Academic literature on the topic 'Animals violence emphaty children education'

AbstractService and education organizations such as the ASPCA claim a connection between family violence against children and companion animals, but to what extent does the general public share this perception? Sixty-three undergraduates rated their certainty about perceiving family violence using 60 pictures with differing potential targets of family violence. Participants showed stronger certainty when the target was a child than when the target was a companion animal, but ratings for companion animals averaged above the midpoint of the scale used. Interview questions were used to obtain information about childhood recollections of joint discipline situations in which children received punishment for what companion animals did, or vice versa. Thirty-four participants recalled such situations, some of which resulted in the death or discarding of a family's companion animal. The majority of participants affirmed a connection between violence against children and companion animals in the family, with some giving credit for that insight to their taking part in the study.

Violence in animals, especially dogs, is increasing every day. The lack of education and knowledge about loving dogs is also less given to the wider community. For dog owners will understand more about how to interact and treat dogs, but for those who do not have or get used to the existence of dogs it will be very difficult to love dogs. With the rapid development of age and technology, violence against animals, especially dogs, is becoming increasingly visible by uploading to social media for the purpose of having fun. The rise in violence against animals has led the rest of the world to denounce by making laws that ensnare perpetrators. In reality the community itself does not care about this troubling behavior and ignores the current law. Providing education about dogs can be done early so that when growing up the child does not hurt and love the dog. Therefore, this design was created with the aim of providing information to the public on how to interact and love dogs for children. Giving an education to the child can go through a pleasant thing so as not to feel burdened. Educating through an illustration book will make it easier for the child to learn, this can be done when the child will go to sleep, because the information will be absorbed faster and remembered longer when given at night.

Animal Cruelty regularly happened during childhood that indicates beyond cruelty to humans. Cruelty to animals distinguishes some steps: curiosity, exploration, imitates or even the aggressive act refers to animal cruelty. The ignorance toward these aggressive acts led to Conduct Disorder or even Antisocial Personality Disorder. Animal Cruelty reached an agreement as to the unethical act with intentional tortures, unintentionally suffering causes death. Cruelty is done on purpose and with intentional time. This research aims as a reference for animal cruelty in childhood by proposing some research summary in (1) Animal Cruelty framework, (2) Animal Cruelty relation among child abuse and domestic violence; (3) Developmental Psychology reference: Children aggressive acts toward animal; (4) animal cruelty and psychology disorder and (5) clinical pathway childhood cruelty to animals. The research conducts a literature review by describing a theory, discussion, and results from textbooks, articles, and journals. The researcher analyzed, compared the results taken from some literature, identifies the pros and cons, and proposing findings and discussions. In conclusion, animal cruelty defines as a crucial marker for mental health that relates to Conduct Disorder to Antisocial Personality Disorder. The role of adults is vital in minimizing children's acts for committing animal cruelty by nurturing empathy. Adults with its role particularly required during the early stages of a child's development when adults' affirmation related to behavioral aspects of morality is necessary for children. Furthermore, character education for children consider as broad topics that not only about the animals, but the most important thing is for animals when children would learn justice, and ethics to treat animals generously.
 
 Keywords: Animal Cruelty, Childhood, Conduct Disorder, Antisocial Personality Disorder

pen Defecation (OD) is the practice of defecating outside (in an open environment). It is a practice of defecating not in a designated toilet. It occurs in fileds, bushes, forests, ditches, streets, canals, or other open spaces. In Nigeria, the practice is common, and usual to find faeces even in cities, and school premises. This had caused Nigeria to ranked as the country with the largest turnout of OD in Africa, and second globally after India. OD is been practiced at schools because of reasons, such as; lack of toilets, lack of water, poor awareness, culture,and behavior. There are many effects of OD to education in Nigeria. Parable, OD enable diseases (example, diarrhea, trachoma, polio, typhoid, gastroenteritis, botulism etc) transmissions and in turn impede children's physical ability and cognitive development; it can also prevent children from attending schools (443 million school days are lost every year due to water-related illnesses); it causes drop out especially among girls; hours and days are spent by girls or boys seeking for places to defecate. Moreover, girls that are menstruating have the habits of abandoning schools because of poor sanitation. Children or students might be exposed to wild animals or violence on their way to surf for place to defecate. OD at schools can be control by taking measures: construction and maintenance of enough toilets hardware for males and females, creation of awareness among students and parents, and making laws to provide sanitation at schools.

Resumo: A crueldade contra animais coexiste habitualmente com uma vasta gama de outros problemas (violência interpessoal, comportamento anti-social, bullying, etc.) e pode ser identificada em crianças com idade inferior aos sete anos. A violência contra animais reflete diretamente na violência doméstica e interpessoale a crueldade contra seres indefesos e emocionalmente dependentes é parte de um ciclo insidioso de agressão. A formação de consciência crítica e individual se faz necessária nas etapas iniciais de vida do ser humano, portanto deve-se reconhecer e assumir que a criança é um ser social que constrói e cria cultura. O uso do lúdico através de jogos, teatros e brinquedos, é instrumento eficaz no desenvolvimento do pensamento e da autonomia infantil. Por isso, objetivou-se, através da ludicidade, que o público infantil aprendesse e transmitisse de forma adequada e segura, que os animais têm sentimentos; e que atos de crueldades contra eles não devem ser feitos ou repetidos. As atividades foram desenvolvidas de agosto de 2014 a novembro de 2015, nas cidades de Mineiros e Jataí, Goiás, Brasil. Foram realizadas ações pedagógicas aplicadas, como teatro, cantiga, cartilha educativa, brincadeiras interativas com massa de modelar e quebra-cabeça. Com a realização do projeto notou-se o interesse das crianças em aprender, transmitir a mensagem a seus familiares e, principalmente, colocar em prática o conhecimento adquirido por meio da dinâmica realizada. Como retorno, observou-se que a maneira lúdica e educativa foi eficiente em despertar o interesse das crianças contra a crueldade animal, quebrando neste caso o ciclo insidioso de violência.
 Palavras-chave: Extensão Universitária, bem estar animal, sensibilização, ensino fundamental.
 
 The university extension and ludicity in early childhood education against animal cruelty and interpersonal violence
 Abstract: Animal cruelty usually coexists with other problems (interpersonal violence, anti-social behavior, bullying, etc.) and it can be identified before the age of seven years. Criticism and individual conscience formation becomes necessary in the early stages of human life, and therefore, it must be recognized and assumed that the child is a social being who builds and creates culture. The use of the ludic activities such as games, theater and toys is an efficient instrument for the development of children's autonomy and cognitive skills. Thus, this project aimed at through ludicity promoting the awareness that animals have feelings and that acts of cruelty against them should not be made or repeated. The activities were carried out from August 2014 to November 2015 in the cities of Mineiros and Jataí, Goiás State, Brazil. Pedagogical actions such as theater, singing, educational spelling book, interactive play with modeling clay and puzzle were used as a resource for this initiative. After the project ended the children's interest in learning and transmitting the message to their families could be observed, and especially their desire to put into practice the knowledge acquired throughout the activities. In return, education through ludicity was observed and showed to be effective in fostering the interest of children against animal cruelty and breaking the insidious cycle of violence.
 Key-words: University Extension, Animal Welfare, Raising Awareness, Elementary School n.
 
 La extensión universitaria y lo lúdico en la educación infantil contra la crueldad animal y la violencia interpersonal
 Resumen: La crueldad animal suele coexistir con otros problemas (violencia interpersonal, comportamiento antisocial, acoso, etc.) y pueden ser identificados antes de la edad de siete años. La crítica y la formación de la conciencia individual se hace necesaria en las primeras etapas de la vida humana. Por lo tanto, debe-se reconocer y presuponer que el niño es un ser social que construye y crea cultura. El uso de las actividades lúdicas a través de juegos, teatro y juguetes es un instrumento eficaz para el desarrollo del pensamiento y la autonomía de los niños. Por lo tanto, el objetivo fue, a través de la ludicidad, que los niños aprenderán y transmitan correctamente y con seguridad que los animales tienen sentimientos y que los actos de crueldad contra ellos no deben hacerse o repetirse. Se realizaron las actividades de agosto 2014 a noviembre 2015 en las ciudades de Mineiros y Jataí, Estado de Goiás, Brasil. Acciones pedagógicas como el teatro, canción, libro de lectura educativa, juego interactivo con plastilina y el rompecabezas fueran utilizadas. Después de la finalización del proyecto se observó el interés de los niños en el aprendizaje y en transmitir el mensaje a sus familias, y sobre todo para poner en práctica los conocimientos adquiridos en las dinámicas realizadas. Además, se observó como resultado que la educación a través ludicidad fue eficaz en despertar el interés de los niños contra la crueldad animal, rompiendo en este caso el ciclo insidioso de la violencia.
 Palabras-clave: Extension Universitária, Bienestar de los Animales, Sensibilización, Escuela Primaria.

Human health, worldwide, is in great peril due to pollution and climate change. The sheer scale and expanse ofclimate change manifested as extreme weather conditions, changes in air quality, natural calamities, and vectorecology are negatively impacting human health. Frequent floods, wildfires, erratic rainfall, sea-level rise, andcyclones were documented across the globe in countries including Australia, Algeria, Brazil, China, Italy,Greece, Malaysia, Nigeria, Pakistan, South Africa, Spain, Türkiye and USA.1 The growing number of adversehealth outcomes due to climate hazards is increasing the burden in the health services already impacted by theCOVID-19 pandemic, co-epidemics (e.g., human immunodeficiency virus and tuberculosis) and double burdenof disease (communicable and non-communicable diseases). Anthropogenic activities have drasticallyincreased atmospheric greenhouse gas levels leading to a significant increase in the global mean surfacetemperature by 1.1° Celsius, warmer than the pre-industrial levels. The past seven years were declared thewarmest, the 1.5-degree climate target agreed upon at the Conference of the Parties (COP21 )in Paris seems far out of reach as the global mean surface temperature is projected to rise to a dangerous level of between 1.5oCelsius and 3.5 Celsius by the end of this century.1
 The ongoing climate stressors affect the populations that are most vulnerable and marginalised, like olderpeople, pregnant women, new-born babies, people who are socially deprived and people working outdoors.Human exposure to intense heat is associated with heatstroke, adverse pregnancy outcomes (includingpremature birth), acute kidney injury, disturbed sleep patterns, mental health problems, cancers andworsening of underlying respiratory and cardiac disease. Annually, three million deaths are attributable toinfections caused by outdoor PM2-5 air pollution.1 Asthma, the most common respiratory illness amongadolescents, is influenced by higher and longer pollen seasons and poor air quality, increasing the risk of acuteasthma episodes. Vector-borne diseases like malaria and dengue have increased in Africa and Asia. Rare severeinfectious diseases caused by Naegleria fowleri, Nipah virus, and Coccidiodes spp have also increased.
 Extreme climate events also disrupt the food supply; leading to malnutrition and disease susceptibility. Humancontact with environmentally mediated pathogens through food, water, animals, or insect vectors, causessubstantial morbidity and mortality globally. Waterborne diseases are rising globally, especially in LMICs, withoutbreaks of diarrhoea, hepatitis, cholera, malaria, dengue, salmonellosis, typhoid, dysentery, schistosomiasis,and giardiasis.2 Moreover, Vibrio pathogens are more transmissible due to rising coastal water temperatures. In Pakistan, waterborne diseases are becoming more frequent due to climate-based increased variations intemperatures and rainfall patterns, which have led to the challenges of water unavailability and exposure tounsafe water. In 2017, an epidemic of drug-resistance typhoid resulted in an untreatable and prolongedinfection in Pakistani citizens resulting in many deaths in children below 15 years of age.
 The footprint of climate change is becoming more extreme in South Asia; India, Pakistan and the Philippinesare in the “high” bracket” of the vulnerability assessment that has been most severely impacted by extremeweather events, according to the latest report by Intergovernmental Panel on Climate Change (IPCC). Pakistan,a negligible contributor to the overall carbon footprint, is still among the top ten countries vulnerable to climatechange by Global Climate Risk Index 2021.1 The recent heavy rainfall and floods in Pakistan have resulted in theloss of life and livelihood. Human suffering, socioeconomic constraints, involuntary migration anddisplacement in climate emergency are massive.
 The response to the needs of the disaster-affected population remains a key challenge in terms of resourceconstraints, afflicted health systems, changing disease burden, the provision of shelter and emergency reliefitems, delivering lifesaving and livelihood assistance, water, sanitation and hygiene (WASH) needs, preventionof disease outbreaks, addressing malnutrition, Gender-based violence (GBV), Psychosocial Support (PSS),dignified protection, and family tracing.
 The recent 2022 United Nations Climate Change Conference (COP27) concluded with a cover decision known asthe Sharm el-Sheikh Implementation Plan. COP27 concluded to provide “loss and damage” funding forvulnerable countries hit hard by climate disasters. The other decisions included cutting greenhouse gasemissions and adapting to the inevitable impacts of climate change, boosting finance and technology support,and widening the capacity building needed by LMICs.
 The planet's warming is jeopardising human health, demanding immediate climate action for mitigation andadaptation, fossil fuel reduction, building resilient communities, investing in emerging green technology, andintegrating climate education into medical and school curricula.1-3 In our efforts towards a sustainable planet, itis critical to accelerate climate action by strengthening multisectoral engagement.
 Editor-in-Chief
 How to cite this: Alamgir W, Shan H. The Multifaceted Consequences of Climate Change on Human Health. Life and Science. 2023; 4(1): 1-2. doi: http://doi.org/10.37185/LnS.1.1.343

Childhood animal cruelty (CAC) is a risk for later interpersonal violence and a red flag for other forms of violence in the household, yet very few studies have spoken to children directly about their cruelty to animals. Animal Guardians (AG) is a humane education program run by the Scottish SPCA for children of age 5 to 12 years who have been cruel to animals or deemed at-risk. This research investigated how children referred to AG spoke about their experiences of animal cruelty and factors surrounding it. Research consent was obtained for 10 children (average age = 8.8 years, n = 9 males), referred concerning cruel/at-risk behavior toward their pets. The interview schedule combined techniques such as crafts, vignettes, open questions, and standardized measures. Interviews were qualitatively analyzed using content analysis and interpretative phenomenological analysis (IPA). Content analysis suggested that referred children (a) tended to have small attachment networks which often included pets, (b) tended to interpret ambiguous situations predominately negatively, (c) tended to like animals and see them as sentient, and (d) struggled admitting to cruelty. Three main superordinate themes emerged from the IPA: (a) Bonding to animals, (b) Exposure to/normalization of violence, and (c) Signs of emotional issues/trauma. Children who were referred for animal cruelty toward their pets were from vulnerable backgrounds, often had complex backdrops to their at-risk or cruel behavior, and sometimes had trouble regulating their emotions and behaviors. Programs hoping to address CAC should be aware of these complex emotional, psychological, and behavioral factors, tailoring interventions accordingly.

Abstract Guidelines for sustainability linked to the government-approved National Curriculum for education in New Zealand emphasise values of empathy and respect for all life. These instruct educators to discuss different values around sustainability and conservation. I reviewed educational resources published or endorsed by government agencies to determine compliance with these sustainability Guidelines. The resources reviewed promote the view that non-native mammals should be killed. Some resources go further in giving instructions to children on how to do this, and how to source kill traps. Children are provided with material designed to engender dislike towards non-native mammals, particularly possums. Resources conflate issues of conservation by tying it in with protection of tourism, ornamental plants and primary industries. This encouragement of killing in environmental educational resources appears unique to New Zealand. It is discussed in light of increasing evidence that performing or witnessing animal abuse is a causal factor for future violence towards human and non-human animals.

Abstract. The value of Islamic education today is widely found in educational media in the form of animation, including animation of Syamil Dodo episodes of 5 daily prayers. In the animation there are shows about prayer and also in the animation there is the value of Islamic education. However, behind the rise of animation with Islamic themes, there are still shows that are not suitable for viewing by children which contain elements of vulgarism, violence and pornography. Parents must always supervise their children's performances so that children are protected from inappropriate shows. The research used is qualitative research. The method used is content analysis. Data collection techniques used are documentation. The results of this study indicate that the value of Islamic education from the animation of Syamil Dodo in instilling prayer education education for children is being able to pray on time, with prayer children can discipline various things from discipline when studying, discipline when playing, discipline when sleeping and other things. And also with prayer children will not behave evilly towards animals.
 Abstrak. Nilai pendidikan Islam jaman sekarang banyak terdapat dalam media pendidikan berbentuk animasi termasuk animasi Syamil Dodo episode shalat 5 waktu. Yang didalam animasinya terdapat tayangan mengenai shalat dan juga didalam animasinya terdapat nilai pendidikan Islam. Akan tetapi dibalik maraknya animasi yang bertemakan Islam, masih ada tayangan yang kurang layak untuk ditonton anak-anak yang didalamnya mengandung unsur vulgarisme, kekerasan dan pornografi. Para orang tua harus selalu mengawasi tontonan anaknya agar anak-anak terhindar dari tontonan yang tidak patut dicontoh. penelitian yang digunakan ialah penelitian kualitatif. Metode yang digunakan ialah analisis konten. Teknik pengumpulan data yang digunalan ialah dokumentasi . Hasil dari penelitian ini menunjukkan bahwa nilai pendidikan Islam dari animasi Syamil Dodo dalam menanamkan pendidikan ibadah shalat bagi anak-anak ialah bisa melaksanakan shalat tepat pada waktunya, dengan shalat anak-anak bisa mendisiplinkan berbagai hal apapun dari mulai disiplin ketika belajar, disiplin ketika bermain, disiplin ketika tidur dan hal yang lainnya. Dan juga dengan shalat anak-anak tidak akan berperilaku jahat kepada binatang.

Working on my graduate thesis I started to study the important link between animal cruelty and interpersonal violence with the real hope to develop in my country, Italy, a new kind of education which will be able to develop in children the awareness of the importance to protect every form of life, both human and non human. Animals as victims are in the same position of women and children because they are in the group called “weak subjects”. Soon I realized that talking about an education approach to teach compassion toward animals in a country as Italy which also today it maintain a rural thought, will be hard. Many clues gave me an intuition: there is a social idea that only women and children can show sensibility toward animals and that the permanence of storical idea of virility in men prevents them to show empathy toward other living creatures. A violent person is violent against every subject weaker than him, because violence is not strenght, violence is an habitus and as habitus we have as educators the resources to change it and to improve the social appeal of some values: protection vs prevarication, care vs damage, real man vs violent man. My research confirmed my intuition about the need of construction of a social shared idea of a real and strong man as a man who is compassionate toward the weaker and who feel the moral imperative to protect the weaker, but also a man who is ready to fight for the good of a weaker life as animal life is. At this point it was useful to study the non violent philosophy and movement so I studied many non-violent authors and I find in their thoughts the idea of non-violence extended also to “non human animals”. From the interviews and bibliografical research I find the need (that society are showing) to built a new model of strong and desiderable person. Perpetrators of violence, in the major number of cases think that they are strong in abusing the weaker.
 We need a new model of human being, and to develop it, we need education of new generation of boys and girls.
To realize this ideal human being it must starting from the childhood to teach respect, compassion and protection toward animals, this is the only way to develop the concept of “respect every kind of lives”. This concept is the base of the building of future peaceful society.<br>Durante la scrittura della mia tesi di laurea ho iniziato a studiare il legame che intercorre tra la crudeltà verso gli animali e la violenza verso gli umani. La mia ricerca era ed è mossa dalla speranza di sviluppare un nuovo tipo di educazione basato sulla consapevolezza dell'importanza di educare i bambini di oggi a proteggere ogni forma di vita, sia umana che non. Questo contribuirà a farli diventare adulti rispettosi delle diverse forme di vita con le quali condividiamo il Terra. Gli animali infatti sono vittime, e vengono a trovarsi abitualmente nella stessa posizione delle donne e/o dei bambini, in quanto membri a pieno titolo del gruppo che si denomina usualmente "soggetti deboli". Ben presto mi sono resa conto che parlare di formazione indirizzata allo sviluppo della compassione verso gli animali in un paese come l'Italia, che anche ad oggi sembra mantenere un pensiero rurale radicato, sarebbe stato complesso. Nonostante questa intuizione, la conoscenza dell’argomento scaturita da studi pluriennali mi porta oggi a poter evidenziare che chi è violento verso un soggetto più debole di lui non esprime forza, e se continua a suscitare questo immaginario collettivo allora è arrivato il momento di iniziare a lavorare per migliorare l'appeal sociale di alcuni valori: la protezione contro la prevaricazione, la cura vs danno, ecc. La violenza ripetuta non rappresenta una inspiegabile coincidenza, la violenza è un habitus e in quanto habitus può venire depotenziata solamente attraverso l’educazione. Noi abbiamo come educatori le risorse per cambiare e volgere lo sguardo non violento su ogni forma di vita, dando per primi l’esempio quotidiano alle nuove generazioni. La mia ricerca ha confermato la mia intuizione circa la necessità di costruire un modello sociale condiviso nel quale la forza sia esprimere compassione verso i più deboli. Dobbiamo instillare l'imperativo morale di proteggere i più deboli, al di là della specie, solo considerando chi è detentore di vita. Una generazione pronta a combattere per il bene, astenendosi dalla violenza sul debole ma che punta a quella forza che protegge e non a quella che distrugge. A questo punto è stato utile per studiare la filosofia non violenta e il movimento ad essa connesso. Mi sono così immersa nello studio di diversi autori non violenti trovando nei loro pensieri l'idea della non-violenza estesa anche ai cosiddetti "animali non umani". Dalle interviste e dalle ricerche bibliografiche è emersa la necessità (da parte della società) di costruire un nuovo modello di persona che sia un modello attrattivo, desiderabile soprattutto per i più giovani. Abbiamo bisogno di un nuovo modello di essere umano, ma per realizzare questo ideale si erge la necessità di instillare nell’individuo dall'infanzia il rispetto, la compassione e la protezione verso gli animali, verso tutte le forme di vita più deboli. L’ideale del “rispettare ogni tipo di vita" è alla base della costruzione della futura società pacifica.

Contemporary education must try hard to understand where we as a species came from and how our ancient heritage and recent historical transformation contribute to our current tendencies toward hatred and violence. If we are to overcome or control these destructive tendencies, we must grasp the powerful currents that make the task at once difficult and essential. Development of our ancestors took place in the context of small, face-to-face groups that provided the security of familiarity, support in times of stress, shared coping strategies, and enduring attachments that sustained hope and adaptation for a lifetime. Reciprocity was crucial in relationships, both within and between groups. Disapproval in the form of reduced sharing, social isolation, and the threat of rejection from one’s group were powerful sanctions that reinforced conformity to group norms. Indeed, the importance of sharing within the primary group was strongly conveyed to children from infancy onward. These basic facts of small-scale, traditional life have been enduring and powerful from earliest mankind to the present day. They apply to the hunting and gathering societies in which our ancient ancestors spent several million years, to the extended families of agricultural village societies, and to the primary groups of the homogeneous neighborhoods in preindustrial towns of the past that foreshadowed modern industrial and postindustrial societies. Our ancient ancestors’ world began to change drastically with the onset of agriculture 10,000 years ago. The existing evidence clearly shows that—once humans developed agriculture, settled in larger population groups, accumulated goods, and came to rely on designated areas for growing food and grazing animals—a widespread intergroup hostility became common, and at times, severe. Patterns of intergroup violence in preindustrial societies have been confirmed and described in detail by anthropologists and historians. Whatever the evolutionary background and its biological legacy, the historical record clarifies that aggressive behavior between individuals and between groups has been a prominent feature of human experience for at least several thousand years. Everywhere in the world, aggression toward others has been facilitated by a pervasive human tendency toward harsh dichotomizing between the positively valued we and the negatively valued they. Such behavior has been easily learned, practiced in childhood play, encouraged by custom, and rewarded by most human societies.