Relevant bibliographies by topics / Education with animals

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education with animals'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Education with animals"

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Grobman, Arnold, and Brandon P. Reines. "Animals in Education." American Biology Teacher 55, no. 6 (1993): 329–32. http://dx.doi.org/10.2307/4449676.

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McInerney, Joseph D., and Adrian R. Morrison. "Animals in Education." American Biology Teacher 56, no. 1 (1994): 6–8. http://dx.doi.org/10.2307/4449734.

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Kalof, Linda, Joe Zammit-Lucia, Jessica Bell, and Gina Granter. "Fostering kinship with animals: animal portraiture in humane education." Environmental Education Research 22, no. 2 (2015): 203–28. http://dx.doi.org/10.1080/13504622.2014.999226.

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Glosser, James W., and Phyllis B. York. "USDA's Perspective on Education." Journal of the American College of Toxicology 7, no. 4 (1988): 429–33. http://dx.doi.org/10.3109/10915818809019512.

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Our increased knowledge of animals has led to an increased awareness and respect for animal life and a change in our ethical values. The Animal Welfare Act balances the importance and value of animal use and required education for those using animals. This knowledge of animals is just as important as the ability to use modern instrumentation for the validity of research and the future and vigor of the scientific enterprise. Training involves the teaching of skills, whereas education also includes broadening one's knowledge base and changing attitudes. Changing attitudes will be required, and the most effective means of accomplishing this is through human modeling. The United States Department of Agriculture (USDA) will provide a general map of the program but not the details. A certification or registration program for attending veterinarians is being developed with the American Veterinary Medical Association, and a training and reference manual is to be prepared.
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Cunningham, Paul. "Animals in Psychology Education and Student Choice." Society & Animals 8, no. 2 (2000): 191–212. http://dx.doi.org/10.1163/156853000511087.

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AbstractThis article identifies some of the important issues that underlie student-teacher conflicts regarding animal experimentation and dissection in psychology education. Understanding the reasons why students object to animal laboratories, why some teachers may refuse students access to non-animal alternatives, and why other teachers support student choice is an important first step in resolving student-teacher disputes regarding the use of animals in the psychology classroom. The article discusses why establishing an openly declared student choice policy at schools that use animals in psychology education is a reasonable thing to do and describes how a student choice policy works in practice.
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Cunninghaml, Paul F. "Animals in Psychology Education and Student Choice." Society & Animals 8, no. 1 (2000): 191–212. http://dx.doi.org/10.1163/156853000x00138.

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AbstractThis article identifies some of the important issues that underlie student-teacher conflicts regarding animal experimentation and dissection in psychology education. Understanding the reasons why students object to animal laboratories, why some teachers may refuse students access to non-animal alternatives, and why other teachers support student choice is an important first step in resolving student-teacher disputes regarding the use of animals in the psychology classroom.The article discusses why establishing an openly declared student choice policy at schools that use animals in psychology education is a reasonable thing to do and describes how a student choice policy works in practice.
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Theilheimer, Rachel. "Animals." Day Care & Early Education 18, no. 1 (1990): 45–46. http://dx.doi.org/10.1007/bf01620044.

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Borba, Jean Marlos Pinheiro. "CONTRIBUIÇÕES DA EDUCAÇÃO ASSISTIDA POR ANIMAIS - EAA PARA A PSICOLOGIA DA EDUCAÇÃO: uma análise fenomenológica." InterEspaço: Revista de Geografia e Interdisciplinaridade 3, no. 10 (2018): 187. http://dx.doi.org/10.18764/2446-6549.v3n11p187-210.

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CONTRIBUTIONS OF ANIMAL-ASSISTED EDUCATION – EAA FOR THE PSYCHOLOGY OF EDUCATION: a phenomenological analysisCONTRIBUCIONES DE LA EDUCACIÓN ASISTIDA POR ANIMALES – EAA LA PSICOLOGÍA DE LA EDUCACIÓN: un análisis fenomenológicoA Educação Assistida por Animais (EAA) é um tipo de Intervenção Assistida por Animais – IAA’s utilizada no contexto escolar educacional com crianças e adolescentes inseridos no sistema educacional público ou privado de classes regulares ou especiais e têm seus resultados disseminados na literatura científica. O artigo tem como objetivo sistematizar e apresentar estudos e pesquisas que apontem as contribuições da Educação Assistida por Animais – EAA para a Psicologia da Educação. A pesquisa foi realizada utilizando a atitude e o método fenomenológico que orientaram a investigação para suspensão de hipóteses científicas e foco na atenção e na totalidade do que se apresentou à consciência intencional do pesquisador ao privilegiar o que aparece e como aparece. O universo da pesquisa constou da leitura selecionada de livros, artigos, periódicos, trabalhos de conclusão de curso, dissertações e tese de doutoramento. Após essa etapa foram descritas as contribuições dos autores acerca do uso de animais em atividades educacionais. Foram realizadas a localização, a leitura e a seleção de estudos e pesquisas que apresentaram contribuições, riscos e benefícios da EAA para problemas que emergem no contexto educativo. Os estudos foram sistematizados e indicaram que a EAA apresenta contribuições significativas não apenas à Psicologia da Educação, mas também para a Psicologia do Desenvolvimento, Educação Inclusiva, Psicomotricidade e Ética. Os resultados do presente artigo evidenciam os benefícios da relação humana e animal, tanto para os humanos quanto para os animais no contexto escolar dentro ou fora da sala de aula.Palavras-chave: Intervenção Assistida por Animais – IAA; Psicologia; Educação; Animais; Humanos.ABSTRACTAssisted Education for Animals (EAA) is a type of Assisted Intervention for Animals (IAA) used in the educational context with school children and adolescents on public or private educational system of regular or special classes and have their results disseminated in scientific literature. The article aims to systematize and present studies and researches that show the contributions of Assisted Education for Animals – EAA Educational Psychology. The survey was conducted using the attitude and the phenomenological method guided the investigation for suspension of scientific hypotheses and focus on attention and all of what is presented to the intentional consciousness of the researcher focusing on what appears and as it appears. The research universe consisted of a set of books, articles, journals, term papers, dissertations and doctoral thesis were read selected. After this stage we described the contributions of the authors on the use of animals in educational activities. Location were carried out, as well as reading and selection of studies and surveys that submitted contributions, benefits and risks of EAA to problems that emerge in the educational context. The studies were systematized and indicated that the EAA has significant contributions not only to the Psychology of Education, but also for the Psychology of Development, Inclusive Education, Psychomotricity and Ethics. The results of this article show the benefits of human and animal relationship, both for humans and for animals in the school context within or outside the classroom.Keywords: Assisted Intervention for Animals – AIA; Psychology; Education; Animals; Humans.RESUMENEducación Asistida por Animales – EAA es un tipo de Intervención Asistida para Animales – IAA’s que se utilizan en el contexto educativo con niños y adolescentes escolares en el sistema educativo público o privado de las clases regulares o especiales, y sus resultados diseminados en la literatura científica. El artículo tiene como objetivo sistematizar y presentar estudios e investigaciones actuales que muestran las contribuciones de Educación Asistida por Animales – Psicología Educacional EAA. La encuesta se llevó a cabo utilizando la actitud y el método fenomenológico que orientaron la investigación para la suspensión de las hipótesis científicas y foco en la atención y todo lo que se presenta a la conciencia intencional del investigador se centrando en lo que parece y como aparece. El universo de la investigación consistió en una serie de libros, artículos, revistas, trabajos académicos, disertaciones y tesis doctoral se leyeron, fueron seleccionados. Después de esta etapa describimos las contribuciones de los autores en el uso de animales en las actividades educativas. Se llevaron a cabo la ubicación, la lectura y la selección de los estudios y encuestas que presentaron contribuciones, beneficios y riesgos de EAA a los problemas que surgen en el contexto educativo. Los estudios fueron sistematizados e indicaron que la EAA tiene importantes contribuciones no sólo a la Psicología de la Educación, sino también para la Psicología del Desarrollo, Educación Inclusiva, Psicomotricidad y Ética. Los resultados de este artículo muestran los beneficios de la relación humana y animal, tanto para humanos como para animales en el contexto de la escuela dentro o fuera de la clase.Palabras clave: Intervención Asistida por Animales – IAA; Psicología; La Educación; Animales; Humano.
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Snaza, Nathan. "Ethologies of Education." Cultural Studies ↔ Critical Methodologies 20, no. 3 (2019): 261–71. http://dx.doi.org/10.1177/1532708619873881.

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This essay offers a “version” of Vinciane Despret’s “ethology of ethology” through close engagement with the concepts Despret constructs in What Would Animals Say if We Asked the Right Questions? Reading Despret with other thinkers associated with feminist science studies, the essay sketches Despret’s critique of reductive animal science, and her corresponding work—often collaborative—to find more open, risky ways of researching animal behavior, including the behavior of the human animals we call “scientists.” The distinction between control-driven work in laboratories and the more anecdotal observations she finds in some ethology and anthropology leads Despret to propose a certain ethics of asking questions and listening to answers that Snaza proposes could guide a different, more risky approach to educational research.
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Olson, Myrna R. "Animals in Schools: Processes and Strategies in Human-Animal Education." Anthrozoös 23, no. 3 (2010): 304–6. http://dx.doi.org/10.2752/175303710x12750451259219.

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Dissertations / Theses on the topic "Education with animals"

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Duan, Shu-Jy. "A Tale of Animals: The Changing Images of Animals in Animal Fantasy for Children from Aesop's Fables through 1986." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392118450.

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Rowe, Bradley D. "Consuming Animals as an Educational Act." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331045679.

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Burkhart, Cristal. "How high school students define and classify marine animals." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10239641.

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<p> This study investigated high school students&rsquo; definitions and interpretations of what an animal is, with a focus on marine animals. Past studies have shown that students&rsquo; definitions of animals often center on themes of movement or appendages. In this study, student responses were analyzed against a predetermined definition of an animal--a multicellular eukaryotic organism that is heterotrophic. Marine animals consistently misidentified by the students were also identified. </p><p> The data for this study was collected through surveys and interviews, using ninth grade high school students. Students were asked to identify marine organisms as animals or not, and to provide a definition or reasoning for classifying organisms as animals.</p><p> The purpose of this study is to better inform educators of the preconceptions about animals, specifically marine animals, that students bring into the classroom. This will allow educators to address those preconceptions to encourage a fuller understanding of animals in their students.</p>
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Greenfield, David. "Beyond Super Heroes and Talking Animals| Social Justice in Graphic Novels in Education." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10636592.

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<p>The primary goal of this study was to investigate, document, and understand the reasons that educators who use graphic novels in their classrooms choose to use them, rather than traditional text. Secondary goals were to identify the classes they teach, and to identify commonalities and shared best practices. Interviews were scheduled, to provide the with data about learning objectives, students? reactions, the books they use, types of assignments, the criteria that they use to define the critical elements for success in their classes, as well as the instructors? own relationships with graphic novels. The phenomenological methodology was determined to be the most appropriate method to understand the teacher?s experiences, and allowed the interview subjects to share and expound on their experiences, thoughts, feelings, images, and memories that described a baseline for the practice of using graphic novels in formal learning environment. The findings of the study were interesting, but not completely conclusive. The primary reason for using comics and graphic novels is teach and promote visual literacy, an important, and a critical skill in contemporary society. Another commonality is high level of student engagement and in the material. Although there are similarities among the other findings, including the encouragement of a love of reading, they actually illustrate the lack of standards and best practices and are based upon the preferences and practices of each individual teacher. The lack of standards also is seen in the teachers approach to using the genre to teach social justice, which ranges from a direct approach to addressing the issue through appropriate titles and assignments, to a more subtle and nuanced one, where individual panels are used rather than a complete book.
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McCrindle, Cheryl Myra Ethelwyn. "A veterinary perspective on the use of animals in preschool education." Thesis, University of Pretoria, 1995. http://hdl.handle.net/2263/30212.

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The aim of this study was to investigate human-animal interactions in the triad comprising the veterinarian, the animal and the preschool and in so doing to elucidate the role of the veterinarian in the health and education of preschool children. The area of focus was a comparison of preschools in high and low income areas in and around Pretoria by means of qualitative and quantitative observational methods. It was found that all preschools investigated, included animals in the curriculum and a majority visited the zoo. Interactions included direct contact between children and animals kept permanently or temporarily at school, animal themes and topics, animal protagonists in books, videos, toys and games and excursions to the zoo, urban farms, agricultural museums and animal welfare societies. Teachers felt that child-animal interactions contributed positively to the holistic development of the preschool child, but were worried about management of animals at school and the possibility of zoonotic diseases. As protein of animal origin, such as milk, eggs, meat and fish, formed part of the diet of preschool children, this could also result in a risk of zoonotic disease, particularly in developing areas, where meat and milk hygiene were found to be inadequate. In order to address these fears, the literature was reviewed with regard to zoonotic diseases which could affect preschool children in South Africa. Incidence and prevalence were not well documented and the comparative significance could not be assessed. Therefore the comparative morbidity of diseases diagnosed by the paediatric department of a hospital serving the low income areas studied and a private practice serving the high income areas, were investigated. It was discovered that zoonotic disease formed a very minor proportion of diseases diagnosed. The diagnoses were, however, based on symptoms rather than aetiology and zoonotic causes for, in particular, respiratory and gastro-intestinal disease, could not be excluded. In the light of this, criteria were proposed for the prevention of zoonotic disease outbreaks at preschools. An outbreak of zoonotic disease at a preschool was documented and the application of primary health care principles suggested. Constraints were found to be mainly administrative. Co-operation between the departments of Health and Agriculture was complicated by financial implications which had not been budgeted. Despite this, the intervention was successful in controlling the disease and preventing further outbreaks. The presence of a veterinarian as part of the primary health care team was advocated. Within the preschool it was found that teachers lacked knowledge in the fields of animal ethology and management. Cost, ease of management and appeal to children were taken into account in the choice of animals by preschools. Rodents and birds were considered preferable to carnivores. Housing was evaluated and criteria suggested for management systems which would benefit both children and animals. Death and euthanasia of animals kept permanently at preschool was investigated and suggestions made for a teaching strategy to facilitate understanding by children of the abstract concepts of life, death and grief. A method was developed for the analysis of animal content in literature, games and toys at preschools. It was found that animals were central to the theme of a majority of the books and toys. Realistic fiction where anthropomorphic animals were the central protagonists, had most appeal for children and it was suggested that these could be used in veterinary extension materials for prevention of zoonotic diseases or promotion of animal welfare. An evaluation system was proposed which included the input of veterinary ethologists. Animal facilities visited by preschools during excursions were evaluated. It was found that they were not sufficiently child-centred and environmen¬tally safe for young children. It was suggested that veterinary public health officials should become involved in order to improve animal well-being, particularly with regard to handling facilities and hygiene. In conclusion, a schematic representation of the multitude of roles for veterinarians in the holistic development of the preschool child was drawn up. The roles for different veterinary specialities were also tabulated in order to illustrate the important part played by this profession in the health and education of preschool children.<br>Die doel van die studie was om mens-dier-interaksies in die driehoek tussen veearts, dier en die kleuterskool te ondersoek om sodoende die rol van die veearts in die gesondheid en opvoeding van die voorskoolse kind aan te dui. Kwalitatiewe en kwantitatiewe navorsingsmetodes is gebruik om kleuterskole in die lae en hoë inkomste-gebiede in en om Pretoria te vergelyk. Alle kleuterskole wat ondersoek is, het diere in die kurrikulum ingesluit en die meerderheid skole het uitstappies na die dieretuin onderneem. Kind-dierinteraksies het die volgende ingesluit: direkte kontak tussen kind en dier op skool; diere in temas, stories, boeke, speletjies en speelgoed; asook uitstappies na die dieretuin, landelike museums, stedelike plase en dierwelsynsorganisasies. Onderwyseresse het gemeen dat die interaksies positief bygedra het tot die holistiese ontwikkeling van die voorskoolse kind, maar het kommer uitgespreek oor bestuur en siektes van diere. Omdat proteïene van dierlike oorsprong deel uitmaak van die dieet van voorskoolse kinders, was soönose ook 'n moontlikheid, veral in kinders van ontwikkelende areas waar dit uitgewys was dat higiëne met betrekking tot vleis en melk, nie na wense was nie. 'n Literatuurstudie het aangetoon dat die algemeenheid en omvang van soönotiese siektes, wat moontlik gevaarlik kon wees vir voorskoolse kinders, nie volledig genoeg omskryf was nie. Die vergelykende morbiditeit van siektes by Ga-Rankuwa Hospitaal se kinderafdeling (pasiënte van lae-inkomste gebiede) en 'n private praktyk in die oostelike voorstede van Pretoria (hoë inkomste gebied), is dus ondersoek. Soönotiese siektes het 'n klein deel uitgemaak van die siektes wat gediagnoseer was, maar die diagnose was op simptome, eerder as die etiologie van die siektes, gebaseer. Die vermoede bestaan dat veral siektes wat gediagnoseer is as respiratories en gastro-enteries, 'n soönotiese oorsprong kon gehad het. 'n Uitbreek van 'n soönotiese siekte by 'n kleuterskool is ondersoek en daar is voorgestel dat primêre gesondheidsorgmetodes gebruik word om dit te bekamp. Teenkanting op administratiewe vlak was die belangrikste probleem wat ondervind was, maar ten spyte daarvan kon die ondersoek suksesvol verloop. Die rol van die veearts as deel van die primêre gesondheidspan is ook hierdeur beklemtoon. Binne die kleuterskool is gevind dat daar 'n gebrek aan kennis is oor diere-etologie en dierebestuur. Kostes, praktiese versorgingsmetodes en die stimuluswaarde van diersoorte, was belangrike aspekte in die keuse van diere wat by skole aangehou is. Daarom was knaagdiere, voëls en vissies meer gewild as honde en katte. Die behuising van die diere is geëvalueer volgens voorgestelde kriteria wat tot voordeel van beide diere en kinders kan strek. Die dood en genadedood van diere by twee kleuterskole is ondersoek en voorstelle is gemaak uit 'n opvoedingkundige oogpunt, om die kinders konsepte betreffende lewe, dood en rou te laat begryp en ook om dit te kan verwerk. 'n Metode is ook ontwerp vir die analise van boeke en speelgoed en daar is bewys dat diere 'n hoofrol gespeel het in die meerderheid boeke en speelgoed by voorskole. Kinders het boeke verkies waar die hoofkarakters antropomorfiese diere was en die omgewing vergelykbaar was met die lewenswêreld van kinders. 'n Voorstel is dus gemaak dat sulke karakters gebruik word om veeartsenykunde voorligtingsboodskappe oor soönotiese siektes of dierwelsyn oor te dra aan jong kinders.Stedelike plasies, die dieretuin, landboumuseums en die Dierebeskermingsvereniging in Pretoria is besoek en daar is bevind dat dit nie veilig genoeg vir jong kinders is nie. Daar word dus aanbeveei dat veeartse in diens van plaaslike owerhede se gesondheidsdienste sulke plekke besoek, om voorstelle oor verbeterde veiligheid en higiëne te maak.Ten slote is 'n skematiese voorstelling van die veelsydige rol van veeartsenykundiges in die holistiese ontwikkeling van die voorskoolse kind saamgestel. Die verskillende rolle vir verskillende spesialiteite is ook voorgelê om die belangrike bydrae van veeartsenykunde tot die gesondheid en opvoeding van voorskoolse kinders aan te dui.<br>Thesis (DPhil)--University of Pretoria, 1995.<br>Production Animal Studies<br>unrestricted
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Nadolny, Samantha. "Effects of animals in the classroom on children /." Online pdf file accessible through the World Wide Web, 2004. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Nadolny_SBMITThesis2004.pdf.

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Baird, Bonnie Ann Baird. "Ambassador Animal Welfare: Using Behavioral and Physiological Indicators to Assess the Well-Being of Animals Used for Education Programs in Zoos." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1522956181121788.

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Wright, Angela J. "Animal welfare assessment in veterinary education : its theory and practical application to domestic pigs." Thesis, Royal Veterinary College (University of London), 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572445.

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Murtough, Neil. "Student teachers' conceptualisations of 'significant' animals." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003660.

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Constructivist approaches to teaching and learning are a well established component of the landscape of educational research, especially in Science education. This research took as its starting point the limited amount of social constructivist research available in the field of Environmental Education and responded to calls for further research. The research was designed within an interpretive tradition, as a critically phenomenological enquiry employing two methods; single case studies and a focus group. Data collection used progressively focused interview questions to proceed through a series of individual interview stages, starting with a simple description of conceptualisations and moving to deeper analysis of influences on, and use of conceptualisations. The focus group was designed as a forum to explore the pedagogic issues connected to the 'social negotiation of learning', based on data and insights gained from earlier interview stages. The goals of the study were to record data on the conceptualisations of animals perceived as significant by a group of Tsonga speaking students, and to seek insights into the formative influences on those conceptualisations. The research question, namely what contribution can social constructivist approaches to teaching and learning make to Environmental Education? guided an interpretation of the above data in terms of a range of social constructivist theories of learning. Theories of Radical and Social Constructivism as applied in Science education, although dominant orientations for educational research in constructivist learning, were challenged and found inappropriate as a basis to inform methodologies for Environmental Education. Instead Lave's (cited in O'Loughlin, 1992) socio-cultural approach to learning was explored as the basis to create a more useful perspective on an environmental education situation. Finally it was concluded that Lave's socio-cultural approach to learning may be a useful guide to helping a teacher- elicit the full range of conceptualisations present in an environmental education situation, but is not ultimately effective if no challenge and change comes about. Consequently, a socially critical constructivist teaching and learning approach was suggested In conclusion I commented on the interpretive research methodology employed and suggested an example of a socially critical methodology that could take this investigation further.
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Lampley, Lauren L. "An investigation into the impact of live animals on biology knowledge gain among fourth- and fifth-grade students." Thesis, Montreat College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125504.

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<p> Encounters with live animals are found throughout modern society in the form of zoos, aquariums, petting zoos, class pets, and wildlife education programs. These live animal encounters had only begun to be studied for the impact they might have on learners. This quasi- experimental mixed-methods study investigated the impact live animals had on biology knowledge gain in fourth- and fifth-grade students utilizing a pre- and post-program, self- designed, survey. The programs included a live animal program and an animal artifact program. The results indicated that live animals did have a slight impact on knowledge gain, but the impact was not statistically significant. Past experience with wildlife education programs had a much bigger impact on knowledge gain than the presence/absence of live animals.</p>
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Books on the topic "Education with animals"

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Lloro-Bidart, Teresa, and Valerie S. Banschbach, eds. Animals in Environmental Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-98479-7.

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Mueller, Michael P., Deborah J. Tippins, and Arthur J. Stewart, eds. Animals and Science Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56375-6.

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Education, Child. Animals. Scholastic, 1998.

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RSPCA. Animals and education: Making your school animal-friendly. RSPCA, 1995.

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Publishing, DK. Animals. Dorling Kindersley Limited, 2008.

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Patricia, Miriani, Vasconcelles Keith, and Teacher Created Materials Inc, eds. Sea animals. Teacher Created Materials, 1993.

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Wild animals. Flowerpot Press, 2012.

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1963-, Prior Jennifer Overend, and Kopp Kathleen, eds. The world of animals. Teacher Created Materials, 2008.

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Mitten, Luana K. Animals together. Rourke Publishing, 2004.

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Tandon, P. N., K. Muralidhar, and Y. K. Gupta. Use of animals in scientific research and education. Indian National Science Academy, 2012.

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Book chapters on the topic "Education with animals"

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Horsthemke, Kai. "Moral Education and Animals." In Animal Rights Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98593-0_4.

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Hugues, Louis, and Nicolas Bredeche. "Simbad: An Autonomous Robot Simulation Package for Education and Research." In From Animals to Animats 9. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11840541_68.

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Brown, Les. "The Law, Morality and Education." In Cruelty to Animals. Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19375-2_5.

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Horsthemke, Kai. "Non-human Animals." In International Handbook of Philosophy of Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72761-5_97.

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Horsthemke, Kai. "The Minds and Interests of Animals." In Animal Rights Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98593-0_1.

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Swanson, Janice C., Larry T. Chapin, and F. Claire Hankenson. "Agricultural Animals." In Management of Animal Care and Use Programs in Research, Education, and Testing. CRC Press, 2017. http://dx.doi.org/10.1201/9781315152189-23.

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Lloro-Bidart, Teresa, and Valerie S. Banschbach. "Introduction to Animals in Environmental Education: Whither Interdisciplinarity?" In Animals in Environmental Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-98479-7_1.

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Fawcett, Leesa, and Morgan Johnson. "Coexisting Entities in Multispecies Worlds: Arts-Based Methodologies for Decolonial Pedagogies." In Animals in Environmental Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-98479-7_10.

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Banschbach, Valerie S., and Marwood Larson-Harris. "Connecting Animal Cognition and Emotion with Ethical Reasoning in the Classroom." In Animals in Environmental Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-98479-7_11.

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Darst, Robert G., and Jane I. Dawson. "Putting Meat on the (Classroom) Table: Problems of Denial and Communication." In Animals in Environmental Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-98479-7_12.

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Conference papers on the topic "Education with animals"

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Koshutina, Nadezda Andreevna. "STUDY OF SYNANTHROPIC ANIMALS IN ADDITIONAL EDUCATION." In Международный педагогический форум "Стратегические ориентиры современного образования". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-187.

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Iio, Takaya, Yui Sasaki, Mikihiro Tokuoka, et al. "Animal Observation Support System based on Body Movements: Hunting with Animals in Virtual Environment." In 11th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0007753404210427.

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Rothkopf, Cathrin, Theresa Stark, and Silke Schworm. "Attitude towards and Interest in Dog-Assisted Interventions of Students in Higher Education." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9402.

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The mental health of students is a critical issue facing institutions of higher education, as a majority of college and university students report suffering from stress and anxiety. Studies have shown that interacting with animals can enhance the mental health. Consequently, animal-assisted interventions can be used to cover the concerns of students. This study evaluated German university students´ attitude towards dogs, animal-assisted interventions and their interest in its use at their own university. Additionally, possible predictors were investigated. Another aim was the validation of the questionnaire. 560 university students answered a questionnaire consisting of the Coleman Dog Attitude Scale (C-DAS), a modification of the Attitude Towards Animal-Assisted Therapy Scale and a translated and modified version of the Cuestionario de Actitudes ante las Intervenciones Asistidas por Perros (CAINTAP). Results showed a slightly positive attitude towards dogs, animal-assisted interventions and interest in its use at the university. Furthermore, students´course of studies and sex have proven to be predictors. Thus, especially female students of educational science would welcome an implementation of animal-assisted interventions at the university. The questionnaire showed high quality with a Cronbach’s alpha α = .936.
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Alonso, Marta Elena, Jose Ramiro Gonzalez Montaña, Juan Carlos Dominguez, and Juan Manuel Lomillos. "Veterinary students´ perceptions of participation in a service-learning activity." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11196.

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Citizens worldwide are increasingly concerned about the animal welfare of farm animals but lack knowledge about animal production systems, as fewer and fewer people have a direct connection to rural environment. Veterinary students these days present low motivation for teaching subjects related to agricultural species because they are more focused on companion animals. The aim of this work was to evaluate the perception of veterinary students about the degree of utility for learing achieve, satisfaction and acceptability of participation on an service-learning activity integrated in a teaching innovation project. We choose the service-learning activity because learner-centered methodologies could be appealing to students to stimulate external motivation and, simultaneously, provide benefits for society. The participants reported increases in the awareness of lack of knowledge about food animal production aspects and the importance of university involvement in activities that provide social benefits. Together with a 94 % of high or very high self-reported learning increase about the specific topics of the curricula of the subject and an 80% of high or very high self-reported global satisfaction with the participation in the SL activity, despite some technical difficulties, led us to conclude that service-learning methodologies could be successfully integrated in the veterinary curricula.
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Zuo, Guohua. "Research of Animals' Subconscious Art Creation." In 2016 5th International Conference on Social Science, Education and Humanities Research. Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.20.

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Lou, Xin, Ming Bai, and Mingsan Miao. "People's and Animals' Responses to Drugs." In 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.83.

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Ferrante, Linda, Simona Normando, Daniela Florio, and Barbara De Mori. "Animal welfare and Ethics course for post-graduate at Veterinary School: how to improve assessment methodologies with a bottom up approach." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5535.

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Animal Welfare, with its strong ethical component, is increasingly central to public debate and in all sectors dealing with animals has become a key expertise to acquire. This paper presents a post-graduate level course on animal welfare and ethics assessment delivered by the Veterinary School of Padua University, Italy. The course was delivered at Garda Zoological Park, Italy, allowing students to do an experience with wildlife in a peculiar management system. Teachers used an inquiry-based approach to lead students ‘construct’ their experience in welfare assessment. At the end of the course students, divided into groups, had to develop a protocol for the assessment of the animal welfare of a species in the zoo. The analysis of these final works and a pre-test and post-test questionnaires were used to assess the effectiveness of the course. Results highlighted a growing awareness of the complexity of assessment methodologies and more attention on animal based indicators. Students found difficulties using a bottom-up approach but were satisfied at the end of the course. Improvements can be done to promote reflections on reasons to assess animal welfare and its ethical component, on the utility of such assessment and on a balanced use of tools and methodologies.
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Sivkova, E. I. "VETERINARY AND MEDICAL SIGNIFICANCE OF GADFLIES (DIPTERA, TABANIDAE)." In V International Scientific Conference CONCEPTUAL AND APPLIED ASPECTS OF INVERTEBRATE SCIENTIFIC RESEARCH AND BIOLOGICAL EDUCATION. Tomsk State University Press, 2020. http://dx.doi.org/10.17223/978-5-94621-931-0-2020-79.

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Now the interest of scientists and researchers in dipterous insects considerably increased. Blood-sicking dipterous insects (midges), include in the structure of mosquitoes (Culicidae), gadflies (Tabanidae), midges (Simuliidae) and other insects. The major factors determining the high number of midges are favorable climatic conditions for their reproduction and existence in combination with abundance of biotopes of cultivation (various reservoirs and marsh educations) and dwellings of an imago (existence of wood, shrubby or high grassy vegetation) and also presence of enough warm-blooded animals – a saturation source blood. The harm done by gadflies to the person and an animal is very big.
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Aznar, Francisco Javier, Angeles Raduán, and Mercedes Fernández. "UNDERSTANDING THE LIFE CYCLES OF ANIMALS: A PEDAGOGIC PROPOSAL FOR BIOLOGY STUDENTS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1977.

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Li, Wenjie. "Criminal Protection of Wild Animals under Perspective of Biodiversity Protection." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.105.

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Reports on the topic "Education with animals"

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Maruyama, Mika. Humane education : the effects of animals in the classroom on children's empathy in Japanese elementary schools. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5444.

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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The Initiative Project on the Guideline of the Understanding Framework on the Veterinary Profession in ASEAN (GUFVA 2014). O.I.E (World Organisation for Animal Health), 2014. http://dx.doi.org/10.20506/standz.2791.

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To facilitate an initial discussion regarding the ASEAN Mutual Recognition Agreement (MRA) for the Veterinary Profession, Faculty of Veterinary Science and the ASEAN Studies Center, Chulalongkorn University, Veterinary Council of Thailand and Department of Livestock Development, Ministry of Agriculture and Cooperative, Royal Thai Government, in collaboration with World Organisation for Animal Health (OIE) Sub-Regional Representation for South-East Asia, and the Federation of Asian Veterinary Associations (FAVA), organised the GUFVA 2014 in Bangkok, Thailand on 25-27 June 2014. The meeting was attended by the ASEAN Secretariat, representatives from the Veterinary Educational Establishments (VEEs) and Veterinary Statutory Bodies (VSBs) of the ASEAN Member States, as well as the organising institutions and organizations (OIE SRR SEA, FAVA, SEAVSA, and Veterinary Associations). The meeting was supported by the Innovative Thai-ASEAN Academic Co-operation at Chulalongkorn University: ITAAC@CU).
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