scholarly journals Discipline Based Education Research for Animal Welfare Science

2018 ◽  
Author(s):  
Jill R D MacKay
Keyword(s):  
Education Research ◽  
Animal Welfare ◽  
Educational Research ◽  
Educational Practice ◽  
Research Literature ◽  
Animal Welfare Science ◽  
Specialist Knowledge ◽  
Collaborative Working ◽  
Pedagogical Research ◽  
The Uk

Animal welfare science features interdisciplinary and collaborative working across fields, spanning behavioural ecology, psychology, veterinary sciences, economics and fundamental biology. However, education research is not yet prevalent within the animal welfare literature. In a Web of Science search there were 188 papers which specifically discussed or explored how to teach animal welfare from 1978 to 2017. Of these, only 34% (n = 61) specifically focussed on instructional design or pedagogical research, and these were predominantly within veterinary education (57%). Despite this, the literature is in broad agreement that animal welfare education is an important topic that should be done well. Within the UK, there were a possible 586 animal-related courses within Universities College Admissions Service database for potential students to choose from, highlighting the significance of robust and considered educational practice. The current gaps identified in the literature were discussion of hidden curriculums outside of veterinary degrees, animal-centred education, the blueprinting of assessment and authentic assessment. Therefore, this review proposes that animal welfare scientists interested in education consider discipline based educational research (DBER) practices, and engage more fully with the educational research literature. A key component of DBER is the recognition that specialist knowledge needs to be taught by specialists, and so it is important that animal welfare scientists begin to access educational research too.

scholarly journals Living the ‘Best Life’ or ‘One Size Fits All’—Stakeholder Perceptions of Racehorse Welfare

Animals ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. 134 ◽  
Author(s):  
Deborah Butler ◽  
Mathilde Valenchon ◽  
Rachel Annan ◽  
Helen Whay ◽  
Siobhan Mullan
Keyword(s):  
Focus Groups ◽  
Animal Welfare ◽  
Thematic Analysis ◽  
Human Relationship ◽  
Welfare Assessment ◽  
Assessment Protocol ◽  
Factors Influencing ◽  
Main Challenge ◽  
Animal Welfare Science ◽  
The Uk

The purpose of the study was to explore the perceptions held by British racing industry stakeholders of factors influencing racehorse welfare. Ten focus groups were held across the UK with a total of 42 stakeholders from a range of roles within racehorse care including trainers, stable staff and veterinarians. Participants took part in three exercises. Firstly, to describe the scenarios of a ‘best life’ and the minimum welfare standards a horse in training could be living under. Secondly, to identify the main challenges for racehorse welfare and thirdly, to recall any innovative or uncommon practices to improve welfare they had witnessed. Using thematic analysis, eight themes emerged from the first exercise. Two strands, factors that contribute to maintaining health and the horse-human relationship ran through all eight themes. Across all themes horses living the ‘best life’ were perceived as being treated as individuals rather than being part of a ‘one size fits all’ life when kept under minimum welfare standards. Health was both perceived as the main challenge to welfare as well as one open to innovative practices such as improved veterinary treatments. Data obtained, informed by the knowledge and expertise of experienced stakeholders, combined with practical animal welfare science will be used to develop the first British racehorse welfare assessment protocol.

scholarly journals Constructivism in Environmental Education: Beyond Conceptual Change Theory

2004 ◽  
Vol 20 (2) ◽  
pp. 93-101 ◽  
Author(s):  
Ian Robottom
Keyword(s):  
Science Education ◽  
Education Research ◽  
Environmental Education ◽  
Conceptual Change ◽  
Educational Research ◽  
Subject Matter ◽  
Teaching Practice ◽  
Change Theory ◽  
Research Literature ◽  
Matter Content

AbstractConstructivism, as a set of theories about how learners learn, has been an important discourse in the educational research literature for a number of years. Interestingly, it has been far more visible in science education research than in environmental education research. This article considers conceptual change theory within constructivism as a contested concept, outlines differing expressions of constructivism in science education and environmental education, and argues for approaches to environmental education that adopt socially constructivist perspectives with respect to the character of the subject matter content as well as to learners' apprehension of such content. In considering implications for research, this perspective is juxtaposed with a recent United States Education Act, which prescribes a far more objectivist approach to educational research and which serves as a reminder that research itself is a powerful factor in shaping how we construct the nature of subject matter, learning and the implications of these for teaching practice.

“It’s not just a diet, it’s a lifestyle”: An Exploratory Study into Community Preferences of Vegan Definitions

2019 ◽  
Author(s):  
Madelon North ◽  
Emily Jane Kothe ◽  
Anna Klas ◽  
Mathew Ling
Keyword(s):  
Exploratory Study ◽  
Personal Experience ◽  
Research Literature ◽  
Advocacy Groups ◽  
Convenience Sample ◽  
Future Studies ◽  
Ranking Order ◽  
The Uk ◽  
Community Preferences ◽  
Positivist Approach

Veganism is an increasingly popular lifestyle within Western societies, including Australia. However, there appears to be a positivist approach to defining veganism in the literature. This has implications for measurement and coherence of the research literature. This exploratory study assessed preference rankings for definitions of veganism used by vegan advocacy groups across an Australian convenience sample of three dietary groups (vegan = 230, omnivore = 117, vegetarian = 43). Participants were also asked to explain their ranking order in an open-ended question. Most vegans selected the UK definition as their first preference, omnivores underwent five rounds of preference reallocation before the Irish definition was selected, and vegetarians underwent four rounds before the UK definition was selected. A reflexive thematic analysis of participant explanations for their rankings identified four themes: (1) Diet vs. lifestyle, (2) Absolutism, (3) Social justice, and (4) Animal justice. These four themes represent how participants had differing perceptions of veganism according to their personal experience and understanding of the term. It appears participants took less of an absolutist approach to the definition and how individuals conceptualise veganism may be more dynamic than first expected. This will be important when researchers are considering how we are defining veganism in future studies to maintain consistency in the field.

scholarly journals PSIV-33 The Animal Welfare Assessment Contest® as a Tool to Promote Animal Welfare Education

2020 ◽  
Vol 98 (Supplement_4) ◽  
pp. 468-468
Author(s):  
Sharon Kuca ◽  
Lindsey McKinney ◽  
Cia Johnson
Keyword(s):  
Graduate Students ◽  
Animal Welfare ◽  
Educational Tool ◽  
Welfare Assessment ◽  
Behavioral Indicators ◽  
Animal Welfare Science ◽  
Computer Based ◽  
Animal Welfare Assessment ◽  
Strongly Agree

Abstract Established in 2001, the Animal Welfare Assessment Contest® (AWJAC®) aims to be an innovative educational tool for enhancing understanding and awareness of welfare issues affecting animals used for human purposes (e.g., research, agriculture, entertainment, companionship). The contest is open to participation by veterinary, undergraduate, and graduate students who may participate as individuals or as part of a team. A limited number of veterinarians are also eligible to compete as non-placing participants. Participation in the contest entails assessment of live and computer-based scenarios encompassing data, photographs, and videos of animals in comparable situations. Students then use the information obtained to rank the welfare of the animals in those situations on the basis of physiologic and behavioral indicators, with attention to facilities and management, and present their analyses orally to expert judges. The species featured change each year of the contest. At the completion of each contest, participants and coaches are asked to anonymously complete a written survey. The quantitative and qualitative results of this survey are used to determine if the contest has achieved its aims and incorporate suggestions for improvement of future contests. The majority of survey respondents from the five contests held between 2014–2018 report they either strongly agree or agree that the AWJAC increased their knowledge of animal welfare science (98%, n = 549) and was an overall valuable experience (99%, n = 547) that they would recommend to their peers (98%, n = 550). Respondents cited networking opportunities and diversity of species featured in the contest as key reasons the contest is valuable. Given these results, the AWJAC is successfully achieving its aims to increase animal welfare knowledge in an innovative way.

Responding to the marauding terror attack: the police perspective

2018 ◽  
Vol 166 (2) ◽  
pp. 80-83 ◽  
Author(s):  
Sean Wheatley ◽  
A C Hollingsworth ◽  
I Greaves
Keyword(s):  
Emergency Service ◽  
Terror Attack ◽  
Police Response ◽  
Service Personnel ◽  
Emergency Service Personnel ◽  
Collaborative Working ◽  
The Uk ◽  
Terrorist Event

UKpolice forces have had to adapt their tactical approach to the emerging terror threat that now faces the UK. This has led to an evolution in the training, education and conduct of authorised firearms officers and an increased capability in the provision of immediate lifesaving care to injured casualties. This article intends to describe the police response to a marauding terror attack and describes the medical capabilities authorised firearms officers possess in order to educate other emergency service responders to such an event. The challenges of training for a major terrorist event and the benefits of collaborative working with other emergency service personnel are discussed.

Educational research in educational practice [1]

2003 ◽  
Vol 27 (3) ◽  
pp. 247-256 ◽  
Author(s):  
Martin Bloomer ◽  
David James
Keyword(s):  
Educational Research ◽  
Educational Practice
Sign in / Sign up

Export Citation Format

Share Document