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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’ definitions and interpretations of what an animal is, with a focus on marine animals. Past studies have shown that students’ 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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Maruyama, Mika. "Humane education : the effects of animals in the classroom on children's empathy in Japanese elementary schools." PDXScholar, 2005. https://pdxscholar.library.pdx.edu/open_access_etds/3562.
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Although humane education, promoting children's kindness toward animals, has been evaluated as a factor influencing children's kindness toward humans later in their life, the effect of a classroom pet hasn't been well studied. The current study investigated the influence of intensified daily interactions with living animals in the classroom on the development of empathy among Japanese children. Specifically, the study examined (a) the effect of introducing animals into the classroom on children's empathic behaviors and attitudes, and (b) the generalization of this animal-directed empathy to humans.
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Tunnicliffe, Susan Dale. "Talking about animals : studies of young children visiting zoos, a museum and a farm." Thesis, King's College London (University of London), 1995. https://kclpure.kcl.ac.uk/portal/en/theses/talking-about-animals--studies-of-young-children-visiting-zoos-a-museum-and-a-farm(a105c4f2-ac03-4746-b48e-b42aa5858ff1).html.
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Mattera, Carole Anne, and Patricia Anne Atherton. "A thematic guide involving students in literature-based activities utilizing animals." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/943.
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Geoffroy-Dallery, Laetitia. "Attitudes of Clinical Psychologists Towards the Reporting of Nonhuman Animal Abuse." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1533029757149596.
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Fu, Jie. "The Conceptual Motivation of Animals Proverbs in English and Chinese." Thesis, Kristianstad University College, School of Teacher Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-1051.
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Solé, Pujol Meritxell. "L’Educació assistida amb animals com a mesura d'atenció a la diversitat a l'escola inclusiva." Doctoral thesis, Universitat de Lleida, 2019. http://hdl.handle.net/10803/668691.
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Aquest estudi se centra en el marc d’un sistema educatiu inclusiu. Els darrers anys, s’ha reforçat legislativament l’escola inclusiva des de les diferents polítiques educatives promovent un canvi de mirada en el conjunt de la societat i de la comunitat educativa. Per tant, sorgeix la necessitat d’implementar metodologies innovadores per atendre la diversitat de tot l’alumnat. I considerem que l’Educació Assistida amb Animals pot ser una d’elles, puix que s’ha demostrat els beneficis de la interacció humà-animal i la seva incidència en factors com la socialització, la disminució de l’estrès, etc. Un sistema educatiu inclusiu ofereix a l’alumnat aquelles mesures i suports que són més adients per a facilitar la seva participació i aprenentatge en un context educatiu ordinari. Aquestes accions i pràctiques es divideixen en universals, addicionals i intensives.
L’estudi s’ha basat en la metodologia observacional sistemàtica aplicada a dos estudis de casos d’infants que amb diversitat funcional. S’ha plantejat un disseny Mixed Methods incrustat o embedded design que pretén interrelacionar l’enfocament quantitatiu amb el qualitatiu per obtenir una visió àmplia de les dades analitzades. En aquest procés s’ha validat un sistema observacional de categories anomenat OSAAI (Observational System of Animal Assisted Interventions) generalitzable en entorns ordinaris en els quals s’apliquin les Intervencions Assistides amb Animals. A partir de l’anàlisi dels patrons de conducta (T-Patterns) i de l’anàlisi de contingut de les entrevistes validades als professionals educatius que han participat en les sessions d’EAA, mitjançant el software Atlas.ti, s’han constatat els beneficis que té l’aplicació de l’EAA en els infants amb diversitat funcional de diferent etiologia en un context educatiu inclusiu, més concretament, en un Suport Intensiu a l’Educació Inclusiva (SIEI).
Així doncs, es demostra que l’EAA és una metodologia eficient d’atenció a la diversitat que aporta beneficis en l’estimulació cognitiva, motriu, multisensorial, comunicativa i emocional en els infants com a mesura educativa que reforça l’adquisició de competències curriculars. Aquests beneficis sorgeixen a partir de la interacció triàdica entre l’infant, l’animal de teràpia i el docent. La presència del gos incrementa la producció de patrons comunicatius acompanyats d’expressions de plaer. A més a més, d’una connexió atencional i motivacional més elevada de l’alumnat en la situació d’ensenyança-aprenentatge.<br>Este estudio se centra en el marco de un sistema educativo inclusivo. En los últimos años, se ha reforzado legislativamente la escuela inclusiva desde diferentes políticas educativas promoviendo un cambio de mirada en el conjunto de la sociedad y de la comunidad educativa. Por tanto, surge la necesidad de implementar metodologías innovadoras que atiendan la diversidad de todo el alumnado. Y consideramos que la Educación Asistida con Animales puede ser una de ellas puesto que se ha demostrado los beneficios de la interacción humano-animal y su incidencia en factores como la socialización, la disminución del estrés, etc. Un sistema educativo inclusivo ofrece al alumnado aquellas medidas y apoyos que son más adecuados para facilitar su participación y aprendizaje en un contexto educativo ordinario. Estas acciones y prácticas se dividen en universales, adicionales e intensivas.
El estudio se ha basado en la metodología observacional sistemática aplicada a dos estudios de casos de niños con diversidad funcional. Se ha planteado un diseño Mixed Methods incrustado o embedded design que pretende interrelacionar el enfoque cuantitativo con el cualitativo para obtener una visión amplia de los datos analizados. En este proceso se ha validado un sistema observacional de categorías llamado OSAAI (Observational System of Animal Assisted Interventions) generalizable en entornos ordinarios en los que se apliquen las Intervenciones Asistidas con Animales (IAA). A partir del análisis de los patrones de conducta (T-Patterns) y del análisis de contenido de las entrevistas validadas a los profesionales educativos que han participado en las sesiones de EAA, mediante el software Atlas.ti, se han constatado los beneficios que tiene la aplicación de la EAA con el alumnado con diversidad funcional de diferente etiología en un contexto educativo inclusivo, más concretamente, en un Soporte Intensivo a la Educación Inclusiva (SIEI).
Así pues, se demuestra que la EAA es una metodología innovadora y eficiente de atención a la diversidad que aporta beneficios en la estimulación cognitiva, motriz, multisensorial, comunicativa y emocional en el alumnado como medida educativa que refuerza la adquisición de competencias curriculares. Estos beneficios surgen a partir de la interacción triádica entre el alumno, el animal de terapia y el docente. La presencia del perro incrementa la producción de patrones comunicativos acompañados de expresiones de placer. Además de una conexión atencional y motivacional más elevada del alumnado en la situación de enseñanza-aprendizaje.<br>The current study is focused on an inclusive education system framework. Over the preceding years, inclusive school has been legislatively reinforced by the different education policies causing a change of mind amongst society and education community. Hence, the need of implementing innovative methodologies to reach student diversity arises. It is considered that animal assisted education (AAE) could be one of these methodologies since the benefits of human-animal interaction and its incidence in factors such as socialization or stress relief have already been proved. An inclusive education system offers the student body the most appropriate measures and support in order to facilitate their participation and learning in a regular educational context. These actions and practices are divided in universal, additional and intensive ones.
The research has been based on the systematic observational methodology applied to two studies of children with functional diversity. A Mixed Methods or embedded design has been suggested for the purpose of relating the quantitative and qualitative approach to obtain a broad perspective of the analysed data. In this process, an observational category system called OSAAI (Observational System of Animal Assisted Interventions) has been validated. This system is generalizable in ordinary settings where animal assisted intervention is applied. Based on the behaviour T-Patterns analysis and the analysis of interviews through Atlas.ti software to education professionals that have taken part in AAE sessions, the benefits of EAA application have been confirmed in children with functional diversity in an inclusive education setting, more specifically, in an Intensive Support to Inclusive Education (SIEI).
Therefore, it is demonstrated that AAE is an efficient methodology to practice diversity outreach and provides children with benefits in cognitive, motor, multisensorial, communicative and emotional stimulations. AAE is also understood as an educational measure to reinforce curricular competences acquisition. These benefits emerge from the triadic interaction among the child, the therapy animal and the teacher. The dog’s presence increases the communicative patterns production along with pleasure expressions. Furthermore, the students’ attention and motivation is also increased in the teaching-learning situation.
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Street, Sidney. "Emotional Support Animals for College Students: Do the Benefits Outweigh the Costs?" Otterbein University Honors Theses / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=otbnhonors1620460726658427.
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Thompson, Danielle Kaye. "Amphibian and Reptile Species Survey and Habitat Assessment: Incorporating Environmental Education and Outreach." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1208912407.
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Harper, C. J. "An exploration into the impact of animals as a therapeutic adjunct in education for children with behaviour, emotional and social difficulties : a biophilic philosophy for education." Thesis, University of the West of England, Bristol, 2015. http://eprints.uwe.ac.uk/25288/.
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This PhD study makes an original contribution to to current research by examining through case study the impact of animal assisted activities for children and young people with Behaviour, Emotional and Social Difficulties (BESD). The thesis presents data, which supports that where contact with animals is offered as an alternative to traditional classroom based learning, children and young people with BESD are supported therapeutically, and enabled to build key relationship skills, thus enabling greater chance of success in learning. The primary motivation for the research was a commitment to better understand and thereby contribute, to a body of literature which seeks to explain and develop solutions and interventions for children and young people with a special need described as BESD alongside a curiosity for the world of nature and animals. Literature in this field includes consideration of frameworks which underpin work with BESD, such as research into trauma and its implications, leading to theories of attachment and in some cases, other psychodynamic concepts. Studies in Animal-Assisted Therapy and E.O.Wilson’s (2003) Biophilia Hypothesis support the consideration of animals as facilitators for mental and emotional health. The study employs a qualitative constellation methodology looking at three main case study contexts and utilising four additional smaller case studies to triangulate the findings. Psychosocial research tools were employed in order to understand the participants ‘story’, given the complexity of working with a vulnerable and challenging group. The main findings of the study show that animals have therapeutic potential as a conduit for relationships, being both social facilitators and taking the role of ‘the common third’ (Cameron and Moss, 2011). In a natural environment, with positive staff facilitation and purposeful activity, interventions with animals can support the development of key relationship skills such as trust, identification, empathy, nurture, understanding and self control. Further, the study shows there maybe educational impact, emotional impact, language and communication support and even health benefits. The study concludes with a discussion of the findings and makes recommendations for further empirical long-term research in the field of BESD and animal assisted activities.
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Frede, David. "A tale of two zoos : a study in watching people watching animals." University of Sydney, 2007. http://hdl.handle.net/2123/3762.
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Doctor of Philosophy<br>Zoological gardens, or zoos, keep and display wild animals, mainly for the purposes of education, conservation and biological research. However, it is evident that a significant component of zoos is the vast number of people who visit them, since without the support of visitors, zoos would not be financially viable and would cease to exist. This research investigates the behaviours of these visitors and develops an understanding of their awareness relating to what they see and do while they are in the zoo, along with their motivations for visiting. The study focuses on two major metropolitan zoos in Australia: Adelaide (in South Australia) and Taronga (in Sydney, New South Wales). A brief historical account contextualises changes, raising awareness of the significance of visitors to the livelihood of zoos. More and more zoos are integrating into their management routines different programmes that relate to the care and welfare of the animals. Despite recent growth in scientific attention, which has focused on human-animal relationships, little research has been conducted relating to the human visitor in the zoo. To date, decisions made by administrators have been based upon assumptions of the visitors’ understanding of the work of zoos rather than on actual quantitative findings. This empirical research is significant in that it uses both quantitative and qualitative methods to appraise factual data and information. The data from unobtrusive tracking observations at different exhibits, combined with the results of questionnaire surveys, are used to explore and assess the perceptions of visitors. In developing a demographic profile of the people who visit zoos, this work considers the motivations and the frequency of visitors. Various factors that influence the viewing patterns of visitors are explored to assess the popularity of exhibits, and the perceptions of visitors relating to animals and enclosures are investigated, to assess the diverse levels of satisfaction. Case studies explore the perceptions and understandings of visitors towards the use of enrichment items, the use of signs and labels, and a hypothetical approach to the feeding of carnivores in zoos. The results are important in that they contribute essential knowledge that describes the perceptions of a wide range of people who visit zoos, along with their expectations, since it is crucial for these institutions to maintain their popularity with the public.
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Matthis, Rosa. ""We protect animals well" : A structural approach to abusive conduct within circus schools." Thesis, Linköpings universitet, Institutionen för tema, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177596.
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This master thesis investigates abusive conduct in circus schools. Focus is put on the management level in order to achieve and provide knowledge of measures and attitudes related to prevention. The theoretical framework for the thesis is built on understanding knowledge as situated and the creation of normative borders producing ways for practitioners of identifying with artistic disciplines. Moreover, the thesis takes a structural understanding of abusive conduct. Stating the lack of research within circus schools, the thesis builds upon a research background relying on sports and academia as fields of reference. Research from these related fields are argued to help artistic education such as circus schools to make up for lost time. The data of this thesis comes from a survey conducted within a global federation of professional circus schools, FEDEC, and the results were thematically analyzed in eight categories. The results reflect circus schools as mainly willing actors against abusive conduct. However, the survey also shows a discipline that is in need of deeper knowledge in order to better apply policies and effectively prevent abuse. The respondents show varying degrees of uncertainty regarding policies and in certain cases refer to direct unwillingness to engage with designated safeguarding procedures, attitudes that must be seen as incompatible with management of any artistic school. In conclusion, this thesis argues that circus (and indeed other artistic) schools are in need of better knowledge and further research in order to better account for transparency, active leadership and bystanding dynamics within the specific social fields of the respective disciplines. Finally it is suggested that further research into identifying and naming problems related to cultures of abuse may help circus schools and other social actors within Circus to put these questions on the agenda.
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Kipp, Lorraine Susan. "The use of video technology to enhance zoo exhibits." Thesis, Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/28769.
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Wojnowski, David. "Traditional and Scientific Conceptions of Snakes in Kenya: Alternative Perspectives for Teaching." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1207830544.
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Weber, Candice J. "The Process of Writing and Performing in a Live Wildlife Show." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1145241110.
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Wagner, Melanie. "Humane Education: Perspectives of Practitioners on Program Evaluation Efforts and Analysis of Changes in Knowledge, Attitudes, and Empathy in Two Violence Prevention and Intervention Programs." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1400592767.
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Elf, Elinor. "Djuren i skolans värld." Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-17817.
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The purpose of this essay is to closely study different studies and texts within the subjects ofanimals and nature in order to, from different themes, analyze and determine whether or not animalsis a useful tool to apply in school as well as preschool. Above all else, this study serves to answerwhat animals and nature can bring children, and when you as an educationalist can benefit from it inyour classes within school and preschool. This study also serves to point out what you should keepin mind when using animals as a tool in your classes, since there are a few obstacles to consider.The method used to analyze the different themes is discourse analysis, which is a sort of textanalysis.About one hundred years ago when our society was industrialized, different theories and theimportance of preserving and to sojourn into nature began to grow among some theorists, biologistsand educators. The value of spending time outdoors was realized, which we today have a greatunderstanding of. Our interest for the impact of animals on us is also starting to grow, and there is alot of research that is of the opinion that animals are good for children in many different ways, andfor many different reasons. When obstacles, such as allergy, is not in the way of using animals inthe education, they could be viewed as excellent educational tools. The discourse presented here isfor many different reasons positive to the effect of animals on children.
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Hoss, Geni Maria. "Relevância da abordagem bioética de Fritz Jahr para o enfoque ecológico da teologia prática." Faculdades EST, 2013. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=539.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>A tese trata da contribuição da abordagem bioética de Fritz Jahr para o enfoque ecológico da Teologia Prática. A base bibliográfica concentra-se nos ensaios de Fritz Jahr publicados entre 1924 e 1948, e referências sobre o meio ambiente em diversos documentos da Igreja Católica. O estudo se dá num contexto em que as urgências da área são dadas pelas instâncias técnico-científicas, através de inúmeros estudos que comprovam a crescente e veloz degradação dos ecossistemas. O foco está no Imperativo de Fritz Jahr, particularmente naqueles aspectos dos escritos do autor que hoje interpelam as reflexões ecológicas no âmbito da Teologia Prática. O presente estudo é constituído de cinco capítulos. O capítulo I trata do legado de Jahr, o Imperativo Bioético e outros escritos, com ênfase nos aspectos relevantes para o estudo em questão. O capítulo II se ocupa com a Teologia da Criação e sustentabilidade. O trabalho está voltado para o pensamento da Igreja Católica em âmbito global, por isso, a prioridade por análise de documentos, discursos e mensagens do magistério, de conselhos pontifícios ou estudos científicos alinhados ao ensinamento oficial da Igreja. O capítulo III aborda questões relevantes para a relação com o meio ambiente: A defesa por um espaço de reflexão sobre as questões ecológicas na Teologia Prática, a visão de ser humano e eclesiologia do Concílio Vaticano II e seus desdobramentos. Trata-se da comunidade de fé edificada sobre as bases das primeiras comunidades cristãs, significativa também na sociedade atual. O capítulo IV identifica e analisa as interpelações de Fritz Jahr a partir do Imperativo Bioético e os demais escritos para a Igreja, a Teologia Prática / Pastoral. A pesquisa identificou numerosos documentos do magistério ou instância pontifícia que abordam o tema ecológico, no entanto, como breves inserções e não como um tratado amplo e completo. No entanto, as diferentes dimensões do conceito de sustentabilidade: Os três pilares (triple bottom line) economia, justiça social e ecologia, fazem parte da Doutrina Social da Igreja. É possível identificar, embora de forma ainda incipiente, a consciência das interconexões das diferentes formas de vida. Aspecto importante de Fritz Jahr para a Teologia Prática é a concepção de uma bioética integrativa, ou seja, a relação ética com todos os seres vivos. A reflexão específica sobre a relação ética com os animais, no âmbito da Igreja Católica, está reduzida a alguns enunciados doutrinais sem a devida repercussão na prática do cuidado dos animais. A dimensão pedagógica de Fritz Jahr é outro tema relevante uma vez que uma mudança de paradigma, um estilo de vida ecoamigável, se torna possível através de um consistente e permanente processo de educação.<br>This thesis deals with the contribution of Fritz Jahrs bioethical approach towards the ecological focus of Practical Theology. The bibliographical basis originates from the writings of Fritz Jahr published between 1924 and 1948, and references on the environment from various documents of the Catholic Church. The study was made in a context in which the emergencies of the area are presented by the technical-scientific instances, through several studies that confirm the rapid and increasing degradation of ecosystems. The focus is on the Imperative of Fritz Jahr, particularly in aspects of the authors writing that question the ecological reflections in the scope of Practical Theology. The present study is comprised of four chapters. Chapter 1 is on the legacy of Jahr, the Bioethical Imperative and other writings, focused on the relevant aspects of the study in question. Chapter 2 discusses Creation Theology and sustainability. The study is focused on the thinking of the Catholic Church within the global scope, for this reason priority is given to the analysis of documents, speeches and teaching messages of pontifical counsels or scientific studies which are aligned with the official teaching of the Church. Chapter 3 addresses relevant issues in the relationship with the environment: The defense of a space for reflection on ecological issues in Practical Theology, the vision of the human being and ecclesiology of the II Vatican Council and its ramifications. It deals with the community of faith built on the bases of the first Christian communities, also significant for current society. Chapter 4 identifies and analyzes the challenges of Fritz Jahr based on Imperative Bioethics and other writings for the Church, Practical / Pastoral Theology. The survey identifies various documents from the teachings or pontifical instance that address the ecological theme, however, as short insertions and not as an ample and complete treatise. However, the different dimensions of the concept of sustainability: The triple bottom line, economics, social justice and ecology, are part of the Social Doctrine of the Church. It is possible to identify, although still in a very incipient way, the conscience of the interconnections between different forms of life. An important aspect of Fritz Jahr for Practical Theology is the conception of integrated bioethics, i.e. the ethical relationship with all living beings. The specific reflection on the ethical relationship with animals, in the scope of the Catholic Church, has a very modest space without the respective repercussion in the practice of looking after animals. The pedagogical dimension of Fritz Jahr is another relevant theme considering that a change of paradigm, an eco-friendly lifestyle, is made possible through a consistent and permanent education process.
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Santos, Janaina Roberta dos. "Educação ambiental e o trabalho com valores : olhando para os animais não humanos /." Rio Claro : [s.n.], 2009. http://hdl.handle.net/11449/90187.
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Orientador: Dalva Maria Bianchini Bonotto<br>Banca: Rosa Maria Feiteiro Cavalari<br>Banca: Leandro Belinaso Guimarães<br>Resumo: Consideramos imprescindível questionar os atuais valores atribuídos aos animais não humanos por nossa sociedade, resultado de uma perspectiva utilitarista pela qual são valorizados predominantemente como recursos, sem reconhecimento e respeito pela "outridade" desses seres. Voltando-nos para o período histórico denominado Renascimento, refletimos sobre o momento em que o Humanismo ganhou força e influenciou de forma efetiva o modo como os seres humanos passariam a se relacionar com o meio ambiente e, consequentemente, com os animais não humanos. A partir dessa reflexão partimos em busca do tratamento dado ao tema dos animais não humanos nas escolas, buscando verificar as possibilidades, nesses espaços, de revisão desses valores, que possibilitem a construção de outras formas de relação entre humanos e não humanos. Este trabalho tem como objetivo investigar as valorações atribuídas aos animais não humanos por professores das séries iniciais do ensino fundamental ao trabalharem com a temática ambiental em que os mesmos são abordados, caracterizando as formas como essa valoração é materializada em suas práticas. Realizamos uma pesquisa de caráter qualitativo, investigando professoras envolvidas em um projeto extracurricular relativo ao tema Fauna, desenvolvido em uma escola de uma cidade do interior paulista no ano 2007. Os dados foram coletados a partir de questionários, entrevistas e documentos. A análise dos dados revelou a existência de duas grandes tendências: o antropocentrismo e o antropomorfismo. Dentre as professoras que apresentaram a tendência antropocêntrica, um grupo demonstrou uma perspectiva mais antropocêntrica, em que os seres humanos eram considerados superiores aos seres não humanos, e outro grupo apresentou uma perspectiva menos antropocêntrica, em que a interdependência entre os seres foi enfatizada. A tendência antropomórfica... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: We consider it essential to question the current values assigned to non-human animals in our society, resulting from a utilitarian perspective in which they are valued primarily as resources, having no recognition and respect for the "otherness" of these beings. Turning to the historical period called the Renaissance, we reflect on the humanism that has gained strength and has influenced effectively the way humans would relate to the environment and, therefore, to the non-human animals. From this discussion, we started out in search of the treatment of the subject about non-human animals in schools, trying to verify the possibilities of reviewing these values in these areas, which allow the construction of new forms of relationship between human and non-human. This study aims to investigate the valuations assigned to non-human animals by teachers in the early grades of primary education by working with the environment into which they are addressed, characterizing the ways in which this valuation is embodied in their practices. We conducted a qualitative study investigating teachers involved in an extracurricular project on the theme Fauna, developed in a school in the countryside of São Paulo state in 2007. Data were collected from questionnaires, interviews and documents. The data analysis revealed two major trends: anthropocentrism and anthropomorphism. Among the teachers who presented the anthropocentric tendency, one group demonstrated being more anthropocentric in that humans were considered superior to non-human beings, and another group showed a less anthropocentric tendency, in which the interdependence between these beings was emphasized. The anthropomorphic tendency, which conceives and values non-human animals from human characteristics given to them, was observed in both teachers who have submitted a more detailed argument on the subject and the anthropomorphism was not very... (Complete abstract click electronic access below)<br>Mestre
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Moraes, Emelline de Melo. "A fauna amazônica e seus significados para alunos de escolas públicas de Manaus/Am." Universidade Federal do Amazonas, 2010. http://tede.ufam.edu.br/handle/tede/2645.
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Previous issue date: 2010-07-15<br>Fundação de Amparo à Pesquisa do Estado do Amazonas<br>This work consists of a survey about the meanings of Amazonian fauna of students from two
schools of Manaus/Am. The articulation of the various areas of knowledge here used
sociology, psychology, anthropology and environmental education research, has allowed us
to capture by different prisms theoretical construction of the symbolic world formed
collectively about the relationship between humans and animals. Takes up here as a condition
for the idea that the conceptions, meanings, worldviews, express a cultural vision that will
serve as the way people think and act in relation to Amazon wild animals of reality. Each
culture sees and sorts the animals differently, based on customs of each social group. And
within this process of constructing dialectics between education, thought by us as a social
practice that plays a crucial role in the formation of citizens aware of their rights and duties.
Constitutes itself as a goal of this work analyzing the meanings of the relationship between
humans and animals with the purpose of being a knowledge base to new pedagogical
practices. Participated in this study 108 (one hundred and eight) elementary school students (5
° to 9 ° year); 5 (five) teachers and 1 (a) qualified educationist. The data were constructed
from analyses of questionnaires and interviews conducted in groups. Participants reported
knowing 88 (eighty-eight) different types of animals, showing a utilitarian vision based on
design anthropocentric in which animals are still being elements of nature at the service of
people is for food, or as ecological functions and affective for humans. The majority of
knowledge about animals in first level through television, then in the family environment and
last level at school. Students found limited issues addressed in the environmental school on
the subject; and science discipline was the most cited as the most deals with issues about the
environment are further discussed in anniversaries. It is concluded that it is necessary to
provide opportunities to change perceptions of teens, extending these concepts for a broad
perception, independent and conscious of the world that students fall.<br>Este trabalho constitui-se em uma pesquisa sobre os significados da fauna amazônica para
estudantes do ensino fundamental de duas escolas públicas de Manaus/Am. A articulação das
diversas áreas do saber aqui utilizadas da sociologia, psicologia, antropologia e educação
ambiental para a investigação, permitiram-nos captar por diferentes prismas teóricos a
construção do mundo simbólico constituídos coletivamente sobre a relação entre humanos e
animais. Toma-se aqui como pressuposto a idéia de que as concepções, significados, as visões
de mundo, expressam uma visão cultural que irá constituir a forma das pessoas pensarem e
agirem em relação aos animais da realidade amazônica. Cada cultura encara e classifica os
animais de maneira diferente, fundamenta-se em costumes de cada grupo social. E dentro
desse processo de construção dialética entra a educação, pensada por nós como uma prática
social que tem um papel fundamental na formação de cidadãos conscientes de seus direitos e
deveres. Constitui-se como objetivo deste trabalho analisar os significados da relação entre
humanos e animais com o propósito de ser uma base de conhecimento para novas práticas
pedagógicas. Participaram desse estudo 108 (cento e oito) alunos do ensino fundamental (5°
ao 9° ano) e 5 (cinco) professores. Os dados foram construídos a partir de análises de
questionários e de entrevistas realizadas em grupos. Os participantes relataram conhecer 88
(oitenta e oito) tipos diferentes de animais mostrando uma visão utilitarista com base em
concepção antropocêntrica, na qual os animais ainda continuam sendo elementos da natureza
a serviço das pessoas, seja para alimentação, ou como funções ecológicas e afetivas para os
humanos. A maioria do conhecimento sobre os animais se deu em primeiro nível por meio da
televisão, em seguida no meio familiar e em último nível na escola. Os alunos consideraram
limitados os assuntos abordados na escola sobre a temática ambiental; sendo que a disciplina
de Ciências foi a mais citada como a que mais aborda o tema, além disso, os assuntos sobre
meio ambiente são mais discutidos em datas comemorativas. Conclui-se que é necessário
estabelecer possibilidades para a mudança das percepções dos adolescentes, ampliando esses
conceitos por uma percepção ampla, independente e consciente do mundo no qual os alunos
se inserem.
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Caneparo, Camila Juliana Francisco. "Políticas públicas de proteção animal: o programa RDPA do município de Curitiba e sua efetividade perante o direito ambiental." Universidade Tecnológica Federal do Paraná, 2014. http://repositorio.utfpr.edu.br/jspui/handle/1/1003.
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O presente trabalho inicia-se com a pesquisa bibliográfica que permitiu a apresentação das disposições normativas acerca da proteção jurídica do meio ambiente, nela incluída os animais domésticos. O conjunto normativo pátrio e estrangeiro evoluiu quanto ao amparo ambiental, vislumbrando-se nova postura do Poder Público em decorrência dos atuais paradigmas da sociedade, que vem cada vez mais se preocupando com a preservação dos recursos ambientais e dos demais elementos ecológicos. Percebe-se que atualmente a garantia dos direitos dos animais não se restringe apenas aos silvestres e exóticos, mas resta consagrada a dos domésticos (como cães e gatos), principalmente pelas disposições constitucionais. No que diz respeito ao tema políticas públicas, é conceituado como o plano de ações governamentais para concretizar os direitos coletivos da sociedade, tendo sido discorrido especificamente acerca das políticas voltadas ao bem-estar dos animais domésticos, com a descrição de exemplos de ações implementadas em diversos locais. Por conseguinte, apresenta-se o programa Rede de Defesa e Proteção Animal do Município de Curitiba (RDPA), referenciando-se seu histórico, objetivos, ações e resultados por meio da pesquisa qualitativa. Diante desses dados, constata-se a efetividade do programa estudado à luz das disposições legais e principiológicas a ele aplicáveis, pois vem executando ações de cunho educacional como a propagação da Guarda Responsável e do Projeto Veterinário Mirim. Ainda, disponibiliza castração para famílias de baixa renda, consideradas vulneráveis pela FAS e em situação de risco para a COHAB, bem como para protetores independentes, medida que se mostra efetiva para diminuir a natalidade e não ocasiona sofrimento aos animais. Os maus-tratos têm sido combatidos principalmente por ações de fiscalização nos estabelecimentos que comercializam os animais, em que se averigua se há o atendimento à legislação. Por fim, o Município tem divulgado o evento Feira Amigo Bicho e cedido espaço no Parque Barigui para ONG’s e protetores levarem animais para serem doados. Foram apresentadas propostas para o aperfeiçoamento do programa ora estudado, como a averiguação de implantar a isenção fiscal para estimular comportamentos ecologicamente corretos e o custeio de ações do programa. Outra sugestão indicada, por exemplo, foi a análise da viabilidade de instaurar chamamento público por parte do ente municipal responsável pela RDPA para obtenção de patrocínio, em que as patrocinadoras divulgam suas logomarcas e em contrapartida custeiam castrações, vacinações e microchipagens.<br>This dissertation begins with a bibliographic research that allowed the presentation of the legislative provisions concerning the legal protection of the environment, included domestic animals. The national and foreign laws evolved as environmental protection, with a new position of the Government due the current paradigms of the society, which increasingly is concerned with the preservation of environmental resources and other environmental elements. Currently it is noticed that the rights of animals are not only restricted to wild and exotic, but also to the domestics (dogs and cats), mainly by constitutional provisions. In relation to public policy subject, it is conceptualized as the governmental action plan to achieve the collective rights of society, having been specifically discoursed on policies focused at domestic animals welfare, with some examples of actions in several locations. Therefore, it is presented the DNAP Program of Curitiba (RDPA), referencing its history, objectives, actions and results through qualitative research. Given these data, it is noted the effectiveness of the studied program under the law and set of principles applicable to it, because it is implementing educational actions as the Responsible Guard and Veterinary Project Mirim (Young Officers). It also offers castration for families considered vulnerable by FAS and in situation of risk to COHAB and low income families, as well for independent protectors, effective measure to reduce the birth rate and does not cause suffering to animals. The maltreatments are being tackled mainly by enforcement actions in the establishments that sell animals, where it is examined if there is compliance with the law. Finally, Curitiba has divulged the event Feira Amigo Bicho (Animal Friend Fair) and ceded space in the Barigüi Park for NGOs and protectors take animals to be donated. Proposals for improving the program were presented, as the possibility of implementation of tax exemption to encourage environmentally friendly behaviors and the costing of program actions. Another suggestion indicated, for example, was the feasibility analysis of establish a public invitation by the municipal entity responsible for DNAP to obtain sponsorship, where the sponsors disclose their logos, but paying for castrations, vaccinations and microchips implants.
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Santos, Janaina Roberta dos [UNESP]. "Educação ambiental e o trabalho com valores: olhando para os animais não humanos." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/90187.
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santos_jrs_me_rcla.pdf: 1000427 bytes, checksum: 1d91b4b9c3b4c49dfc8888477aa2d5d3 (MD5)<br>Consideramos imprescindível questionar os atuais valores atribuídos aos animais não humanos por nossa sociedade, resultado de uma perspectiva utilitarista pela qual são valorizados predominantemente como recursos, sem reconhecimento e respeito pela “outridade” desses seres. Voltando-nos para o período histórico denominado Renascimento, refletimos sobre o momento em que o Humanismo ganhou força e influenciou de forma efetiva o modo como os seres humanos passariam a se relacionar com o meio ambiente e, consequentemente, com os animais não humanos. A partir dessa reflexão partimos em busca do tratamento dado ao tema dos animais não humanos nas escolas, buscando verificar as possibilidades, nesses espaços, de revisão desses valores, que possibilitem a construção de outras formas de relação entre humanos e não humanos. Este trabalho tem como objetivo investigar as valorações atribuídas aos animais não humanos por professores das séries iniciais do ensino fundamental ao trabalharem com a temática ambiental em que os mesmos são abordados, caracterizando as formas como essa valoração é materializada em suas práticas. Realizamos uma pesquisa de caráter qualitativo, investigando professoras envolvidas em um projeto extracurricular relativo ao tema Fauna, desenvolvido em uma escola de uma cidade do interior paulista no ano 2007. Os dados foram coletados a partir de questionários, entrevistas e documentos. A análise dos dados revelou a existência de duas grandes tendências: o antropocentrismo e o antropomorfismo. Dentre as professoras que apresentaram a tendência antropocêntrica, um grupo demonstrou uma perspectiva mais antropocêntrica, em que os seres humanos eram considerados superiores aos seres não humanos, e outro grupo apresentou uma perspectiva menos antropocêntrica, em que a interdependência entre os seres foi enfatizada. A tendência antropomórfica...<br>We consider it essential to question the current values assigned to non-human animals in our society, resulting from a utilitarian perspective in which they are valued primarily as resources, having no recognition and respect for the otherness of these beings. Turning to the historical period called the Renaissance, we reflect on the humanism that has gained strength and has influenced effectively the way humans would relate to the environment and, therefore, to the non-human animals. From this discussion, we started out in search of the treatment of the subject about non-human animals in schools, trying to verify the possibilities of reviewing these values in these areas, which allow the construction of new forms of relationship between human and non-human. This study aims to investigate the valuations assigned to non-human animals by teachers in the early grades of primary education by working with the environment into which they are addressed, characterizing the ways in which this valuation is embodied in their practices. We conducted a qualitative study investigating teachers involved in an extracurricular project on the theme Fauna, developed in a school in the countryside of São Paulo state in 2007. Data were collected from questionnaires, interviews and documents. The data analysis revealed two major trends: anthropocentrism and anthropomorphism. Among the teachers who presented the anthropocentric tendency, one group demonstrated being more anthropocentric in that humans were considered superior to non-human beings, and another group showed a less anthropocentric tendency, in which the interdependence between these beings was emphasized. The anthropomorphic tendency, which conceives and values non-human animals from human characteristics given to them, was observed in both teachers who have submitted a more detailed argument on the subject and the anthropomorphism was not very... (Complete abstract click electronic access below)
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Allard, Stephanie Michele. "The effect of using animal models on children's knowledge, attitude, and practice of health behaviors." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/41101.
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Obesity has been described as a global health crisis due to the rapid increases seen worldwide (Whitlock et al., 2005; Harris et al., 2009; Yetter, 2009). The consequences of obesity are far-reaching and include the physiological and psychological implications for obese individuals, as well as the financial impact it has on both the individual and national health care. Children, especially those of minority ethnic background and lower socioeconomic status, are at increased risk for developing obesity (Yetter, 2009; Veldhuis et al., 2009). Intervention programs targeting underlying causes of childhood obesity have been developed, but little consistent success has been achieved (Summerbell et al., 2005; Sherry, 2005). One factor that could be influencing the lack of success is the stigmatization that can be felt by children taking part in intervention programs. Furthermore, many programs have targeted behavior change without determining underlying attitudes about behaviors. It is critical that effective obesity intervention programs be developed for children at high risk of developing obesity. This study used indirect messaging to address health issues related to overweight and obesity in children. An education program about animal health was presented to two groups of eight and nine year old children. The program included a combination of classroom instruction and practical application both in the classroom and at the Palm Beach Zoo with real animals. The children's attitude, knowledge, and practice of healthy behavior was measured before and after exposure to the program to evaluate its effect. It was hypothesized that learning about what being healthy entails for animals will have positive implications for the children's own health. It was found that children who participated in this study were already knowledgeable about healthy behaviors and also had overall positive attitudes towards health. However, they did not have high levels of health behavior practices. Participation in the program did not significantly improve the knowledge, attitudes, or practice of health behavior in the children. Zoos should consider designing program that specifically target increasing the practice of health behaviors in children.
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Phero, James Alexander. "How to Dissect a Cat: A Video Tutorial." Miami University Honors Theses / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1240269293.
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Wan, Siu-hung Stella, and 溫少虹. "Animal care and education centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31986092.
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Wan, Siu-hung Stella. "Animal care and education centre." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25947989.
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Friedl, Christina Renee. "Comparative Analysis of SRY Promoter Sequences on the Human and Rat Y Chromosome." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1376484138.
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Pereira, Marcelo Gomes. "Efeito do treinamento físico aeróbico sobre a via do sistema renina-angiotensina em modelo genético de insuficiência cardíaca." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/5/5160/tde-08092009-145443/.
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Os efeitos do treinamento físico aeróbio sobre o sistema renina-angiotensina cardíaco (SRA) foram avaliados em camundongos com insuficiência cardíaca (IC) e em seus respectivos controles (WT). O treinamento físico foi conduzido em esteira rolante (8 semanas, 5 x/sem, 60 min por dia). A tolerância à realização de esforço físico, e análises estruturais e funcionais cardíacas foram avaliadas. Os camundongos apresentaram disfunção cardíaca e fibrose associadas ao aumento na expressão de angiotensina II cardíaca e ao aumento na atividade da enzima conversora de angiotensina cardíaca (ECA). O treinamento físico aeróbio reduziu os níveis de angiotensina II e de ECA cardíaca para os mesmos valores apresentados pelo grupo controle. Além disso, elevou a expressão da ECA2 cardíaca, preveniu a intolerância à realização de esforço físico e a disfunção cardíaca, com pouco impacto sobre o remodelamento cardíaco<br>The effects of aerobic exercise training on the cardiac renin-angiotensin system (RAS) was evaluated in mice with heart failure (HF) and control (WT). The exercise training was realized in a motor treadmill (8 weeks, 5d/wk, 60 min/day). The exercise tolerance, structural and function analysis were evaluated. Mice displayed cardiac dysfunction and fibrosis associated to increased in cardiac angiotensin II expression and angiotensin converting enzyme activity (ACE). The exercise training reduced cardiac angiotensin II and ACE levels to age-matched WT. In addition, increased the ACE2 expression, prevent the exercise intolerance and cardiac dysfunction, with little impact on cardiac remodeling
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Jamieson, Jen. "Adolescents, education and farm animal welfare." Thesis, Royal Veterinary College (University of London), 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572485.
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Gross-Camp, Nicole D. "Dispersion of large-seeded tree species by two forest primates primate seed handling, microhabitat variability, and post-dispersal seed fate /." [Yellow Springs, Ohio] : Antioch University, 2009. http://www.ohiolink.edu/etd/view.cgi?acc_num=antioch1233073947.
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Thesis (Ph. D.)--Antioch University New England, 2008.<br>Title from PDF t.p. (viewed Feb. 19, 2009). "A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Environmental Studies at Antioch University New England 2008"--The title page. Advisor: Beth A. Kaplin, Ph. D. Includes bibliographical references (p. 122-123).
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Veloso, Caroline dos Passos. "A problemática do abandono de animais domésticos: um estudo de caso em Camaçari-BA." Universidade Catolica de Salvador, 2016. http://hdl.handle.net/123456730/328.
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Previous issue date: 2016-08-30<br>O objetivo do presente trabalho de dissertação foi de estudar o problema contemporâneo do abandono de animais domésticos (cães e gatos) e suas consequências para a vida do animal abandonado, do próprio homem e para o meio ambiente. Com a pesquisa fora realizado um apanhado histórico sobre o meio ambiente, sobre a fauna urbana, sobre o direito animal, sobre o ato de abandono suas causas e consequências sociais, ambientais e jurídicas, além da análise da responsabilidade do Poder Público e a corresponsabilidade dos cidadãos para o agravamento da situação tendo se baseado no Município de Camaçari-BA. Para tanto, metodologicamente, a dissertação baseou-se em uma combinação de pesquisa bibliográfica e um estudo de caso, tendo como instrumento a coleta de dados. Os resultados obtidos demonstraram que é elevado o número de animais domésticos abandonados e que esse impacto afeta diretamente a vida do ser humano, do próprio animal e de animais silvestres. Com o referido estudo, foi possível considerar a necessidade de adoção de medidas públicas emergências por parte do Poder Público que, juntamente com a sociedade, são responsáveis diretos por tal problema, mas também de medidas proativas de maior conscientização e educação ambiental para que estas pessoas compreendam o significado do abandono e as possíveis consequências que derivam desse ato.<br>The objective of this dissertation was to study the contemporary problem of pet abandonment (dogs and cats) and its consequences for the life of the abandoned animal, the man himself and to the environment. With the research was conducted a historical overview on the environment, on wildlife, urban fauna on the animal right on the act of abandonment causes and social, environmental and legal, as well as the Government responsibility for the analysis and the responsibility of citizens to the worsening of the situation with building of the Municipality of Camaçari, Bahia. Therefore, methodologically, the dissertation was based on a combination of literature review and a case study, and as a tool to collect data. The results showed that is taken the number of abandoned pets and that impact directly affects the life of the human being, the animal itself and wild animals. With this study, it was possible to consider the need to adopt public measures emergencies by the Government which, together with society, are directly responsible for this problem, but also proactive measures to raise awareness and environmental education for these people understand the meaning of abandonment and the possible consequences that derive from this act.
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Casanova, Gonzalvo Carles. "Efecte d’un programa d’Intervenció Assistida amb Gossos en persones majors de 65 anys amb trastorns de l’aparell locomotor." Doctoral thesis, Universitat de Lleida, 2016. http://hdl.handle.net/10803/401542.
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Objectiu. Analitzar l'eficàcia d'una Intervenció Assistida amb Gossos, en població major de 65 anys amb trastorns de l'aparell locomotor.
Mètode. Estudi Clínic Aleatoritzat (n=52), amb Grup Control (n=22) amb un Programa de 12 sessions grupals de Fisioteràpia de 60 minuts, i Grup Experimental (n=30) amb el mateix Programa i incloent Teràpia Assistida amb Gossos.
Resultats. Millora generalitzada intragrup, sent major en Grup Experimental. En l'anàlisi intergrup, la Teràpia Assistida amb Gossos resultà significativa en diferents ítems de capacitat funcional, dolor articular, intensitat del dolor general i estat d'ansietat/depressió de la qualitat de vida.
Conclusions. La Fisioteràpia en Atenció Primària obté resultats positius en salut, sent la Teràpia Assistida amb Gossos la Intervenció que obté més guanys en salut sobre capacitat funcional, estat àlgic i qualitat de vida, en participants majors de 65 anys amb trastorns crònics de l'aparell locomotor. La Teràpia Assistida amb Gossos ha de ser considerada com una teràpia complementària innovadora que compleix amb els principis d'equitat, eficiència, sostenibilitat i satisfacció dels ciutadans.<br>Objetivo. Analizar la eficacia de una intervención Asistida con Perros, en población mayor de 65 años con trastornos del aparato locomotor.
Método. Estudio Clínico Aleatorizado (n=52), con Grupo Control (n=22) con un Programa de 12 sesiones grupales de Fisioterapia de 60 minutos, y Grupo Experimental (n=30) con el mismo programa e incluyendo Terapia Asistida con Perros.
Resultados. Mejora generalizada intragrupo, siendo mayor en Grupo Experimental. En el análisis intergrupo, la Terapia Asistida con Perros resultó significativa en diferentes ítems de capacidad funcional, dolor articular, intensidad del dolor general y estado de ansiedad/depresión de la calidad de vida.
Conclusiones. La Fisioterapia en Atención Primaria obtiene resultados positivos en salud, siendo la Terapia Asistida con Perros la Intervención que obtiene más ganancias en salud sobre capacidad funcional, estado álgico y calidad de vida, en participantes mayores de 65 años con trastornos crónicos del aparato locomotor. La Terapia Asistida con Perros debe ser considerada como una terapia complementaria innovadora que cumple con los principios de equidad, eficiencia, sostenibilidad y satisfacción de los ciudadanos.<br>Objective. Analyze the effectiveness of an intervention Assisted Dogs in population over 65 with musculoskeletal disorders.
Method. Randomized clinical study (n=52), with Control Group (n=22) with a 12 group sessions of physiotherapy 60 minutes, and Experimental Group (n=30) with the same program and including Assisted Therapy Dogs.
Results. Intragroup widespread improvement was higher in Experimental Group. In the intergroup analysis, Assisted Therapy Dogs significant in different items of functional ability, joint pain, general pain intensity and state of anxiety/depression quality of life.
Conclusions. Physiotherapy in Primary Care achieves positive health outcomes, with the Assisted Therapy Dogs Intervention you get more health gains on functional capacity, painful status and quality of life, over 65 participants with chronic musculoskeletal disorders. Assisted Therapy Dogs should be considered as an innovative complementary therapy that complies with the principles of equity, efficiency, sustainability and citizen satisfaction.
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Clarke, Nancy. "Assessment of attitudes towards animal welfare within veterinary education." Thesis, University of Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627985.
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The objectives of both human and veterinary medicine are to ensure optimal well-being of human and animal patients. However objectification processes have been identified as endemic within human medical contexts, whereby practitioners increasingly view and interact with patients as machine-like objects, lacking capacity for mental experiences. As objectification processes might also exist in veterinary medicine, potentially impacting upon quality of patient care, it is essential that tools exist to measure such processes and what additional factors may be influential. The main aim of the experimental research was to develop tools that could be predominantly used within veterinary education to assess students ' belief in animal sentience, and thus determine whether factors such as knowledge of animal welfare, gender, stage of veterinary education and empathizing and systemizing personality traits account for individual variation in such attitudes. In chapter 2 an animal welfare knowledge progress test was developed to assess veterinary students' knowledge of core areas of animal welfare, science, ethics and law. In Chapter 3 a questionnaire was used to measure belief in animal sentience, and gender as a source of variation, among first year veterinary students and over the course of the veterinary degree. In Chapter 4 a questionnaire was used to measure the possible role of empathizing and systemizing personality traits in determining both inter- and intra-gender variability in belief in animal sentience. In Chapter 5 a novel computer-based task was developed to investigate people's implicit tendencies to categorise animals as either object-like or person-like. Overall, the questionnaire-based tools were developed and used with adequate success. There was no evidence of objectification within veterinary medicine. However further research is needed using the tools, refilled where appropriate, in order to determine whether objectifications processes occur amongst wider populations of veterinary students and, if so, whether such processes impact upon animal welfare.
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Gierka, Robert Eugene. "A Case Study of Veterinary Technology Students' Experience of Continuing Human-Animal Bonds." Thesis, North Carolina State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690208.
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Baptista, Diana Gomes. "Projecto educação pró-animal." Master's thesis, Universidade Técnica de Lisboa. Faculdade de Medicina Veterinária, 2011. http://hdl.handle.net/10400.5/3618.
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Dissertação de Mestrado Integrado em Medicina Veterinária<br>O Projecto Educação Pró-Animal é um projecto de educação sobre as aspectos do âmbito médico-veterinário (saúde e bem-estar animal e saúde pública veterinária), que tem como objectivo principal envolver os profissionais de saúde animal na sensibilização da população para a importância que a salvaguarda da saúde e bem-estar animal tem, para a promoção da saúde e bem-estar das pessoas. De forma a recolher informações sobre quais eram as áreas do âmbito médico-veterinários onde mais lacunas de informação existiam, foram aplicados a crianças do 6ºano de escolaridade, inquéritos com perguntas sobre 8 temas diferentes: “Como tratar os Animais de Companhia - Cães e Gatos”, “Como tratar os Animais de Companhia - Animais exóticos”, “Animais Selvagens”, “Espécies Pecuárias”, “Do prado ao prato”, “Animais abandonados”, “Zoonoses” e “Pragas urbanas”. As crianças do 6ºano eram de 8 concelhos/áreas de Portugal, de Norte a Sul de Portugal e Ilha do Pico, nomeadamente, por ordem cronológica (27 de Setembro de 2010 a 24 de Junho de 2011): Lousã, Oliveira do Hospital, Santiago do Cacém, Monchique, Portalegre, Porto, Ponte de Lima e Ilha do Pico. Aplicados estes inquéritos, eram desenvolvidas acções de sensibilização à população no geral mas, principalmente, às crianças inquiridas. Para tal foram testados, produzidos, ajustados e reajustados, diferentes instrumentos e métodos de aprendizagem, os quais serão aqui apresentados. Pretende-se com este trabalho, tornar a Educação Pró-Animal uma prática comum e sustentada, acessível a qualquer profissional de saúde animal, nomeadamente através da providência de materiais de sensibilização, métodos de aprendizagem, apoio personalizado e trabalho coordenados com outros profissionais de saúde animal.<br>ABSTRACT - The Education Pro-Animal Project (attempt to translate): -
The "Education Pro-Animal" Project is a education project about veterinary medicine subject (animal health and welfare and veterinary public health), which the main objective is to involve animal health's professional in the public awareness of the animal health and welfare protection's importance to improve the human health and welfare. To study which areas of veterinary people know less, it was applied surveys to secondary school children (11/12 years old), about 8 different areas of veterinary as "How to care about company animals- dogs and cats", "How to care about company animals- exotic animals", "Wildlife", "Farm animals", "From the farm to fork", "Abandoned animals", "Zoonosis" and "Urban pests". The surveyed children were from 8 different Portuguese areas, since North to South and also Azores, and were applied between 27th September 2011 and 24th June 2011. In chronological order, the 8 areas visited were Lousã, Oliveira do Hospital, Santiago do Cacém, Monchique, Portalegre, Porto, Ponte de Lima e Ilha do Pico and the project “stays” one month in each area. After apply those surveys, there were presented awareness-raising to the people in general, but specially directed to the surveyed children. To do the awareness-raising, different tools and teaching methods were tested, produced and adjusted, whose I will present here. With this work we want that Education Pro Animal become a common and well supported practice, accessible to every animal health's professional, by providing awareness materials, teaching methods, personalized help, and work in coordination with others animal health’s professionals.
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Österberg, Marika. "Satire and Social Criticism in C. S. Lewis' That Hideous Strength." Thesis, Högskolan Väst, Avd för utbildningsvetenskap och språk, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-5162.
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The essay at hand is a New Historicist reading of C. S. Lewis’ dystopian fantasy novel That Hideous Strength. According to New Historicist theory it is informed by many disciplines, namely, philosophy, history, literary theory, theology, social science, and psychology, and it attempts to lessen injustices of race and class. The essay examines how satire operates in the novel, focusing on its societal targets: totalitarianism, laboratory animals, and education. Lewis’ philosophical idea expressed in his “The Abolition of Man” – that a society that averts from what he calls universal, timeless, objective values will eventually lead to a loss of that which is truly humane – is a main theme of the novel as well as for this essay. Another, complementary, main theme is that a cultivation of the heart is necessary for individuals of society since childhood if society is going to stay humane.
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Hammer, Steven Berlin. "Interactions between Exercise, Aging and Ethanol and the Mammalian Circadian Timing System." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1247872024.
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Weber, Annalisa D. "Rule-Adherence Within the Mountain Gorilla Tourism Industry." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1431016645.
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Glock, Gina. "Mountain habitat activity guide." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/41.
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Hawkins, Roxanne D. "Psychological factors underpinning child-animal relationships and preventing animal cruelty." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31500.
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Despite a growing increase in popularity of human-animal interaction research, there remains a lack of understanding of the reasons why children are cruel to animals and whether early intervention is effective in preventing cruelty and neglect. The aims of this thesis were to deepen our understanding of the psychology of child-animal interactions, and to test whether targeted educational interventions improve the mechanisms which underlie these interactions. A review of the literature found that current research is heavily biased towards the positive impact of animals, identifying a need for more research into the complex web of psychological factors that impact these relationships. The systematic review included in this thesis provides the first narrative meta-synthesis of empirical research on the psychological risk factors for childhood animal cruelty and highlights a decrease in publications over more recent years, as well as a lack of high quality research. Studies have largely overlooked the fact that most cruelty in childhood is unmotivated and accidental and so further research is essential to understand how to prevent different types of childhood animal cruelty. Three studies investigated the fundamental mechanisms that underlie child-animal interactions, focusing on attachment to pets, beliefs about animal minds, and attitudes towards animal cruelty. These studies highlighted the importance of teaching children about animal sentience through education, and that educational interventions should focus on preventing unmotivated cruelty and neglect in the general population. Animal welfare education aims to promote positive relationships between children and animals, thus preventing cruelty. However, few scientific evaluations of these programs exist. This thesis evaluates a cruelty prevention education programme, 'Prevention through Education', developed by the Scottish Society for the Prevention of Cruelty to Animals. Knowledge, attachment to pets, attitudes towards animals, attitudes towards animal cruelty, compassion towards animals, reported humane behaviour, and beliefs about animal minds were assessed at pre-test, post-test, and delayed post-test using a self-report questionnaire, comparing test schools to control schools. The questionnaire was administered to 1,217 Scottish children aged 6 to 13 years. The results found that cognitive factors were influenced by the intervention, but affective factors were more resistant to change. A novel cruelty prevention iPad game that was theoretically driven and evidence based, was designed, developed and evaluated. The evaluation involved a pre-test, post-test, test-control design using a self-report questionnaire with 184 primary-school children in Scotland, UK. The results indicated a positive impact of the game on increasing knowledge about animal welfare needs and appropriate and safe behaviour towards pets, increasing children's beliefs about pet minds, and decreasing acceptance of cruelty to pets. The intervention had no impact on compassion. This study demonstrates the potential of developing interactive iPad games to promote cognitive dimensions of positive child-animal interactions. This thesis highlights the importance of evidence-based animal welfare education for early prevention of animal cruelty, and the potential of computer game-based learning to promote positive child-animal interactions. This thesis further addresses major gaps in psychological research and deepens our understanding of how to prevent animal cruelty and neglect. The findings have implications for practice and policy and will impact upon the educational strategies of organisations wishing to develop early prevention strategies.
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Gallard, Diahann. "Anthrozoology in early childhood education : a multiphase mixed methods study of animal-related education in early childhood." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4494/.
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This study is about the features of educational experience in early childhood linked to animals, with a particular emphasis on the role and perspectives of early education practitioners (EEPs) in England. It includes a consideration of the influences of the earlier scholars and philosophers and a shift in pedagogy and methods for young children’s education; about animals, with animals and ‘as nature’. The study ‘maps’ the status of animal-related education in early childhood and it notes a decline in animal-assisted learning which has occurred as an outcome of particular political activities, legislation, and other factors. The research is both exploratory and confirmatory and utilised a mixed methods bricolage as a methodology, method and philosophy. There are three phases of research; an evaluation of the status of animal-assisted and animal-related learning in early childhood education, an inquiry into the attitudes and perspectives of early education practitioners and the development and piloting of a framework to support early education practitioners for animal-related education. The action-oriented final phase includes the piloting of an ‘Animal Aware School’ scheme and a number of dissemination activities and these are evaluated. An outcome of the research is the identification of the association between animal-related education and the global agenda for a Sustainable Future (SF) and the emergence of the notion of ‘noticing animals’. The findings of this thesis make an original contribution to knowledge in the field in three ways; 1) There has been a collection of new data – predominantly the perspectives of early education practitioners about animal-related education in early childhood – and a first systematic review of relevant texts and discourse, 2) This is a first inquiry at the intersection of the anthrozoology, early childhood education and psychology fields of study about animal-related education in early childhood, and 3) There has been the creation of a new term ‘Early Childhood Educational Anthrozoology’ which has not been in usage before and will help with future discourse.