Ethics and Care: For Animals, Not Just Mammals

In the last few decades, we have made great strides in recognizing ethics and providing care for animals, but the focus has been mainly on mammals. This stems from a bias of attention not only in research but predominantly in non-scientists’ attention (to ‘popular’ animals), resulting partly from discussion about and depiction of animals in publications addressed to the public. This is somewhat due to political pressure, and can result in uneven conservation efforts and biases in targets for welfare concerns. As a result, there has been a huge backlash again, with concerns about pain sensitivity and welfare in fish, and a less focused but more pervasive omission of consideration of all invertebrates. That means welfare efforts are focused on 0.2% of the animal species on the planet, and education about non-mammals, particularly addressed to children, is necessary to broaden this focus and care more fully for the inhabitants of the planet

What and where is an octopus’s mind?

It is gratifying to see the thorough discussion of whether octopuses have a mind, though perhaps a mind that is different from those of “higher” vertebrates. It stimulates us to look at the welfare of these animals and challenges us to find better ways to test mindfulness and cognition across animals with widely differing natural histories and sensory and motor capacities

Vigilance and Antipredator Responses of Caribbean Reef Squid

Antipredator responses, especially those of open-ocean squid, have been seldom studied in the natural environment. Sepioteuthis sepioidea, observed by snorkellers near the shore in early morning/late afternoon, produced an average of eight moves of over 1m per hour, apparently mostly antipredator behaviours. Close approaches by herbivorous parrotfish elicited no response in 74% of encounters; otherwise, squid produced agonistic zebra stripes or startle-mantle-dots skin patterns. Predatory bar jack fish caused flight but not zebra displays, and squid usually paled and fled quickly (66%) from snapper. The speed of approach was the best predictor for flight and display responses to snapper, but for bar jack and parrotfish, the relative fish size and distance were the predictors for escalated responses. Paired dorsolateral mantle dots were produced when squid approached the sea bottom or hunted outside the group and in reaction to fish approaches; 56% of these were to the very common parrotfish. Reactive pairs of spots were selected from four possible mantle locations and they were significantly likely to be directional towards fish, presumably as startle/warning, but not directed towards conspecifics as indicators of predator presence. Thus the evasion techniques of the cephalopods and their ability to produce different display patterns on the skin show how an intelligent animal modifies an otherwise simple decision about which pairs of spots to select from four possible mantle locations and whether to flee from potentially dangerous animals

Philosophical Background of Attitudes toward and Treatment of Invertebrates

People who interact with or make decisions about invertebrate animals have an attitude toward them, although they may not have consciously worked it out. Three philosophical approaches underlie this attitude. The fi rst is the contractarian, which basically contends that animals are only automata and that we humans need not concern ourselves with their welfare except for our own good, because cruelty and neglect demean us. A second approach is the utilitarian, which focuses on gains versus losses in interactions between animals, including humans. Given the sheer numbers of invertebrates—they constitute 99% of the animals on the planet—this attitude implicitly requires concern for them and consideration in particular of whether they can feel pain. Third is the rights-based approach, which focuses on humans’ treatment of animals by calling for an assessment of their quality of life in each human-animal interaction. Here scholars debate to what extent different animals have self-awareness or even consciousness, which may dictate our treatment of them. Regardless of the philosophical approach to invertebrates, information and education about their lives are critical to an understanding of how humans ought to treat them

Philosophical Background of Attitudes toward and Treatment of Invertebrates

People who interact with or make decisions about invertebrate animals have an attitude toward them, although they may not have consciously worked it out. Three philosophical approaches underlie this attitude. The fi rst is the contractarian, which basically contends that animals are only automata and that we humans need not concern ourselves with their welfare except for our own good, because cruelty and neglect demean us. A second approach is the utilitarian, which focuses on gains versus losses in interactions between animals, including humans. Given the sheer numbers of invertebrates—they constitute 99% of the animals on the planet—this attitude implicitly requires concern for them and consideration in particular of whether they can feel pain. Third is the rights-based approach, which focuses on humans’ treatment of animals by calling for an assessment of their quality of life in each human-animal interaction. Here scholars debate to what extent different animals have self-awareness or even consciousness, which may dictate our treatment of them. Regardless of the philosophical approach to invertebrates, information and education about their lives are critical to an understanding of how humans ought to treat them

An invertebrate perspective on pain

Although Key (2016) argues that mammals feel pain and fish do not, from an invertebrate perspective, it is obvious that the pain experience is shared by animals from a number of different animal groups

Ethics, Care, Animals, Mammals

In the last few decades, we have made great strides in recognizing ethics and providing care for animals, but the focus has been mainly on mammals. This stems from a bias of attention not only in research but predominantly in non-scientists’ attention (to ‘popular’ animals), resulting partly from discussion about and depiction of animals in publications addressed to the public. This is somewhat due to political pressure, and can result in uneven conservation efforts and biases in targets for welfare concerns. As a result, there has been a huge backlash again, with concerns about pain sensitivity and welfare in fish, and a less focused but more pervasive omission of consideration of all invertebrates. That means welfare efforts are focused on 0.2% of the animal species on the planet,and education about non-mammals, particularly addressed to children, is necessary to broaden this focus and care more fully for the inhabitants of the planet

Cephalopods are best candidates for invertebrate consciousness

Insects might have been the first invertebrates to evolve sentience, but cephalopods were the first invertebrates to gain scientific recognition for it

What do professors want to learn to improve their teaching

Open access article. Creative Commons Attribution 4.0 International License (CC BY 4.0) appliesThis paper recounts the author’s experience with giving a Needs Assessment for improvement by university teachers. Subjects were from the University of Lethbridge and the 2008 Society for Teaching and Learning in Higher Education (STLHE) conference session. Teachers at the University (n=77) indicated they could spend 5-15 hours in teaching development per semester and wanted a variety of information access but favoured quick one-hour workshops. STLHE participants (n=34) were willing to attend three-hour workshops and spend more time per semester (over 20 hours) improving their teaching. Topics that both groups wanted to hear about were teaching efficiently, using student feedback, fostering critical thinking, and marking fairly. STLHE participants were more interested in fostering group work, student writing, and dealing with student disabilities and diversity, whereas the University sample cared more about preventing cheating and presenting the results of their teaching for promotion and tenure. All in all, there were many things that teachers wanted to learn.Ye