌmpʃ(ə)n/ konzumace

contribute /kənˈtrɪbjuːt/ přispět

cultivate /ˈkʌltɪveɪt/ rozvíjet

deal with /diːl//wɪθ/ zabývat se čím

death /deθ/ smrt

decimal point /ˈdesɪm(ə)l/ /pɔɪnt/ desetinná čárka

demanding /dɪˈmɑːndɪŋ/ náročný

diarrhoea /ˌdaɪəˈriːə/ průjem

diarrhoeal disease /ˌdaɪəˈriːəl//dɪˈziːz/ průjmové onemocnění

discipline (n) /ˈdɪsəplɪn/ disciplína, předmět

distinguish /dɪˈstɪŋɡwɪʃ/ rozlišit

earn a degree /ɜː(r)n/ získat titul

elaborate (v) /ɪˈlæbəreɪt/ propracovat

emhasis /ˈemfəsɪs/ důraz

emhasize /ˈemfəsaɪz/ zdůraznit

entrance examination /ˈentrəns//ɪɡˌzæmɪˈneɪʃ(ə)n/ přijímací zkouška

environment /ɪnˈvaɪrənmənt/ prostředí

erudite professional /ˈerʊdaɪt//prəˈfeʃ(ə)nəl/ erudovaný profesionál

essential knowledge /ɪˈsenʃ(ə)l/ /ˈnɒlɪdʒ/ základní vědomosti

establish a school /ɪˈstæblɪʃ/ založit školu

estimate (v) /ˈestɪmeɪt/ odhadnout

exclude /ɪkˈskluːd/ vyloučit

foodborne illness /fuːdbɔː(r)n/ /ˈɪlnəs/ nemoc přenášená jídlem

foodstuff examination /ˈfuːdˌstʌf//ɪɡˌzæmɪˈneɪʃ(ə)n/ posouzení potravin

forbidden /fə(r)ˈbɪd(ə)n/ zakázaný

foreign internship /ˈfɒrɪn//ˈɪntɜː(r)nˌʃɪp/ zahraniční stáž

found a department /faʊnd ə dɪˈpɑː(r)tmənt/ založit oddělení

fulfil criteria /fʊlˈfɪl/ /kraɪˈtɪəriə/ splnit kritéria

gain (v) /ɡeɪn/ získat

graduate (n) /ˈɡrædʒuət/ absolvent

graduate (v) /ˈɡrædʒueɪt/ absolvovat

graduation ceremony /ˌɡrædʒuˈeɪʃ(ə)n//ˈserəməni/ promoční akt

graph /ɡrɑːf/ graf

growth stimulant /ɡrəʊθ/ /ˈstɪmjʊlənt/ stimulátor růstu

harmful food product /ˈhɑː(r)mf(ə)l//fuːd//ˈprɒdʌkt/ zdraví škodlivá potravina

hazard (n) /ˈhæzə(r)d/ hazard

hazardous chemicals /ˈhæzə(r)dəs/ /ˈkemɪk(ə)lz/ nebezpečné chemikálie

head of an institute /ˈɪnstɪˌtjuːt/ vedoucí ústavu

heading /ˈhedɪŋ/ nadpis

health risk /helθ//rɪsk/ zdravotní riziko

hormone /ˈhɔː(r)məʊn/ hormon

hygiene /ˈhaɪdʒiːn/ hygiena

chart (n) /tʃɑː(r)t/ graf, tabulka

in case of /keɪs/ v případě

increasing significance /ɪnˈkriːsɪŋ//sɪɡˈnɪfɪkəns/ narůstající význam

inevitable /ɪnˈevɪtəb(ə)l/ nevyhnutelný, nutný

inmate /ˈɪnˌmeɪt/ chovanec, spolubydlící

intervene /ˌɪntə(r)ˈviːn/ zasahovat

issue (n) /ˈɪsjuː/ problematika

keynote /ˈkiːˌnəʊt/ hlavní myšlenka

kidney failure /ˈkɪdni/ /ˈfeɪljə(r)/ selhání ledvin

language skill /ˈlæŋɡwɪdʒ//skɪl/ jazyková dovednost

lecture (n) /ˈlektʃə(r)/ přednáška

length of study /leŋθ/ délka studia

lexis /ˈleksɪs/ lexikum

list (n) /lɪst/ seznam

liver failure /ˈlɪvə(r)//ˈfeɪljə(r)/ selhání jater

livestock breeding /ˈlaɪvˌstɒk//ˈbriːdɪŋ/ chov skotu

long-term complications /ˌkɒmplɪˈkeɪʃ(ə)nz/ dlouhodobé komplikace

lose listeners' attention /luːz/ /əˈtenʃ(ə)n/ ztratit pozornost posluchačů

maintain a hygienic level /meɪnˈteɪn/ udržet hygienickou úroveň

major (n, adj) /ˈmeɪdʒə(r)/ hlavní obor, hlavní

Master's study program /ˈmɑːstə(r)z/ magisterský studijní program

means of /miːnz/ prostředek něčeho

meat industry /miːt//ˈɪndəstri/ masný průmysl

meat preservation /miːt//ˌprezə(r)ˈveɪʃ(ə)n/ konzervování, uchovávání masa

merit scholarship /ˈmerɪt//ˈskɒlə(r)ʃɪp/ prospěchové stipendium

microbiological /ˌmaɪkrəʊˌbaɪəˈlɒdʒɪk(ə)l/ mikrobiologický

monetary value /ˈmʌnɪt(ə)ri//ˈvæljuː/ peněžní hodnota

national currency /ˈnæʃ(ə)nəl//ˈkʌrənsi/ národní měna

neural disorder /ˈnjʊərəl//dɪsˈɔː(r)də(r)/ nervové onemocnění

observe rules /əbˈzɜː(r)v//ruːlz/ dodržovat pravidla

obtain knowledge /əbˈteɪn//ˈnɒlɪdʒ/ získat znalosti

offensive (adj) /əˈfensɪv/ urážející

once and for all /wʌns/ jednou pro vždy

paralysis /pəˈræləsɪs/ paralýza, obrna, ochrnutí

passive voice /ˈpæsɪv//vɔɪs/ trpný rod

persecute /ˈpɜː(r)sɪˌkjuːt/ pronásledovat

platform /ˈplætˌfɔː(r)m/ základna

posed by microbial pathogens /pəʊzd baɪ maɪˈkrəʊbiəlˈpæθədʒəns/ způsobený mikrobiálními patogeny

positive and negative impact /ˈpɒzətɪv//ˈneɡətɪv//ˈɪmpækt/ kladný a záporný vliv

possess /pəˈzes/ obsahovat

poverty alleviation /ˈpɒvə(r)ti//əˌliːviˈeɪʃ(ə)n/ pokles chudoby

practical experience /ˈpræktɪk(ə)l//ɪkˈspɪəriəns/ praktická zkušenost

precede /prɪˈsiːd/ předcházet

preventive approach /prɪˈventɪv//əˈprəʊtʃ/ preventivní přístup

processing procedure /ˈprəʊsesɪŋ//prəˈsiːdʒə(r)/ výrobní proces

pronunciation /prəˌnʌnsiˈeɪʃ(ə)n/ výslovnost

proper conditions /ˈprɒpə(r)//kənˈdɪʃ(ə)nz/ vhodné podmínky

property /ˈprɒpə(r)ti/ vlastnost

provide services /prəˈvaɪd//ˈsɜː(r)vɪsɪz/ poskytovat služby

provincial reform school /prəˈvɪnʃ(ə)l//rɪˈfɔː(r)m//skuːl/ zemská polepšovna

qualified expert /ˈkwɒlɪfaɪd//ˈekspɜː(r)t/ kvalifikovaný expert

radioactive substance /ˌreɪdiəʊˈæktɪv//ˈsʌbstəns/ radioaktivní látka

raw material /rɔː//məˈtɪəriəl/ surový materiál

reactive arthritis /riˈæktɪv//ɑː(r)ˈθraɪtɪs/

recommended /ˌrekəˈmendɪd/ doporučený

regain independence /rɪˈɡeɪn//ˌɪndɪˈpendəns/ znovunabýt nezávislost

relationship between variables /rɪˈleɪʃ(ə)nʃɪp bɪˈtwiːn ˈveəriəb(ə)lz/ vztah mezi proměnnými

research facility /rɪˈsɜː(r)tʃ//fəˈsɪləti/ výzkumné pracoviště

rhythm /ˈrɪðəm/ rytmus

row /rəʊ/ řada

safeguard (v) /ˈseɪfˌɡɑː(r)d/ zabezpečit

science /ˈsaɪəns/ věda

serious consequences /ˈsɪəriəs//ˈkɒnsɪkwənsɪz/ výžné dopady

schedule (v) /ˈʃedjuːl/ naplánovat

slaughter animal /ˈslɔːtə(r)//ˈænɪm(ə)l/ jateční zvíře

slide layout /slaɪd//ˈleɪaʊt/ rozvržení snímku

standalone /stændəˈləʊn// samostatný

strive /straɪv/ snažit se, pokoušet se

subheading /ˈsʌbˌhedɪŋ/ podtitul

submit an application /səbˈmɪt//ˌæplɪˈkeɪʃ(ə)n/ odevzdat přihlášku

successor /səkˈsesə(r)/ nástupce

supportive materials /səˈpɔː(r)tɪv/ podpůrné materiály

susceptible to ill-health /səˈseptəb(ə)l/ náchylný k nemocem

syllable /ˈsɪləb(ə)l/ slabika

table /ˈteɪb(ə)l/ tabulka

take up /teɪk//ʌp/ zabrat

teaching facility /ˈtiːtʃɪŋ//fəˈsɪləti/ výukové prostory

temporally /ˈtemp(ə)rəlɪ/ dočasně

tertiary education /ˈtɜː(r)ʃəri//ˌedjʊˈkeɪʃ(ə)n/ vysokoškolské vzdělání

the poor /pʊə(r)/ chudí

the then premises /ˈpremɪsɪz/ tehdejší prostory

then and now /ðen//ənd//naʊ/ dříve a nyní

training /ˈtreɪnɪŋ/ školení

undergraduate students /ˌʌndə(r)ˈɡrædʒʊət/ pre-graduální studenti

utilize /ˈjuːtɪlaɪz/ využít

veterinary surgeon /ˈvet(ə)rənəri//ˈsɜː(r)dʒ(ə)n/ veterinář

waterborne disease /ˈwɔːtə(r)bɔː(r)n//dɪˈziːz/ nemoc přenášená vodou

widespread illness /ˈwaɪdˌspred/ rozšířené onemocnění

word stress /wɜː(r)d/ /stres/ slovní přízvuk

workstation /ˈwɜː(r)kˌsteɪʃ(ə)n/ pracoviště

Source: BUCHALOVÁ, K., SCHÜLLEROVÁ, S.: Angličtina pro posluchače bakalářského studijního programu FVHE VFU Brno. Brno 2010, p. 7-20.

FORMAL LETTER WRITING – CURRICULUM VITAE AND COVER LETTER Curriculum Vitae Curriculum vitae provides key information about a person’s life, skills, experience, education and qualifications. The term curriculum vitae, abbreviated to CV, is of Latin origin and can be loosely translated as “a course of life”. Thus, shortened form vita is sometimes used. The main purpose of a CV is to provide future employer with data about us necessary for gaining some position. Curriculum vitae is commonly used in Europe, the Middle East, Africa or Asia when seeking a job, whereas in the United States and Canada CV is primarily used when applying for academic, education, scientific or research positions. CV in the “European” sense is in these countries called résumé. Generally, a CV tends to be longer and more detailed mainly on education, usually including an extensive list of professional history, previous employment, work experience, publications, etc. Sometimes, the information included in a CV or résumé has to be adapted to different types of positions. Similarly as a résumé, curriculum vitae should include personal information as the full name, contact address, phone number, email address or fax of the applicant. Certain attempts to create a model of a standardized CV were made in the European Union. This universal CV was included among other documents - Language Passport, Europass Mobility, Certificate supplement and Diploma supplement - uniformly called Europass, which should help clearly understand person's skills and qualifications throughout Europe. How to write a good CV Structure your CV in a logic and well-arranged way. At the top you should type in bold your personal and contact information (name, address, phone number or possibly e-mail). Further academic background information on postgraduate, graduate or undergraduate work, degrees or honours follow. Other information could deal with work or other related experience, professional development (conferences or workshops attended), research activities (journal articles, authorship, conference proceedings, etc.). If it is connected to the position you apply for, you can also mention affiliations or memberships in concrete societies, volunteer work or consulting. Usually some foreign language abilities or skills are necessary to mention. If possible it is useful to give information on references. Ideally give the details of two referees: one academic and one employer. Imply their names, position, address, phone numbers and email addresses. They should be always asked for their permission and possibly informed of your career aspirations and achievements to date. Information such as your date of birth, age, gender, religion or marital status, whether you have a driving license or your photograph are in accordance with anti-discrimination laws in most cases considered optional data. What to avoid When writing the CV, you should avoid certain issues which would negatively influence your chances of getting the job. Do not use any subjective (mainly pejorative) evaluation of your previous colleagues, bosses or teachers. Never lie: implying skills or knowledge you do not posses will be revealed if not during the interview then definitely after you have been recruited. Be careful about possible grammatical mistakes in your CV - it would throw bad light upon you. Also being too wordy in order to impress the potential employer will discourage them from even reading it. The CV should be written concisely and to the point as the others will not spend a long time extracting and seeking for the relevant information. The language of a CV The language of a CV and in fact of all similar documents has its own specifications which combine characteristics of formal and written language. One of the main rules is to avoid abbreviations and contracted forms of words. Mixing of tenses is also one of the common mistakes people make as they describe previous and current work experience. It does not matter if you use the past or the

present tense but choose one and stick to it! You should avoid writing in the first person as much as you can – using action verbs to start with sentences is a good way to overcome this. It immediately emphasizes the skill used and focuses the reader's attention. If you combine this style with using bullet points, it will make your CV scannable so that the main information can be identified quickly. CV layout The visual aspect of your CV plays an important role, too. Use only good quality, white A4 paper with black print, remember to use spacing, highlight different sections as it helps better orientation, and consider the font use. Arial, Times New Roman or Calibri seem to be much more acceptable than e.g. Courier or Comic Sans. The style and format of your CV should remain uniform throughout. Cover letter Another document very often attached to curriculum vitae is the cover letter. Cover letter, or covering letter, also referred to as motivational letter or letter of motivation, is a letter sent to a future employer when applying for a job. It is a way of introduction of the applicant and explaining suitability for the desired post. Basically, cover letters are one page at most in length, divided into a header, introduction, body, and closing. The employer’s address is listed below your contact information. Header Header embodies the sender’s contact information (name, address, phone number, cell phone number, email address) and the recipient’s contact information. Do not forget the date sent after either the sender's or the recipient's address. The final part of the header is a salutation followed by a comma, a space, and then follows the first paragraph of the letter (introduction). If you address the concrete person, you use salutation as e.g. Dear Mr. Smith or Dear Dr. White. In case you do not know the name of the contact person, you should use general salutations as Dear Hiring Manager, Dear Sir or Madam or To whom it may concern. Introduction The next part of the letter is introduction in which the candidate briefly states the specific position desired. Although this section should be very short (approx. 1-2 sentences), it is very essential as it should catch the employer's immediate interest. Body The body emphasizes the material in the CV and explains why the job seeker is interested in the job and would be of value to the potential employer. Typical matters considered typically include the applicant’s skills, qualifications, and past experience. Other special things to note such as availability date can be included as well. Closing The closing summarizes the letter, and implies how the applicant will follow up. It may indicate that the applicant intends to contact the employer; however, many prefer the more indirect approach of simply saying that the applicant will look forward to hearing from or speaking with the employer. After the closing there comes a valediction, and then a signature line. Examples of some suitable valedictions are following: Sincerely, Sincerely Yours, Regards, Best Regards, Kind regards, Yours Truly, Respectfully or Thank you for your consideration. These phrases are, similarly as the salutation, followed by a comma and space. After it comes a signature. Optionally, the abbreviation ENCL may be used to indicate that there are enclosures as a CV or copies of other official documents.

ACTIVITIES 1. Questioning an applicant Write questions you would ask an applicant to find out the following information first name __________________________________________________________ _____ surname __________________________________________________________ _____ date of birth __________________________________________________________ _____ place of birth __________________________________________________________ _____ country of origin __________________________________________________________ _____ present address __________________________________________________________ _____ permanent address __________________________________________________________ _____ marital status __________________________________________________________ _____ skills __________________________________________________________ _____ driving license __________________________________________________________ _____ interests __________________________________________________________ _____ health status __________________________________________________________ _____ accreditation __________________________________________________________ _____ education __________________________________________________________ _____ work experience __________________________________________________________ _____ 2. Reading comprehension Scan through the texts again. Answer these questions. What is the difference between a CV and a résumé? __________________________________________________________________________________ __________________________________________________________________________________ Why do you usually need a CV? __________________________________________________________________________________ What are any common mistakes made in writing a CV? ____________________________________________________________________________________________________________________________________________________________________ What is the language of official documents in general? __________________________________________________________________________________ What does the term Europass stand for? __________________________________________________________________________________ What is the main function of a cover letter? __________________________________________________________________________________ What are the main parts of a cover letter? __________________________________________________________________________________ 4. Lexis Match the particular expressions to the parts of CV in the table below (sometimes there may be more possibilities) Address, Administrator of the course, Artistic pursuits, Boss’s Name, Details of final project, Driving

Licence, Email, Employer’s name, Grants, Hobbies, IT Skills, Job title, Language knowledge,

Applicant’s Name, Title of doctoral thesis, Candidate’s Phone number, Postgraduate work,

Professional exam (grade), Referee’s Name, Work Responsibilities, Skills gained at work, Sports,

Supervisor’s name, Training course, Tutor’s name, University name, Work address

Personal

information

Education &

Qualifications

Work

experience

Skills Professional

Training

Interests &

Activities

References

5. Gap fill Read the cover letter (enclosed to an internship application) and fill in the gaps with appropriate expressions or phrases Application Form, a definite asset, a great deal of, a match for, conducted a study, consideration, contact, Dear, experience with, applying for, In addition, look forward to, performed experiments, provide me with, reliable, to schedule an interview, willing to Martin Uhlíř Havlenova 4 639 00 Brno Czech Republic uhlir@email.cz Dr. John Sheep The College of Veterinary Medicine Royal College Avenue AL9 47T London United Kingdom February 13, 2010 _______________ Dr. Sheep, I am _______________ the scientific research 1-term internship that was listed through The University of Veterinary Studies Career Services Office. I have had _______________ laboratory experience in biochemistry, and microbiology, both indoors and in the field. I have _______________ testing new drugs for cattle. In field studies, I have _______________ on quality of milk from cows using these drugs. _______________ to my lab work, I have _______________ recording, calculating, analyzing data, as well as preparing reports. I have no problems to work as a team member, I am very _______________ and organized, and _______________ learn. I hope I would be _______________ your team. This internship would _______________ the ideal opportunity to further expand my skills and knowledge in the research.

I will _______________ you the next week to see if you consider my qualifications _______________ for the position. If so, I hope _______________ at a mutually convenient time. I_______________ meeting you. Thank you for your _______________, Sincerely Yours, Martin Uhlíř Enclosure: Curriculum Vitae _______________ Letters of Reference

VOCABULARY LIST

affiliation (n) /əˌfɪliˈeɪʃ(ə)n/ členství

achievement (n) /əˈtʃiːvmənt/ úspěch, výkon

apply for (v) /əˈplaɪ fə/ žádat o, ucházet se o

artistic pursuit /ɑːˈtɪstɪk pəˈsjuːt/ umělecká práce, činnost

aspiration (n) /ˌæspɪˈreɪʃ(ə)n/ cíl, snaha, úsilí

attend (v) /əˈtend/ navštěvovat, účastnit se

authorship (n) /ˈɔːθə(r)ʃɪp/ autorství

briefly (adv) /ˈbriːfli/ krátce, stručně

bullet point (n) /ˈbʊlɪt pɔɪnt/ odrážka

cell phone (n) /sel fəʊn/ mobilní telefon

complimantary close (n) /ˌkɒmplɪˈment(ə)ri ˈkləʊz/ zdvořilostní zakončení dopisu

concisely (adv) /kənˈsaɪsli/ výstižně, stručně

consulting (n) /kənˈsʌltɪŋ/ poradenství

contracted form /kənˈtræktid fɔːm/ stažený tvar

convenient time /kənˈviːniənt taɪm/ vhodný, příhodný čas

country of origin /ˈkʌntri əv ˈɒrɪdʒɪn/ země původu

course (n) /kɔːs/ průběh, chod

cover letter (n) /ˈkʌvə ˈletə/ krycí dopis

cunduct a study /kənˈdʌkt ə ˈstʌdi/ provádět studii

deal of /diːl əv/ část

definite asset /ˈdef(ə)nət ˈæset/ určitá, jistá výhoda

degree (n) /dɪˈɡriː/ akademický titul

driving licence (n) /ˈdraɪvɪŋ ˈlaɪs(ə)ns/ řidičský průkaz

embody (v) /ɪmˈbɒdi/ zahrnovat, obsahovat

enclosure (n) /ɪnˈkləʊʒə/ příloha dopisu

experience (n) /ɪkˈspɪəriəns/ zkušenost

extensive list /ɪkˈstensɪv lɪst/ rozsáhlý seznam

follow up (v) /ˈfɒləʊ ʌp/ pokračovat

header (n) /ˈhedə/ záhlaví

headline (n) /ˈhedˌlaɪn/ nadpis, titulek

honour (n) /ˈɒnə/ hodnost, vyznamenání

in accordance with (phr) /ɪn əˈkɔː(r)d(ə)ns wɪð/ v souladu s, ve shodě s

in bold (phr) /ɪn bəʊld/ tučným písmem

intend (v) /ɪnˈtend/ zamýšlet, mínit

key information /ˈkiː ˌɪnfəˈmeɪʃ(ə)n/ klíčové informace

loosely (adv) /ˈluːsli/ volně

mutually (adv) /ˈmjuːtʃuəli/ vzájemně, navzájem

obtain (v) /əbˈteɪn/ získat, dostat; dosáhnout něčeho

organized (adj) /ˈɔːɡənaɪzd/ pečlivý, důkladný, svědomitý

overcome (v) /ˌəʊvəˈkʌm/ překonat, přemoci

pejorative (adj) /pɪˈdʒɒrətɪv/ hanlivý

position (n) /pəˈzɪʃ(ə)n/ místo (zaměstnání)

professional assets /prəˈfeʃ(ə)nəl ˈæsets/ profesionální aktivity

professional training /prəˈfeʃ(ə)nəl ˈtreɪnɪŋ/ profesionální školení, kurz

provide with (v) /prəˈvaɪd wɪð/ opatřit (čím)

recruit (v) /rɪˈkruːt/ hledat nové zaměstnance

reliable (adj) /rɪˈlaɪəb(ə)l/ spolehlivý, bezpečný

résumé (n) /ˈrezjuːmeɪ/ životopis; shrnutí

salutation (n) /ˌsæljʊˈteɪʃ(ə)n/ oslovení; pozdrav

seek (v) /siːk/ hledat

schedule an interview /ˈʃedjuːl ən ˈɪntəˌvjuː/ naplánovat pohovor

skill (n) /skɪl/ dovednost

stick to st. (v) /stɪk tə/ držet se něčeho

suitability (v) /ˌsuːtəˈbɪləti/ přiměřenost, vhodnost

supervision (n) /ˌsuːpə(r)ˈvɪʒ(ə)n/ dozor, dohled; řízení; inspekce

supplement (n) /ˈsʌplɪmənt/ příloha

term of employement /tɜːm əv ɪmˈplɔɪmənt/ doba zaměstnání, délka zaměstnání

throughout Europe /θruːˈaʊt ˈjʊərəp/ v celé Evropě

to the point /tə ðə ˈpɔɪnt/ k věci, věcně

touch-typing /tʌtʃ ˈtaɪpɪŋ/ psaní na stroji

valediction (n) /ˌvælɪˈdɪkʃ(ə)n/ slovo na rozloučenou

volunteer work /ˌvɒlənˈtɪə wɜːk/ práce dobrovolníka

well-arrange (v) /wel əˈreɪndʒ/ přehledně uspořádat

willing to (adj) /ˈwɪlɪŋ tə/ ochotný

wordy (adj) /ˈwɜːdi/ rozvláčný, mnohomluvný

Source: BUCHALOVÁ, K., SCHÜLLEROVÁ, S.: Angličtina pro posluchače bakalářského studijního programu FVHE VFU Brno. Brno 2010.

3. ANIMAL TAXONOMY

Animals are a major group of mostly multicellular,

eukaryotic organisms of the kingdom Animalia.

Animals have bodies differentiated into separate

tissues. These include muscles which are able to

contract and control locomotion and nerve tissue

which sends and processes signals. All animals are

heterotrophs, meaning that they feed directly or

indirectly on other living things. They are often

subdivided into groups such as carnivores,

herbivores, omnivores and parasites.

INVERTEBRATES – animals without a backbone

There are several groups of invertebrates: protozoa are simple, single-celled organisms. Most

protozoa are microscopic in size and they play an essential role in the food chain. Protozoa take in

oxygen and give off carbon dioxide through their cell membrane. Echinoderms are marine animals

(e.g. sea star, sea urchin). Most of them have arms or spines that radiate from the center of their

body. Annelids have existed on Earth for over 120 million years. Their bodies are divided into

segments. Commonly known annelids include earthworms, roundworms and flatworms. Mollusks

have a soft, skin-like organ covered with a hard outside shell. They live both on land (the snail and

slug) and in water (the oyster, mussel and octopus). Land living mollusks move slowly on a flat sole;

ocean living mollusks swim by ejecting water from their body. Arthropods make up over 75% of the

world´s animal species and include animals such as insects (fly, beetle, butterfly, bee, wasp) or

arachnids (spiders, scorpions, mites, ticks) and crustaceans. Arthropods have limbs with joints that

allow them to move. Some have antennae as part of their sensory system.

VERTEBRATES – animals with a backbone

Almost ¾ of the world´s surface is covered in water which is home to over 20,000 different

species of fish. Most fish breathe through gills which perform the gas exchange between the water

and the fish´s blood and allow the fish to breathe oxygen in the water. Fishes are vertebrates with a

skeleton made of bone or cartilage. Bony fishes have a swim bladder, a gas-filled sac, that they can

inflate or deflate which allows them to float in the water. Most fish swim using a tail fin; other fins

help the fish change direction and stop. Amphibians lay their eggs in water and their young resemble

small fish. Most amphibians can both walk and swim in water, their body temperature changes with

its environment. In cold climates, amphibians hibernate during the winter. Reptiles are air-breathing

animals living not only on land but in water. Their most noticeable feature are the scales that cover

their body. Reptiles are often called cold-blooded because their body temperature depends on the

external temperature. Crocodiles and alligators are large reptiles that feed on large animals they

catch on land or in water using their powerful jaws and teeth. Lizards and snakes form the largest

group of reptiles. Lizards often shed their tail to escape from predators and they can grow a new tail.

Some snakes are poisonous, or venomous, such as the rattle snake or cobra. They have fangs which

bite into their prey and inject poison into the victim. There are over 8,000 species of birds. Birds have

three major differentiating characteristics: wings for flight, feathers and a beak. Their bones and skull

are very thin, making their bodies extremely light. They also have claws and muscles on their feet

designed to hold onto a perch even while the bird is sleeping.

Mammals have several unique characteristics that differentiate them from other animals.

Most mammals have hair, or fur, covering their body. They are capable of regulating their body

temperature. Their metabolism controls heat production, and the sweat glands help cool the body.

These allow the mammal to maintain a constant body temperature. One other difference is that

mammals give birth to fully formed babies and the female mammals produce milk to feed their

young. Most mammals walk on four legs, with the exception of humans. Common mammals include:

primates, carnivores, marsupials, rodents, ungulates, whales, dolphins and seals.

� Marsupial Mammals are best known for the Australian members of the family, the kangaroo and

the koala. Marsupials are different from other mammals because they have an abdominal pouch

to carry their young. Here the baby marsupial matures for weeks or even months.

� Carnivores are meat-eaters. They have sharp claws and teeth with which to kill their prey. This

group includes cats both domestic and big cats, dogs, wolves, hyenas, bears, foxes, etc.

Cetaceans are also carnivores but they have their own category.

� Rodents are the largest family of mammals. The name of the species means “gnawing animal”,

because of their large incisor teeth and the way they eat. There are 3 major types of rodents:

squirrel-like (squirrel, gopher) with large eyes and bushy long tails; mouse-like rodents (mouse,

rat, hamster) and porcupines with their long, sharp quills for protection.

� Ungulates are animals that have hooves. Ungulates can be further split into - odd-toed ungulates

- have an odd number of toes and are also grazing animals - horse, donkey, zebra; even-toed

ungulates - have an even number of toes - pig, giraffe, deer, antelope, goat, cow, sheep, llama,

camel and elephants.

� Cetaceans live in water, but they must come to the surface to breathe air. Whales and dolphins

can dive deep in the water on a single breath. They also have a highly developed brain and are

considered to be very intelligent. Dolphins, as well as some whales, can use echolocation to find

food and identify objects around them.

� Seals, Seal Lions and Walrus are marine mammals. Seals are well designed to swim in water.

Their bodies are very streamlined and their flippers propel them quickly through the water.

Walruses differ from seals in that they have large tusks.

� Primates have several distinctive features that separate them from other mammals: well

developed hands and feet with fingers and toes, and opposable thumbs enabling them to grab

things. Primate eyes are forward in the head giving them stereoscopic vision and allowing them

to judge distance. They also have large, highly developed brains. Parents care for and educate

their young much longer than other animals.

Adapted from: http://www.tulane.edu/~wiser/protozoology/notes/INTRO.html,

http://www.kidport.com/RefLIB/Science/Animals/Animals.htm, www.wikipedia.org;

http://www.naturalhistoryonthenet.com/Mammals/classification.htm

1. Reading comprehension

Answer the questions

1) What is the main feature of invertebrates and which family is the largest one?

2) Explain the mechanism of fish breathing

3) Name some distinctive characteristics of birds

4) What is unique about mammals?

5) What is the function of thumb and eyes in primates?

2. Lexis: Label the pictures of invertebrates with correct name of their phylum:

a) …………………. d) ………………….

b) …………………. e) ………………….

c) …………………..

3. Translation

Translate the following expressions into English. The first letters have been given.

a. jednobuněčný organismus s_______ - c_________ o_______________

b. řídit pohyb c___________ l_______________________

c. tvrdá vnější ulita h__________ o_____________ s________

d. plavat vypuzováním vody s________ by e______________ w________

e. klást vajíčka ve vodě l__________ e________ in w_____________

f. živit se velkými zvířaty f_________ o___ l_________ a__________

g. křídla, peří, zobák w___________, f___________, b________

h. stálá tělesná teplota c____________ b________ t____________

i. velké kly l______________ t_________________

j. ostré ostny na ochranu s__________ q________ for p___________

4. Gap fill: Fill in the gaps in the text below with the words from the box

feed fur controls birth from capable

temperature glands constant differentiate

Mammals have several unique characteristics that…………………… them ………….. other animals. Most

mammals have hair, or …………, covering their body. They are………………….. of regulating their body

………………………….. Their metabolism…………………………. heat production, and the sweat……………….

help cool the body. These allow the mammal to maintain a……………………… body temperature. One

other difference is that mammals give……………… to fully formed babies and the female mammals

produce milk to…………………. their young.

5. Complete the table by writing distinctive features or name of the phylum. An example has

been done for you.

DISTINCTIVE FEATURES PHYLUM

body divided into segments annelids

hard outside shell

inflate/deflate swim bladder

amphibians

scales covering body; cold-blooded

birds

marsupials

meat-eating mammals; sharp teeth to kill prey

rodents

dive deep on a single breath

primates

hoofed mammals

6. Identify proper phylum/subphylum for each of the animals below and give their Czech

equivalent: Phylum Czech

1) wasp _____________________ ____________________

2) horse _____________________ ____________________

3) koala _____________________ ____________________

4) lizard _____________________ ____________________

5) fox _____________________ ____________________

6) sheep _____________________ ____________________

7) squirrel _____________________ ____________________

8) rattle snake _____________________ ____________________

9) alligator _____________________ ____________________

10) porcupine _____________________ ____________________

VOCABULARY

amphibian /æmˈfɪbiən/ obojživelník

annelida /əˈnelɪda/ kroužkovci

antenna /ænˈtenə/ tykadlo

arachnid /əˈræknɪd/ pavoukovec

arthropod /ˈɑː(r)θrəpɒd/ členovec

backbone /ˈbækˌbəʊn/ páteř

beak /biːk/ zobák

bee /biː/ včela

beetle /ˈbiːt(ə)l/ brouk

butterfly /ˈbʌtə(r)ˌflaɪ/ motýl

carbon dioxide /ˌkɑː(r)bən daɪˈɒksaɪd/ oxid uhličitý

carnivore /ˈkɑː(r)nɪvɔː(r)/ masožravec

cartilage /ˈkɑː(r)təlɪdʒ/ chrupavka

cetacean /sɪˈteɪʃən/ kytovec

claw /klɔː/ drápek, pařát

crustacean /krʌˈsteɪʃ(ə)n/ korýš

differentiate /ˌdɪfəˈrenʃieɪt/ rozlišovat, odlišit

earthworm /ˈɜːθˌwɜː(r)m/ žížala

echinoderms /ɪˈkaɪnəˌdɜːrmz/ ostnokožci

essential /ɪˈsenʃ(ə)l/ nezbytný, nutný

fang /fæŋ/ jedovatý zub hada, tesák

feather /ˈfeðə(r)/ pero, pírko

feed /fiːd/ krmit

flipper /ˈflɪpə(r)/ ploutev

fly /flaɪ/ moucha, muška

fur /fɜː(r)/ srst, kožich

gills /ɡɪlz/ žábry

give off /ɡɪv ɒf/ vylučovat, vyzařovat

gnaw /nɔː/ hryzat, hlodat

gopher /ˈɡəʊfə(r)/ sysel

herbivore /ˈhɜː(r)bɪˌvɔː(r)/ býložravec

heterotroph /ˈhetərəˌtrof/ konzument, heterotrof

hibernate /ˈhaɪbə(r)neɪt/ přezimovat, hibernovat

hoof (pl. hooves) /huːf/ kopyto

incisor /ɪnˈsaɪzə(r)/ řezák

insect /ˈɪnsekt/ hmyz

invertebrate /ɪnˈvɜː(r)tɪbrət/ bezobratlý

jaw /dʒɔː/ čelist

joint /dʒɔɪnt/ kloub

limb /lɪm/ končetina

lizard /ˈlɪzə(r)d/ Ještěr (ka)

mammal /ˈmæm(ə)l/ savec

marine /məˈriːn/ mořský

marsupial /mɑː(r)ˈsuːpiəl/ vačnatec

mature /məˈtʃʊə(r)/ dospět, dozrát

mite /maɪt/ roztoč

mollusk /ˈmɒləsk/ měkkýš

multicellular /ˌmʌltɪˈseljʊlə(r)/ mnohobuněčný

muscle /ˈmʌs(ə)l/ sval

noticeable /ˈnəʊtɪsəb(ə)l/ patrný, zjevný

omnivore /ˈɒmnɪˌvɔː(r)/ všežravec

oyster /ˈɔɪstə(r)/ ústřice

parasite /ˈpærəsaɪt/ parazit

perch /pɜː(r)tʃ/ bidýlko, hřad

poisonous /ˈpɔɪz(ə)nəs/ jedovatý

porcupine /ˈpɔː(r)kjʊpaɪn/ dikobraz

pouch /paʊtʃ/ vak

prey /preɪ/ kořist

primate /ˈpraɪmeɪt/ primát

protozoan /ˌprəʊtəˈzəʊən/ prvok

quill /kwɪl/ bodlina, osten

rattlesnake /ˈræt(ə)lˌsneɪk/ chřestýš

reptile /ˈreptaɪl/ plaz

rodent /ˈrəʊd(ə)nt/ hlodavec

roundworm /ˈraʊndˌwɜː(r)m/ škrkavka

scale /skeɪl/ šupina

scorpion /ˈskɔː(r)piən/ štír, škorpión

seal /siːl/ tuleň, lachtan

shed /ʃed/ svléknout, shodit

shell /ʃel/ skořápka, ulita, mušle

skull /skʌl/ lebka

slug /slʌɡ/ slimák

snail /sneɪl/ hlemýžď, plž

sole /səʊl/ noha, chodidlo

species /ˈspiːʃiːz/ druh (živočišný)

spine /spaɪn/ osten, bodlina, trn

surface /ˈsɜː(r)fɪs/ povrch, povrchový

sweat gland /swet ɡlænd/ potní žláza

swim bladder /swɪm ˈblædə(r)/ plynový měchýř

tail fin /teɪl fɪn/ ocasní ploutev

tick /tɪk/ klíště

tissue /ˈtɪʃuː/ tkáň

ungulate /ˈʌŋgjʊleɪt/ kopytník

vertebrate /ˈvɜː(r)tɪbrət/ obratlovec

walrus /ˈwɔːlrəs/ mrož

wasp /wɒsp/ vosa

4. EXTERNAL ANATOMY OF ANIMALS (mammals; species specific body features)

Anatomy is a branch of biology and medicine which studies the structure of living organisms. Human

anatomy studies the structure of humans, zootomy deals with animal body structures, and phytotomy studies the structure of plants. There are many branches to anatomy, such as comparative anatomy, developmental anatomy or pathological anatomy, etc. The basic unit of life is a cell. Groups of cells with similar functions form tissue. There are four basic types of animal tissues: connective, epithelial, muscle, and nervous. An organ is formed by a collection of tissues; while an organ system comprises two or more organs which cooperate with one another in order to perform a certain task. The body is a unique collection of interdependent organ systems. As far as the outer animal body structure is concerned, there are several basic parts common to cattle and swine, as illustrated in the diagrams below. Sorted roughly from cranial to caudal direction the main parts of large animals are the head, throat (neck), forelimbs, trunk including chest (thorax) and abdomen (stomach), tail and the hind limbs. On the head we find forehead, eyes, muzzle in a cow and snout in a pig, mouth with lips, ears, and horns in a cow. Underneath the snout in pigs there is a jowl, sometimes referred to as pig’s chin. The neck is located behind the ears and in front of the shoulder. The belly and ribs are found just behind the shoulders and elbow pocket.

Picture 1 - Outer body structure of cattle

Picture 2 – Outer body structure of swine Skeletal System The skeletal system is a structural framework that provides support and protection to the animal body. The skeletal system is also necessary for motion of animals as muscles are attached to the skeleton and joints are movable. The basic components of this system are bones, cartilages and ligaments. The main factors that influence bone development are stress of animals, level of hormones in the organism and also nutrition of animals represented by well-balanced diet and a certain amount of vitamin D in the foodstuff. Muscular System The main functions of muscular system are movement as well as producing heat. The system comprises smooth, cardiac, and skeletal muscles. Smooth muscles are directed by autonomic nervous system. They are part of blood vessels, digestive and reproductive system. Cardiac muscle forming the heart is also regulated by autonomic nervous system and cause involuntary movements (e.g. heartbeat). The last type of muscles is represented by skeletal muscles responsible for all voluntary movement as well as for particular involuntary movements as standing or breathing. Some species have specific body parts and features. These include: 1) BODY COVERAGE

Fur is extensive body coverage typical of mammals. It is made of short, very fine and soft hair. The principal function of fur is thermoregulation. Bristles are thick, strong animal fibres collected at commercial abattoirs for use in brushes. Fish and snakes are covered with scales which protect the body and help in locomotion. Snakes periodically moult their scaly skins and acquire new ones. Specific types of body coverage include wool hair (textile fibre obtained from sheep and other animals e.g. goats, camel, rabbits etc.), mane - the hair that grows from the top of the neck of a horse or other equine and lions. All birds are covered with feathers. The externally visible feathers which determine a bird’s silhouette and the contour of wings, tail and body are called contour feathers. Body covering of amphibians, skin, often has protective colouring and is able to absorb water and oxygen from the

environments. Exoskeletons are hard external frameworks which support and protect the soft tissues of lower animals (e.g. shell of a crab or a crawfish). Some animal species are protected by spines (quills) which are modified hairs coated with thick plates of keratin (e.g. hedgehog). 2) BODY APPENDAGES

• ANTENNAE (sg. antenna) - paired appendages used for sensing in arthropods (e.g. paired, mobile, and segmented, located between the eyes on the forehead in insects)

• TENTACLES are usually two or more elongated flexible organs present in animals, especially invertebrates which are used for feeding, feeling and grasping (e.g. in a jellyfish) whereas there are ARMS in octopuses

• WINGS – appendages used for flight. Insects are the only invertebrates known to have evolved flight; they have two pairs of wings - forewings and hindwings. Wings in bats developed on finger bones and are much thinner than in birds; the result is quicker and more accurate flight. The tissue is able to regrow. For birds, flight is the main locomotion, their wings developed on forelimbs and appear in various shapes and sizes - enabling various speed and manoeuvring.

• GILLS are respiratory organs found in many aquatic organisms; they extract dissolved oxygen from water, and excrete carbon dioxide. Majority of bony fish species have five pairs of gills.

• LIMBS - most animals use limbs for locomotion /walking, running, climbing/, some animals can use their front limbs to carry and manipulate objects, some animals also use hind limbs for manipulation; fore limbs – anterior appendages /foreleg, wing, flipper/, hind limbs – posterior appendages /hind leg/

• FINS - most distinctive features of fish, composed of bony spines protruding from the body with skin covering them and joining them together; located in different places /dorsal fin, caudal fin, anal fin etc./ on the fish serve different purposes /moving forward, turning, and keeping an upright position/

• TAILS - the section at the rear end of an animal's body

• HOOF/HOOVES - the tip of a toe of ungulate mammals, covered with a thick keratin shell, grow continuously. Most even-toed ungulates /sheep, goats, deer, cattle, bison, pigs/ have two main hooves on each foot, together called a cloven hoof. Most also have two smaller hoofs called dew-claws. Some odd-toed ungulates have one hoof on each foot; others /rhinoceroses, tapirs/ have three hoofed or heavily nailed toes, or one hoof and two dew-claws

• HORN/S - a pointed projection of the skin on the head consisting of a keratin covering. One pair of horns is usual, two pairs occur in a few wild species and domesticated breeds of sheep. Horns are usually curved or spiral and occur mainly in males. They grow soon after birth and continue to grow throughout the life.

• ANTLERS - usually large, branching bony appendages on the heads of most deer species. Antlers are found mostly on males, only caribou and reindeer have antlers on the females and grow faster than any other mammal bones. Antler growth and shedding is seasonal, and controlled by the length of daylight.

• CLAW/S are found at the end of a toe or finger in most mammals, birds, and some reptiles. They are made of keratin and used to catch and hold prey in carnivorous mammals /e.g. cats and dogs/, for digging, climbing trees etc. Many predatory mammals have protractile claws /can partially hide inside the animal's paw/, especially the Felidae.

• BEAK – (also bill or rostrum) is an external anatomical structure of birds used for eating, killing prey, manipulating objects, probing for food, feeding young, etc. Beaks vary significantly in size and shape from species to species. Two holes called nares (nostrils) connect to the hollow inner beak and the respiratory system.

• PAWS - soft foot of a mammal, generally a quadruped (dog, fox, cat, tiger, bear, rodent, etc.) that has claws or nails. A hard foot is called a hoof. Paws are used to pad feet for walking.

• WHISKERS – specialized hairs for tactile sensation that grow around the nostrils, above the lips, and on other parts of the face of most mammals, as well as on the forelegs and feet of some animals. A large part of the brain of many mammals is devoted to processing the nerve impulses from whiskers, because it is important for survival

• SNOUT/MUZZLE - protruding portion of an animal's face, consisting of its nose, mouth, and jaw

• TRUNK - a fusion of the nose and upper lip, elongated and specialized, elephant's most important and versatile “tool”

Sources:

BUCHALOVÁ, K., BRAUNER, P.: Texty a cvičení z anglického jazyka pro posluchače bakalářského studijního programu FVHE

VFU Brno (kombinovaná forma). Brno 2011. BUCHALOVÁ, K., SCHÜLLEROVÁ, S.: Angličtina pro posluchače bakalářského studijního programu FVHE VFU Brno. Texty a

cvičení. Brno 2010. PODVESKÁ, K.: Species Specific Body Features (internal VFU materials)

1. Reading comprehension

Answer the questions

a. Explain the difference between zootomy and phytotomy.

b. What is a tissue in anatomy?

c. Name two basic functions of skeletal system.

d. What is the difference between smooth and skeletal muscles?

e. Name and describe at least three body parts specific for cattle

2. Lexis

Read the definition and state appropriate body parts.

Definition Body part

1. extensive body coverage of soft and short hair in mammals

2. protruding portion of animal´s face with nose, mouth, jaw

3. respiratory organs in many aquatic organisms

4. the tip of a toe of ungulate mammals, with keratin shell

5. a pointed projection of the skin on the head, usually one pair

6. appendages used for flight

7. hair on the top of the neck of a horse, lions

8. large, bony appendages on the heads of most deer species

9. protective hairs coated with keratin (e.g. in hedgehog)

10. external anatomical structure in birds used for eating

3. Translation

Translate the following expressions into English. The first letters have been given.

a) podpora a ochrana s___________ and p____________________

b) vyvážená strava w_______-b_________________ d________

c) přední a zadní končetiny f_________________ and h_______ l__________

d) kosterní soustava s___________________ s___________________

e) ovlivnit vývoj kostí i________________ b_________ d____________

f) působit mimovolné pohyby c_________ i______________ m_____________

g) svlékat šupinatou kůži m____________ s___________ s_____________

h) ochranné zbarvení p___________________ c___________________

i) vstřebávat vodu a kyslík a____________ w__________ and o___________

j) řízený nervovou soustavou r______________ by n____________ s_________

4. Gap fill: Fill in the gaps in the text below with the words from the box

of form tissues basic by

more to are a which

The……………………. unit of life is a cell. Groups of cells with similar functions …………………….. tissue.

There………………….four basic types of animal ………………….. : connective, epithelial, muscle, and

nervous. An organ is formed……………………. a collection of tissues; while an organ system comprises

two or …………………… organs ……………………….. cooperate with one another in order …………… perform

a certain task. The body is ……………… unique collection ………………… interdependent organ systems.

5. Lexis

Write the proper word form and translate the new word into Czech

Noun Verb Czech

life

function

cooperation

growth

location

protection

coverage

VOCABULARY abbatoir /ɑæbəɕtwɑə(r)/ jatky

abdomen /ɑæbdəmən/ břicho, dutina břišní

acquire /əɑkwaǺə(r)/ získat, nabýt, osvojit si

anatomy /əɑnætəmi/ anatomie

antler /ɑæntlə(r)/ paroh

appendage /əɑpendǺdȢ/ přívěsek, doplněk

bison /ɑbaǺs(ə)n/ bizon

branch /brɑəntʃ/ větev, odvětví

breed /briəd/ pěstovat, chovat, plemeno

bristle /ɑbrǺs(ə)l/ štětina, chlup

cardiac /ɑkɑə(r)diæk/ srdeční

cartilage /ɑkɑə(r)təlǺdȢ/ chrupavka

cattle /ɑkæt(ə)l/ skot, dobytek

caudal /ɑkǤədəl/ kaudální, ocasní

certain /ɑsǬə(r)t(ə)n/ jistý, určitý

chest /tʃest/ hruď, hrudník

claw /klǤə/ dráp, pařát

cloven hoof /ɑkləʊv(ə)n huəf/ pazneht

comprise /kəmɑpraǺz/ sestávat, skládat se z

connective /kəɑnektǺv/ pojivový

cranial /ɑkreǺniəl/ lebeční, kraniální

crawfish /ɑkrǤəɕfǺʃ/ rak

deal with (sth) /diəl wǺθ/ zabývat se (čím)

deer /dǺə(r)/ vysoká zvěř, jelenovití

digestive /daǺɑdȢestǺv/ trávicí, zažívací

elbow /ɑelbəʊ/ loket

epithelial /ɑepǺθi:lǺəl/ epitelový

equine /ɑekwaǺn/ koňský

fibre /ɑfaǺbə(r)/ vlákno, vláknina

fin /fǺn/ ploutev

flipper /ɑflǺpə(r)/ ploutev (velrybí, tulení)

forehead /ɑfǢrǺd/ or /ɑfǤə(r)ɕhed/ čelo

forelimb /fǤə(r)lǺm/ přední končetina

framework /ɑfreǺmwǬə(r)k/ soustava, kostra

gills /DZǺlz/ žábry

head /hed/ hlava

hedgehog /ɑhedȢɕhǢDZ/ ježek

hindlimb /haǺndlǺm/ zadní končetina

horn /hǤə(r)n/ roh, parůžek

involuntary /ǺnɑvǢləntəri/ bezděčný, mimovolný

jowl /dȢaʊl/ spodní čelist, sanice

ligament /ɑlǺDZəmənt/ vaz

mane /meǺn/ hříva

moult /məʊlt/ svlékat, pelichat

muscular /ɑmȜskjʊlə(r)/ svalový

muzzle /ɑmȜz(ə)l/ čenich, čumák

nutrition /njuəɑtrǺʃ(ə)n/ výživa

organ /ɑǤə(r)DZən/ orgán

outer /ɑaʊtə(r)/ zevní, vnější

perform /pə(r)ɑfǤə(r)m/ vykonat, provést

predatory /ɑpredət(ə)ri/ dravý

rhinoceros /raǺɑnǢs(ə)rəs/ nosorožec

rib /rǺb/ žebro

skeletal system /ɑskelǺt(ə)l ɑsǺstəm/ kosterní soustava

smooth /smuəð/ hladký

snout /snaʊt/ čumák, rypák

spiral /ɑspaǺrəl/ točitý, šroubovitý

swine /swaǺn/ prase, vepř

tapir /ɑteǺpə(r)/ tapír

tentacle /ɑtentək(ə)l/ chapadlo

thermoregulation /ˈθɜːməɑreDZjʊɑleǺʃ(ə)n/ termoregulace

thorax /ɑθǤəræks/ hruď, hrudník

throat /θrəʊt/ hrdlo, krk

trunk /trȜŋk/ trup

vessel /ɑves(ə)l/ céva

whiskers /ɑwǺskə(r)z/ vousy, fousky (kočičí)

zootomy /zəʊˈɒtəmɪ/ zootomie, anatomie živočichů

5. CAPTIVITY (DOMESTICATED ANIMALS, WILD ANIMALS)

Man's first efforts to keep wild animals in captivity date back to prehistoric times, and for many

reasons humans are attracted to non-human animals. The distinction between wild animals and

domesticated animals can be fuzzy. Domesticated animals are those that have been bred in captivity

for a number of generations, but the precise number of generations in captivity to qualify as

domesticated is not easy to define. All domesticated animals were once wild.

The earliest known evidence of a domesticated dog is a jawbone found in a cave in Iraq and dated to

about 12,000 years ago. The first animals to be domesticated as a source of food are sheep in the

Middle East around 9000 BC. Goats followed soon after, and these two became the standard animals

of the nomadic tribes. Cattle and pigs, common in settlements, are domesticated slightly later - after

7000 BC. Apart from dogs, cats are the only domesticated animals to dwell indoors

with humans. In the temples of Egypt cats are sacred animals, and millions of them

are mummified. In folk stories of all nations a cat is the natural companion for

people who possess supernatural powers such as witches. Humans acquire their

most important ally from the animal kingdom when they domesticate the horse, in

about 3000 BC. The original purpose, as with cattle, is to acquire a reliable source

of meat and milk. But then people discovered that horse is a valuable means of

transport. Camels occupy an important place alongside horses and donkeys – they carried and

transported heavy goods. Jungle fowl – ancestors of today's poultry - are captured and kept for their

eggs and their flesh by about 2000 BC in Asia. Later on pigeons in Egypt, elephants in India were

tamed and bees were forced to live in beehives constructed by men. The turkey is indigenous to

central and north America. It was kept as a domestic fowl by the Aztecs in Mexico from the 14th

century and brought to Europe in the 16th

century. In addition to the standard domesticated animals,

many others have been kept or are now kept by humans for a wide range of purposes (e.g. ostriches

for feathers, hamsters as pet animals for children).

However, many animals are not kept for meat, milk, eggs or as pets. People also keep animals for

entertainment, often in zoos, marine parks, aquariums or circuses. In the past, some institutions paid

little attention to the welfare of the animals. Luckily, they are undergoing a revolution to provide

better physical and social environment for animals. It is not possible to give an animal an exact

replica of its natural environment but animals have the ability to adapt to a wide range of conditions.

The goal of a zookeeper is to provide an animal with an environment similar to its natural

environment in which it can survive and reproduce. It is important to study the animal´s behavior in

its natural habitat – e.g. the normal sleeping place (some animals sleep in protected places, others

sleep in the open), the place of refuge from danger is also important (some animals flee in danger,

others become immobile, some run up a tree, others run underground). The concept of habitat or

territory has important consequences for the correct handling and design of environment for animals

in captivity.

The animal must have an adequate diet to maintain a healthy condition. Food should be presented in

such a way that the animal spends as much time eating as it would in the wild. Carnivores normally

hunt and kill their prey which cannot happen in captivity. However, the carnivores, after eating,

spend most of their time sleeping, so they do not have a problem of filling in time. On the other

hand, plant-eaters present more of a problem as they normally spend much of their day feeding

(cows spend about eight hours per day grazing, sheep about 10 hours/day).

The most important ethical issue about keeping wild animals is the welfare of the animal itself. In

captivity, can we provide a wild animal with the proper diet, exercise, and socialization that it would

get in the wild? The animal may be exposed to high stress levels during the capture and transport,

improper care, in confined spaces, and the inability to exhibit natural behavior. This may lead to

changes in behavior – from stereotypical activities (e.g. pacing in cages due to lack of physical

activity) to increased aggression and susceptibility to illness. These are all important factors when

considering the welfare of captive animals.

Adapted from: http://animalbehaviour.net (by Judith K Blackshaw), http://exoticpets.about.com (by Lianne

McLeod, DVM), http://www.historyworld.net (by Bamber Gascoigne)

1. Reading comprehension

Answer the questions

1) What does the term “domesticated” mean?

2) What were the first animal species to be domesticated in nomadic tribes?

3) Explain the main reasons for domestication of horses and camels.

4) What is the goal of a zookeeper in providing care for animals?

5) Explain the role of natural habitat in handling animals in captivity.

2. Lexis

Label the animals according to their place of captivity. Sometimes more than one answer is correct.

Write F for farm, Z for zoo, A for aquarium. One example has been done for you.

pig F snake ostrich elephant

turtle seal bull tortoise

elk duck seahorse sea lion

rooster lamb owl fowl

parrot kangaroo lion whale

orca monkey octopus bee

ox dolphin calf tiger

bear giraffe cow shark

3. Lexis

Write the proper word form and translate the new word into Czech

Noun Verb Czech

captivity

entertainment

payment

provision

reproduction

behavior

ability

Verb Noun Czech

attract

qualify

dwell

possess

transport

construct

exhibit

4. Translation

Translate the following expressions into English. The first letters have been given.

a. zvíře v zajetí a____________ i__ c__________________

b. zdroj potravy s____________ o__ f__________________

c. přebývat uvnitř d____________ i__________________

d. posvátné zvíře s____________ a__________________

e. nejdůležitější spojenec the m________ i_________________ a_______

f. dopravní prostředek m___________ o__ t___________________

g. běžná domácí zvířata s____________ d_____________ a________

h. přesná kopie e___________ _ r___________________

i. schopnost přizpůsobit se the a____________ t__ a_______________

j. přiměřená strava a_______________ d_________________

5. Gap fill

Fill in the gaps in the text below with the words from the box

define efforts distinction bred be times precise

Man's first _________to keep wild animals in captivity date back to prehistoric ________, and for

many reasons humans are attracted to non-human animals. The ____________ between wild

animals and domesticated animals can______ fuzzy. Domesticated animals are those that have been

________in captivity for a number of generations, but the __________ number of generations in

captivity to qualify as domesticated is not easy to ____________.

VOCABULARY

ability /əɑbǺləti/ schopnost, dovednost

ally /ɑælaǺ/ spojenec

aquarium /əɑkweəriəm/ akvárium

attention /əɑtenʃ(ə)n/ pozornost, péče

beehive /ɑbiəɕhaǺv/ úl, včelín

behavior /bǺɑheǺvjə(r)/ chování, reakce

breed (bred, bred) /briəd/ chovat, pěstovat

captivity /kæpɑtǺvəti/ zajetí

circus /ɑsǬə(r)kəs/ cirkus

companion /kəmɑpænjən/ společník, druh

confined /kənɑfaǺnd/ stísněný, omezený

consequence /ɑkǢnsǺkwəns/ následek, důsledek

distinction /dǺɑstǺŋkʃ(ə)n/ rozdíl, odlišnost

domesticated /dəɑmestǺɕkeǺtǺd/ ochočený

donkey /ɑdǢŋki/ osel

dwell /dwel/ přebývat, zdržovat se

entertainment /ɕentə(r)ɑteǺnmənt/ zábava

evidence /ɑevǺd(ə)ns/ důkaz, známka

exhibit /ǺDZɑzǺbǺt/ projevit, dát najevo

exposed /Ǻkɑspəʊzd/ vystavený, odkrytý

flee /fliə/ utéci, prchat

fowl /faʊl/ kur, divoké ptactvo

fuzzy /ɑfȜzi/ neostrý, rozmazaný

goat /DZəʊt/ koza

goods /DZʊdz/ zboží, věci

graze /DZreǺz/ pást, spásat

habitat /ɑhæbǺtæt/ habitat, místo výskytu

hamster /ɑhæmstə(r)/ křeček

handling /ɑhændlǺŋ/ manipulace, zvládání

immobile /ǺɑməʊbaǺl/ nehybný, nepohyblivý

improper /ǺmɑprǢpə(r)/ nesprávný, nevhodný

indigenous /ǺnɑdǺdȢənəs/ původní, domorodý

maintain /meǺnɑteǺn/ udržovat, zachovat

means /miənz/ prostředek, prostředky

mummify /ɑmȜmǺfaǺ/ mumifikovat

nomadic /nəʊɑmædǺk/ kočovný, kočující

occupy /ɑǢkjʊpaǺ/

zaujímat, obývat

ostrich /ɑǢstrǺtʃ/ pštros

pace /peǺs/ přecházet, popocházet

pigeon /ɑpǺdȢ(ə)n/ holub

possess /pəɑzes/ vlastnit, ovládat

poultry /ɑpəʊltri/ drůbež

precise /prǺɑsaǺs/ přesný

purpose /ɑpǬə(r)pəs/ účel, smysl

refuge /ɑrefjuədȢ/ útočiště, úkryt

reliable /rǺɑlaǺəb(ə)l/ spolehlivý

sacred /ɑseǺkrǺd/ posvátný

settlement /ɑset(ə)lmənt/ osada, sídliště

sheep /ʃiəp/ ovce

susceptibility /səɕseptəɑbǺləti/ náchylnost, sklon

tame /teǺm/ ochočit, krotit

tribe /traǺb/ kmen

turkey /ɑtǬə(r)ki/ krůta, krocan

valuable /ɑvæljʊb(ə)l/ cenný, hodnotný

welfare /ɑwelfeə(r)/ prospěch, dobro

zoo /zuə/ ZOO

6. ANIMAL FEEDINGSTUFF

Animal feed plays an important part in the food chain and has implications for the composition and

quality of the livestock products (milk, meat and eggs) that people consume. Legislation on animal

feed is harmonised at European Union (EU) level. It applies especially to feed for farmed livestock,

but also covers feed for horses, pets, farmed fish, zoo and circus animals, and creatures living freely

in the wild.

The animal feedstuffs market is divided into concentrates and non-concentrates, with concentrates

accounting for the overwhelming majority of sales. The move to larger farms has encouraged farmers

to consider more customised feedstuff plans and dietary plans for their animals. Increased legislation

and the banning of certain ingredients in feedstuffs, notably animal bone meal and some antibiotics,

has led to important changes in the industry. Alternative products, such as soya bean meal

(substitution for animal bone) and natural products (substitution for antibiotics) are used more and

more in the industry.

Main types of animal feedstuffs include:

Forage

Forage (mainly plant leaves and stems) is an integral component in all aspects of ruminant nutrition.

Pressures on the dairy sector to improve milk yields and higher prices of animal feedstuff have made

it important for farmers to have accurate information about the nutritional values of their forages.

Forage quality changes through age and storage, its nutritional value has to be tested regularly.

Forages include: fresh grass & maize, grass & maize silage, hay & legumes. Sometimes we distinguish

between forage – food that the animals get themselves by grazing and fodder - food given to the

animals (straw, compressed or mixed food).

Equine Feeds

Experts say that a balanced diet for horses should include forage, bran, barley, oats, maize, fruit and

root vegetables. To ensure maximum digestibility, barley may be partly cooked.

Pet Feeds

An increasing level of attention is now focused on the quality of pet feeds, in particular for dogs and

cats. Pet owners realise the health benefits of feeding their animals to the highest standards.

In cat food, wet food continues to dominate the market. The opposite is true in the dog food sector,

where it is dry dog food that is dominating.

Premixes

Premixes are mixtures of vitamins and feed additives manufactured for inclusion in animal diets. For

many years premixes have been used as feed supplements for cattle, swine, poultry and fish.

Source: http://www.sciantec.uk.com/animal_feedstuffs.asp

http://www.food.gov.uk/business-industry/farmingfood/animalfeed/

1. Reading comprehension

a. Name some banned ingredients in animal feedstuff and their alternative substitutions.

b. Name an important component of ruminant nutrition and explain its meaning.

c. What is a premix?

2. Translation

Translate the following expressions into English. The first letters have been given.

a) potravní řetězec f____________ ch____________________________

b) naprostá většina o_________________ m_______________________

c) stravovací plán d_________________ p________________________

d) zákaz některých surovin b______________ of c___________ i_____________

e) důležité změny i_____________ ch___________________________

f) výživa přežvýkavců r_______________ n_________________________

g) zlepšit výnosy mléka i_______________ m______________ y_________

h) mít přesné informace h______________ a_____________ i____________

i) získat potravu spásáním g_____ f______________ by g__________________

j) maximální stravitelnost m_________________ d_______________________

3. Gap fill: Fill in the gaps in the text below with the words from the box

is, level, where, and, focused, continues, benefits

An increasing …………………………. of attention is now………………………. on the quality of pet feeds, in

particular for dogs ……………. cats. Pet owners realise the health ………………….. of feeding their animals

to the highest standards. In cat food, wet food ………………………… to dominate the market. The

opposite is true in the dog food sector, …………………….. it is dry dog food that ………………….

dominating.

4. Lexis

Write the proper word form and translate the new word into Czech

Noun Verb Verb: Czech

food

consumption

harmony

application

cover

division

leader

VOCABULARY

account for /əɑkaʊnt fə(r)/ tvořit, podílet se

accurate /ɑækjʊrət/ přesný, správný

additive /ɑædətǺv/ přísada, aditivum

alternative /ǤəlɑtǬə(r)nətǺv/ alternativa, alternativní

antibiotics /ɕæntibaǺɑǢtǺks/ antibiotika

attention /əɑtenʃ(ə)n/ pozornost, péče

barley /ɑbɑə(r)li/ ječmen

bone meal /ɑbəʊnɕmiəl/ kostní moučka

bran /bræn/ otruby

cattle /ɑkæt(ə)l/ dobytek, skot

component /kəmɑpəʊnənt/ součást, složka

composition /ɕkǢmpəɑzǺʃ(ə)n/ skladba, složení

concentrate /ɑkǢns(ə)nɕtreǺt/ koncentrát, soustředit se

consider /kənɑsǺdə(r)/ uvážit, zvážit

creature /ɑkriətʃə(r)/ tvor, stvoření

customize /ɑkȜstəmaǺz/ upravit dle potřeb uživatele

digestibility /daǺɑdȢestǺbǺləti/ stravitelnost

encourage /ǺnɑkȜrǺdȢ/ povzbudit, pobídnout

equine /ɑekwaǺn/ koňský

feedstuff /ɑfiədɕstȜf/ krmivo

focus on /ɑfəʊkəs/ zaměřit se na

fodder /ɑfǢdə(r)/ píce, krmivo (hl. seno, sláma)

forage /ɑfǢrǺdȢ/ píce, krmivo

graze /DZreǺz/ pást se, spásat

hay /heǺ/ seno

implication /ɕǺmplǺɑkeǺʃ(ə)n/ důsledek, dopad

legislation /ɕledȢǺɑsleǺʃ(ə)n/ zákonodárství, zákony

legume /ɑleDZjuəm/ luštěnina

livestock /ɑlaǺvɕstǢk/ hospodářská zvířata

maize /meǺz/ kukuřice

majority /məɑdȢǢrəti/ většina

nutrition /njuəɑtrǺʃ(ə)n/ výživa

oats /əʊts/ oves

overwhelming /ɕəʊvə(r)ɑwelmǺŋ/ převážný, naprostý, ohromný

silage /ɑsaǺlǺdȢ/ silážové krmivo, siláž

stem /stem/ stonek, kmen

storage /ɑstǤərǺdȢ/ uskladnění, sklad

straw /strǤə/ sláma, slaměný

supplement /ɑsȜplǺment/ doplněk

vitamin /ɑvǺtəmǺn/ vitamín

yield /jiəld/ výnos, tržba

7. ANIMAL PROTECTION AND ANIMAL RIGHTS

Legislation & Organizations

“Animals, like humans, are living beings and are capable of experiencing various degrees of pain

and suffering, and hence they deserve attention, care and protection by man”.

These are the first words of the Act No 246/1992 Coll., on the protection of animals against cruelty,

the basic law on animal protection in the Czech Republic, which regulates activities of state

authorities such as the Ministry of Agriculture, including the Central Commission for Animal Welfare,

and the veterinary administration authorities.

The Act prohibits the cruelty to animals. The purpose of this Act is to protect animals, which are living

beings capable of experiencing pain and suffering, against cruelty, damage to their health and killing

without any reason, if caused by man, even if by negligence.

The Act defines the activities which are considered cruel to animals, the reasons for killing an animal,

it regulates the protection of animals during killing, the use of anaesthesia, the protection of animals

at a public performance and the obligations of organisers of such events, the protection of animals

during transport. The Act states the conditions which shall be met in breeding farm animals and

companion animals, the conditions of breeding and protection of experimental animals and

requirements for the protection of wild animals.

Apart from binding legislation on animal protection, there are many governmental as well as non-

profit organizations protecting animals on various levels. The need to fight animal diseases at global

level led to the creation of the Office International des Epizooties signed in 1924. In 2003 the Office

became the World Organisation for Animal Health (OIE). The OIE is the intergovernmental

organisation responsible for improving animal health worldwide. The mission of the organization

includes reporting on the global animal disease situation, sharing veterinary scientific information,

ensuring food safety and promoting animal welfare approach.

In 1961 World Wildlife Fund (WWF) was founded focusing on conservation of nature and animal

protection. Goals of WWF include protecting and restoring species and their habitats, conserving

natural resources and improving work of local communities and organizations.

One of the largest animal rights organizations is PETA (People for the Ethical Treatment of Animals)

PETA focuses on areas in which the largest numbers of animals suffer for the longest periods of time:

on factory farms, in the clothing trade, in laboratories, and in the entertainment industry. PETA

works through public education, research, animal rescue, legislation and protest campaigns.

Five Freedoms

The Farm Animal Welfare Council (FAWC) developed so called “Five Freedoms” criteria for farm

animals; however, these can be applied to other animals as well.

1. Freedom from hunger and thirst by ready access to fresh water and a diet to maintain full health

2. Freedom from discomfort by providing an appropriate environment including shelter and a

comfortable resting area

3. Freedom from pain, injury or disease by prevention

or rapid diagnosis and treatment

4. Freedom to express normal behaviour by providing

sufficient space, proper facilities and company of the

animal´s own kind

5. Freedom from fear and distress by ensuring

conditions and treatment which avoid mental suffering

(Spedding p.11)

Five Freedoms may serve as basic criteria concerning all

animals. However, more detailed criteria are needed

related to species, sex, age, weight of the animal, etc.

For example, cows and hamsters clearly need different

amount of space. In some species, both sexes only

come together at mating, and for the rest of the time

live apart (e.g. bears). Other pair for life and suffer if

kept alone. Weight and size of the animal have a big effect on the need for food, water, heat and

ventilation (see Spedding, p.17).

Sources: Spedding, C.: Animal Welfare. Earthscan Publications, London 2000. p.11, 17, 138

http://eagri.cz/public/web/en/mze/animal-welfare/, http://www.oie.int/about-us/,

http://www.peta.org/about/default.aspx, http://worldwildlife.org/about, http://www.woaw.org.au/teachers/about-

rspca/the-five-freedoms/

1. Reading comprehension. Answer the questions.

a. What is the content of the Act No 246/1992 Coll? Give a short summary.

b. Give an example of injury or cruelty caused by negligence.

c. Name and describe one organization dealing with animal rights. Do you know any local

organization?

d. Discuss the Five Freedoms. Do you think some other factor should be added to the list?

Try to name at least one.

2. Word formation: Complete the chart by writing the proper verb form and translate the new

word into Czech.

NOUN ADJECTIVE Adjective: Czech

pain

protection

cruelty

health

experiment

responsibility

science

hunger

comfort

space

3. Gap fill: Fill in the gaps in the text below with the words from the box

for, events, are, of, protection, public, an, use, during, states

The Act defines the activities which …………………. considered cruel to animals, the reasons for killing

……… animal, it regulates the ………………………. of animals during killing, the ………….. of anaesthesia,

the protection of animals at a ……………………… performance and the obligations of organisers of such

……………………, the protection of animals ……………………… transport. The Act ………………….. the

conditions which shall be met in breeding farm animals and companion animals, the conditions of

breeding and protection …………… experimental animals and requirements …………………. the

protection of wild animals.

4. Lexis: Translate the following expressions into English. The first letters have been given.

a. živé bytosti l_________________ b___________________________

b. ochrana proti krutosti p_______________ a____________ c_______________

c. způsobit nedbalostí c______________ b__________ n__________________

d. veřejné vystoupení p______________ p_____________________________

e. povinnosti organizátorů o_____________________ of o____________________

f. během přepravy d______________ t______________________________

g. sdílet vědecké informace s___________ s________________ i_________________

h. zábavní průmysl e_______________________ i_____________________

i. přístup k čerstvé vodě a_______________ t____ f___________ w___________

j. rychlá diagnóza a ošetření r__________ d______________ and t________________

VOCABULARY

act /ækt/ nařízení, zákon

anaesthesia /ɕænəsɑθiəziə/ anestezie, umrtvení

behaviour /bǺɑheǺvjə(r)/ chování, reakce

binding /ɑbaǺndǺŋ/ závazný

breed /briəd/ rasa, plemeno, chovat

capable (of) /ˈkeɪpəb(ə)l/ schopný (čeho)

comfortable /ɑkȜmftəb(ə)l/ pohodlný, příjemný

companion /kəmɑpænjən/ společník, druh

consider /kənɑsǺdə(r)/ považovat, pokládat

criterion (pl. criteria) /kraǺɑtǺəriən/ měřítko, kritérium

damage /ɑdæmǺdȢ/ poškození, poškodit

deserve /dǺɑzǬə(r)v/ zasloužit si

diagnosis /ɕdaǺəDZɑnəʊsǺs/ diagnóza

discomfort /dǺsɑkȜmfə(r)t/ nepohodlí, obtíže

distress /dǺɑstres/ utrpení, bolest

ensure /ǺnɑʃǤə(r)/ zajistit, zaručit

experimental /ǺkɕsperǺɑment(ə)l/ pokusný

express /Ǻkɑspres/ vyjádřit, projevit

facility /fəɑsǺləti/ zařízení, vybavení

injury /ɑǺndȢəri/ zranění, úraz

maintain /meǺnɑteǺn/ udržet, zachovávat

mating /ɑmeǺtǺŋ/ páření

negligence /ɑneDZlǺdȢ(ə)ns/ nedbalost, zanedbání

proper /ɑprǢpə(r)/ řádný, náležitý

provide /prəɑvaǺd/ poskytnout, dodat

regulate /ɑreDZjʊleǺt/ řídit, usměrňovat

requirement /rǺɑkwaǺə(r)mənt/ požadavek, podmínka

rest /rest/ odpočívat, odpočinek

restore /rǺɑstǤə(r)/ obnovit, znovu zavést

shelter /ɑʃeltə(r)/ úkryt, přístřešek

suffering /ɑsȜfərǺŋ/ utrpení, bolest

sufficient /səɑfǺʃ(ə)nt/ dostatečný

treatment /ɑtriətmənt/ ošetření, léčba

8. WELFARE, STRESS AND PAIN IN ANIMALS

Welfare is defined as a state of well-being, in which basic needs are

met and suffering is minimized. It is one of “umbrella” words which

we all know; however, there can be different interpretations when it

comes to details. Some people would find some things essential for

their welfare which others may not. Similar considerations apply to

animals (see Spedding p.9). Good welfare is present when the

nutritional, environmental, health, behavioural and mental needs of

the animal are fully met (see Mellor et al, p.72). To ensure well-being

of animals, it is also important to recognize signs of stress in time and take appropriate actions.

There are different signs of stress in different groups of animals. For example, stress signs in

companion animals (dogs, cats, rabbits) may include: panting and salivating, pacing, shedding,

diarrhoea, coughing, trembling, whining, growling when approached to be handled, excessive

scratching or licking repeatedly, loss of appetite, hiding under furniture, biting, ears laid back and

others. Similar signs are also present if the animal suffers from pain. Signs of acute pain include

protection of the painful part, vocalization (especially when moving), licking, biting and sweating.

Signs of chronic pain may include limping, reluctance to move, change in personality.

To prevent stress in animals it is essential to focus on its causes and eliminate them if possible.

Frequent causes of stress in animals may result from hearing unusual noises, visiting unknown

places, experiencing confusing training or handling, being crowded by people or other animals,

experiencing extreme indoor and outdoor temperatures, having inadequate exercise or inadequate

diet.

Stress in farm animals is often caused by inappropriate handling, transport and slaughtering. EU

Regulation on animal transport clearly states rules that have to be followed during the

transportation. For example, unfit animals, very young animals (calves of less than 10 days of age,

pigs of less than three weeks) or pregnant female animals in the last stage of gestation cannot be

transported at all.

As far as slaughtering is concerned, the main welfare concern must be that death should involve

minimal suffering. Methods of humane slaughter have been established for farm animals, but no

method is appropriate for all species (e.g. shooting in the field may be more appropriate for deer,

whereas isolation may be better for cattle with the requirement of stunning prior to slaughter). (see

Spedding, p.21)

Animal owners should try to prevent suffering of their animals or introduce corrective actions

immediately. This can be often achieved by managing external factors – for example by dietary

adjustment in case of iodine deficiency or by placing newborn calves in warm air in case of

hypothermia. Also, active promoting of positive experiences may help to mitigate suffering; e.g. by

providing appropriate activities and occupation to animals (see Mellor et al, p.92-93).

Sources:

Mellor, D. et al.: The sciences of animal welfare. Wiley-Blackwell, Chichester 2009.

Spedding, C.: Animal Welfare. Earthscan Publications, London 2000.

http://censhare.umn.edu/care06.html;http://www.bu.edu/animalcare/procedures/recognizing-pain-and-distress-in-

animals/signs-of-pain/

1. Reading comprehension. Answer the questions.

a. What does “welfare of animals” mean?

b. What signs of stress and pain occur often in animals?

c. Think of three factors that can prevent suffering of animals during transportation.

d. Can you think of some “activities and occupation” of animals as mentioned in the last

paragraph?

e. What is the difference between acute and chronic pain?

2. Lexis: Translate the following expressions into English. The first letters have been given.

a. rozpoznat příznaky stresu r______________ s___________ of s_____________

b. podniknout náležité kroky t___________ a________________ a__________

c. ztráta chuti l______________ of a_______________________

d. kousání a pocení b________________ and s___________________

e. neobvyklé zvuky u_______________ n________________________

f. obklopený lidmi c_________________ by p___________________

g. vnitřní a venkovní teplota i____________ and o_____________ t_________

h. minimální utrpení m______________ s_______________________

i. vhodný pro všechny druhy a______________ for a_____ s_______________

j. nápravná opatření c__________________ a____________________

3. Lexis & Grammar: Translate the following sentences into English.

a. Je důležité včas rozpoznat příznaky stresu u zvířat.

b. Pokud zvíře trpí bolestí, potřebuje ošetření.

c. Některá zvířata nemohou být vůbec převážena.

d. Je nezbytné zaměřit se na příčiny stresu.

e. Kulhání je znakem chronické bolesti.

4. Gap fill: Fill in the gaps in the text below with the words from the box

female, less, transportation, cannot, in, young, caused, age, have

Stress ……………. farm animals is often ………………………. by inappropriate handling, transport and

slaughtering. EU Regulation on animal transport clearly states rules that ……………….. to be followed

during the ……………………………… . For example, unfit animals, very ……………………. animals (calves of

less than 10 days of …………………., pigs of …………………. than three weeks) or pregnant …………………..

animals in the last stage of gestation …………………… be transported at all.

5. Word formation: Complete the chart by writing the proper word form and translate the new

word into Czech.

VERB NOUN NOUN: Czech

define

meet

interpret

apply

die

live

VOCABULARY

achieve /əɑtʃiəv/ dosáhnout, docílit

acute /əɑkjuət/ akutní, naléhavý

adjustment /əɑdȢȜs(t)mənt/ úprava, pozměnění

apply to /əɑplaǺ/ vztahovat se k

approach /əɑprəʊtʃ/ blížit se

cause /kǤəz/ příčina, důvod

chronic /ɑkrǢnǺk/ chronický

confuse /kənɑfjuəz/ splést, zmást

consideration /kənɕsǺdəɑreǺʃ(ə)n/ úvaha, uvážení

cough /kǢf/ kašel, kašlat

deficiency /dǺɑfǺʃ(ə)nsi/ nedostatek

diarrhoea /ɕdaǺəɑriəə/ průjem

essential /Ǻɑsenʃ(ə)l/ nezbytný, nutný

gestation /dȢeɑsteǺʃ(ə)n/ gravidita, těhotenství

growl /DZraʊl/ vrčet

handling /ɑhændlǺŋ/ řízení, zvládání

hypothermia /ɕhaǺpəʊɑθǬə(r)miə/ podchlazení

iodine /ɑaǺədiən/ jód

lick /lǺk/ olizovat

limp /lǺmp/ kulhat

minimize /ɑmǺnǺmaǺz/ snížit na minimum

mitigate /ɑmǺtǺDZeǺt/ zmírnit, ulehčit

pace /peǺs/ přecházet, popocházet

pant /pænt/ těžce oddechovat

recognize /ɑrekəDZnaǺz/ rozpoznat, uznat

reluctance /rǺɑlȜktəns/ neochota, nechuť

salivate /ɑsælǺveǺt/ slinit, slintat

scratch /skrætʃ/ škrábat, drbat se

shed /ʃed/ línat, svlékat

slaughter /ɑslǤətə(r)/ porážka, porážet

stun /stȜn/ omráčit, omráčení

sweat /swet/ potit se

tremble /ɑtremb(ə)l/ třást se

whine /waǺn/ kňučet, skučet

9. Ethology: The Study of Animal Behavior

Ethology is the scientific study of animal behavior. In order to study

animal behavior, it is necessary to observe the animal in a natural

setting. However, to study the principles it is sometimes necessary to

create different environments.

Ethology helps explain the complicated interaction between naturally

encoded "innate" behaviors and the environment.

In the earlier part of the 20th century, animal behavior was studied mainly by means of laboratory

experiments. This empirical approach led to many great discoveries and ethology became a respectable

discipline. Behaviorism and ethology are two different ways of studying animal behavior; one is confined

largely to the laboratory (behaviorism), and the other is based on field studies (ethology). Each tells us

something different about an animal's response, but the conclusions from both disciplines explain all that we

see and understand about animal behavior. Knowing a species' ethology often tells us a lot about WHY the

animal is exhibiting a specific behavior. Having a basic understanding of ethology is also important to pet

owners.

The Great Discoveries of Ethology:

• Fixed action patterns. Physiologically encoded behavioral sequences.

• Imprinting/sensitive periods of learning. Early periods of life in which specific learning occurs rapidly

and sometimes with permanent effects.

• Vacuum activities. A repetitive pattern of behavior that occurs in the absence of external stimuli, e.g.

a solitary dog chasing his tail (frustrated predatory drive).

• Displacement behaviors. Seemingly out-of-context behaviors that occur when an activated drive

cannot be released naturally (e.g. when an animal in conflict starts to groom himself).

Key Terms of Ethology:

Companion animals live in the company of humans; and also provide company to humans.

Behavior is the actions & reactions taken for growth, survival & reproduction (also motivations to fulfil needs).

Behavioral patterns are organized segments of behavior with a specific aim and function.

Animal-assisted therapy (AAT) is a goal-directed intervention in which an animal is used as an integral part of

the treatment process.

When a behaviorist is confronted with a behavior to analyze or treat, an ethological analysis is often the first

step. For example, an aggressive dog may be performing a species-typical social behavior that requires

reconfiguration of family dynamics. Feuding cats may have territorial concerns that can be addressed by

environmental manipulation. A fearful dog may have experienced adverse early experiences and may require

special treatment. A dog that paces in circles mindlessly may have developed this habit as a displacement

behavior following a period of stress or conflict.

In short, ethology, loosely translated, a study of natural species typical behavior, is absolutely critical to a

fundamental understanding of animal behavior and the logical treatment of animal behavior problems.

Source: Dodman, N.: Ethology: The Study of Animal Behavior. (http://www.petplace.com/dogs/ethology-the-study-of-

animal-behavior/page1.aspx); http://www.ethology.co.za/

Activities

1. Reading comprehension. Answer the following questions

a. What is ethology?

b. What is the difference between behaviorism and ethology?

c. What is “imprinting”? Can you think of some examples?

d. Do you know any types of animal-assisted therapy?

2. Lexis

Translate the following phrases. The first letter has been given.

a. volně přeloženo l __________________ t_____________________________

b. typické chování t ________________ b______________________________

c. nepřátelská kočka a f ________________________ c_________________

d. léčebný proces a t ________________ p _________________________

e. vzorce chování b_________________ p______________________________

f. naplnit potřeby f_______________ n_________________________________

g. v přirozeném prostředí in a n_____________________ s_______________________

h. trvalý dopad p_______________________ e_________________________

3. Word formation: Complete the chart by writing the proper word form and translate the new

word into Czech.

NOUN VERB Czech

observation

explanation

experiment

discovery

response

conclusion

understanding

NOUN VERB Czech

know

exhibit

occur

provide

organize

treat

analyze

4. Gap fill: Fill in the gaps in the text below with the words from the box.

led, study, earlier, of, studied, order, century, natural, between, helps

Ethology is the scientific study ……………. animal behavior. In ………………….. to study animal behavior, it is

necessary to observe the animal in a ……………………….. setting. However, to ………………… the principles it is

sometimes necessary to create different environments. Ethology …………………….. explain the complicated

interaction ……………………….. naturally encoded "innate" behaviors and the environment. In the …………………..

part of the 20th ………………………., animal behavior was ……………………….. mainly by means of laboratory

experiments. This empirical approach …………………… to many great discoveries and ethology became a

respectable discipline.

VOCABULARY

adverse /ˈædvɜː(r)s/ nepříznivý, neblahý

approach /əˈprəʊtʃ/ přistoupit, přístup, postoj

behavior /bɪˈheɪvjə(r)/ chování, reakce

behaviorism /bɪˈheɪvjəˌrɪz(ə)m/ behaviorismus

confine /kənˈfaɪn/ omezit (se)

critical /ˈkrɪtɪk(ə)l/ rozhodující, zlomový

displacement /dɪsˈpleɪsmənt/ odsunutí, nahrazení

drive /draɪv/ hnací síla

encode /ɪnˈkəʊd/ zakódovat

environment /ɪnˈvaɪrənmənt/ prostředí

feud /fjuːd/ nepřátelství, nevraživost

groom /ɡruːm/ šlechtit (se), upravit (se)

imprint /ˈɪmprɪnt/ vtisknout, vštípit

innate /ˌɪˈneɪt/ vrozený, vlastní

interaction /ˌɪntərˈækʃ(ə)n/ vzájemné působení

intervention /ˌɪntə(r)ˈvenʃ(ə)n/ zásah, zákrok

observe /əbˈzɜː(r)v/ pozorovat, sledovat

pattern /ˈpætə(r)n/ vzor, schéma

physiological /ˌfɪziəˈlɒdʒɪk(ə)l/ fyziologický

predatory /ˈpredət(ə)ri/ dravý

repetitive /rɪˈpetətɪv/ opakující se, monotónní

respectable /rɪˈspektəb(ə)l/ vážený, řádný

scientific /ˌsaɪənˈtɪfɪk/ vědecký

sequence /ˈsiːkwəns/ řada, sled, posloupnost

setting /ˈsetɪŋ/ prostředí

solitary /ˈsɒlət(ə)ri/ osamělý, samotářský

vacuum /ˈvækjʊəm/ prázdno, mezera

LABORATORY AND ITS EQUIPMENT / MICROSCOPE A laboratory, or a lab, in general is a facility which offers suitable conditions for conducting measurements, tests, experiments and research-oriented activities. Laboratories vary in sizes and purposes for which they are intended and used. Research work in different scientific fields poses different requirements on the facilities where the laboratories are located, on their work and safety equipment and spatial layout, as well as specific safety rules minimizing individual’s risk and protecting lab users. Despite the considerable differences among laboratories, there exist common features, without which no laboratory could work properly. A laboratory is not usually a single-room facility. There should be a changing room with showers, bathroom sinks and toilets, where lab workers change from their street clothes, which they place into lockers, into laboratory clothing or laboratory work wear consisting of white trousers, a white long sleeve coat and laboratory shoes. Laboratory work wear protects against accidental spills and splashes of chemicals. White coats, however, did not use to be universal in all laboratories at all times. Until about the 1930s, black laboratory coats were commonly worn in microbiology labs and biomedical labs because any dust, often contagious, was clearly visible. Also, students performing autopsies on cadavers would dress in black laboratory coats in order to show their respect for the dead. Apart from the lab work wear mentioned above, there are other protective means worn by laboratory users – rubber gloves, safety glasses, face masks and face shields. Other rooms supporting laboratory work can be preparation rooms where reagents of different concentrations are prepared, and stockrooms where not only chemicals, but also laboratory glassware are stored: beakers, burettes, dropping and separatory funnels, syringes, graduated cylinders, Petri dishes, watch glasses, flasks, test tubes or pipettes. Amongst other utilities frequently used for laboratory testing and experimenting are wash bottles, burners, crucibles, stirrers, mortars with pestles, thermometers, tubes, clamps, tongs, wire gauzes, grinders or pumps. As far as larger laboratory equipment is concerned, fume hoods minimize the risk of inhaling toxic vapours when working with hazardous chemicals, centrifuges separating solid particles from liquids using the sedimentation principle, distillation units, aspirators using the Venturi effect, mixers, shakers, ovens and furnaces, refrigerators and freezers, balances, or spectrophotometers which measure light absorption. All laboratories are equipped with workbenches, sinks with running water for hand washing, eye wash stations and overhead showers useful when a chemical comes into contact with one’s eyes or skin. Fire extinguishers are used to put out or control small fires, while fire blankets, usually made of wool, should be wrapped around a person whose coat catches fire. Safety rules to be observed in a laboratory can be divided into general rules, rules for personal protection, hygienic rules, emergencies and storage and disposal rules. General safety rules include:

Do NOT work with hazardous substances without a second person being present. Do NOT eat, drink or smoke in the laboratory under any circumstances. ALWAYS keep your working area clean and tidy and free of clutter. ALWAYS label containers with the common known name of the substance and the appropriate hazard warning sign. ALWAYS secure the tops of reagent bottles immediately after use. ALWAYS clear up spillages immediately. Do NOT leave equipment using water, gas or electricity on overnight.

Rules of personal protection of individuals working in a laboratory are as follows: ALWAYS wear a lab coat and appropriate eye protection, e.g. safety glasses or face shield. Lab coats should ALWAYS be buttoned up.

ALWAYS use the appropriate gloves whenever handling chemicals or hazardous substances, and ALWAYS check their integrity before use, ensuring they will give you protection against the substance being used. ALWAYS wear proper footwear, do NOT wear open toed footwear.

Essential hygienic rules, emergencies and storage and disposal rules include the following: Do NOT pipette by mouth. ALWAYS wash hands after using any substances hazardous to health, on leaving the laboratory and before visiting the toilet. Do NOT touch surfaces (phones, doors, handles etc.) with contaminated gloves if they may be touched by others. ALWAYS know where the nearest fire extinguisher and first aid kit are. ALWAYS know the emergency escape route and assembly point. ALWAYS keep broken glassware and sharps separate from other waste and ALWAYS dispose of in the appropriate containers. ALWAYS return stock bottles, jars etc. of highly flammable liquids or acids to their correct store cupboard after work has finished. Do NOT have more than 500 ml of a flammable solvent in use at any one time on the bench.

Microscope A microscope is a laboratory device which enables observing objects too small to be viewed by the naked eye. The timeline of microscope technology is rather long, dating back almost one millennium when a so called reading stone was invented, a glass sphere used for magnifying reading materials when laid on top of them. The inventor of this device is unknown. The next important milestone for microscopy in general was the invention of glass lenses followed by devising the first wearable spectacles at the end of the 13th century by an Italian, Salvino D'Armate. More than 300 years later, in 1590, experiments with eye glasses were performed by two Dutch glassmakers, the Janssens. They created a device which can be called the forerunner of the telescope and microscope, its magnification being about 10x. Improvements to both the telescope and the microscope were done in the 17th century by a man called the “father of science”, the Italian Galileo Galilei. In the same century there were more contributions to the field of microscopy. Robert Hooke, an Englishman, constructed the first British operational compound microscope, and Antonie van Leeuwenhoek, considered “the father of microbiology” built a simple one-lens microscope and made observations of sperm, blood cells, and microscopic single-celled organisms. Van Leeuwenhoek’s hand-ground lenses had magnifying power of up to 275x. Some of van Leeuwenhoek’s original microscopes exist till present. Major improvements were made no sooner than in the 19th century when foundations of the Zeiss laboratories were laid, their compound microscopes distributed to most of the world. Today, there are many companies producing a great variety of many kinds of microscopes, such as electron microscopes (invented by Ernst Ruska in the 1930s), optical and light microscopes, scanning electron microscopes, atomic force microscopes etc.

There are several basic parts of a microscope. The body and support of the device form the heavy microscope base and the arm on which other parts are mounted: a body tube with the eyepiece, or ocular, a revolving nosepiece, or a turret, with objectives of different magnifying power, a stage, or a slide platform, with clips on which the slide with specimen ready for microscopy is placed. The object condenser under the stage is composed of a diaphragm and a lens. The former is used to control the amount of light entering the body tube from a light source located on the base. Coarse and fine adjustment knobs, or coarse and fine focus knobs, are used for sharpening the observed image

(Pict. 6)

ACTIVITIES 1. Comprehension check Microscope. Answer these questions. How long is the history of the microscope? What was the reading stone? What did Salvino D’Armate construct? Who built the first telescope and microscope? What was Robert Hooke’s contribution to microscopy? Why is van Leeuwenhoek called “the father of microbiology”? Who and when invented the electron microscope? 2. Lexis Translate the following lab equipment into Czech. fire extinguisher ___________________________ crucible ___________________________ graduated cylinder ___________________________ laboratory balances ___________________________ mortar and pestle ___________________________ sink and running water ___________________________ test tubes ___________________________ dropping funnel ___________________________ wire gauze and burner ___________________________ oven and furnace ___________________________ 3. Matching Match the beginnings of the sentences on the left with proper endings on the right to form meaningful laboratory safety rules. Always keep your working a. on overnight. Lab coats should b. with contaminated gloves. Do not wear open c. area free of clutter. Do not touch surfaces (handles, doors, etc.) d. on a bench at one time. Eating, drinking and smoking in labs are e. toed footwear Do not leave equipment using electricity, water or gas f. where the first aid kit is. Make sure you know g. always be buttoned up. There should never be more h. forbidden under all circumstances. 4. Gap filling Read the following text and fill in the gaps with appropriate words from the box. A laboratory is a facility with conditions _________ for conducting measurements, tests, experiments and research activities. Laboratories can __________ in sizes and purposes for which they are intended. Research work in different __________fields poses different requirements on the facilities where the laboratories are located, on their work and safety equipment and _________ layout, as well as specific _________ rules minimizing individual’s risk and protecting lab_________. Despite the considerable differences among laboratories, there exist common __________, without which no laboratory could work properly.

features - safety - scientific - spatial - suitable - users - vary

5. Lexis Translate the following expressions into English. The first letters of words have been given. činidla různých koncentrací r________ of d________ c________ clona mikroskopu m________ d________ pozorovat pouhým okem v________ by the n________ e________ úniková cesta z laboratoře e________ e________ f________ a l________ sestrojit zařízení c________ a d________ zacházet s chemikáliemi h________ c________ provádět pitvy p________ a________ ochranné prostředky p________ m________ oddělit pevné části s________ s________ p________ vybavit laboratorním sklem e________ w________ l________ g________ 6. Microscope Label the indicated microscope parts in the picture below. 7. Pronunciation Which words from the texts above have been transcribed below? Write the words in English and translate them into Czech.

/əbˈdʒektɪv/ _______________________ _______________________

/əˈrɪdʒ(ə)nəl/ _______________________ _______________________

/wɒʃ ˈbɒt(ə)l/ _______________________ _______________________

/sɪˈkjʊə(r)/ _______________________ _______________________

/ˌdɪstɪˈleɪʃ(ə)n//ˈjuːnɪt/ _______________________ _______________________

/əˈdʒʌst/ _______________________ _______________________

/ˈsɜː(r)kəmstəns/ _______________________ _______________________

/ˈfəʊkəs/ _______________________ _______________________

/ɡɔːz/ _______________________ _______________________

/rɪˈvɒlvɪŋ nəʊzpiːs/ _______________________ _______________________

/ˈstɜːrə(r)/ _______________________ _______________________

/ræp əˈraʊnd/ _______________________ _______________________

/dɪˈspəʊz/ _______________________ _______________________

/ɪˈkwɪpt/ _______________________ _______________________

(Pict. 7)

8. Lexis Form the designated forms of words in the table below.

VERB NOUN NOUN VERB NOUN ADJECTIVE

devise vapour hazard

measure experiment chemical

warn absorption health

protect improvement magnification

invent foundation contagion

shake stirrer protection

compose requirement equipment

store difference vision

perform intention difference

exist contribution importance

dispose reaction toe

9. Translation Translate the following sentences into English. Mikroskopovaný objekt zaostřujeme pomocí makro- a mikro šroubů. ____________________________________________________________________________________________________________________________________________________________________ Digestoře minimalizují riziko, že při práci s nebezpečnými chemikáliemi vdechneme jejich jedovaté výpary. ____________________________________________________________________________________________________________________________________________________________________ Vybavení a velikost laboratoří se různí dle jejich zaměření. ____________________________________________________________________________________________________________________________________________________________________ Pokožku musíme chránit před kontaktem s infekčními látkami. ____________________________________________________________________________________________________________________________________________________________________ Štítky nádob s vysoce hořlavými látkami musí obsahovat tuto výstražnou značku. ____________________________________________________________________________________________________________________________________________________________________

VOCABULARY LIST

10x /ten taɪmz/ desetkrát

accidental /ˌæksɪˈdent(ə)l/ náhodný, neúmyslný

acid /ˈæsɪd/ kyselina

adjust /əˈdʒʌst/ nastavit, regulovat

adjustment knob /əˈdʒʌs(t)mənt nɒb/ otočný regulátor

aspirator /ˈespəˌreɪtə(r)/ odsávač, vývěva

assembly point /əˈsembli pɔɪnt/ shromaždiště

atomic force microscope /əˈtɒmɪk fɔː(r)s ˈmaɪkrəˌskəʊp/ mikroskop atomárních sil

balances /ˈbælənsɪz/ váhy

base /beɪs/ základna

bathroom sink /ˈbɑːθˌruːm sɪŋk/ umyvadlo

beaker /ˈbiːkə(r)/ kádinka

blood cell /blʌd sel/ krvinka

body tube /ˈbɒdi tjuːb/ tubus

burette /bjuəˈret/ byreta

burner /ˈbɜː(r)nə(r)/ hořák

button up /ˈbʌt(ə)n ʌp/ zapnout (na knoflíky)

centrifuge /ˈsentrɪˌfjuːdʒ/ odstředivka

circumstance /ˈsɜː(r)kəmstəns/ podmínka

clamp /klæmp/ svorka

clear up spillages /klɪə(r) ʌp ˈspɪlɪdʒɪz/ uklidit rozlité látky

coarse adjustment knob /kɔː(r)s/ makrošroub

come into contact with /kʌm ˈɪntə ˈkɒntækt wɪθ/ přijít do kontaktu s

common feature /ˈkɒmən ˈfiːtʃə(r)/ společný rys, prvek

conduct measurements /kənˈdʌkt ˈmeʒə(r)mənts/ provádět měření

consider /kənˈsɪdə(r)/ zvážit

considerable difference /kənˈsɪd(ə)rəb(ə)l ˈdɪfrəns/ značný rodíl

contagious /kənˈteɪdʒəs/ infekční, nkažlivý

contribution /ˌkɒntrɪˈbjuːʃ(ə)n/ přínos

crucible /ˈkruːsəb(ə)l/ tavicí kelímek

devise /dɪˈvaɪz/ vynalézt, sestrojit

diaphragm /ˈdaɪəfræm/ clona

disposal rules /dɪˈspəʊz(ə)l ruːlz/ dispenzační pravidla

dispose of /dɪˈspəʊz/ zbavit se něčeho

distillation unit /ˌdɪstɪˈleɪʃ(ə)n ˈjuːnɪt/ destilační jednotka

dropping funnel /drɒpɪŋ ˈfʌn(ə)l/ kapací nálevka

dust (n) /dʌst/ prach

Dutch (adj) /dʌst/ holandský

electron microscope /ˈmaɪkrəˌskəʊp/ elektronový mikroskop

emergency escape route /ɪˈmɜː(r)dʒ(ə)nsi ɪˈskeɪp ruːt/ úniková cesta

equipped /ɪˈkwɪpt/ vybavený

etc. /et ˈset(ə)rə/ atd.

experiment (n) /ɪkˈsperɪmənt/ pokus

eyepiece /ˈaɪˌpiːs/ okulár

face shield /feɪs ʃiːld/ obličejový štít

facility /fəˈsɪləti/ prostora

fine adjustment knob /faɪn/ mikrošroub

fire blanket /ˈfaɪə(r) ˈblæŋkɪt/ hasicí rouška

fire extinguisher /ˈfaɪə(r) ɪkˈstɪŋɡwɪʃə(r)/ hasicí přístroj

first aid kit /fɜː(r)st eɪd kɪt/ lékárnička

flammable solvent /ˈflæməb(ə)l ˈsɒlv(ə)nt/ hořlavé rozpouštědlo

flask /flɑːsk/ baňka

focus /ˈfəʊkəs/ soustředit se na, fokus

forerunner /ˈfɔːˌrʌnə(r)/ předchůdce

free of clutter /ˈklʌtə(r)/ uklizený

frequently /ˈfriːkwəntli/ často

fume hood /fjuːm hʊd/ digestoř, odsávač par

furnace /ˈfɜː(r)nɪs/ pec

gauze /ɡɔːz/ drátěná gáza, kovové sítko

glass lens /ɡlɑːs lenz/ skleněná čočka

glassmaker /ɡlɑːsmeɪkə(r)/ sklář

graduated cylinder /ˈɡrædʒuˌeɪtɪd ˈsɪlɪndə(r)/ odměrný válec

grinder /ˈɡraɪndə(r)/ mlýnek, drtič

hand-ground lens /hænd ɡraʊnd lenz/ ručně broušená čočka

handle chemicals /ˈhænd(ə)l ˈkemɪk(ə)lz/ zacházet s chemikáliemi

highly flammable liquid /ˈhaɪli ˈflæməb(ə)l ˈlɪkwɪd/ vysoce hořlavá kapalina

changing room /ˈtʃeɪndʒɪŋ ˌruːm/ šatna

image /ˈɪmɪdʒ/ obraz

immediately /ɪˈmiːdiətli/ okamžitě

improvement /ɪmˈpruːvmənt/ vylepšení

in general /ˈdʒen(ə)rəl/ všeobecně

in order to /ˈɔː(r)də(r)/ aby

inhale toxic vapours /ɪnˈheɪl ˈtɒksɪk ˈveɪpə(r)z/ vdechovat toxické páry/výpary

invent /ɪnˈvent/ vynalézt, sestrojit

kind (n) /kaɪnd/ druh

knob /nɒb/ regulátor (otočný)

label a container /ˈleɪb(ə)l//kənˈteɪnə(r)/ opatřit nádobu štítkem

laboratory /ləˈbɒrət(ə)ri/ laboratoř

laboratory device /ləˈbɒrət(ə)ri dɪˈvaɪs/ laboratoní zařízení

laboratory glassware /ləˈbɒrət(ə)ri ˈɡlɑːsˌweə(r)/ laboratorní sklo

lay foundations of /leɪ faʊnˈdeɪʃ(ə)nz/ položit základy čemu

leave on /liːv/ nechat zapnuté

lens /lenz/ čočka

light microscope /laɪt ˈmaɪkrəˌskəʊp/ světelný mikroskop

locker /ˈlɒkə(r)/ šatní skříňka

long sleeve coat /lɒŋ sliːv kəʊt/ plášť s dlouhým rukávem

magnify /ˈmæɡnɪfaɪ/ zvětšovat

magnifying power /ˈmæɡnɪfaɪɪŋ ˈpaʊə(r)/ zvětšovací síla

microscope /ˈmaɪkrəˌskəʊp/ mikrokop

minimize /ˈmɪnɪmaɪz/ minimalizovat

mortar with pestle /ˈmɔː(r)tə(r) wɪθ ˈpes(ə)l/ hmoždíř s paličkou

mount /maʊnt/ připevnit

object condenser /ˈɒbdʒekt kənˈdensə(r)/ kondenzátor

objective (n) /əbˈdʒektɪv/ objektiv

observe objects /əbˈzɜː(r)v ˈɒbdʒekts/ pozorovat předměty

ocular /ˈɒkjʊlə(r)/ okulár

open toed footwear /ˈəʊpən təʊd ˈfʊtˌweə(r)/ obuv s otevřenou špičkou

optical microscope /ˈɒptɪk(ə)l ˈmaɪkrəˌskəʊp/ optický mikroskop

original (adj) /əˈrɪdʒ(ə)nəl/ původní

oven /ˈʌv(ə)n/ pec

perform autopsy on cadavers /pə(r)ˈfɔː(r)m ˈɔːtɒpsi//kəˈdævə(r)z/ provádět pitvu na kadaverech

Petri dish /ˈpiːtri ˌdɪʃ/ Petriho miska

pipette /pɪˈpet/ pipeta

pose requirements on /pəʊz rɪˈkwaɪə(r)mənts/ klást požadavky

preparation room /ˌprepəˈreɪʃ(ə)n/ přípravna

proper footwear /ˈprɒpə(r) ˈfʊtˌweə(r)/ vhodná obuv

protect against /prəˈtekt əˈɡenst/ chránit před

protective means /prəˈtektɪv miːnz/ ochranné prostředky

pump (n) /pʌmp/ pumpa

put out fire /pʊt aʊt ˈfaɪə(r)/ uhasit oheň

reagent /riˈeɪdʒ(ə)nt/ činidlo

research activity /rɪˈsɜː(r)tʃ ækˈtɪvəti/ výzkumná činnost

revolving nosepiece /rɪˈvɒlvɪŋ nəʊzpiːs/ otočná hlavice

rubber gloves /ˈrʌbə(r) ɡlʌvz/ gumové rukavice

running water /ˈrʌnɪŋ ˈwɔːtə(r)/ tekoucí voda

safety equipment /ˈseɪfti ɪˈkwɪpmənt/ bezpečnostní zařízení, vybavení

safety rules /ˈseɪfti ruːlz/ pravidla bezpečnosti

secure a top /sɪˈkjʊə(r)/ upevnit uzávěr

separatory funnel /seˈpərət(ə)ri ˈfʌn(ə)l/ dělicí nálevka

sharp /ʃɑː(r)p/ ostrý

sharps /ʃɑː(r)ps/ střepy

show respect to the dead /rɪˈspekt//ded/ prokázat úctu mrtvým

single-celled organism /ˈsɪŋɡ(ə)lseld ˈɔː(r)ɡəˌnɪz(ə)m/ jednobuněčný organizmus

slide with a specimen /slaɪd//wɪθ//ˈspesəmɪn/ sklíčko s preparátem

so called /ˈsəʊ kɔːld/ tzv.

spatial layout /ˈspeɪʃ(ə)l ˈleɪaʊt/ prostorové rozvržení

spectacles /ˈspektək(ə)lz/ brýle

spectrophotometer /speˈktrɒfəʊtəʊmɪtə(r)/ spektrální fotometr

sperm /spɜː(r)m/ sperma, spermie

sphere /sfɪə(r)/ koule

spill (n) /spɪl/ louže

splash (n) /splæʃ/ kapka, kalužinka

stage /steɪdʒ/ stolek

stirrer /ˈstɜːrə(r)/ mísidlo

stock bottle /stɒk ˈbɒt(ə)l/ skladová nádoba

stockroom /ˈstɒkˌruːm/ sklad

suitable conditions /ˈsuːtəb(ə)l kənˈdɪʃ(ə)nz/ vhodné podmínky

support (n) /səˈpɔː(r)t/ podpora

surface (n) /ˈsɜː(r)fɪs/ povrch

syringe (n) /sɪˈrɪndʒ/ injekční stříkačka

test tube /test tjuːb/ zkumavka

thermometer /θə(r)ˈmɒmɪtə(r)/ teploměr

tongs /tɒŋz/ kleště, nůžky

tidy (adj) /ˈtaɪdi/ poklizený

timeline /ˈtaɪmˌlaɪn/ časová osa

tube /tjuːb/ trubice

turret /ˈtʌrɪt/ otočná hlavice

utility /juːˈtɪləti/ pomůcka

variety /vəˈraɪəti/ pestrost, rozmanitost

vary (v) /ˈveəri/ různit se, lišit se

viewed by the naked eye /vjuːd baɪ//ˈneɪkɪd aɪ/ viditelný pouhým okem

warning sign /ˈwɔː(r)nɪŋ saɪn/ varovný nápis

wash bottle /wɒʃ ˈbɒt(ə)l/ střička, promývací baňka

waste /weɪst/ odpad

watch glass /wɒtʃ ɡlɑːs/ hodinové sklíčko

wool /wʊl/ vlna, příze

work properly /wɜː(r)k ˈprɒpə(r)li/ správně fungovat

work wear /wɜː(r)k weə(r)/ pracovní oděv

workbench /ˈwɜː(r)kˌbentʃ/ pracovní stůl

wrap around /ræp əˈraʊnd/ omotat kolem

Source: BUCHALOVÁ, K., SCHÜLLEROVÁ, S.: Angličtina pro posluchače bakalářského studijního programu FVHE VFU Brno. Brno 2010.

DISEASE Disease itself is as old as life and humankind has never been spared the need to combat it. Early humans would contract illnesses from water, food as well as the environment which surrounded them. Disease outbreaks were not uncommon, however, due to population and settlement density, only small groups of people would be decimated. At this phase, we cannot talk about epidemic proportions of a disease for an epidemic is “a term used in human medicine to describe a disease affecting many people in the same locality at the same time” (CONCISE VETERINARY DICTIONARY, 1988), and in case of animal population, the definition is as follows:

“Epidemic is a level of disease occurrence in an animal population which is significantly greater than usual; only occasionally present in the population, widely diffused and rapidly spreading. The disease is clustered in space and time. The word has common usage in veterinary science in preference to the more accurate, epizootic.” (BLOOD, STUDDERT, GAY, 2007)

Domestication of wild animals and farming led to permanent settlements, which of course brought more people and animals together and created proper breeding ground in which many microbes would thrive and spread. Food and feed storing, human and animal waste, poor sewerage and sanitation, as well as the necessity for standing water used for irrigation in areas with scarce rivers attracted scavenging creatures (eg. mice and rats) and mosquitoes, all of which can be considered disease-carrying vectors who could move rather promptly from settlement to settlement and transmit bacteria and viruses. Expansion in trade both overland and overseas only supported spread of diseases worldwide, nowadays fortified and accelerated even more due to globalization. The terms disease, illness or sickness are broad terms referring to any medical condition which impairs health. Such medical conditions include infectious and non-infectious diseases as well as various disorders. Non-infectious diseases can have different causes – genetic, environmental, nutritional etc. Although they may sometimes be passed down on the offspring of the disease carrier, they are nor contagious and cannot thus be transmitted via a pathogen to other individuals. Infectious diseases, on the other hand, present an ongoing threat to humankind and animal kingdom. Infectious diseases can be of different origins though not all of them are contagious (or communicable), the difference between these two groups being the transmissibility to another individual by direct contact with the affected individual, by contact with bodily discharges of the affected individual, or indirectly by getting in contact with objects touched by the individual. Their etiologic agens can be bacteria, viruses, prions, fungi or protozoa, and their virulence, or relative severity, varies from disease to disease. Infections causing a great deal of concern throughout the world and posing a risk to public health as well as animal welfare are zoonoses – infectious diseases communicable from animal to animal, from animals to humans (anthropozoonoses), or from humans to animals (the latter being known as reverse zoonoses or anthroponoses). The following is a partial list of pathogen carriers, or vectors: bats, birds, cats, cattle, dogs, fish, mosquitoes, lice, flies, fleas, rodents or horses. Examples of zoonotic diseases are anthrax, brucellosis, bovine tuberculosis, rabies, BSE, Ebola or swine influenza. The outbreak of an infection, or sudden rise in the incidence rate of an infection, may differ by the extent of the affected area. It can be restricted to one locality (an outbreak), to a region of a country or the whole of a country (an epidemic), or it can spread across boundaries of countries throughout a continent or even worldwide (a pandemic).

ACTIVITIES 1. Write definitions of the following terms anthroponosis - _______________________________________________________________ _______________________________________________________________ anthropozoonosis _______________________________________________________________ _______________________________________________________________ contagious disease _______________________________________________________________ _______________________________________________________________ disease outbreak _______________________________________________________________ _______________________________________________________________ epidemic _______________________________________________________________ _______________________________________________________________ infectious disease _______________________________________________________________ _______________________________________________________________ pandemic _______________________________________________________________ _______________________________________________________________ zoonosis _______________________________________________________________ _______________________________________________________________ 2. Lexis Are the following expressions in their singular or plural forms? Write sg. or pl. on the line next to them. Then write their forms in the opposite grammatical number. bacteria _____ _____________________ diseases _____ _____________________ fish _____ _____________________ flea _____ _____________________ flies _____ _____________________ fungi _____ _____________________ illness _____ _____________________ mosquito _____ _____________________ mouse _____ _____________________ virus _____ _____________________ zoonoses _____ _____________________ 3. Pronunciation Transcribe the following English expressions using proper transcription symbols health _____________ bat _____________ deal _____________ prion _____________ virus _____________ feed _____________ differ _____________ thrive _____________ microbe _____________ sudden _____________ 4. Lexis Form adverbs from the words below using the suffix –ly significant _____________ occasional _____________ rapid _____________ wide _____________ necessity _____________ environment _____________

partial _____________ locality _____________ severe _____________ direct _____________ 5. Lexis A. Form the opposites from the adjectives below using prefixes un-, in-, non-, im- direct _____________ usual _____________ infectious _____________ limited _____________ partial _____________ necessary _____________ common _____________ accurate _____________ proper _____________ significant _____________ B. Form the opposites from the words below using a different expression wide _____________ different _____________ permanent _____________ more _____________ occasional _____________ wild (animal) _____________ healthy _____________ public _____________ accelerated _____________ individual _____________ 6. Translation Translate the following expressions into English. The first letters have been given onemocnět c__________ a d__________ tělní tekutina b__________ d__________ poškozovat zdraví i__________ h__________ výskyt onemocnění d__________ o__________ nakažlivé onemocnění c__________ d__________ představovat riziko p__________ a r__________ mrchožravé zvíře s__________ c__________ nakažený jedinec a__________ i__________ přenašeči chorob d__________ c__________ živočišná říše a__________ k__________ 7. Gap fill Fill in the gaps in the text below with the words from the box Domestication of wild animals and farming led to __________ settlements, which of course brought more people and animals together and created __________ breeding ground in which many microbes would __________ and spread. Food and feed storing, human and animal waste, poor __________ and sanitation, as well as the necessity for standing water used for __________ in areas with scarce rivers attracted __________ creatures (eg. mice and rats) and mosquitoes, all of which can be considered disease-carrying __________ who could move rather promptly from settlement to settlement and __________ bacteria and viruses. Expansion in trade __________ overland and overseas only supported spread of diseases worldwide, nowadays fortified and accelerated even more __________ to globalization.

both – due – irrigation - permanent – proper – scavenging – sewerage – thrive – transmit – vectors

VOCABULARY LIST

accelerate /əkˈseləreɪt/ urychlit, uspíšit

accurate /ˈækjʊrət/ přesný

affect (v) /əˈfekt/ nakazit, ovlivnit

affected area /əˈfektɪd//ˈeəriə/ postižená oblast

affected individual /əˈfektɪd//ˌɪndɪˈvɪdʒuəl/ nakažené, postižené zvíře

animal kingdom /ˈænɪm(ə)l//ˈkɪŋdəm/ živočišná říše

anthrax /ˈænθræks/ antrax, sněť slezinná

anthroponosis /ˌænθrəpəˈnəʊsɪs/ antroponóza

anthropozoonosis /ˌænθrəpəˈzuːnəʊsɪs/ antropozoonóza

bacterium, pl. bacteria /bækˈtɪəriəm//bækˈtɪəriə/ bakterie

bat /bæt/ netopýr

be spared /speə(r)d/ být ušetřen čeho

bodily discharge /ˈbɒdɪli//ˈbɒdɪli/ tělní tekutina, výpotek

boundary /ˈbaʊnd(ə)ri/ hranice

bovine tuberculosis /ˈbəʊvaɪn//tjuːˌbɜː(r)kjʊˈləʊsɪs/ bovinní tuberkulóza

breeding ground /ˈbriːdɪŋ//ɡraʊnd/ živná půda

brucellosis /brʊse'ləʊsɪs/ brucelóza

carrier /ˈkæriə(r)/ přenašeč

cluster (v) /ˈklʌstə(r)/ shromáždit, nahromadit

combat (v) /ˈkɒmbæt/ bojovat, zápasit

communicable /kəˈmjuːnɪkəb(ə)l/ přenosný, nakažlivý

contagious /kənˈteɪdʒəs/ nakažlivý

continent /ˈkɒntɪnənt/ kontinent

contract an illness /kənˈtrækt//ˈɪlnəs/ nakazit se nemocí

decimate /ˈdesɪmeɪt/ decimovat, zničit

density /ˈdensəti/ hustota

differ (v) /ˈdɪfə(r)/ lišit se

direct contact /daɪˈrekt//ˈkɒntækt/ přímý kontakt

disorder /dɪsˈɔː(r)də(r)/ porucha

due to /djuː/ kvůli

Ebola /iˈbəʊlə/ ebola

environment /ɪnˈvaɪrənmənt/ životní prostředí

environmental /ɪnˌvaɪrənˈment(ə)l/ environmentální

epidemic (n) /ˌepɪˈdemɪk/ epidemie

epizootic /ˌepɪzuːtɪk/ epizoocie

etiologic agens /ˌetɪɒlədʒɪk/ původce

expansion /ɪkˈspænʃ(ə)n/ expanze, šíření

extent /ɪkˈstent/ rozsah

flea /fliː/ blecha

fly (n) /flaɪ/ moucha

for /fə(r)/ protože

fortify /ˈfɔː(r)tɪfaɪ/ posílit, zesílit

fungus, pl. fungi /ˈfʌŋɡəs//ˈfʌŋɡɪ/ houba

genetic /dʒəˈnetɪk/ genetický

globalization /ˌɡləʊbəlaɪˈzeɪʃ(ə)n/ globalizace

great deal of concern /ɡreɪt//diːl//ɒv//kənˈsɜː(r)n/ velké starosti

humankind /ˌhjuːmənˈkaɪnd/ lidstvo

impair health /ɪmˈpeə(r)//helθ/ poškodit zdraví

incidence rate /ˈɪnsɪd(ə)ns//reɪt/ četnost výskytu

indirectly /ˌindəˈrektli/ nepřímo

infectious disease /ɪnˈfekʃəs//dɪˈziːz/ infekční onemocnění

irrigation /ˌɪrɪˈɡeɪʃ(ə)n/ zavlažování

locality /ləʊˈkæləti/ lokalita, místo

louse, pl. lice /laʊs//laɪs/ veš

medical condition /ˈmedɪk(ə)l//kənˈdɪʃ(ə)n/ somatický stav

microbe /ˈmaɪkrəʊb/ mikrob

mosquito /mɒˈskiːtəʊ/ komár

mouse, pl. mice /maʊs//maɪs/ myš

necessity /nəˈsesəti/ nutnost

need (n) /niːd/ potřeba

non-infectious disease /nɒnɪnˈfekʃəs//dɪˈziːz/ neinfekční onemocnění

nutritional /njuːˈtrɪʃən(ə)l/ nutriční

object (n) /ˈɒbdʒekt/ předmět

occassionally /əˈkeɪʒ(ə)nəli/ málokdy, zřídkakdy

occurrence /əˈkʌrəns/ výskyt

offspring /ˈɒfˌsprɪŋ/ potomstvo

on the other hand /ðiː//ˈʌðə(r)/ na druhou stranu

ongoing threat /ˈɒnˌɡəʊɪŋ//θret/ stáletrvající hrozba

origin origin původ

outbreak /ˈaʊtˌbreɪk/ vypuknutí

overseas trade /ˈəʊvə(r)siːz//treɪd/ zámořský obchod

pandemic (n) /pænˈdemɪk/ pandemie

partial list /ˈpɑː(r)ʃ(ə)l//lɪst/ částečný seznam

pass down on /pɑːs/ postoupit, předat

pathogen /ˈpæθədʒən/ patogen

phase (n) /feɪz/ fáze

poor sewerage /pʊə(r)//ˈsuːərɪdʒ/ špatná kanalizace

pose a risk to /pəʊz//rɪsk/ představovat riziko

preference /ˈpref(ə)rəns/ upřednostňování

prion /ˈpraɪɒn/ prion

proportion /prəˈpɔː(r)ʃ(ə)n/ proporce, podíl, rozsah

protozoan /ˌprəʊtəˈzəʊən/ prvok

public health /ˈpʌblɪk/ /helθ/ veřejné zdraví

rabies /ˈreɪbiːz/ vzteklina

rapid /ˈræpɪd/ rychlý

rat /ræt/ krysa

region /ˈriːdʒ(ə)n/ region, oblast

relative (adj) /ˈrelətɪv/ relativní

restricted /rɪˈstrɪktɪd/ omezený

reverse (adj) /rɪˈvɜː(r)s/ opačný, obrácený

rodent /ˈrəʊd(ə)nt/ hlodavec

sanitation /ˌsænɪˈteɪʃ(ə)n/ sanace, hygienická opatření

scarce (adj) /skeə(r)s/ vzácný, ojedinělý

scavenging creature /ˈskævɪndʒɪŋ//ˈkriːtʃə(r)/ mrchožravý tvor

severity /sɪˈverəti/ závažnost

significantly /sɪɡˈnɪfɪkəntli/ značně

standing water /ˈstændɪŋ//ˈwɔːtə(r)/ stojatá voda

sudden rise /ˈsʌd(ə)n//raɪz/ náhlá (ná)růst

surround (v) /səˈraʊnd/ obklopovat

swine influenza /swaɪn//ˌɪnfluˈenzə/ prasečí chřipka

the latter /ˈlætə(r)/ posledně zmíněný

though /ðəʊ/ ačkoliv

thrive /θraɪv/ bujet

throughout the world /θruːˈaʊt/ po celém světě

transmissibility /trænzˈmɪsɪˌbɪlɪtɪ/ přenosnost

transmit /trænzˈmɪt/ přenášet

usage /ˈjuːsɪdʒ/ užití

vector /ˈvektə(r)/ vektor

virulence /ˈvɪrʊləns/ virulence, prudká nakažlivost

virus /ˈvaɪrəs/ virus

widely diffused /ˈwaɪdli//dɪˈfjuːzd/ velmi rozšířený

zoonosis, pl. zoonoses /zuːnəʊsɪs/ zoonóza

Zdroj:

BUCHALOVÁ, SCHÜLLEROVÁ: English for Bachelor’s study program FVHE UVPS Brno. 2010.

SWINE ERYSIPELAS Erysipelas is an infectious disease caused by Erysipelothrix rhusiopathiae seen mainly in growing pigs and characterized clinically by sudden death, fever, arthritis, and skin lesions. The disease may be acute, subacute, or chronic. Etiology E rhusiopathiae is a gram-positive bacillus. It can survive for several months in animal tissue, eg, frozen or chilled meat, cured and smoked ham, and dry blood. It can survive in swine feces for up to 6 months at temperatures below 12 °C. On farms where the organism is endemic, pigs are exposed naturally to E rhusiopathiae when they are young; their maternal antibodies provide a degree of active immunity without visible disease. The organism is excreted by infected pigs in feces and/or oronasal secretions and survives for short periods in most soils. Recovered pigs and those chronically infected may be carriers of the organism, possibly for life. The mode of entry is by ingestion and through skin abrasions. Following ingestion, the organism most likely enters the body via the tonsils or lymphoid tissue of the GI tract. Clinical Findings Pigs with the acute septicemic form may die suddenly without previous signs. This occurs most frequently in finishing pigs (45-90 kg). Acutely infected pigs are febrile (40-42°C), walk stiffly on their toes, lie on their sternums separately rather than piling in groups, and are reluctant to move. They may shift weight from foot to foot when standing. Anorexia and thirst are common. Skin discoloration may vary from widespread erythema and purplish discoloration of the ears, snout, and abdomen, to diamond-shaped skin lesions particularly the lateral and dorsal parts. They may disappear or progress to a more chronic type of lesion such as diamond-skin disease. If untreated, necrosis and separation of large areas of skin can occur, but more commonly, the tips of the ears and tail may become necrotic and slough. Clinical disease is usually sporadic, and affects individuals or small groups. Mortality is 0-100%, and death may occur up to 6 days after the first signs of illness. Acutely affected pregnant sows may abort, probably due to the fever, and suckling sows may show agalactia. Untreated pigs may develop the chronic form, usually characterized by chronic arthritis, vegetative valvular endocarditis, or both. Chronic arthritis, the most common form of chronic infection, produces mild to severe lameness; the affected joints may be difficult to detect but tend to become hot and painful to touch and visibly enlarged. Mortality in chronic cases is low. Diagnosis Acute erysipelas is difficult to diagnose in individual pigs showing only fever, poor appetite, and listlessness; however, in outbreaks involving several animals, the presence of skin lesions and lameness is likely to be seen in at least some cases and would support a clinical diagnosis. Erysipelas responds extremely well to penicillin—a marked improvement within 24 hours also supports the diagnosis. The typical diamond-shaped skin lesions are diagnostic. Arthritis and endocarditis are difficult to diagnose in live animals because other agents can cause similar syndromes. An ELISA has been developed and is considered reliable for chronic infections on a herd basis. Treatment Penicillin is the drug of choice for the treatment of acutely affected pigs. The drug should be given daily for 2-3 days; alternatively, a long-acting form may be used. Improvement is usually seen in 24 hr. Treatment of chronic infection is usually not cost effective, and such pigs should be culled. Prevention Prevention is best achieved by regular vaccination using killed bacterins which protects growing pigs from acute disease until they reach market age. An oral vaccine of low virulence is also used. Young breeding stock should be vaccinated twice at intervals of 3-5 weeks before entering the herd, and then revaccinated every 6 months or after each litter (sows). Piglets born to vaccinated sows will be protected for 10-12 weeks. Vaccination raises the level of immunity but does not provide complete protection. Good sanitation, efficient disposal of feces, and regular disinfection of pens is also important in the prevention of erysipelas.

Adapted from: http://www.merckvetmanual.com/mvm/index.jsp?cfile=htm/bc/50902.htm

SWINE ERYSIPELASVocabulary

acute septicemic form /əˈkjut ˌsɛptəˈsimik fɔː(r)m/ akutní septikemická forma

agalactia /ˌæɡəˈlæktɪə/ agalakcie (ztráta schopnosti vylučovat mléko)

arthritis /ɑː(r)ˈθraɪtɪs/ atritida

bacillus, pl. bacilli /bəˈsɪləs/ bacil

bacterin /ˈbæktərɪn/ bakterin

cost effective /ɪˈfektɪv/ finančně výhodný

culled /kʌld/ vyřazený

diamond-shaped /ˈdaɪəmənd/ kosočtverečný

disposal of feces /dɪˈspəʊz(ə)l/ /ˈfiːsiːz/ likvidace výkalů

erythema /ˌerəˈθimə/ erytém, zrudnutí, zarudnutí kůže

for life /laɪf/ do smrti

chilled meat /tʃɪld/ chlazené maso

ingestion /ɪnˈdʒestʃ(ə)n/ přijímání potravy

listlessness /ˈlɪstlɪsnəs/ netečnost, apatie

lymphoid tissue /ˈlɪmfɔɪd ˈtɪsju/ lymfoidní tkáň

maternal antibodies /məˈtɜː(r)n(ə)l ˈæntɪˌbɒdis/ mateřské protilátky

mode of entry /məʊd/ /ˈentri/ cesta vnikutí

on a herd basis /hɜː(r)d/ /ˈbeɪsɪs/ v rámci stáda

oronasal secretion /ˌɔroʊˈneɪzəl sɪˈkriːʃ(ə)n/ oronazální sekrece

pen /pen/ kotec

poor appetite /ˈæpətaɪt/ nechutenství

purplish /ˈpɜː(r)p(ə)lɪʃ/ fialový, nafialovělý

reach market age /riːtʃ ˈmɑː(r)kɪt eɪdʒ/ dosáhnout obchodovatelného stáří/věku

respond to /rɪˈspɒnd/ reagovat na

sanitation /ˌsænɪˈteɪʃ(ə)n/ asanace

skin abrasion /əˈbreɪʒ(ə)n/ abraze kůže, oděrky

skin discoloration /dɪsˌkʌləˈreɪʃ(ə)n/ zbarvení kůže

skin lesion /ˈliːʒ(ə)n/ poranění kůže

slough /slʌf/ loupat se

soil /sɔɪl/ půda

suckling sows /ˈsʌk(ə)lɪŋ səʊs/ kojící prasnice

tonsils /ˈtɒns(ə)ls/ tonzily, krční mandle

vegetative valvular endocarditis /ˈvedʒətətɪv ˈvælvjələr ˌendoʊkɑrˈdaɪtɪs/ vegetativní valvulární endokarditida

12. VETERINARY ECOLOGY AND ENVIRONMENTAL PROTECTION

Human wastes are polluting the environment. Our culture generates an enormous amount of

newspapers, cans, boxes, plastic bottles and other forms of solid waste. Developed countries, with

their greater use of material goods, generate much more waste than developing countries. The most

destructive pollutants are gases, heavy metals, pesticides, and other materials that disperse within

the soil, water and air. Carbon dioxide also pollutes the air, when released in large quantities from

the burning of fossil fuels. Carbon dioxide in the atmosphere may produce global warming which

would shift centers of agriculture, flood coastlines and eliminate species.

SPECIES EXTINCTION

While it is true that extinction is a natural process, human activities have greatly increased its rate.

Every year, approximately 10,000 species are lost forever. As many as one-fourth of the earth´s

species may be gone in fifty years. We assault the natural world in many ways: acid rain, oil spills or

air pollution. The most damaging activity is habitat destruction.

A habitat is a place where wild organisms live. We are damaging these places by converting them

into farms, pastures, mines, resorts and cities. For example, tropical rain forest may soon disappear.

These regions of dense vegetation, which are home to approximately half the world´s species, occur

mainly in poor countries with quickly growing population. Consequently, the people who live there

are converting wilderness to farms and ranches in order to raise more food. Almost 40% of the

world´s tropical rain forests were destroyed between 1950 and 1990.

Direct exploitation, particularly the hunting of animals, has also caused many extinctions. For

example, the passenger pigeon was the most common bird in the bird population of North America.

Incredibly, hunting was the primary reason for its eventual extinction by 1900.

ENDANGERED SPECIES

Most of the factors currently threatening species are anthropogenic in nature. Among these factors

are the following:

1. Habitat loss or modification. For example, forests are cut down to develop grazing land for

cattle or to establish commercial plantation forests, and grasslands are converted to

agricultural fields.

2. Hunting for meat and fur, or taking animals for the pet trade.

3. A growing problem is the transport of organisms from one part of the world to another.

Exotic species may compete with native species and colonize already existing habitats.

The major threat, which affects 76 percent of species, is habitat loss or modification. Half the species

are affected by direct exploitation, the most significant form of which is hunting for meat. Hunting

affects some endangered animals more than others. Many fur-bearing animals, including the

chinchilla, many species of cats, and some species of monkeys, have declined to very low population

sizes because there pelts are prized.

ENVIRONMENTAL PROTECTION AND CONSERVATION MEDICINE

Conservation Medicine is an emerging interdisciplinary field that incorporates the tools and

perspectives of different scientific and medical professions (veterinary medicine, conservation

biology, public health) in order to solve complex global health

problems such as controlling disease in wildlife populations

to help protect human and animal health, and preserve

species biodiversity. Conservation medicine focuses on health

relationships occurring at the interface of humans, animals,

and the environment, and seeks to develop and apply

practices and programs that sustain biodiversity and protect

the ecosystems essential to animal and human health. There

is an increasing recognition that veterinarians have an

important role to play within interdisciplinary teams working

on environmental conservation projects. Wildlife agencies,

zoos, agriculture departments, landcare groups and other

non-government organisations require veterinary expertise for wildlife and biodiversity conservation

projects.

Sources:

Bernstein, R., Bernstein, S.: Biology. WCB, Dubuque 1996. p. 671-675.

Stiling, P.: Ecology. Theories and Applications 4th

ed. Prentice Hall, New Jersey 2002. p.33-35.

http://www.tufts.edu/vet/ccm/

http://www.vetbiomed.murdoch.edu.au/vet/grad_courses/MVS_consmed.html

1. Reading comprehension. Answer the questions

a. What is the difference between developed and developing countries concerning environmental

problems?

b. Name some important environmental problems.

c. How can carbon dioxide in the air influence the environment?

d. Explain what a habitat is.

e. Explain the difference between extinct species and endangered species.

2. Lexis: Translate the following expressions into English. The first letters have been given.

a. znečišťovat životní prostředí p_______________ e_______________________

b. rozvojové země d_______________ c_______________________

c. šířit se v půdě a vodě d_____________ in s_______ and w___________

d. spalování fosilních paliv b_______________ of f_________ f___________

e. kyselé deště a___________________ r____________________

f. přirozený proces n_______________ p_______________________

g. ropná skvrna o_________________ s_____________________

h. lovení na maso h_____________ f________ m_______________

i. ohrožený druh e____________________ s__________________

j. hustá vegetace d____________ v__________________________

3. Gap fill: Fill in the gaps in the text below with the words from the box

is working on practices have

organisations protect projects Conservation

………………………………. medicine focuses ……………. health relationships occurring at the interface of

humans, animals, and the environment, and seeks to develop and apply …………………………… and

programs that sustain biodiversity and …………………………… the ecosystems. There ………….. an

increasing recognition that veterinarians …………………………… an important role to play within

interdisciplinary teams ……………………………… on environmental conservation projects. Wildlife

agencies, zoos, agriculture departments, and other non-government ……………………………… require

veterinary expertise for wildlife and biodiversity conservation …………………………………… .

4. Lexis: Write the proper verb form and translate the new word into Czech

Noun Verb Verb: Czech translation

pollution

destruction

occurrence

threat

competition

solution

preservation

modification

focus

VOCABULARY

acid /ɑæsǺd/ kyselina, kyselý

amount /əɑmaʊnt/ množství, objem

assault /əɑsǤəlt/ napadat, útočit

conservation /ɕkǢnsə(r)ɑveǺʃ(ə)n/ ochrana, péče, zachování

convert /kənɑvǬə(r)t/ přeměnit, změnit

damage /ɑdæmǺdȢ/ poškodit, škoda

dense /dens/ hustý

developed /dǺɑveləpt/ vyspělý, vyvinutý

disappear /ɕdǺsəɑpǺə(r)/ zmizet, ztratit se

disperse /dǺɑspǬə(r)s/ rozptýlit, rozšířit se

eliminate /ǺɑlǺmǺneǺt/ odstranit, zlikvidovat

emerge /ǺɑmǬə(r)dȢ/ objevit, vyvinout se

endangered /ǺnɕdeǺndȢə(r)d/ ohrožený

eventual /Ǻɑventʃuəl/ konečný, výsledný

expertise /ɕekspə(r)ɑtiəz/ odborné znalosti, kvalifikace

exploitation /ɕeksplǤǺɑteǺʃ(ə)n/ využívání, těžení

extinction /ǺkɑstǺŋkʃ(ə)n/ vyhynutí, zánik

flood /flȜd/ záplava,povodeň

generate /ɑdȢenəreǺt/ vytvořit, vyrobit

grassland /ɑDZrɑəsɕlænd/ lučiny, louky

incorporate /ǺnɑkǤə(r)pəreǺt/ zahrnovat, začlenit

increase /Ǻnɑkriəs/ zvýšit, stoupat, růst

mine /maǺn/ důl, těžit

occur /əɑkǬə(r)/ vyskytovat se, přihodit se

oil /ǤǺl/ olej, ropa, nafta

pasture /ɑpɑəstʃə(r)/ pastvina, pastva

pelt /pelt/ surová kůže, zvířecí kožka

pesticide /ɑpestǺsaǺd/ pesticid

pollutant /pəɑluət(ə)nt/ škodlivina, znečišťující látka

pollute /pəɑluət/ znečistit, kontaminovat

prize /praǺz/ oceňovat, cenit

public /ɑpȜblǺk/ veřejnost, veřejný

rate /reǺt/ tempo, míra, frekvence

recognition /ɕrekəDZɑnǺʃ(ə)n/ uznání, pochopení

require /rǺɑkwaǺə(r)/ vyžadovat, požadovat

shift /ʃǺft/ přesunout, posun

soil /sǤǺl/ půda, zemina

solid /ɑsǢlǺd/ pevný, thuý

spill /spǺl/ rozlít, louže, skvrna

threaten /ɑθret(ə)n/ ohrožovat, hrozit

veterinarian /ɕvet(ə)rǺɑneəriən/ zvěrolékař, veterinář

waste /weǺst/ odpad, plýtvat

wilderness /ɑwǺldə(r)nəs/ divočina, pustina