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Dog Owners /
Hormonal Disorders of Dogs /
Introduction to Hormonal Disorders of Dogs /
Development of Endocrine System Disease
Treatment of Endocrine System Disease
Hormonal Disorders of Dogs
Introduction to Hormonal Disorders of Dogs
Disorders of the Adrenal Glands in Dogs
Disorders of the Pancreas in Dogs
Disorders of the Parathyroid Glands and of Calcium Metabolism in Dogs
Disorders of the Pituitary Gland in Dogs
Disorders of the Thyroid Gland in Dogs
Neuroendocrine Tissue Tumors in Dogs
Disorders of Calcium Metabolism
Calcium, in its ionic form, plays a key role in the function of many body systems. Precise control of calcium ion concentrations in extracellular fluids is regulated by several hormones. Which of the following is NOT involved in calcium homeostasis?
Calcitonin
Robert J. Kemppainen
, DVM, PhD, Department of Anatomy, Physiology & Pharmacology, College of Veterinary Medicine, Auburn University
Last full review/revision Jun 2018 | Content last modified Oct 2020
The major endocrine glands in the dog
Major Hormones
Hormones are chemical messengers that have many different functions. The effects of hormones in the body are wide-ranging and varied. Some familiar examples of hormones include insulin, which is important in the development of diabetes, and estrogen and progesterone, which are involved in the female reproductive cycle.
The endocrine system consists of a group of tissues that release hormones into the bloodstream for travel to other parts of the body (see Table: Major Hormones Major Hormones Hormones are chemical messengers that have many different functions. The effects of hormones in the body are wide-ranging and varied. Some familiar examples of hormones include insulin, which... read more ). Most endocrine tissues are glands (such as the thyroid gland) that release hormones directly into small blood vessels within and around the tissue. Several important hormones are released from tissues other than glands, such as the heart, kidney, liver, and fat cells. Some hormones act only on a single tissue, while others have effects on virtually every cell in the body. Hormones are present in the blood in very small quantities, so laboratory tests done to measure hormone levels must be very sensitive.
The body monitors and adjusts the level of each hormone by using a feedback system specifically for that hormone. Hormones function to keep factors such as temperature and blood sugar (glucose) levels within certain ranges. Sometimes, pairs of hormones with opposite functions work together to keep body functions in balance.
Endocrine system diseases can develop when too much or not enough hormone is produced, or when normal pathways for hormones to be used and removed are disrupted. Signs can develop because of a problem in the tissues that are the source of the hormone, or because of a problem in another part of the body that is affecting the secretion or action of a particular hormone.
A tumor or other abnormal tissue in an endocrine gland often causes it to produce too much hormone. When an endocrine gland is destroyed, not enough hormone is produced. Diseases caused by overproduction or excess of a hormone often begin with the prefix hyper. For example, in hyperthyroidism, the thyroid gland produces too much thyroid hormone. Diseases caused by a lack or deficiency of a hormone often begin with the prefix hypo. For example, in hypothyroidism, the thyroid gland does not produce enough thyroid hormone.
In many cases, the abnormal gland not only overproduces hormone, it also does not respond normally to feedback signals. This causes hormone to be released in situations in which its levels would normally be reduced. Sometimes, the overproduction is caused by stimulation from another part of the body. Occasionally, a tumor outside the endocrine system can produce a substance similar to a hormone, causing the body to respond as though that hormone were being produced.
Diseases caused by not enough hormone secretion can also have multiple causes. Endocrine tissue can be destroyed by an autoimmune process, in which the body incorrectly identifies some of its own tissue as foreign and destroys the tissue cells. In early stages of tissue loss, the body may compensate by producing additional hormone from the remaining tissue. In these cases, signs of disease may be delayed until the tissue has been destroyed completely.
Disorders resulting in signs of reduced endocrine activity may also develop because tissues distant from the hormone source are disrupted. This can occur when the function of one hormone is to stimulate the production of a second hormone. For example, the pituitary gland secretes a hormone that stimulates the thyroid gland to secrete thyroid hormones. If the levels of the thyroid-stimulating hormone from the pituitary gland are abnormally low, the levels of thyroid hormones will also be low even if the thyroid gland is healthy. Another potential cause for reduced endocrine function is tissue loss caused by tumors that do not produce hormones themselves but compress or destroy the nearby endocrine gland. Finally, some drugs (such as glucocorticoids) can inhibit the body from producing certain hormones.
Endocrine diseases and related conditions also result from changes in the response of tissues targeted by a hormone. An important example is type 2 diabetes mellitus, in which the body produces insulin but the cells no longer respond to it. This condition is often associated with obesity.
Endocrine diseases caused by the presence of too much hormone may be treated surgically (tumor removal), by radiotherapy (such as the use of radioactive iodine to destroy an overactive thyroid gland), or with medication. Syndromes of hormone deficiency are often successfully treated by replacing the missing hormone, such as insulin injections to treat diabetes mellitus. Steroid and thyroid hormone replacements can usually be given orally.
Pets taking hormone replacement treatment must be monitored for adverse effects and periodically retested to make sure the dosage is correct. In some cases, such as after surgical removal of an endocrine tumor, the diseased gland will recover and hormone replacement will no longer be needed. However, most of the time, lifelong treatment is required. Closely follow your veterinarian's recommendations for dosing and follow-up testing, because side effects can be seen from using inappropriate dosages of medications.
Also see professional content regarding hormonal disorders of dogs The Endocrine System of Animals The endocrine system encompasses a group of tissues that release hormones into circulation for travel to and action on distant targets. An endocrine tissue is typically a ductless gland (eg... read more .
Blood Clots and Aneurysms in Dogs
Introduction to Reproductive Disorders of Dogs
Introduction to Blood Disorders of Dogs
Introduction to Heart and Blood Vessel Disorders in Dogs


Pedestrians on sidewalks and parking lots are frequently struck by vehicles driven by negligent drivers says Philadelphia pedestrian accident lawyer Rand Spear.
When vehicles strike pedestrians it just doesn't happen when people are trying to cross the road. They can happen any time vehicles and pedestrians meet, including on sidewalks or in parking lots and garages. Philadelphia pedestrian accident lawyer Rand Spear warns pedestrians to be on the lookout for vehicles no matter where they're walking.
Pedestrians are often the victims of accidents because drivers don't notice them or they are in the wrong place at the wrong time and are struck by out of control vehicles.
An 83-year-old Vineland, New Jersey, resident planning on attending the Philadelphia Flower Show in March was killed when she was struck by a chartered bus in a parking lot, reports the Vineland Daily Journal. She was pinned under the front wheel near the entrance door and died at the scene.
A Northeast Philadelphia resident was run over by a police cruiser in a Kensington park in April and died a week later because of her injuries, reports the Philadelphia Inquirer. Two officers were in a cruiser on a pedestrian path in McPherson Square when the driver reversed the vehicle and struck the forty year old mother of two. She suffered a broken pelvis, broken ribs and was on life support after the accident.
A man struck by an SUV after leaving a restaurant in Bear, Delaware, was killed in a hit and run accident, according to WPVI. Police report the victim was walking in a parking lot when he was hit by a Cadillac Escalade. The driver didn't stop and also struck a parked vehicle and the Alpha Worship Center building before leaving the scene.
Though vehicles should be travelling at slower speeds in parking lots, that doesn't mean they are safe places for pedestrians. The National Safety Council reported in November that up to two-thirds of drivers in parking lots may be too distracted to safely operate their vehicles. An estimated one in five accidents occur in parking lots, reports CBS News.
The National Safety Council estimates that at least 60,000 people suffer injuries and 500 or more people are killed in the roughly 50,000 accidents in parking lots and garages every year. A survey found 66% of respondents stated they felt comfortable making calls while driving in a parking lot and more than half admitted to texting while driving.
An AAA Mid-Atlantic study found that 30% of pedestrian accidents in Montgomery County in Maryland from January to the end of July in 2013 happened in parking lots, up from 22% in 2008, reports WJLA. An estimated 20% of all vehicle accidents nationwide happen in parking lots of shopping malls, shopping centers, supermarkets and big box stores. The county saw a 34% percent spike in vehicle-pedestrian accidents in parking lots and parking garages in 2012 compared to 2011.
If you or a loved one were involved in a pedestrian accident caused by a negligent vehicle driver don't wait to speak to a personal injury lawyer about the case. Protect his or her rights by visiting us on the web or by calling New Jersey and Philadelphia pedestrian accident lawyer Rand Spear now at 877-GET-RAND.


Every class has at least one.
Some of them have perpetual chips on their shoulders. They bristle at every perceived offense, whether it comes from a peer or the teacher. "Bristle" isn't the right word, because often the bristling turns into an explosion: shouting, a tirade that cannot be turned off no matter what the likely consequence will be. At times, the shouting may give way to outright violence: hitting, kicking, battery with some convenient object. In the music room, those objects are mallets and xylophone bars; in regular classrooms, they may include pencils. The eruption can only be stilled when the child leaves the room, hopefully voluntarily, but sometimes only with the help of a staff member summoned with an emergency call to the office.
Some of them are simply curious. They wander around the room, picking up and manipulating anything that catches their eye, and nothing short of restraints will still them from this activity. Again, consequences are useless: the drum must be hit, the recorder blown, the keyboard turned on and played.
At the other end of the spectrum are the moody ones: withdrawn, their faces clouded with sadness or with weepy anger. They refuse to participate, communicating only by snapping at anyone who tries to draw them out. They may hide under tables, sit in corners, curl up in a sitting or supine fetal position. If they're wearing hoodies, they may cinch up the hood around their heads until there's only a small air hole.
And then there are the mischief makers. Share an expectation with the class, and these children will knowingly, intentionally, blatantly defy it. The more the teacher emphasizes the rule, the more attractive its violation. Their misbehavior spans both the material and the interpersonal realms: remove them from the peers they will not leave alone, and they turn immediately to playing with forbidden objects. Whatever or whoever they are interacting with, the goal is simply to disrupt.
As any teacher can tell you, there's at least one in every class. Chances are, that one is an amalgam of all these types, manifesting a constant cycle of fury, depression, withdrawal, hyperactivity, and mischief. Some can be wooed with simply extrinsic behavior plans: earning points toward rewards with a clipboard, agreeing to swap good behavior for a cherished leadership role in the classroom. The hardest cases, though, don't respond to such superficial strategies. Something is deeply, traumatically broken inside these children, and mainstreaming is a detriment to both their education and that of their peers.
Today I had a fourth grade class that behaved better than they have since changing teachers two months ago. The reason seemed clear to me: the two most troubled children were absent, and the other two were moderating their behavior. On the other hand, I had a fifth grade class that was hijacked by outrageously defiant behavior from a child who's never given me trouble before. I think the latter case was an exception--most likely, there's something going on at home that I don't know about--but in the former, when their classroom teacher came to pick them up, I saw by the smile on her face that she, too, was having a lovely day without those children in her room.
The Reynolds School District has a facility for children whose behavior is so violently disruptive that they cannot be mainstreamed. It's called Four Corners, and it has a staff-to-student ratio that is at least 1:1. Only the most extreme cases go to Four Corners for the simple reason that the district can't afford to expand the criteria. This means that students like the fourth grade girl who will not rest until she is sent to the office, where she'd rather be than in any educational activity, remain in classes where their behavior holds back the learning of all their peers. If it weren't for the 2-3% of students at Margaret Scott who are like her, I'd be much farther along with my music curriculum. I expect test scores would be up school-wide, as well.
But we do have them, more of them than I've encountered at any other school. I suspect poverty has a lot to do with that: as the administrator I work with on music budgeting told me, trauma is a part of the daily life of many of our students. In an ideal world, we'd be able to provide these kids with the support they--and their teachers--need: aids in the classroom, space in the school where they can "de-escalate" from the multiplicitous stimuli of crowded classrooms, raucous lunchrooms, hectic playgrounds, mental health specialists who can counsel them through the uncontrollable passions that so often end in referrals for them and injuries for their classmates.
As you know from the preceding paragraphs, though, I do not teach in an ideal world. Far from it: I'm lucky to be in a classroom that I share with a computer lab, the presence of which is forcing me for the last two months of the school year to teach afternoon classes in the gym while students occupy my space to take Smarter Balance tests. Next year, it will become even less ideal, as an influx of more children leads to more classes, I'm forced back into the gym full time, and PE is taught outdoors on nice days, in the cafeteria when there's rain, and in classrooms when the cafeteria's in use. There's just no room for these children to be pulled out of the activities they find unbearably stressful, and so both they and their classmates suffer.
You may think, at this point, that I'm discouraged, and to some extent, I am. I will readily admit that, when I learned today that one of the fourth grade high flyers who has been a constant thorn in my side will not be coming to music anymore, the feeling that overwhelmed me was relief. And then came the sadness: I really do want to teach music to all the students of this school, to win over those who don't like it, convince them that singing, playing, and dancing are some of the most wonderful things human beings can do. But I've lost this one, and I don't know if she'll ever come back. Her parents are simply fed up with the referrals, and can't think of anything that will make her behave, so they're giving up on her.
This doesn't happen often, though I hear teachers threaten it to students who often have trouble controlling their impulses when they're in the music room. I wish it didn't happen at all; but again, the child who is made to sit in the classroom doing homework rather than being in the music room has a history of derailing lessons, and I have to admit class is easier without him or her there.
Knowing that, feeling it, I quickly move to guilt, and to a sense that I've failed this child. But really, the failure, if there is any, is at a much higher level: this district has not given any of us the resources to truly individualize education, to be creative with the squirrely kids, the morose kids, the traumatized hiding-under-the-desk kids. And so all of us--high flyers, their classmates, and we their teachers--suffer.
Someday, I hope this will change. Perhaps artificial intelligence will progress to the point at which every child can have a constant companion in his or her pocket, an aide to turn to when reading the worksheet is too difficult, when the presence of a particular child at the next desk is more interesting than the lesson, when fidgety arms and legs cannot be contained. Where the Reynolds School District can't afford aides, it has certainly demonstrated it can find the funds for iPads and laptops. When every child has an app that can listen to all that's troubling and, more than that, diagnose a child's emotional condition, then maybe we'll finally have peace in the classroom, and start making up that huge achievement gap between our education system and that of almost every other democracy in the world.
In the meantime, all I can do is what our principal throws around a bit too liberally when asked about how to deal with a class that contains four or five high flyers: "Just love them." And I do. Some of my favorite children at this school have been struggling in the last few months, as I've documented again and again through referrals and "corral cards" (Minor referrals that go home with the child). I do love my students, even the most challenging ones, and I want every one of them to succeed in music, to become a lifelong musician.
I won't succeed at that. Oh, some of them will be inspired, others will outgrow their developmental issues, still others will finally experience stability in their parents' relationships or their home address. I've seen some children who were high flyers in 2013, or even just earlier this school year, clean up their acts in huge ways. Mostly, though, I've just got to keep loving them, and letting them know that I do through my presence wih them. And when you stop to think about it--how many of these behaviors are things over which the child has no control, that are most likely caused by something going wrong at home--perhaps you can begin to feel the empathy I do for them, even as they're derailing yet another lesson that could rock their worlds if they could just sit still for a minute.


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Applicants are selected by the Director of Studies and an Environmental Studies Program Admissions Committee in consultation with the Dean of the HTC. Applicants should have a superior academic record, but committee members also look for students who are highly motivated and exhibit the potential to conduct independent research.
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