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8 Top reasons to be a Veterinarian

When? When is it a good time to get involved?

Bel-Rea

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DU

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Love animals? Want to earn a Vet Assistant degree in 2yrs?

What can it offer you?


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This work is licensed under the Creative Commons AttributionNonCommercial-NoDerivs 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/lic enses/by-nc-nd/3.0/.


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A letter from the Author How do I know if I want to be a veterinarian? When entering college it can be an overwhelming experience especially when one is constantly bombarded with flyers, newsletter, posters, brochures, emails and so on. It is challenging understanding where one should go to school for such careers or what classes are required. This is why I formatted this magazine to be a stepping stone toward identifying if becoming a veterinarian is the career for you. In many ways being a veterinarian can be very rewarding, however often times people look far too long at the end of the tunnel of playing with the cute fluffy animals or they just focus on thee funny commercials with the little girl bringing home different animals. It’s that kind of stereotyping that I would like to clarify for my audience that the writing and learning never stops in this career. If you really are passionate about animals and a broad range of science topics then this is a career to be looked at. In doing my research I have discovered much that was over looked such as understanding that much writing is required in heavy research topics that aid in expanding their field. Even after the completion of school you still must contribute to the field by putting out more research topics and staying updated with current discoveries in animal and environmental science.

~Thank you for reading Sarah Fernandez

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I hope that after reading this issue on the steps that are required to become a veterinarian helps you understand the field and the components that go into it better and thus aid you in choosing the correct field.


Field Guide Research Resources – It can be quire daunting when it comes to researching for a field especially when Google is so accessible and straight forward, but be sure to remember not all sources are valid or have the correct credentials to make the website trust worthy. So to get you started here are a few sources to begin with. Resources: 1.

Gabel, Christine L. and Susan G. Gerberich. Risk Factors for Injury among Veterinarians. Delaware. Lippincott Williams & Wilkins, Inc. 2002. Web.

This article can be useful in the event that it gives an insight on the working environment of a veterinarian such as, understanding the possible injuries that come with the job, along with the infections that are arising with these exposed injures in this field and how this issue is more of a pressing matter than the public is aware of. You will also notice that it is formatted in a way a lab report for this field would be set up such as, observations of the rising issue, possible variables or factors in the injuries and illnesses, and diagnostic procedures to address the problem that is in a well formatted article, along with displaying the author’s views and findings on the problem. This inclined exposure to the writing that will be done in the class room of a veterinarian.

The discovery of this website appeared after having and interest in the television program, Animal Planet and the animal cruelty shows that were documented during the air time. I did some research in the field and what they stand for and was pleased to find the organization standing for more than the cruelty to animals, but in also educating owners and getting involved with the community to prevent such tragedies. This includes educating students and creating volunteer groups within the community. This is useful in understanding which specifics to look for in the career of a veterinarian such as emergency hospitals or by schedule. This also shows the genre of writing many vets use to persuade people to comprehend the severity of the issue and why it is wrong and what they would like to see done; whether it be the judge or owner. Persuasion is used to ask for donations, encouraging people to help or support the

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The American Society for the Prevention of Cruelty to Animals. Huston and NY Police Department. n.d. Web. 7 April, 2013.

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organization and/or getting the client to purchase the medical assets the animal may need or getting the judge to seek charges for the cruelty to done to the animal.

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Thrusfield, M. Veterinary Epidemiology. Oxford, UK. Blackwell Science Ltd. 1995. Book.

I find this book very resourceful because it has been updated and shows the genre of writing that is done in a veternarians field such as multiple examples genres such as data collection, processing, diagnosis, disease surveys, statistical analysis, data logging, and statistical methods for approach. All these forms of writing that are found in this book are directed to the discourse of the animal and situation. This is also a source that current doctors of animals refer to, to stay updated and refreshed on current medical procedures.

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Aardvarks to Zebras. Becoming Veterinarian FAQs. 2009. Web.

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At the bottom of this website that originally addresses common facts and questions about becoming a Veterinarian also contained other articles that directed the audience to resourceful sites that can aid in one’s research. It has creditability in the academic knowledge for those who are curious about the field and the type of academic performances that will be needed in this career path. I also found useful the list of other sites at the bottom that gave reference to further information. Also, on the right side panel it displays the other beneficial articles of publish Veterinarians in the field of zoology and more career specific professions.


5.

Spears, Jacob. “Literacy Requirements of Veterinarians�. AuthorsSTREAM. AuthorsSTREAM . 8 December, 2009. Web. 7 April, 2013.

Spears is a well-respected author in the works that he publishes in his field and has much credibility in experience in animal medicine. The source is valued as well because it not only shows the information of the genres of writing you will be doing during vet school and after on a power point, but then has a transcript at the bottom for further analysis. It gives good advice on choosing the right college and has a work cited page at the bottom so one can be versatile in drawling upon more informational references.

Visualizing Genres

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The photo gives a decent portal of the genres of writing that will be performed in the work of a vet while still contributing to the overall theme of a vets knowledge in scientific writing.


1. Enjoy reading Medical Journals? 2. Constantly researching different animal’s anatomy and information? 3. Fascinated with Lab reports? 4. Find yourself diagnosing your friends’ pet’s symptoms? 5. Willing to go through 8+ years of schooling? 6. Not all Vets practice veterinary medicine

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7. Can earn more than 70,000 a year


 A one-year-old dog is as mature, physically, as a 15-year-old human.  A dog's mouth exerts 150-200 pounds of pressure per square inch with some dogs exerting up to 450 pounds per square inch.  Dog's nose prints are as unique as a human's fingerprints and can be used to accurately identify them.

field in its entirety, due to the fact that often times people start a career path an realize they are not suited for it about half way through. For example, when there is a large number of students wanting to be doctors or nurses and when it comes down to a scenario that involves gore, blood, and pressurized work environments the students realizes they don’t work well under intense situation or more importantly cannot stand the sight of blood. So just as in the field of Veterinarian work one needs to understand that it is more than just playing with cute fuzzy animals, there is a large scale of

science involved and psychological control. Briefly, it is important to understand that many go into this field, again with the intention to help animals and do some science here and there and that is the end. However, there is a big psychological aspect that undergraduate classes may not teach you and that is the reoccurring idea of death and the lack of ability to save every animal. Many will have to be put down, and this is the part of the job that weeds out the armatures from the professionals.

Now, more importantly to focus on is the information that is being distributed throughout this field, which is very important. The numerous different genres all display different information whether it be a medical chart that portrays the patients (animals) medical background and the condition it was last seen in. One genre that is widely represented is medical journals that are quite frequently updated to give fellow doctors recent or new discoveries in medicine, operational procedures, or therapeutic recovery methods. These types of genres can often time be the difference between life and death for these animals if the provided information is wrong and the

wrong dosage is distributed. A fine example of some guide lines or requirements for medical records is attached to this link: http://www.rarc.wisc.edu/standards/files/rarc_tr_med_rec_reqs.pdf this information is provided by the RARC Veterinary Standards and Records Requirements, RARC TR Med Rec Reqs 131210, Medical

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 If never spayed or neutered, a female dog, her mate, and their puppies could produce over 66,000 dogs in 6 years!

When considering a major, one might want to analyze the

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Interesting Facts about DOGS

Records Requirements. Links such as this give a general overview of some of the type of writing one would do in this line of work.


Genre Investigation in the Veterinarian Field College is a time to find one’s self, a time to discover interests and eventually a time to find a career path. Granted many have switched majors, felt conflicted, or hover in my area of being undeclared. However, there is a field that catches the attention of mine and many others who find themselves conflicted. I currently have an interest in the field of veterinarian work and have analyzing the types of genres of writing that one is this career would perform and have come to find the information and formats intriguing and would be more than happy to inform those who also find interest in this field. What you need to understand In this genre theory investigation my audience will need to understand a few key terms in regards toward the meanings of genre, rhetorical situations, antecedents, power structures, social actions and how they all tie together. To begin, in this field genres are not governed by rules; contrast to lab reports and formatted medical records and the following formatted writing consists of analysis’s and investigations for diagnoses of the patients. The rhetorical situation is an issue or emergency that dictates the procedures or the proceeding actions to follow in order to acquire an antidote. So to speak if and problem arises there is a reaction to the initial action. For example a dog has entered the ER for a broken leg and its medical reports show it does not react well with morphine, has low blood pressure when taken to an anesthesiologist, and Hemotrophic Mycoplasmosis (an infection in the red blood cells by mycoplasma parasites). This constrains the following procedures in what the animal can or cannot receive into its body. That was also an example of antecedents of the dog’s prior medical history. Now a power structure is simplified to who is above or can influence another, just like a college board can influence the objectives it wants its students to acquire in every field, which can be seen on a syllabus. Going back to the dog example, the actions that follow that affair is determined by the given situation. All of my genres are tied together by one or more of these characteristics, but keeping in mind the

Classroom related Genres

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every and any animal in need.

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universal ideal that many vets and clinics make an oath to, which is to care for


First, there are multiple forms of genres in this field, some may be classroom related. These include, but are not limited to syllabi, assignment sheets, prompts in essays and so on. In the field of veterinarian work one would see many off these types of genres in many of their undergraduate class such as chemistry, biology, or biochemistry. Now the University of Denver is a fine school, but does not cater to the major of a veterinarians; though does have class that are suitable for undergraduate prerequisites for this career path . With that being said I drew upon other universities who do have a well preceding vet program and or science department. One reference I would like to make is CSU’s (who are known for having one of the best veterinarian schools in the country) equine field worksheet that students need to do for inclass assignments. The assignment requests that the students: Conduct equine ambulatory appointments with clients in the Northern Colorado region, teach 4th year veterinary students about the fundamentals of equine primary care and provide hands-on learning experience, participate in the instruction and mentoring of the equine ambulatory intern, 25% - 30% emergency/after- hours coverage, minimum 40 weeks on clinic, an option to perform didactic teaching and laboratory exercises for veterinary students (CSU, VTH, pg. 1). Another example one would consider for a prerequisite for the field of veterinarian work would be biology and a good reference is the Cambridge International A & AS Level Biology Syllabus. The syllabus is 71 pages long if that gives a clear image of the rigor this subject holds its students to. A Deeper Analysis of What These Classroom Genres can Offer Many of the field assignments can also be classified under student produced genres, proceeding that these field work assignment sheets conduct the social actions of the students and how they should conduct the assignment and the actions that need to be taken to accomplish the genre’s requirements, which could include kinetic, visual, and linguistic abilities. One could only imagine the audience taking away the ability to understand the fundamentals and basics of caring for equine field service or how to molecularly identify components, understand the domino transactions between conversion of

may not always be taught in the classroom, but must be learned through experience. The issue in both is performing the knowledge required from the

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some basic pre-knowledge of science, animal care, and communication which

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chemicals and their changing measurements. Now both of these genres require


assignment or syllabi for the intended audience. Whether it is the professor or fellow colleagues, the audience is affected by the issue in some way or form, such as understanding the information that is being presented. One can say the situation can predict or brings about the rhetoric, while on the other hand rhetoric can be the creator or the situation by making the beginning issue more prominent. The Constraints These components can also lead to constraints within the power structures of whom and how the information and requirements are going to be distributed throughout the assignments. This can be seen in the Cambridge syllabus and the CSU field guide where there are certain requirements that the assignments must meet by the institutions standards, such as general objectives. DU students can find similar objectives in the syllabus for chemistry, biology, and physics. Both assignments also have shortcomings in the event that they both are not very explicit with whom to contact if there are and parts of confusion or questions unlike the syllabus that I have come in contact with at DU. All in all these two in-class genres connect to the other genres through their social actions in producing results to aid an animal care or scientific research and performing high standards of basic and abundant knowledge in the field of animal and human medical science. What do the Students Produce? Next, this section is more directed toward student produced assignments such as, power points, guidelines, or reflection analysis’s’. The first genre in this category is a lab report guideline format sheet, which will be used greatly by second year DU students as they take their science courses and participate in their designated labs. This type of genre service provides many social actions along the lines of holding the patients past records and having access to those past antecedents (preceding medical history) would be well needed and useful to the doctor in the case of an illness or operation. These lab reports provide the doctor with information regarding past procedures,

issue; much like a reflection analysis; how the illness was resolved, and what diagnosis will be given to treat or maintain a healthy animal. Student in the

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figures. This is usually followed up with a conclusion or final thoughts of the

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health status and medications received in the forms of charts, tables and


career or veterinarian medicine must familiarize themselves with such written formatting due to the idea that many graduate schools require the student to understand how to navigate through such types of documents. Professional and Published Last, but not least is article about risk factors for veterinarians on the job and the CSU internship resume. These are professional genres that not only benefit the students interested in the field of animal medicine, but also aid in a good disciple action that DU students can profit from. Keeping ones resume current and updated is key, especially when applying for internships or other high ranking positions that ask for a document of your experiences and accomplishments. Now the risk factors article provides the social action for more employers to take more precautions with their employees and their health and wellbeing on the job. In such a professional article the audience would expect to take away a lot of information along the lines of the current working conditions these people are placed in and the risks for injury and illnesses that arise with the job. For instance if a vet tech is scraped deep in the arm from a sharp scalpel and does not tend to the wound quickly, it is automatically a risk of infection from bacteria in that working environment. The intended audience needs to know that this is not just opinionated, but rather previous research and observations were made to come to this conclusion to make is more reliable and valid, something DU students conduct in their lab research classes. As for the internship resume this gives those who are reviewing the application the opportunity to look for certain desired characteristics and required skills sets for the position. In the resume the audience would expect to find all the qualifications of the applicant who desires that particular opening. Now clearly in the resume the antecedents need to have prior experience or prerequisites for this position because it requires a certain skill set or work ethic to maintain it. The short comings can be that not many qualified applicant applied so the company is forced to pick the best out of the volunteered section. What ties these all together is the rhetorical situation and how the situation foresees the needed procedures and actions to follow.

in which they all have similar interests in providing knowledge to their students,

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In the field of veterinarian medicine there are multiple genres of writing

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Let’s Wrap it Up!


employees, or community. I do hope one would take away the workload that is to follow one who has an interest in the wonderful field of veterinarian work. In which so DU has a great undergrad science classes that can aid in becoming a vet. This analytical break down of student produced, classroom, and professional genres showed the rhetorical appeals, social actions, expectations along with the constraint of the actions that follow explain that for every action there is a reaction. To absorb such understanding is only a broader experience of the style of writing a student at DU and veterinary medicine

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would encounter academically and socially.


Professor David Daniels In the event that my professor accidently unplugged my computer before I could save the interview, I managed to take notes on the topics we covered during the session. Professor David Daniels is wonderful professor in the English department who really focuses in on the students over all progress. I had the honor of taking his 1122 writing class during the winter quarter and found his method of “process not product” to be very useful in my overall growth as a writer. He taught me to be careful with my writing and take the time that is needed to address the issues within my papers, so that I may improve not only in the class for a grade, but as productive citizen in today’s society. In the interview I addressed his role in the classroom and the genres of work he normally has his students do such as interpersonal pieces where the topic is usually something they can relate with such as writing in Facebook or the our generations writing as whole. He explained to me that he looks for where the student takes his or her time in explaining his/her thoughts and where he/she rushes through the assignment. Also, that the students are grasping and incorporating key terms and principles into their papers, that are taught during the class. Daniels imagines that his students should view their audience to be more than him, but rather to peers or whomever the assignment addresses such as incoming students, the Clarion and so on. He mentioned the intent of the class is for his students to take away the idea of process not product in the sense that they should really care about their writing abilities and the impact that their pieces will have in the world. Daniels also finds challenges in teaching his students because he claims that you can’t make a student get excited about writing or make them want to take time and improve. The desire to want to improve one’s self has to come from them, which brought

questioning it from every angle. For example, he told of a case where a goat was stolen at the market. Now the court would first address all possible questions

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that they can relate. For example he uses the strategy of Aristotle in

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him to the technique of incorporating topics that pertain to his students so


before proceeding with a punishment. Questions that would arise would be, is it a goat? How do we know? Are we sure it was stolen? Why was it stolen? How would one define stolen? Now, with this method professor Daniels encourages his students to do the same when analyzing a topic. For instance if the topic was that our generation has lost the ability to write. He would ask what is good writing? What is bad? Who are the ones saying this is bad? And so on. Daniels also does personal work outside of his classes such as poetry. He finds the challenge in publishing these pieces because it is very competitive when submitting to well-known companies. His audience is very general; basically anyone who reads that name brand books or journals. This rolls over to the role of poetry in his professional identity in the aspects that what he has to say is very important. This also keeps him current and updated in his field regardless if other professors write poetry on the side. He described publication in his field to be very rigorous because thousands upon thousands of documents are sent in and then there is about a few months of review to quickly inform the applicant of their rejection or confirmation status. I do not recall him talking about peer review other than his own on the rejected files, but he did discuss how he has different levels of review on each document. Lastly, he briefly covered the idea of multimodal classes and how the schools objectives have focused less on the content and more on preparing students for the workforce that may require them to understand certain software. To Daniels this can be a make or break for the following generation because the way he sees it is they can learn all those other fancy technology modems in a tech classes or other classes that are more geared toward that objective; not in a writing class where the focus should be on the written content not how to create a fun pod cast.

Cherrelle Jackson Sarah: Did you know a lot of people when you first came here?

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Sarah: Really?

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Cherrelle: I knew all the upper classmen not freshmen.


Cherrelle: It helps to get acclimated with to campus especially since I wasn’t going to be here. Sarah: Did a lot of them come from MLK? Cherrelle: No, like nobody. Sarah: You just knew them through schools? Cherrelle: Well no not schools, but um just meeting them in random places. I worked with an upper classman in my work-study job and she would introduce me to people and we would hang out and stuff like that and there were a lot of upper classmen in my office where I was working so I knew them. Sarah: So you don’t have to join a fraternity to make those connections? Cherrelle: No. Sarah: Ok, so what is your major? Cherrelle: Psychology and I am minoring in sociology. Sarah: Which one do you prefer more? Like that draws more of your interest? Cherrelle: That’s defiantly a hard one actually because I am thinking of also majoring in sociology as well so I don’t know. Sarah: Nice double major! Cherrelle: Yea, so um I would say that have equally a special place in my heart. Sarah: What draws you to sociology? Cherrelle: Um I am really interested in the like the kind of research that is going on currently in the field. Sarah: Which is? Cherrelle: A whole plethora of things because it depends on what subject you’re talking about the I feel like their making really groundbreaking new researches which is what I think mainly brought me to psychology the most is where it’s going and where I can see it in the future and stuff like that. Sarah: So you want to see it as helping people?

Cherrelle: Yeah

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Sarah: Like Criminal Minds?

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Cherrelle: Yeah. And then I also sort of kinda like to diagnose people.


Sarah: (Laughing) yeah I found myself doing that as well. Um what about sociology? Cherrelle: Um in sociology I was really driven to uh just um I think the inequality aspect of it because a lot of what sociology is just emphasizes you know social inequalities and tries to make you aware of all kinds of disparities or trends or whatever the case may be. That maybe negative or may be positive, but most are negative um and it just kind of just opens your eyes to these kinds of things. You kind of get a better sense of how the world as a whole works so I guess that’s kind of where my psychology complements it in an individualistic perspective from one end and then in a societal perspective on the other end. Sarah: Yea I loved sociology that was a really good class. What type of writing do you most often do for those classes in that major? Cherrelle: Research. Sarah: Like extended? Short? Long? Cherrelle: Um so a lot of writing and stuff like that in those classes has to do with you know you’re basically like either researching a topic your professor, might give you a topic that has to do with the class and then you have to find X amount of sources to go with that and um and then it usually involves some kind of critique within that research paper as well. Sarah: Like a personal analysis? Cherrelle: Yea so they want you to um to think deeply about it so instead of just researching it and regurgitating it they encourage you to also critic it so you have to take it a step further and that’s somewhat of a challenge to do.

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and she is not even in my intended major I found what she had to say to be very helpful in the sense that I will also be doing a lot of research and this prepares me for the types of papers my professors would require of me. I see this correlation because this form of study has a connection to science and there styles of observations and research studies. She went on to tell me that in your honors thesis class you will have to conduct your own research papers that are usually ten plus long. I have also noticed that in these kinds of field it is not like a creative writing class where you need an intro and other fluff, they would much rather prefer that you get straight to the point and not add in unnecessary information that can be found in a lab report or other document. Over all a very well rounded interview and I will be talking to her in my years to come.

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Summary: Although this is not even the first 5 minutes of the interview


Why do some majors get proper or overflowing funding and others do not? I see this very promptly in the science department, the writing area more specifically. In the field of veterinary science it is not all about playing with puppies, kittens or any other furry little woodland creature. In fact the overall mission statement of many veterinarian practices is to aid in the care and health of any and every animal that is met at their doors. For example Florida Mobile Veterinary Clinics’ mission statement says, “Our mission is to produce the highest degree of quality medicine and surgery in a compassionate caring environment. Our goal is to lengthen and enrich the relationship between you and your pets. We firmly believe that health is best maintained through preventative care. We are dedicated to continuous education, improvement of our clinics and the adoption of technological advances to raise the standard of veterinary medical care. We are truly resolved, as a team, to the pursuit of excellence in veterinary medicine” (floridamobileveterinaryclinic.com/ mission statement). With this idea in mind it mentioned the importance and value in improving education, and isn’t that and objective that the University of Denver is known for? So keeping these ideal in place there have been an increasing number of observations of the lack of writing in scientific formats in the science department. The University needs to shape the objectives and goals; not only in certain writing classes, but in scientific classes as well; to meet more diverse modes of writing. First, as I said before in veterinarian work it is more than playing

is very important as well. This being so DU caters to a few of those important classes such as chemistry, biology, biochemistry, organic chemistry,

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science and having the ability to display that information in the proper format

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with the animals, there is an aspect of the field that is heavily induced in


environmental chemistry and many more that suit as good prerequisites for veterinarian grad school. However, within these classes there is a lack of modes of writing that caters to the more general field of science or more specific genres such as veterinarian medicine. Here is a link to a PDF that displays what a vet’s medical record looks like to display the patients past and current medical history http://www.creighton.edu/fileadmin/user/ResearchCompliance/IACUC/Animal _Use_Policies/APPENDIX_D.pdf. If you look throughout the document one would notice that it is not just filling in charts, but that the doctor also need to have an assessment plan, describe any previous surgeries and the procedures to go with them. Also many veterinarian grad schools expect their incoming students to understand this format and use it proficiently in the given field. This genre of writing is very precise because the doctor not only needs to display the information in way that he/she can read it, but also his/her colleagues and co-board members. I have yet to see the university offer this modem or even anything remotely similar to such formats. Now for the sake of the conversation let’s say that they do incorporate this formatting into future science courses, who will setup the meetings for the students who need help in the writing center to format his/her paper around the given information? I believe there is a call for change. Thus, I propose that students and faculty hold a board meeting with the science department and writing center on how to incorporate more diverse modems of writing that many students will need to understand before entering their field of choice and graduate school. The meeting will allow students and staff to present their arguments in the structure that many of these scholars are familiar with, which will not only display the credentials these students possess, but also the bias formatting that they have been forced to use due to DU objectives. I also see this meeting being a gate way into portraying the diversity the school has been trying so hard to show while still keeping the concept of unity and cooperation between the groups as a larger educational community. Students can present their ideas and solutions while both board and staff can come to a conclusion/ agreement on how to

by these changes. One group that would be affected would be the board of

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these sorts of confrontations come stakeholders, or those who will be affected

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approach this situation to where everyone’s needs are met. However, with


the science department because one needs to understand that all this extra help and new formatting is going to take more staff and volunteers who may not work for free. Another is more obvious, but the students and the possible extra writing courses they will need to take along with larger workload that may be an after effect of the changes, but change is not always a bad thing. This can also prepare students for the work load and key concepts they will need to take with them when entering into their chosen field. In conclusion, the university needs to stop talk about diversity and community ant put it into action because some students feel neglected in their particular field in regards to the important information that they will need for their particular majors. This will not only benefit the student community, but also help the school with more publicity in bringing in new students.

DU’s Natural Science Classes Natural Sciences And Mathematics Animal Technology

Major

Astrophysics

Minor

Biochemistry

Major

Biological Sciences

BSAT

BS Major Minor BA, BS

Concentration: Cognitive Neuroscience Chemistry

Major Minor BA, BS

Ecology and Biodiversity Major Minor BA, BS Environmental Chemistry

BS

Major Minor BA, BS

Geographic Information Science

Minor

Geology

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Geography Major Minor BA Minor

Integrated Sciences

Major

BA

Medical Physics

Minor

Molecular Biology

Major Minor BA, BS

AND MORE!!!

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Environmental Science

Major


Work Cited Google Images:  http://www.wallpapers.mildquotes.com/nature-wallpapers/animal-wallpapers/amazinganimal-hd-wallpapers-01/attachment/amazing-animal-hd-wallpapers-01/ (polar bear)  http://forum.santabanta.com/showthread.htm?296131-Amazing-Animal-Pictures/page8 (Bird, bear, and cheetah)  http://awionline.org/content/farm-animals (pig)  http://www.firstpeople.us/pictures/bear/Feeling-Grizzly-1600x1200.html (Grizzly Bear)  http://www.radiope.com/running-white-horse-wallpaper.html (horses)  http://www.codeupc.net/ (barcode)

Documented Sources:  "Epidemiology." Risk Factors for Injury among Veterinarians :. N.p., n.d. Web.  "American Veterinary Medical Association - Home." American Veterinary Medical Association Home. N.p., n.d. Web.  "ASPCA | The American Society for the Prevention of Cruelty to Animals." ASPCA | The American Society for the Prevention of Cruelty to Animals. N.p., n.d. Web.  "Becoming a Veterinarian FAQs." Aardvarks2Zebras. N.p., n.d. Web.  "Literacy Requirements of Veterinarians." AuthorSTREAM. N.p., n.d. Web.  "Multimodal Powerpoint." AuthorSTREAM. N.p., n.d. Web.  Eysenbach, Gunther. "Abstract." National Center for Biotechnology Information. U.S. National Library of Medicine, 16 Dec. 2011. Web. 29 May 2013.

    

http://csu-cvmbs.colostate.edu/documents/job-description-equine-field-service.pdf (CSU's vet field work) http://csu-cvmbs.colostate.edu/Documents/job-description-vth-emergency-critical-careintern.pdf (CSU's internship) http://www.gov.mu/portal/sites/mesweb/CIE%20Syllabus%20and%20Support%20Materia%20( E)/pdf/9700_y13_sy.pdf (Cambridge biology syllabus) http://www.marietta.edu/~biol/introlab/labreprt.pdf (lab report guidelines) http://www.rarc.wisc.edu/standards/files/rarc_tr_med_rec_reqs.pdf (Medical Records Requirments) http://www.creighton.edu/fileadmin/user/ResearchCompliance/IACUC/Animal_Use_Policies/AP PENDIX_D.pdf (Actual Medical Record)

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PDF Formatted Files:


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