Dog training as a violence prevention tool for at-risk adolescents

Abstract

Humane education programs often target at-risk children and seek to teach empathy and gentleness with animals, but few of these have been assessed. This prospective, longitudinal study examined the effects of “Teaching Love and Compassion” (TLC), a humane education program employing educational group discussions and dog training for seventh-grade, inner city youth in Los Angeles, California. The TLC program is offered to groups of 10 to 12 students during their three-week vacation at the year-round school. Students for the experimental and control groups were selected from the pool of those scoring below the 25th percentile in reading and mathematics. The study, conducted over a two-year period, assessed four successive sessions, comprising an experimental group of 41 children and a control group of 42 children. In morning sessions, the experimental group had discussions focusing on interpersonal issues and conflict management. In the afternoons they were taught the proper care and obedience training of shelter dogs. Pre-, post-, and follow-up tests, specially developed to accommodate the children's reading ability and scheduling constraints, were given to both the experimental and control groups to assess their knowledge of animal care, conflict management skills, attitudes toward self and others, and fear of dogs. Members of the experimental group increased their understanding of pet care and the needs of animals and retained this information more than did the control group for all four TLC sessions, both at post-testing (F=58.4, p=0.0001) and follow-up testing (F=18.9, p=0.0001). At post-testing, the experimental group showed a trend toward a decreased fear of dogs (F=3.6, p=0.062), that was significant at follow-up testing (F=4.2, p=0.019). For these children who are exposed to daily violence and aggression to people and animals, these modest changes were associated with the three-week intervention.     

Animals in Schools: Processes and Strategies in Human-Animal Education

Abstract

In this study we tested the hypothesis that the process of training a non-human primate (NHP) affects it's general behavior patterns, outside of training. A group of Abyssinian colobus monkeys (Colobus guereza, n = 8), housed at Paignton Zoo, UK, were observed for four 12-day periods. Behaviors were noted prior to training, using positive reinforcement to achieve oral examinations, and each month for three months after training had started. These data were used to construct daily activity budgets and investigate social behaviors (both colobus–colobus and colobus–human). A comparison of these data (using doubly repeated measures MANOVAs) showed activity budget (F_(3,3) = 9.8, λ = 0.4, p < 0.001) and colobus-initiated interactions with people (F_(3,2) = 16.6, λ = 0.3, p < 0.001) differed significantly across the four observation periods. Resting behavior was negatively correlated with feeding behavior (Pearson: n = 56, r = -0.25, p < 0.05); this relationship was considered to be independent of the onset of training. The significant decline in colobus-initiated interactions with the public appeared to be a direct result of the training.

The results in this study showed that the implementation of training reduced colobus–human interactions. Two reasons are suggested in this paper to account for these unexpected results; either or both of these explanations may be true. The increased level of keeper–colobus interactions necessary for training may have acted to socialize the colobus to humans, so that they habituated to the general presence of humans. Equally, the training sessions may have provided the colobus with predictable interactions with humans that provided rewards, outside of which colobus-initiated interactions were not worthwhile.

Training in this situation was found to be beneficial for the colobus and did not adversely affect the behavior of the colobus outside of the training sessions. It is concluded that caution should be taken when instigating training as part of captive primate management, due to species differences and the paucity of studies that have quantified the impact of training on zoo primate biology. What is greatly needed is more studies which are able to empirically compare the biology (behavior and physiology) of zoo housed primates before and after training has been implemented.     

Variations in the timing of reinforcement as a training technique for foals (Equus caballus)

Abstract

Horses are used worldwide for a range of activities. Their usefulness and welfare in these pursuits are strongly influenced by their trainability, which may in turn be influenced by learning ability. Handling and riding horses can expose both handler and horse to a considerable risk of injury. This risk can be reduced by employing correct handling procedures that can facilitate learning in horses. As with all training, efficacy is influenced by consistency and timing. To determine the optimum timing of reinforcement, 16 unweaned naïve foals, that had previously undergone minimal human–animal interaction (i.e., not had a headcollar previously applied), of warmblood (WB; n = 6), thoroughbred (TB; n = 5) or warmblood x thoroughbred (WB x TB; n = 6) breeding were randomly assigned to three treatment groups for testing on ten training days at approximately 14-day intervals. Pressure applied to a headcollar via a lead rope was used as the stimulus for each foal to walk forward, and this was repeated until the foal had walked a distance of 8 m. The effects of three different latencies of negative reinforcement were evaluated by releasing the pressure either immediately: as the first foreleg step commenced (Treatment 1); when the second step of the forelegs was completed (Treatment 2) or when the fourth step of the forelegs was completed (Treatment 3). Each foal's rate of learning was measured by the proportion of correct responses relative to the total number of responses performed. Behavioral responses exhibited (rears, strikes, head shakes, falls, sideways movement and hops) and the steps taken over the distance were also recorded.

Initially, the foals undergoing Treatment 1 appeared to learn more quickly than those foals undergoing Treatments 2 and 3, suggesting that Treatment 1 was associated with the greatest compliance and the quickest learning. However, the foals undergoing Treatment 3 ultimately achieved significantly (p < 0.001) more correct responses, suggesting that the longer delay of reinforcement (i.e., the longer duration of aversive stimulus) may enhance learning via the negative reinforcement inherent in lead training in foals. While some conflict behaviors were shown in all treatment groups, most were exhibited on training day 2. This was reflected in the analysis of composite behaviors performed, with training days 1 and 2 being different (p < 0.001) from training day 3, and training days 1–3 being different (p < 0.001) from training days 4–10. These changes indicate that learning occurred in all treatment groups.

The foals used in this study were sired by five different stallions. While the foals sired by stallion 2 (WB) performed significantly (p < 0.001) more correct responses, those foals sired by WB stallions were significantly (p < 0.001) less likely to perform correct responses when compared with those foals of TB or WB x TB breeding. Colts were significantly (p < 0.001) more likely to perform correct responses than were fillies.     

Effects of breed,sex, and neuter status on trainability in dogs

Abstract

In a previous study of canine temperament (Hsu and Serpell 2003), a distinct “trainability” factor was identified, characterized by a dog's willingness to attend to its owner and obey simple commands, combined with a high “fetch” motivation, and low levels of distractibility and/or resistance to correction. This paper explores the distribution of this trait in a large sample of dogs in relation to breed, sex and neuter status. The owners of 1,563 dogs belonging to 11 common breeds were invited to assess them for “trainability” using a standardized questionnaire (C-BARQ^©). Highly significant breed differences in trainability were detected. In two breeds with distinct field and show bred lines, show bred dogs obtained significantly lower trainability scores. Although no overall sex differences in trainability were detected, male Dachshunds and West Highland White Terriers were found to be significantly more trainable than females. Neutering was not associated with any differences in trainability in female dogs in any breed, but was associated with positive effects on trainability in male Shetland sheepdogs. The findings suggest that there is scope for improving trainability in most breeds of dog, and emphasize the dangers of generalizing among breeds with respect to sex differences in trainability or the benefits of neutering. The biological basis of the trainability trait is also discussed in light of recent research on the evolution of canine social cognition.     

Training of laboratory-housed non-human primates in the UK

Abstract

Laboratory-housed non-human primates may experience a range of potential stressors, including physical and chemical restraint, venepuncture, injection, catching and cage-change. Training them to co-operate, using positive reinforcement techniques, is one means of significantly reducing the adverse impact of such procedures upon them and, therefore, is a refinement. Furthermore, the additional time that staff spend with the primates, and the need for individual recognition and close observation of animal behavior, mean that the trainer develops a relationship with each individual animal which can be beneficial for animal welfare (e.g., by reducing the occurrence of abnormal behavior and fear of humans). We surveyed use of training in thirteen UK establishments using and breeding primates, utilizing a mixed-mode questionnaire. The survey demonstrated that there is widespread awareness of training as a refinement and appreciation of its diverse benefits, but training is not used as widely or as fully as it might be. This is largely due to real constraints (principally staff and time and a lack of confidence in ability to train), and perceived constraints (such as a supposed lack of information on how to train and assessment of the benefits, and an overestimation of the time investment needed). There is also considerable variation between establishments in the purposes of training and techniques used, with a reliance on negative reinforcement in three. We conclude that there is considerable scope for refinement of common scientific, veterinary and husbandry procedures, and refer to some resources designed to help establishments take action (e.g., Prescott and Buchanan-Smith 2003).     

A chronotype comparison of South African and Dutch marathon runners: The role of scheduled race start times and effects on performance

Recently, a high prevalence of morning-types was reported among trained South African endurance athletes. Proposed explanations for this observation were that either the chronotype of these athletes is better suited to coping with the early-morning start times of endurance events in South Africa; or habitual early waking for training or endurance events may have conditioned the athletes to adapt and become morning-types. The South African endurance athletes also had earlier chronotypes compared to a control population of less active individuals, suggesting that individuals who are more physically active may have earlier chronotypes. However, since both the South African athlete and control groups showed an overrepresentation of morning-types compared to European and American populations, the South African climate may in part have explained this bias towards morningness. Given the latitude and climate differences between South Africa and the Netherlands, and that South African marathons typically start at about 06:30 while those in the Netherlands start later (±11:00), comparison of South African and Dutch marathon runners and active controls would allow for simultaneous assessment of the effects of marathon start time, degree of physical activity and climate on chronotype. Therefore, the primary aims of this study were: (i) to assess the effect of marathon start time on chronotype in marathon runners and (ii) to determine the extent to which either degree of physical activity or climate might explain the bias towards morningness observed in South African athletes and controls. A secondary aim was to determine whether any relationships exist between chronotype, PERIOD3 (PER3) variable number tandem repeat (VNTR) polymorphism genotype, habitual training habits and marathon performance. Trained male marathon runners from South Africa (n?=?95) and the Netherlands (n?=?90), and active but non-competitive male controls from South Africa (n?=?97) and the Netherlands (n?=?98) completed a questionnaire capturing demographics, training and race history, as well as the Horne–Östberg morningness–eveningness personality questionnaire. All participants donated buccal cell samples from which genomic DNA was extracted and polymerase chain reaction analysis was used to genotype them for the PER3 VNTR polymorphism, which has previously been associated with chronotype. The main finding was that South African runners were significantly more morning-orientated than Dutch runners suggesting that participation in an endurance sport with an earlier start time may influence chronotype. Secondly, both the South African and Dutch runners were significantly more morning-orientated than their respective control groups, indicating that individuals who train for and participate in recreational endurance sport races have an earlier chronotype than physically active but non-competitive males. Thirdly, mean chronotype scores were similar between the South African and Dutch control groups, suggesting that climate does not seem to affect chronotype in these groups. Fourthly, the PER3 VNTR polymorphism distribution was similar between the four groups and was not associated with chronotype, suggesting that the difference in chronotype between the four groups in this study is not explained by the PER3 VNTR genotype. Lastly, in the South African runners group, a higher preference for mornings was associated with a better personal best half-marathon and current marathon performance.     

Preparedness as a counter-memory. School desegregation,social chances and life chances

ABSTRACT

How should we understand the conundrum of love for the segregated school – a system built to keep you in your place? In Gone Home. Race and Roots through Appalachia, Karida L. Brown looks at African American teacher’s work in segregated schools and shows how desegregation could be felt in both gains and losses in the black community. Those teachers prepared their students for a world of integration without freedom. This essay proposes a counter-memory of segregation, a relational agency of teachers past that remains to this day. Former students’ commemoration of teachers, principals, and schools dating from the time of institutionalized racial exclusion works as a symbolic reminder in a still-racist world, representing not only the need to be prepared, but also to stay prepared.     

肝胆外科住院医师规范化培训教学探讨

住院医师培训是医学教育中重要环节之一,是提高临床医疗水平的关键。因此,如何探索科学、合理的住院医师培养方案,已成为临床医学教育探索的重要课题。本文对肝胆外科住院医师规范化培训的实践进行了总结分析,希望对提高肝胆外科住院医师规范化培训效果起到一定的促进作用。