Animal
Science Ethical and Legal Issues
AnSci
M30/CAPS M02
CRN:37624/37625
COURSE
DESCRIPTION:
Review the ethical issue involving animal ownership and
use. Examples: research, education, food production, exhibition
and as
companions. Review and discuss major "animal rights" groups,
legal issues relating to animal care and treatment; and regulatory
agencies
from the local to international levels. Class discussions
include
the animal welfare/rights movements, the use of IACUCs, and the Animal
Welfare
Act.” Applies to associate degree.
Course
Hours:
Wednesday 6:00-8:50 p.m. Zoo-2, Moorpark College - Starts January 14,
2009.
Professor:
Dr. L.S. Shapiro, Office Phone: 818-710-4254
Office
Hours:
By appointment (email drcows@aol.com)
Required
Text:
Applied
Animal Ethics,
2nd Edition,
by Dr.
L.S. Shapiro, Ari Farms Publishers,
2007.
Course Objectives - The student will:
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TOPIC
TEXT
|
Suggested
Reprint Articles and Misc. Reference
Material From All Sides
a.
Use of Animals in
Biomedical Research. The Challenge and Response:
An American Medical Association White
Paper,
1992 (revised)
b. Americans for Medical Progress, Inc. (see also
http://www.medicalprogress.org/animalhouse/index.cfm)
i. An AMP
Intelligence Report - July 1997
ii. Animal Rights: What’s at Stake
iii. Testimony to
the Value
of Animal Research
iv. 21 Things You
May Not
Know About the Animal Rights Movement
v. Some Call It Protecting Animal Rights
vi. The Animal
Rights
Movement.. In the words
of Its
Leaders
vii. Lives Saved
Thanks to
Animal Research
viii. Federal
Regulation of
Animal Research
ix. The Vital Role
of Animals
in AIDS Research
x. Is This Really What You Believe?
xi. We’re going to
expose the
naked truth about PETA tomorrow
xii. The Red Ribbon You’’ Wear Tonight Tells
the World
You’ve Made a Choice
xiii. HSUS - PETA Connections
xiv. Some People Just See A Rat. We See A Cure for Cancer
xv. Using Animals in Research is Necessary
c. PETA
i.
Companies That Don’t Test on Animals
ii. Companies That Test On
Animals
iii. Animals in the Classroom: Lesson in
Disrespect
iv. Animal
Experimentation:
Sadistic Scandal
v. Factory Farming: Mechanized Madness
vi. Veal: A Cruel
Meal
vii. Companion Animals: Pets or Prisoners?
viii. Euthanasia:
The
Compassionate Option
ix. AIDS: Contagion and Confusion
x. Living in Harmony with
Nature
xi. Xenografts:
Frankenstein Science
d. PCRM
e. The Moral Status of Animals and
Their Use in
Research
f. Human vs. Animal Rights.
In Defense of Animal Research
g. Use of Animals in Medical
Education
h. Animals in Research
i. FBR
i. Making
Animal Tests the Scapegoat for Rare Side Effects
ii. Historical
Revisionism
and Intellectual Dishonesty
iii. The Payoff From
Animal Research
iv. Making the Case for
Drug Addiction
Research
v. The Humane Care & Treatment of
Laboratory Animals
vi. The Use of
Animals in
Product Safety Testing
vii. Regulation of
Biomedical
Research Using Animals
viii. The Use of Dogs &
Cats in Research & Education
ix. Animal Rights Extremists: Impact on Public
Health
j. Understanding (and misunderstanding) the Animal Rights
Movement in the
k. World Medical Association’s
Statement on
Animal Use in Biomedical Research
l. Dr. Temple Grandin
i. Euthanasia
and Slaughter of Livestock
ii. Shackling, Hoisting Live Animals is
Cruel
iii. Humanitarian Aspects of Shehitah
in the
iv. Principles
of Abattoir Design to Improve Animal Welfare
v. Slaughter, Religious Slaughter and
Animal
Welfare
vi. Recommended
Animal Handling Guidelines for Meat Packers
vii. Modified
ASPCA Pen
Designs
m. Current Ethical Issues Surrounding
Animal
Research
n. NAERIC
i. Statement
of Purpose, Fact Sheet
ii. AAEP Officials
Inspect
PMU Farms
iii. Checks and Balances in PMU
Ranching Ensure
High-Quality Care for Horses
iv. North American
Equine
Ranching Information Council
Seeks to Inform,
Educate
Public About Mare, Foal Husbandry
v. Recommended Code of Practice for the Care
and
Handling of Horses in PMU Operations
vi. Independent Equine
Vet. Practitioners Conduct 1,450 Herd
Health Review in 96-96 Season
vii. PMU Ranching’s
Veterinary Care Standards Surpass those of
Private
Ownership
viii. NAERIC Updates Equine Welfare Committee
at
Largest AAEP Convention Ever
ix. PMU Horses Command Record Prices at
x. PMU Ranchers to Benefit From
Breeding
Enhancement Program
xi. War on Animal Rights
xii. Rights Stunt Backfires
p. Why the study of animal behavior is associated with the Animal
Welfare
Issue
q. The Use of Animals in Medical Research - Are there
alternatives
r. The Importance of Animals in Biomedical
and
Behavioral Research
s. Protecting Laboratory Animals
t. Public Health and The Role
of Animal
Testing
u. incurably ill For Animal Research (iiFAR)
i. Animals in
Diabetes
Research
ii. Meet Our Members
iii. Cats and Medical Research
v. Policy Statement: Dissection of Animals in the Classroom
(Educators for Responsible Science)
w. Policy on Humane Care and Use of Laboratory Animals
(American Association for Laboratory Animal
Science)
GUIDELINES FOR ORAL PRESENTATION AND RESEARCH PAPER
Each
student will
present a researched topic on ethical issues using animals.
During the Spring 2009 semester each
student will present it orally in
a group of four. The presentation shall include both sides of the
ethical
argument. Costumes, comedy, posters, props, animals, and
equipment
may be used to enhance your presentation. Neither side of the
argument
should have a clear "winner" or "loser." The purpose
of the assignment is not to prove "your case" but to demonstrate the
facts and emotions of both sides of the argument. A typed
abstract is due no later than January 28, 2009. It should
include
names of each participant and their respective parts in your skit. On
January
21st you will meet with your individual groups to write your scripts
for your
presentations. There will be NO formal class on the 21st.
You should
arrange, in advance, where and when you will meet with your group. You
are
requested to meet with your "group of four" to practice your
presentation and prepare your detailed outline. The
outline (of your skit) will be turned in
on January 28, 2009. Please
include the parts each person will be playing.
The
outline for your
presentation should include an introduction to the topic, methods of
research
(where are you going to get your information - make sure you obtain
adequate
information from all sides), conclusions based on the complete
picture,
discussion of unresolved issues, relevance to the average American (why
should
we be concerned). You may do your oral presentation in a group of
no more
than four students. Each student must demonstrate participation
in the
preparation and delivery of the presentation. A detailed
scientific style
bibliography should be included with a copy of your skits script.
Scripts
must be handled in no later than one week prior to your oral
presentation.
Oral
presenters will be
judged on the following:
1. Organization of Presentation (10%)
2. Balance of Ideas Covered in Presentation (10%)
3. Visuals (Clarity and Appropriateness) (10%)
4. Rate and Smoothness of Delivery (10%)
5. Ability of others to Comprehend
the
Presentation (10%)
6. Depth of Material Covered (15%)
7. Overall Impressions of Topic and Presentation
(25%)
8. Quality of Written Script (10%) - due one week before
Oral
Presentation
EXTRA
CREDIT
Poster presentations will be accepted for extra credit.
Presentations should be based on original work (don’t go to
PETA or AMA
and borrow one of their already put together
presentations). Your
poster should be mounted on 45” by 45” poster boards and should be laminated
or covered with some type of impermeable plastic. The top
of the
poster space should include your abstract. The lettering for this
section
should be at least 1” high.
All
illustrations must
be readable from distances of 3’ or more. Charts, drawings,
and
illustrations should include color (when possible). Keep text and
figure
legends short, but DO NOT omit
them. Include a typed (at least 3/8” high) short and
legible
“introduction” chart and a “summary of conclusions” chart. Each
illustration, drawing or picture should convey only one main
idea. The
purpose of the illustrations, drawings and charts is to increase
interest and
attentiveness, to clarify or emphasize an idea. These diagrams
should
also increase recall of your presented information. Do NOT
overcrowd your poster board with too many
diagrams. Express your ideas in as few words as possible.
Be
critical of print size and contrast of drawings.
A
poster board
presentation is unacceptable if it contains grammatical errors and/or
meaningless statements such as “I intend to show,” contains typing
errors, has
a type size smaller than 12 point (this page is 12 point), presents an
emotional viewpoint without the inclusion of data, diagrams, facts
showing “the
other side.” Do not include pictures, photographs of mysterious origin,
or
photos that were staged. Be sure to date all photos, cite
location, etc.
Examples
of acceptable
poster presentation topics include:
1. Kosher killing of animals
2. Slaughtering of animals using a captive bolt
stun gun
3. Rodeo animals, their care, treatment,
and
injuries
4. The Draize test
(need for,
abuses of, rational for and against)
5. Proper use of the IACUC (a step by step analysis,
description
of, critique)
6.
Use of Animals at the
circus; their care, treatment, injuries
7.
Zoo animals, their
care, treatment and need to be in captivity
8.
Aquariums, their
need, treatment and care of animals.
9.
Environmental,
behavioral, nutritional enrichment of exotic animals
Please
remember that we
do NOT have to agree in this course and I do NOT grade on how close a
student
agrees with my conclusions (when I give them). Hopefully we will be
able to
establish a common framework that even with varying experiences and
viewpoints
can be used to converse with each other about animal ethics. That
is my
goal.
Researching
the Topic
The following resources may prove useful as you research your
presentation and
should be available at our Department Library, College Library or one
of the
libraries at CSUN, USC, UCLA or local research facility.
1. Books - check card catalog of the library under the
following
headings
2.
Periodicals -
indexes list the articles that have been published in magazines,
journals, and
other periodicals. Each index is limited to a specific
range of
periodicals. The following indexes list articles that relate to
the use
of animals in research.
- Reader’s Guide to Periodical Literature - this index
lists articles
published in general interest magazines, such as
- Relevant
articles can be found under the following subject
headings:
-
Index Medicus (MEDLINE) - is a
bibliography of medical
journals and lists a wide range of periodicals related to the
field of medicine.
Relevant articles can be found under the following subject
headings:
-Social
Science
Index - lists journals in the field of social science, such
as psychology and sociology. Relevant articles
can be
found under the following subject heading:
Applied
Science and
Technology Index
- includes journals in
the hard science fields, such as engineering,
chemistry, and
physics. Relevant articles can be found
under the
following subjects:
-
Biological
and Agricultural Index - contains listings from
journals
dealing with life sciences, such as animal science, biology,
and biochemistry. Relevant articles can be
found under
the following headings:
METHOD
OF EVALUATION
1.
Midterm
Exam (study
guide) 100 points
2. Class Participation (up to)
25 points
3. Report
(Oral/Written)
50-75 points
4. Final
Exam (April 1, 2009) 200 points
Total
points
350-400 points
Maximum Extra Credit = 35 points. All extra credit must be turned
in NO
LATER than March 25, 2009. All extra credit must be approved
by the
instructor, in writing, prior to starting it.
Attendance
(3 “tardies” = 1 absence, 3 unexcused
absences can = a Fail). It
is the student’s responsibility to drop any class after the 1st session
not the
faculty.
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Students
with disabilities, who believe that
they may need accommodations in this class, are encouraged to contact Disabled
Student Program and Services as soon as possible to ensure that
such accommodations are implemented in a timely fashion.
Authorization from the DSP&S office is required before any
accommodation can be made. Their phone number is 378-1461 and
they are located in the |
Students
enrolled in this course are encouraged to use The
Learning Center, The Math Center, and the
Writing
Center services to support their efforts in this class. The
Learning
Center, Math Center, and Writing Center, located in Library 322, will
provide
tutorial services and supplemental instruction based on course goals.
When
using these services, students need to state their instructor’s name
for
tracking and reporting purposes. Students will also need to
provide their
student ID numbers when receiving tutorial services. For further
information call The Learning Center (805) 378-1556 or the Writing
Center (805)
378-1400 ext 1696.
|
The
Learning Center, The Math Center, & The Writing Center Hours |
|
Monday
- Thursday 8:30 – 7:00 |
|
Friday
8:30 – 1:00 |
PREFACE
The
purpose of this
course is NOT to change beliefs, but to induce tolerance of different
and often
emotionally charged opposing views. As a hopeful dividend, the
reading of
your assigned text and the teaching of this course may also result in a
more
humane treatment of both animals and humans.
Applied
Animal Ethics
will instruct a serious student in the
technique of gathering data, reading and creating statistical diagrams
and
charts, researching not only one’s preconceived notions, and most
importantly,
the calm dissection of what will probably be disturbing alternative
beliefs and
interpretations of data. Statements commonly held to be
sacrosanct will
be critically analyzed for scientific proof. Even pictures and other illustrations will be examined as to
relevance
and authority. [e.g. Was a picture
“staged”? When and where was it taken? By
whom and for what purpose?]
Readers
of Applied
Animal Ethics may be disappointed by not finding a definitive
statement
by the author on “ethics” (e.g. whether animals should or should not be
used in
research; what animals should be eaten by man, if any; how such animals
should
be slaughtered and under what conditions, etc.) This is for the
reader to
decide. Applied Animal Ethics does NOT
pontificate
for Hinduism or Jewish Orthodoxy, for the American Medical Association
or for
the American Fund for Alternatives to Animal Research. It is for
the
reader to form his own ethical standards. Probably very few
students will
change their views after studying this book and its suggested avenues
for further
research. This is all well and good. What will be derived
from this
text is an understanding and acceptance of the fact that all groups
dealing
with the various phases of the treatment of animals (and humans) are
driven by
humane interests even if their end goals may be entirely opposite of
one
another.
This
text combines a
basic background in theoretical ethics with the applications of
controversial
philosophies. It is in the application of beliefs that we can
really
understand the full implications of what some might call “dogma,” but
which to
others might be considered “revealed truths.” Applied Animal
Ethics
presupposes that we are and will continue to use animals in research,
to
slaughter and to eat. However, a full discussion of what is
humane, what
is abuse, what is extreme behavior will be encouraged and the
vegetarian and
the meat-eater, the anti-vivisectionist and the researcher - all will
have
their full say. Perhaps only in
One
man’s faith allows
him to eat everything, but another man, ….
. eats only vegetables. The man
who eats
everything must not look down on him who does not. And the man who does not eat everything, must not condemn
the man
who does (Romans 14:2-3).
I
would particularly
like to thank and specifically commend to my students for
material and
viewpoints of the following organizations and institutions which have
provided
much of the stimulus to make this book look more applicable and
proactive: PETA (People for the Ethical
Treatment of
Animals), American Medical Association, American Veterinary
Medical
Association, California Biomedical Research Association,
Foundation for
Biomedical Research, Animal Welfare Information Center, United States
Department of Agriculture, Scientists Center for Animal Welfare
(SCAW),
Americans for Medical Progress Educational Foundation (AMPef),
Humane Society of the United States (HSUS), National Institutes of
Health,
Hastings Center, Commission on Life Sciences Institute for Laboratory
Animal
Resources (ILAR), Center for Alternatives to Animal Testing
(CAAT),
American Fund for Alternatives to Animal Research (AFAAR), Center
for
Animals in Public Policy (Tufts University), U.S. Department of
Health
and Human Services, Educators for Responsible Science, UC Center for
Animal
Alternatives, The Kennedy Institute of Ethics at Georgetown University
and
various universities that teach similar courses in Animal Ethics will
be
discussed. By no means is this list complete in
the
information available to you. Additional information from
various
government and other reliable sources may enhance your
understanding of animal ethics.
L.S. Shapiro, 2000
Acknowledgments
I
want to especially
thank the animal caretakers and scientists at Amgen, Inc. for allowing
me to
intern through their research facility. The experience gave me
first-hand
knowledge of “typical” modern day animal research. Dr. Barbara Orlans at
With this second edition of Applied Animal Ethics, I have tried
to
include a taste of the controversy that exists in training, housing,
and using
exotic animals in entertainment and education. Many of my students,
during the
past thirty years, have dreamt about working with “lions and tigers and
bears”
not even realizing the controversial nature of caring for these
beautiful but
dangerous wildlife. Television and movies have made elephants and
tigers look
docile and friendly. I would like to thank the input and insight I have
received from the teaching staff at Moorpark College’s Exotic Animal
Training
and Management Program, Dr. Becky Yates – formerly of the National Zoo
in Washington,
DC, Kari and Gary Johnson of Have Trunk Will Travel, and the thousands
of
former students who have demonstrated successfully the humane care of
exotic
and zoo animals.
Most of all, I want to thank my friend the dairy cow. This may seem a
bit strange
for a professor to do. However, the close relationship I had (for 19
years) as
a dairy farmer gave me a deeper appreciation for the feelings,
thoughts, and
needs of animals. The dairy cow responds to kindness by producing more
milk,
better conception rates, and healthier udders. The kinder, gentler and
cleaner
one is, the more profitable the dairy business becomes. Too bad all
businesses
can’t be run in such a fashion. Or can they??
L.S.
Shapiro,
2007
Click
here for Printable copy of this syllabus