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State Reduction and State Assignment

To illustrate the process of state reduction and state assignment first we have to know the concepts of the state diagram, state table, and state equation. In this article, we are going to learn all the topics related to state reduction and assignment.

State diagram: The state graph or state diagram is a pictorial representation of the relationships between the present state, the input state, the next state, and the output state of a sequential circuit i.e. A state diagram is a graphical representation of a sequential circuit’s behavior.

Example: Consider an excitation table of J-K flip-flop 

The state diagram of the above table is 

State Diagram of J-K flip-flop 

State table: Even though the behavior of a sequential circuit can be conveniently described using a state diagram, for its implementation the information contained in the state diagram is to be translated into a state table. The tabular form of the state diagram is the state table. The present state, the next state, and the output are the three sections of the diagram.

The state table of JK flip-flop is:

State equation: Q n+1 = Q n bar J + Q n K bar

State reduction: 

The state reduction technique generally prevents the addition of duplicate states. The reduction in redundant states reduces the number of flip-flops and logic gates,  reducing the cost of the final circuit. Two states are said to be equivalent if every possible set of inputs generates exactly the same output and the same next state. When two states are equal, one of them can be eliminated without changing the input-output relationship. The state reduction algorithm is applied in the state table to reduce equivalent states.  

State assignment: 

State assignment refers to the process of assigning binary values to the states of a sequential machine. The binary values should be given to the states in such a way that flip-flop input functions may be implemented with a minimum number of logic gates.

State assignment rules are as follows:

Rule 1: States having the same next state for a given input condition should have assignments that can be grouped into logically adjacent cells in a K-map. 

Rule 2: States that are the next states of a single state should have assignments that can be grouped into logically adjacent cells in a K-map.

Example 1: To explain the concept of state reduction let us consider the state table as 

The state diagram for the above state table is 

State diagram before reduction

Step1: First here we are supposed to identify two or more similar states in the next state and output state. In the above table if we observe states of e and g are having the same next state and output values for all combinations of input i.e. X=0 and X=1.

So eliminate the g state in the state table and wherever g is present replace it with e. Because e and g both are the same i.e. e=g. 

Step 2: Again check if any two states have similar values or not. If any two states have the same next state and output then eliminate one state. 

Here d and f are having the same next state value and output. So eliminate f and wherever f is present replace it with d. Because both are the same d=f

Step 3: Further observe if any similar states are present or not. The states c and e are having same next states but they are having different outputs. So we can not consider it a reduction state. 

State diagram After reduction

Step 4:   If you observed the state table, the states are represented by using the alphabet. We can not proceed further if we are having alphabets, so, assigning binary numbers to alphabets is called a state assignment.  

To assign binary numbers to the state we have to consider the minimum number of bits. 

The codes must contain n bits for a circuit with m states, where 2 n >= m. In this case, each state requires 2 3 >=5=>3 bits to be represented. With three bits, there are eight possible combinations, of which five can be used to represent the states.

Step 5: Replacing the alphabets with binary numbers. 

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9.5 STATE ASSIGNMENT

Recall that the state assigned table is constructed by assigning randomly binary numbers to the states of the FSM. The problem is that there is no priori knowledge to determine which state assignment sequence would produce a minimum circuit implementation. To illustrate the effects of state assignment, consider the state assigned table shown in Figure 9.13 . An alternative state assigned table is shown in Figure 9.24 , where the binary values of states S 2 and S 3 were switched. States S 2 and S 3 are assigned the binary numbers 11 and 10, respectively.

Next states Y 1 and Y 2 and output z logic expressions are derived using the Karnaugh maps shown in Figure 9.25 . Using D flip-flops, the circuit implementation of the FSM is illustrated in Figure 9.26 . Notice that the combinational circuit of the FSM has fewer logic gates than the implementation circuit in Figure 9.15 . This example illustrates that different state assignments generate different implementation circuits with varying degrees of complexity. Although there is no simple way to guess an appropriate state assignment, a visual inspection of Karnaugh maps of an initial state assignment would give insights on how to modify the Karnaugh maps to obtain reduced implicants, which generate combinational circuits with fewer logic gates. Of course, for a larger number of states, visual inspections become impossible. As mentioned before, modern CAD tools use proprietary methods to generate optimized implementations.

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State Assignment Algorithms

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The methods of state assignment are presented in this chapter. The methods strive to find the optimum fit for a FSM to the structure of CPLD. The state assignment process includes techniques of two-level minimization and the limited number of terms contained in the cell. First, the method aimed at area optimization is presented. As a next, the method of state assignment for speed maximization is introduced. Finally, the method of state assignment by means of outputs with necessary theory is presented.

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Avedillo, M., Quintana, J., Huertas, J.: State merging and state splitting via state assignment: a new FSM synthesis algorithm. IEE Transactions on Computers and Digital Techniques 141(4), 229–237 (1994)

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Czerwinski, R., Kania, D.: State assignment: logic level minimization with overcoding. Elektronika (11), 26–28 (2006) (in Polish)

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Czerwinski, R., Kania, D.: Simple state assignment method for programmable structures. In: KKE 2008, pp. 189–194 (2008) (in Polish)

MCNC, LGSynth’91 benchmarks. Collaborative Benchmarking Laboratory, Department of Computer Science at North Carolina State University (1991), http://www.cbl.ncsu.edu:16080/benchmarks/LGSynth91/

Solowjew, W., Chyzy, M.: Synteza automatow skonczonych na ukladach PAL. Elektronika 10, 23–27 (1996) (in Polish)

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Czerwinski, R., Kania, D. (2013). State Assignment Algorithms. In: Finite State Machine Logic Synthesis for Complex Programmable Logic Devices. Lecture Notes in Electrical Engineering, vol 231. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-36166-1_4

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FSM state assignment techniques, which one should I use?

I'm currently studying finite-state machines at my university and the topic of state assignment optimization came up today. Apparently there are several technique for finding the correct state assignment for a FSM, but the overall approach is based on heuristic methods invented by Humphrey (" rules for state code adjacency "). While reading some papers on the subject, it seems to me that doing this by hand could prove very difficult, but apparently that's how they expect us to do it at my university. How should I proceed while assigning states in an FSM? Is there a standard technique/strategy people use today? Or is everything done by CAD tools?

• state-machines
• optimization

• 1 \$\begingroup\$ You're correct in that, for the most part, the CAD tools (VHDL, Verilog, synthesis) takes care of that for you. It's more of a academic exercise nowadays. Back when I was in school, I had a whole course in Finite State Machine Theory. Never used any of that material even once in over 53 years. \$\endgroup\$ –  SteveSh Commented Dec 7, 2021 at 11:46

The two extremes are binary coded, and 'one-hot'. The former uses log2(states) latches, the latter uses states latches.

If you want minimum state storage, then binary coded is the way to go. However, if the latches don't transition all at the same time, you may go through illegal states on the way from the start state to the final state. Gray-coding the transitions if possible with your particular sequence of inputs, or partially coding sub-sections, or ensuring that illegal transition states are 'don't cares' are the typical ways to overcome this.

One-hot sounds like more hardware, but it often makes decoding to the next state simpler. It's also easier to debug. Obviously two or more latches on at the same time is illegal, and you have to have similar measures to tolerate or avoid this possibility.

Needless to say, a CAD tool will not handle these considerations, it will only do as it's told. You need therefore to lay out a few FSMs by hand, using both extremes of design, and a few in the middle, seeing how each go wrong in their unique ways, before you have the insight to be able to instruct the CAD tools to 'build me a 'this type' of FSM'.

• 2 \$\begingroup\$ It might be worth noting that a lot of CAD tools (Synopsys, Vivado, Quartus etc), especially ones for FPGAs, ignore the user's state encoding entirely and just re-encode all FSMs in whatever way they see fit. It's actually very hard to stop them from doing that. \$\endgroup\$ –  Jonathan S. Commented Dec 7, 2021 at 12:52
• \$\begingroup\$ There are also "safe state machine" techniques which may or may not be supported by the tools (or may be deliberately architected in the SM) to recover when a transient error (alpha particle?) lands the SM in an illegal state. One-hot provides a 2^N explosion in the number of illegal states (recovery requires detecting no-hot or n-hot (n>1)), while binary provides a more tightly bounded set of illegal states (which I usually daisy chain back to a safe state). Analysis of recovery techniques is not comment material; just be aware it's an issue. \$\endgroup\$ –  user16324 Commented Dec 7, 2021 at 14:42

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Two papers will be assigned for the semester, each to be no more than three typewritten pages in length. Each paper will be worth 50 points.

Purpose:   The purpose of this assignment is to aid the student in learning skills necessary in forming policy-making decisions and to encourage the student to consider the integral relationship between theory, research, and social policy.

Format:   The student may choose any issue of interest that is appropriate to the socialization focus of the course, but the issue must be clearly stated and the student is advised to carefully limit the scope of the issue question.

There are three sections to the paper:

First:   One page will summarize two conflicting theoretical approaches to the chosen issue. Summarize only what the selected theories may or would say about the particular question you've posed; do not try to summarize the entire theory. Make clear to a reader in what way the two theories disagree or contrast. Your text should provide you with the basic information to do this section.

Second:   On the second page, summarize (abstract) one relevant piece of current research. The research article must be chosen from a professional journal (not a secondary source) written within the last five years. The article should be abstracted and then the student should clearly show how the research relates to the theoretical position(s) stated earlier, in particular, and to the socialization issue chosen in general. Be sure the subjects used, methodology, and assumptions can be reasonably extended to your concern.

Third:   On the third page, the student will present a policy guideline (for example, the Colorado courts should be required to include, on the child's behalf, a child development specialist's testimony at all custody hearings) that can be supported by the information gained and presented in the first two pages. My advice is that you picture a specific audience and the final purpose or use of such a policy guideline. For example, perhaps as a child development specialist you have been requested to present an informed opinion to a federal or state committee whose charge is to develop a particular type of human development program or service. Be specific about your hypothetical situation and this will help you write a realistic policy guideline.

Sample papers will be available in the department reading room.

SP3XX Short Essay Grading Criteria

A (90-100): Thesis is clearly presented in first paragraph. Every subsequent paragraph contributes significantly to the development of the thesis. Final paragraph "pulls together" the body of the essay and demonstrates how the essay as a whole has supported the thesis. In terms of both style and content, the essay is a pleasure to read; ideas are brought forth with clarity and follow each other logically and effortlessly. Essay is virtually free of misspellings, sentence fragments, fused sentences, comma splices, semicolon errors, wrong word choices, and paragraphing errors.

B (80-89): Thesis is clearly presented in first paragraph. Every subsequent paragraph contributes significantly to the development of the thesis. Final paragraph "pulls together" the body of the essay and demonstrates how the essay as a whole has supported the thesis. In terms of style and content, the essay is still clear and progresses logically, but the essay is somewhat weaker due to awkward word choice, sentence structure, or organization. Essay may have a few (approximately 3) instances of misspellings, sentence fragments, fused sentences, comma splices, semicolon errors, wrong word choices, and paragraphing errors.

C (70-79): There is a thesis, but the reader may have to hunt for it a bit. All the paragraphs contribute to the thesis, but the organization of these paragraphs is less than clear. Final paragraph simply summarizes essay without successfully integrating the ideas presented into a unified support for thesis. In terms of style and content, the reader is able to discern the intent of the essay and the support for the thesis, but some amount of mental gymnastics and "reading between the lines" is necessary; the essay is not easy to read, but it still has said some important things. Essay may have instances (approximately 6) of misspellings, sentence fragments, fused sentences, comma splices, semicolon errors, wrong word choices, and paragraphing errors.

D (60-69): Thesis is not clear. Individual paragraphs may have interesting insights, but the paragraphs do not work together well in support of the thesis. In terms of style and content, the essay is difficult to read and to understand, but the reader can see there was a (less than successful) effort to engage a meaningful subject. Essay may have several instances (approximately 6) of misspellings, sentence fragments, fused sentences, comma splices, semicolon errors, wrong word choices, and paragraphing errors.

Teacher Comments

Patrick Fitzhorn, Mechanical Engineering: My expectations for freshman are relatively high. I'm jaded with the seniors, who keep disappointing me. Often, we don't agree on the grading criteria.

There's three parts to our writing in engineering. The first part, is the assignment itself.

The four types: lab reports, technical papers, design reports, and proposals. The other part is expectations in terms of a growth of writing style at each level in our curriculum and an understanding of that from students so they understand that high school writing is not acceptable as a senior in college. Third, is how we transform our expectations into justifiable grades that have real feedback for the students.

To the freshman, I might give a page to a page and one half to here's how I want the design report. To the seniors it was three pages long. We try to capture how our expectations change from freshman to senior. I bet the structure is almost identical...

We always give them pretty rigorous outlines. Often times, the way students write is to take the outline we give them and students write that chunk. Virtually every writing assignment we give, we provide a writing outline of the writing style we want. These patterns are then used in industry. One organization style works for each of the writing styles. Between faculty, some minute details may change with organization, but there is a standard for writers to follow.

Interviewer: How do students determine purpose

Ken Reardon, Chemical Engineerin: Students usually respond to an assignment. That tells them what the purpose is. . . . I think it's something they infer from the assignment sheet.

Interviewer What types of purposes are there?

Ken Reardon: Persuading is the case with proposals. And informing with progress and the final results. Informing is to just "Here are the results of analysis; here's the answer to the question." It's presenting information. Persuasion is analyzing some information and coming to a conclusion. More of the writing I've seen engineers do is a soft version of persuasion, where they're not trying to sell. "Here's my analysis, here's how I interpreted those results and so here's what I think is worthwhile." Justifying.

Interviewer: Why do students need to be aware of this concept?

Ken Reardon: It helps to tell the reader what they're reading. Without it, readers don't know how to read.

Kiefer, Kate. (1997). Designing Writing Assignments. Writing@CSU . Colorado State University. https://writing.colostate.edu/teaching/guide.cfm?guideid=101

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Communication Across the Disciplines

10 tips for writing assignments.

• Clarify the task. Don't let questions about the task encourage procrastination.
• Do the research early. Collecting and absorbing the material will help you meditate on what you will write, even if you don't get to work on the writing immediately.
• Leave a strong paper trail. Frequently, the lack of good note taking doesn't register until you are in the throes of the final preparation of your project, when deadlines loom, and materials are difficult to recover. This is because one often reads and discards materials as not being relevant during the research process, only to discover later, during the writing process, that they are.
• Brainstorm, make notes, jot down ideas as they occur, and begin by writing the stuff you do know. Most writing will be complex and you can't do all of the stages--brainstorming, drafting, revising, editing, proofreading--in one fell swoop. Breaking the process into smaller steps makes it more manageable, and lets you make progress even when you don't have large chunks of time to devote to writing.
• Get feedback. It's difficult to anticipate the gaps, confusion, and potential misinterpretations that complex writing can generate. You need to have at least one outside reader to help you.
• Allow time for revising and editing. Once the ideas are drafted, you'll usually find that you need to go back and re-read, re-search, re-organize, and re-think what you have said.
• Make the organization apparent. Use paragraphs, subheadings, and spatial divisions (layout) to indicate clearly changes in subject matter, focus, and depth. Sometimes this is a good time to prepare an outline, to make sure that your organization makes sense.
• Write the introduction last. A good introduction must point forward to what the writing contains. It is a promise to the reader, and should be accurate. The best introductions will be prepared after you know what you will say and how you will say it.
• Check for accuracy. Research-based writing is often complex and it is easy to overlook a mistake made while drafting. Check your sources, read carefully through your quotations, citations, and documentation.
• Proofread carefully. This is often a step left out in the crunch to finish by a deadline, and yet, it is often little mistakes (typos, errors of punctuation and grammar) which communicate to your reader a sense of carelessness or inability to write.
• Forgive yourself for what is not perfect. We never stop learning how to write. No draft is ever perfect, but the deadline requires that you do your best and then send it out into the world of the reader.

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• Citation Styles

How to read assignment guidelines for an academic paper

Before you can start researching and writing, you should always double-check your assignment guidelines to be sure that you understand what your instructor requires and how you will be graded. In this post, we discuss tactics for understanding assignment guidelines for academic papers.

What are assignment guidelines?

When instructors assign essays, research papers, or other projects, they may provide you with a set of guidelines for completing the assignment successfully. These guidelines feature information about what the instructor expects and how the assignment will be graded.

Guidelines may also include step-by-step instructions on how to complete the assignment, as well as information about formatting, style, and citations. You can use assignment guidelines to help you create a plan for finishing your research, writing, and citing in a timely way.

The core parts of an academic assignment

Most assignment guidelines include some, if not all, of the following components.

Your instructor will likely include an overview of the assignment that provides a summary of the assignment and that highlights its main purpose.

Step-by-step instructions

Assignment guidelines may also include step-by-step instructions that break the assignment down into more manageable parts. For instance, for a research paper assignment, you might encounter steps for the research process, steps for writing, and additional steps for revision and proofreading .

Formatting requirements

Writing assignment guidelines also include formatting instructions. These will tell you what kind of citation style that you need to use for your bibliography and in-text citations, as well as details about the required font size, margins, headings , and title pages .

A citation generator like BibGuru can help you create accurate citations for your assignment in MLA , APA , or other major styles .

Learning outcomes

Your instructor may also include the assignment’s learning outcomes as part of the guidelines. These outcomes tell you what you will learn after completing the assignment.

For essays or research papers, the learning outcomes will likely mention argumentation, research and writing skills, and citation.

Finally, some assignment guidelines include a rubric, which shows you how the assignment will be graded. Rubrics vary depending on the type of assignment. Some are based on total points, while others explain what you need to do to get a certain letter grade.

Tips for understanding assignment guidelines

1. read, and re-read, the guidelines carefully..

Before you can start your assignment, you’ll want to read, and re-read, the assignment guidelines carefully. You may also wish to revisit them throughout the project. This ensures that you will understand the assignment’s key steps.

2. Make notes on the guidelines.

As you read the assignment’s guidelines, take notes: underline or highlight important aspects of the document and write out any questions that you may have.

3. Use the guidelines to create a project plan.

You can also use your assignment guidelines to create a project plan . Assign a due date to each step of the project and plan to schedule time for revision and proofreading , especially if you’re writing a paper.

4. Ask for clarification, as needed.

If you don’t understand some aspect of the assignment, be sure to ask your instructor as soon as possible. It’s important to have a thorough grasp of what an assignment entails before you get started.

Frequently Asked Questions about how to read assignment guidelines

Assignment guidelines provide you with information about what your instructor expects and how the assignment will be graded.

Typical academic assignments include essays, research papers, and presentations .

Guidelines may include an overview of the assignment, step-by-step instructions on how to complete the assignment, and information about formatting, style, and citations.

Before you can start your assignment, you’ll want to read, and re-read, the assignment guidelines carefully.

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Writing as a College Student

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Writing at the college level involves new expectations that may require new strategies. While specific genres of writing have distinct purposes, college writing helps you develop skills such as thinking critically, communicating professionally, and articulating yourself well. Although common writing expectations and strategies are listed below, always follow assignment guidelines and write with your audience in mind.

General College Writing Expectations

Writing as a college student can seem daunting, but drawing on your previous writing experience and relying on instructors and campus resources can help to ease the transition. Although writing assignments may differ, many have similar expectations to those listed below.

• Understand what the assignment is asking . Assignment guidelines can be confusing or lengthy, and reading carefully and slowly can help to make sense of them.
• Refer to assignment guidelines , rubrics, and class policies for questions about the assignment
• Learn the conventions of your discipline , including genre, audience, citation style, and AI policies. Notice the writing style used in your field, then practice using it in your assignments.
• Ask questions of instructors, writing center tutors, and librarians.
• Present clear, coherent ideas . Consider if a reader would understand what you intend to say.
• Maintain a professional tone appropriate for your audience and their needs.
• Improve writing mechanics , such as spelling, grammar, and punctuation. Writing mechanics can be complicated, but your skills can improve with practice.
• Read feedback on your assignments, and incorporate those suggestions into your future work.

Refining Your Writing Skills

Using effective strategies when approaching writing assignments can help you mitigate worries, strengthen writing skills, increase confidence, and improve writing efficiency.

• Start assignments early to ensure you have ample time to pace your work.
• Break projects into smaller, manageable tasks ; set reasonable and achievable goals.
• Organize your work by using consistent note-taking techniques, such as highlighting, color-coding, or annotating. Experiment with different ways to accomplish your writing assignments, and keep track of any requirements, deadlines, and rubrics.
• Join a study group to encourage accountability, collaborate with others, and receive support.
• Regulate your time and energy for writing. One part of an assignment may require more effort than another part. Allocate your energy mindfully to help make writing sessions more productive
• Set aside time for both writing and self-care . Scheduling time to work and take breaks can improve your writing capacity and save you time in the long run.
• Create an environment for your writing needs. Consider different times, locations, and comforts that work for you (e.g., morning, evening; library, bedroom; snacks, lighting).
• Approach writing assignments with a positive and confident attitude . Remember that college work is centered on continual learning, and the writing process will have ups and downs.
• Use campus resources and opportunities . Consult with peers, talk with instructors or advisors, explore library services (in-person and online), and attend university workshops.

Developing Your Writing Process

College writing assignments can be complex, and assignments can build on each other within a course. It may also involve in-depth academic research. Create and maintain a personal writing process to organize your writing, research, and personal time.

• Prewriting : Understand the assignment requirements and identify your audience and tone. Brainstorm potential topics to expand on when writing later.
• Outlining : Determine your main point for the writing assignment. Create sections with brief notes and develop your thoughts from prewriting.
• Drafting : Elaborate on your outline and form sentences or paragraphs. Write about your thoughts and arguments in detail. If needed, add sources by using quotations, paraphrases, and summaries.
• Revising : Read your draft and adjust it to clarify points and strengthen the argument.
• Editing : Check for spelling, grammar, and punctuation errors. Change the format according to a style guide, example, or template.
• Writing processes are cyclical and take time . The first draft is not your final draft. Steps such as drafting and revising often occur more than once.
• Read the assignment guidelines carefully, and ask your professor about research requirements such as the number and type of sources required (e.g., primary, popular, peer-reviewed, etc.).
• Adjust your research topic to fit the requirements of the assignment. Narrow or broaden your topic by considering timeframes, locations, demographics, and contemporary issues.
• Identify your audience and adapt to their level of familiarity with your topic. Determine whether terms and concepts need to be explained. Your audience determine your tone or style.
• Identify patterns of feedback you receive from instructors, peers, or writing consultants. Use that feedback (both positive and negative) to inform your future writing.
• Avoid plagiarism by tracking and citing sources using your assigned citation style.
• Contribute to a larger academic conversation by connecting your ideas to sources through summary, analysis, and synthesis.
• Use library resources such as the physical library, online academic databases, and library research tutorials to become familiar with your field of study and help you identify relevant, credible sources to incorporate in your writing.
• Chat with a research librarian or meet with a writing center consultant for help finding, reading, and writing with sources.
• Learn how AI can facilitate or frustrate your writing and learning processes . Understand AI policies and expectations as outlined by your instructor, department, and university. AI policies and expectations may vary by instructor or program.
• Know that strengthening your digital literacy , information literacy , and academic reading skills will help you develop as a college-level writer.

As a college writer, you will continually grow and improve. College is a learning environment. Getting support from others can ease anxiety and build your confidence as a writer. If you feel overwhelmed, remember that you are in college to learn, and faculty, peers and the Writing Center are here to help.

Utah Valley University

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AAEP updates internal parasite control guidelines

The American Association of Equine Practitioners (AAEP) recently issued revised Internal Parasite Control Guidelines to help minimize the risk of parasitic disease and maintain the effectiveness of current drugs for as long as possible by delaying further development of anthelmintic resistance.

Last revised in 2019, the guidelines account for recent advances in knowledge concerning increased anthelmintic resistance and optimization of parasite control management practices. The guidelines also address common misconceptions and offer parasite control program recommendations for senior horses (over 15 years old), mature horses (between 5 and 15 years old), and young horses (under 5 years old).

Dr. Martin Nielsen, chair of the AAEP task force that wrote the updated guidelines, said in a statement , “We have seen dramatic development in the field of equine parasite control over the past 10 years, since we first launched these guidelines, and we work hard to keep our recommendations up to date.”

The guidelines include several key considerations, such as the following:

• Perform fecal egg count reduction tests annually to ensure that you are using effective dewormers in every herd or barn.
• Recognize that no anthelmintic will eliminate all parasitic stages from a horse.
• Continue using fecal egg counts once or twice per year to stratify horses into low, medium, and high shedders to reduce pasture contamination.
• Deworm all horses at a baseline rate and target selected horses more often based on fecal egg counts.
• Do not use fecal egg counts to diagnose disease in horses as there is no correlation between fecal egg counts and disease-causing parasite life stages.
• Discontinue deworming all horses with fixed intervals year-round and stop blindly rotating anthelmintic classes.

In addition to Dr. Nielsen, the task force was composed of 10 AAEP members predominantly board certified in veterinary internal medicine, veterinary parasitology, or veterinary microbiology. The updated guidelines were reviewed and approved by the AAEP Infectious Disease Committee and board of directors.

Related content

CAPC forecasts continuing spread of parasitic diseases

AAEP updates parasite control guidelines

Survey: Veterinarians see risk from drug-resistant parasites

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Jets’ will mcdonald making most of chances he craves to earn bigger role.

Jets second-year defensive end Will McDonald knows the assignment. 

“Get more sacks,” McDonald said after the Jets beat the Commanders, 20-17 , Saturday. “I’ve got to get some sacks. That’s the only thing that’s on my mind. Just being that baller and impacting the game every time I’m out there.” 

Of the players who are not fighting for roster spots, there may not be another Jet who has more riding on this training camp and preseason than McDonald.

The Jets took him with the No. 15 overall pick in 2023, a pick that drew complaints from fans who wanted an offensive lineman or wide receiver at the spot.

McDonald played sparingly as a rookie but did show flashes of the ability that made him a first-round pick.

He finished the season with three sacks. 

With Bryce Huff leaving for the Eagles in free agency and the Jets trading John Franklin-Myers to the Broncos, there is an opening for an edge rusher that McDonald can fill.

The team traded for Haason Reddick to help fill that opening too, but he is holding out, creating even more opportunity for McDonald . 

On Saturday, McDonald played 12 snaps. He did not have a sack, but he did drill Commanders quarterback Jeff Driskel on one play after using his signature spin move to beat tackle Mason Brooks.

McDonald ended up getting flagged on the play for roughing the passer, but it looked like a questionable call .

The official said McDonald landed on Driskel with his full body weight. 

Even though it ended up in a penalty, the play showed just how explosive McDonald can be off the edge. McDonald is an athletic freak with the ability to bend around the edge.

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The Jets wish he would have added more weight to his frame this offseason, but McDonald says he has gotten stronger. 

“I’m bigger, stronger, faster,” McDonald said. “I’m better at play recognition. Last year, I was a rookie. I still was trying to do what I needed to do, but this offseason, I made sure that I did what I need to.” 

The question entering Year 2 for the Jets and McDonald is how much he will see the field. Jets coach Robert Saleh and defensive coordinator Jeff Ulbrich like to use a rotation on the defensive line.

Last season, the breakdown of snaps went like this: Jermaine Johnson 66 percent, Franklin-Myers 55 percent, Huff 42 percent, Micheal Clemons 33 percent and McDonald 16 percent. 

Johnson and Reddick figure to be the top two edge rushers this season, but can McDonald get up to Huff’s level of playing time? 

Many have talked about McDonald making a jump this season. He feels he just needs a chance. 

“I don’t really think I need a leap; I just need some more opportunities,” McDonald said. “I’ve always been this type of player. Last year, we had a lot of good guys in the room, I just wasn’t able to get as much opportunities, but now this year, I’m hoping to get those opportunities more and just take advantage of those. People always say leap this and leap that, I don’t really think I needed to take a leap because for one, I wasn’t a bad player. I just needed more opportunities so I could take advantage of those.” 

. @WILL_JUN1OR had himself a DAY against Washington 🔥 pic.twitter.com/r6gqxDyrky — New York Jets (@nyjets) August 9, 2024

The Jets travel to Charlotte, N.C., this week for a joint practice Thursday with the Panthers before playing them in a preseason game on Saturday.

It will be another big week for McDonald.

The Jets posted video of his performance in a joint practice against the Commanders last week, highlighting how well he played.

McDonald now knows he needs to show that in a game. 

“It was cool, but that’s practice,” McDonald said. “When it comes to game time, that’s when you really have to go crazy. When the game comes, that’s when you have to be a baller.”

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