ONLINE STUDY in ANIMAL HEALTH
- Learn to about animal diseases (with particular relevance to domesticated farm animals)
- Learn to be systematic in your approach to investigating a sick animal
- Learn to make informed and properly considered decisions about responding to illness in an animal
- Self paced 100 hour foundation course
- Study, learn, work with animals on a farm, or elsewhere
Lesson Structure
There are 10 lessons in this course:
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Introduction to Animal Health
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Signs & Symptoms of Diseases
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Disease Classification
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Causes and Diagnosis of Disease
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Treatment of Disease
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Inflammation
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Fever and Immunity
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Tissue Repair
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Wounds
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Cell changes -death, cancers etc.
Each lesson culminates in an assignment which is submitted to the school, marked by the school's tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.
Aims
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Explain common health problems affecting animals, including the circumstances under which animals contract health problems, and methods used to prevent the development of ill health
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Identify physical indicator symptoms of ill health in animals.
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Describe the taxonomic class of animal pests and diseases.
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Describe the diagnostic characteristics of the main types of animal pathogenic microorganisms.
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Describe the methods used in the treatment of pests and diseases in farm animals.
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Explain the role of inflammation, including it's symptoms and causes, in animals.
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Describe the biological processes which affect and control the immune system in animals.
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Describe the biological processes which affect and control tissue repair in animals.
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Describe procedures for the management of wounds to animals, on a farm.
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Describe the processes involved in cellular change in animals.
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Explain how to diagnose simple health problems in farm animals.
What You Will Do
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List criteria used to assess the health status, including ill-health, of animals.
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Describe the different causes of ill-health in animals.
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Explain the methods used to prevent ill-health in animals.
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Write a standard procedure for a routine health examination of a chosen farm animal.
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Describe the symptoms of ill-health in animals.
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Compare the causes of two symptomatically similar health problems for a specified farm animal.
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Diagnose a health problem from a given set of symptoms.
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Distinguish, using labelled illustrations, between different taxonomic classes of animal pest and disease organisms.
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Describe identifying characteristics of four different disease carrying agents of specified farm animals.
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Classify commonly occuring pests and diseases of three different animals, into their taxonomic classes.
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Describe the characteristics of viruses, using illustrations and a report.
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Describe the characteristics of bacteria, using illustrations and a report.
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Describe the characteristics of protozoa, using illustrations and a report.
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Describe the characteristics of parasites, using illustrations and a report.
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Describe the characteristics of nutritional disorders, using illustrations and a report.
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Analyse the relevance of ten specified factors, to determining the health of a chosen species of farm animal.
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Describe the veterinary treatments available over the counter for on-farm use.
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Explain the vaccination programs used to treat two different specifies of farm animal.
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Describe the applications and techniques used for dips, to control external parasites in a specified farm animal.
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List the essential items for a First Aid Kit for a specified farm animal.
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Write guidelines for general procedures to follow when nursing sick farm animals.
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List the procedures employed in quarantine, using a chosen animal as an example.
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Describe the procedures for slaughtering a diseased ruminant in order to conduct a post-mortem examination.
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Prepare an illustrated, one page report on the post-mortem procedures of a ruminant.
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Compare two different methods used to control a specified disease in farm animals.
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Identify a suitable method of control for ten different, specified pests and diseases of farm animals.
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Differentiate between at least five factors which cause inflammation in animals.
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Develop a checklist for analysing inflammation in a chosen farm animal species.
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Explain the inflammatory response in a specific case study.
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Compare the different methods used to control inflammation in animals.
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Describe the function of the immune system in animals.
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List the agents which can cause fevers in animals.
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Explain the biology of fevers in a specified case study of a farm animal species.
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Explain the methods used in treating fevers in animals.
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Explain at least five factors which influence immune response in animals.
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Explain the characteristics of the immune system in a chosen farm animal species.
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Describe the composition of tissues at three different body sites, in terms of susceptibility to different types of internal and external damage.
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Compare the characteristics of different types of tissue damage.
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List factors, in terms of both rate of, and quality of repair; which influence tissue repair.
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Explain the biological processes, which occur as damaged tissue heals in animals.
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Compare the different effects of wounding, including psychological, physiological and anatomical, to three different parts of a specified animals body.
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Explain the different biological processes which occur following wounding, including: tissue repair and infection.
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Develop a checklist for the treatment of wounds in farm animals.
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List an appropriate treatment for each of five different types of wounds to 4 different species of farm animals.
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Describe post care treatment of the wounds as discussed above.
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Determine the potential causes of wounding of farm animals.
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Develop guidelines for prevention of wounds to farm animals, based on the potential causes identified above.
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Describe the different causes of cellular change in animals.
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Explain the general processes associated with cancer at a cellular level, in animals.
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Explain the cellular processes associated with death of animal tissue.
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List the factors which influence the rate and extent of cellular change in diseased animals.
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Monitor the health condition of a farm animal over a four month period.
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Observe, and prepare a report, on the veterinarians diagnostic process/ health assessment methodology, when inspecting three different farm animals.
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Diagnose the cause of three different health problems, detected in three different genera of farm animals.
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Develop a checklist of the diagnostic indicators of common health problems, which occur in three different farm animal species.
INTRODUCTION TO ANIMAL HEALTH
A farmer needs to be familiar with the normal, vital signs of his animals, so that he can recognise health and ill health.
The vital signs include:
- Pulse rate
- Respiration rate
- Body temperature.
These signs should be measured at rest.
In addition to vital signs, the farmer should continually observe the natural habits and behaviour of stock. Any changes in behaviour should be investigated immediately as it could be due to illness.
The earlier a farmer can treat sick animals, the better. Illness causes individual cells in the animal to break down and die. If treatment is started quickly, the cells can be stopped from degenerating. If treatment is delayed, the damage done by illness can be considerable; especially if the affected cells make up an organ.
THE HEALTHY ANIMAL
The healthy animal is interested in food. It will graze as normal, or in the case of penned animals, look forward to the next feed. The healthy animal will drink its normal amount of water (this is easily checked with penned animals), but more difficult with animals out grazing).
The healthy animal appears bright and alert. It will show its normal response to humans (ie. probably moving away as you approach if it is a grazing animal, or approaching if it is very used to human company). Brightness is most apparent in the eyes. The animal will show interest in unusual noises and sights.
The healthy animal's coat and skin will be supple and in good condition. Hair is one of the first parts of the body to register ill health, and it will also look dull if the animal is lacking some essential vitamins or minerals).
The colour of the mucous membrane is a good indicator of health, as it shows the condition of the blood. Mucous membrane is found around the eye, on the gums, inside the mouth, and at the entrance to the anus. In healthy animals, it should show a salmon pink colouring (but not vivid red).
The healthy animal will pass the normal number of droppings per day; and the droppings will be neither too loose or too dry for the type of livestock, and will be passed easily. If you press your ear to the side of the animal, you should be able to hear rumbling noises -signs that the digestive system is working. The healthy animal will also pass normal coloured urine.
Ruminants which are in good health will spend the normal number of hours chewing the cud. Healthy animals will also spend a normal number of hours resting each day. Normal vital signs are as outlined below:
|
Type of Animal |
Temperature |
Respiration Rate |
Pulse Rate (beats/ minute) |
|
o Centigrade |
o Fahrenheit |
|
Horse |
37.7-38.68 |
99.86-101.62 |
8-15/min |
36-42 |
|
Cattle |
38.3-38.8 |
100.94-101.84 |
12-16/min |
45-60 |
|
Sheep |
38.8-40 |
101.84-104 |
12-30/min |
70-80 |
|
Goat |
38.8-40 |
101.84-104 |
20-30/min |
70-90 |
|
Pig |
38.8-39.4 |
101.8-102.9 |
20-30/min |
60-80 |
|
Poultry |
40-43 |
104-109.4 |
12-28/min |
250-300 |
Physiological Values for Other Animals
(Data adapted from Duke's Physiology of Domestic Animals, 9th & 10th Ed., Swenson, M.J., Ed., 1977 & 1984 respectively, Cornell University Press).
AGRICULTURE TUTORS
Our Agriculture faculty members include:
Dr. Gareth Pearce BSc(Hons), BVSc, MA, MVetS, PhD, GradCertEd(HE), PGCertAqVetS, PGCertWLBio&Cons, DiplECPHM, MRCVS. Gareth has over 25 years of experience in teaching and research in agriculture, veterinary medicine, wildlife ecology and conservation in a variety of colleges and universities in the UK, Australia and New Zealand. He qualified as a veterinary surgeon at the Universities of Melbourne and Bristol, having previously graduated in Agricultural Science and gained a PhD in Livestock Behaviour and Production. He also has post-graduate qualifications in Education, Wildlife Conservation Medicine, Aquatic Veterinary Studies and Wildlife Biology & Conservation.
Anna Sylvester B.Sc.Hons.(Human Biology), M.Sc.Equine
Anna graduated with a degree in Human Biology from Loughborough University and then went on to complete an MSc in Equine Science at The University of Wales, Aberystwyth, and has a high level of expertise in equine science. She has since spent time in managerial, research and lecturing positions. She also has practical equine experience, and still competes nationally whenever the opportunity arises.
Marius Erasmus B.Sc.Agric., B.Sc.(Wildlife), M.Sc.Agric.
Subsequent to completing a BSc (agric) degree in animal science, he completed an honours degree in wildlife management, and a masters degree in production animal physiology. Following the Masters degree, he has worked for 9 years in the UK, and South Africa; in wildlife management, dairy, beef and poultry farming.
Michele Cullen Bachelor of Teaching/Bachelor of General Studies (Linguistics/Science), Life Member: Golden Key International Honours Society (UNE Chapter), Diploma Landcare and Natural Resources, Cert. III Landcare, Assoc. Diploma Stock & Meat Inspection (UQ Gatton), Member: Australian Institute of Agricultural Science and Technology. Michele has over 35 years experience in the rural sector, working as a Stock Inspector with the Qld. Department of Primary Industries, Stock Inspector (QRSPCA), Management Trainee (Australian Meat Holdings/Conagra) and co-owner of Harman Quarter Horses.
Peter Douglas Dip Animal Husbandry
Peter has over 45 years of experience in Agriculture and resources management. He is a former lecturer with the University of Queensland (Gatton), and manager of Lone Pine Koala Sanctuary. He also established and managed the wildlife park for Dreamworld, one of Australia's largest theme parks. Peter has both wide ranging experience in farming and wildlife management, and continues to apply that knowledge both through his work with ACS, and helping his adult children who have pursued careers of their own in similar areas
Bob James M.Env., Sc., Dip.Animal Husb, B.App.Sc., Grad.Dip.Mgt, PDC
40 years experience in industry, having held a wide variety of senior positions in both government and private enterprise. Bob's experience and knowledge is diverse, encompassing fields of Horticulture, Agriculture, Environmental Management, Business and professional writing
FREQUENTLY ASKED QUESTIONS
Q. What level is this course?
A. We designed this course with adults in mind, and with the flexibility to allow students to work to a level that they are comfortable with. People who have a university level education can approach their work in greater depth, and will have the support of an expert to guide and support them. People who have far less experience and education, may work to a lower academic level, and may take longer to complete studies; but with persistence, they will (with help from tutors) still achieve the minimum goals set for the course. This course should not be seen as rigidly being a degree, diploma or certificate level; rather you should simply see it as an opportunity to extend your skills and knowledge in this discipline, starting wherever you currently are, and finishing with a heightened understanding and capacity to work in this field.
Q. What do I get as a student?
A. First, understand a good course is quite different to a book or a web site
- A course should be something that changes you; making things stick in your mind, improving your capacity to do thing, remember things, solve problems and understand the subject
- A book on this subject is a reference that can be read, but might not be understood as the author intended, and most of which probably will not be remembered unless a lot of time is devoted to studying it.
- A web site is like a book; except there is a stronger likelihood that it could contain biased and even incorrect information.
An ACS course differs to books, seminars, web sites and other sources of "information" in several key ways.
- It is a constructed learning pathway that is designed with the purpose of bringing about a change in the student
- It is constructed by a team of experts, credible in their field, from across the world (it reflects input from many people, from different countries and climates. (A book more commonly reflects only one).
- Every student is guided as an individual through the learning experience. The learning pathway and the precise information encountered is commonly different for every single student.
- You are monitored; motivated and where necessary your path is corrected as you move through the course. A book is a one way communication (a monologue), whereas a course is two way communication.
- A course filters out and organises information; serving you up a quantity of resources that is "digestible" in a way that is designed to help you digest it.
ACS provides all essential learning resources (eg. notes or books), and all the tutor support that is needed to successfully complete a course. Some students may choose to buy extra books -but this really is not necessary.
Q. Will I have problems with practical tasks, because I cannot travel or attend workshops?
A. Our college has developed lots of ways of providing for practical learning, that can be done by anyone, anywhere and anytime. Students come from over 150 countries, and the practicals have never been a factor that has stopped someone completing their studies in this course.
All courses include set tasks that add a practical element to the learning experience, but we often give options.
Courses are as far as possible written to cope with the widest range of situations, from people living in antarctica to someone confined to their home due to illness.
Example -We may ask you to visit a workplace and observe something; but also say or if you have restricted mobility make a virtual visit, on the internet, if possible, or if not, by reviewing a place through an article in a magazine. If you can't find
reference material, ask us and we will send you what you need.
If the course does not provide an option that is achievable, you contact us, and we will give you other options.
What qualification will I achieve for completing this course? This is an individual module course. The individual module courses are 100 hour long usually and can be taken on their own or as part of a larger program of study.
If you wish to take an individual module course as a stand alone course, you can elect to sit an optional exam at the end of it.
If you successfully pass the exam and all assignments, you will receive a Statement of Attainment. You can take examinations at a time and location to suit you. If you enrol, you will be sent further information on how to arrange examinations at the end of the course.
If you do not wish to take the exam, you will receive a Course Completion letter when you have passed all assignments.
There is an assignment at the end of each lesson. So for example, if an individual module course contains ten lessons, you will need to complete ten assignments. Assignments can be sent to us via email, post or fax.
Other qualifications, such as certificates, diplomas etc may require examinations to be taken as part of the overall assessment process.
You can find further information on the examinations process by clicking on the “Enrolment” link above.
You can find further information on other courses by clicking on the “Courses” link above.
Who are our tutors?
Our tutors are all highly experienced and professional, knowledgeable in their field of study. We have staff from around the world, enabling us to gain a wide variety of perspectives. We have a school in the UK and in Australia. If you would like to have a look at our tutors, then click on the “About Us” in the boxes above and choose “The Staff” option.
Can I see Sample Course Notes
Our courses are all written by highly qualified tutors and writers, who also teach on the courses, so know them well. We strive to update our courses and improve them with new information, methods and knowledge on an ongoing basis. If you would like to see examples of some of our courses, then choose the “Enrolment” option above, and then click on “
Sample Course Notes”.
What learning method should I choose?
We offer three learning methods – e-learning, correspondence and online. If you are not sure which is the right choose for you, then click on the “Learning” box above, then “Learning Methods.”
How Long will it take to complete the course?
This obviously varies from student to student. Some students will have more time for study than others. Some students may work quicker than others, so it is an individual thing. We estimate that most students will take, for example, 4 – 6 months to complete a 100 hour individual module, but we allow up to 12 months for you to complete it.
Longer courses will obviously take longer. You can find more information on the length of time required and so on the “Enrolment” box, then selecting “Terms and Conditions of Enrolment.”
What Do Our Students think of us?
If you would like to read comments from our previous students, then choose the “About Us” option above, then “Student Testimonials”.
I don’t think this is the right course for me.
If you’re not sure about this course, then why not look at our wide range of other courses. Click on the “Courses” box above.
You may also wish to design your own course to fit in with exactly what YOU want. To do so, click on the “Enrolment” box, then “Design your Own Course”.
If you would like more advice on a course, then you can contact us and ask a tutor about the courses. You can contact us by calling 0800 328 4723 or +44(0) 384 442752 or emailing info@acsedu.co.uk
