Crucial but Neglected: Limited Availability of Animal Welfare Courses in Education of Wildlife Researchers.

Animal welfare is a subject of increasing scientific and ethical concern in today's society, crucial for the well-being of animals used in research and the integrity of scientific data. Equipping researchers in the life science disciplines with a science-based knowledge of animal welfare, behaviour, physiology, and health is, therefore, essential. Nevertheless, previous studies evaluating animal welfare education focused on veterinary, laboratory, or farm animal science. Consequently, the aim of this study was, for the very first time, to map the prevalence of animal welfare courses in the university education of ecologists, wildlife biologists, and conservation managers in Europe, Canada, the USA, Australia, and New Zealand. A comprehensive assessment of 1548 universities was conducted, resulting in the identification of 596 relevant programs at the bachelor's and master's levels. Analysis of the curricula revealed that only 1% of the programs offered a formal course on animal welfare, while 65% provided courses on animal behaviour, 59% on animal physiology, and 34% on animal health. However, the majority of these courses were listed as electives rather than mandatory components of the programs. These results underscore the need for universities to incorporate more formal and obligatory education in animal welfare in order to better prepare future ecologists, wildlife biologists, and conservation managers for the challenges of working with wildlife.

Noninvasive Genetic Assessment Is an Effective Wildlife Research Tool When Compared with Other Approaches.

Wildlife research has been indispensable for increasing our insight into ecosystem functioning as well as for designing effective conservation measures under the currently high rates of biodiversity loss. Genetic and genomic analyses might be able to yield the same information on, e.g., population size, health, or diet composition as other wildlife research methods, and even provide additional data that would not be possible to obtain by alternative means. Moreover, if DNA is collected non-invasively, this technique has only minimal or no impact on animal welfare. Nevertheless, the implementation rate of noninvasive genetic assessment in wildlife studies has been rather low. This might be caused by the perceived inefficiency of DNA material obtained non-invasively in comparison with DNA obtained from blood or tissues, or poorer performance in comparison with other approaches used in wildlife research. Therefore, the aim of this review was to evaluate the performance of noninvasive genetic assessment in comparison with other methods across different types of wildlife studies. Through a search of three scientific databases, 113 relevant studies were identified, published between the years 1997 and 2020. Overall, most of the studies (94%) reported equivalent or superior performance of noninvasive genetic assessment when compared with either invasive genetic sampling or another research method. It might be also cheaper and more time-efficient than other techniques. In conclusion, noninvasive genetic assessment is a highly effective research approach, whose efficacy and performance are likely to improve even further in the future with the development of optimized protocols.

Educational use of animals in Europe indicates a reluctance to implement alternatives.

Animals have been considered an indispensable tool to teach about the functioning of living organisms, to obtain skills necessary for practicing human and veterinary medicine, as well as for acquiring skills for caring for and conducting experiments on animals in laboratories. However, the efficacy of this practice has been questioned in recent decades, and societal views have evolved to place a much stronger emphasis on animal welfare and ethics that needs to be reflected in our teaching and training practices. Currently, many alternatives to harmful animal use are available, and it is not clear why thousands of animals continue to be used every year for educational and training purposes. Therefore, this study aimed to identify reasons for the lack of uptake of non-harmful educational and training methods by analyzing recently published non-technical summaries in the EU and EEA Member States and to provide examples of alternatives for specific learning objectives. Results from non-technical summaries from 18 countries spanning the most recent years (2017-2019) revealed that the two main perceived reasons for continued animal use are: 1) the necessity to use a living animal for "proper" learning and 2) the lack of an adequate alternative. We argue that these reasons often do not reflect reality. In conclusion, we consider it is necessary to place a stronger emphasis on engagement with ethical questions that underlie the use of animals and careful consideration of how the learning objectives could be achieved through non-harmful alternatives.

The Educational Efficacy of Humane Teaching Methods: A Systematic Review of the Evidence.

Humane alternatives to harmful educational animal use include ethically-sourced cadavers, models, mannequins, mechanical simulators, videos, computer and virtual reality simulations, and supervised clinical and surgical experiences. In many life and health sciences courses, however, traditional animal use persists, often due to uncertainty about the educational efficacy of humane alternatives. The most recent comprehensive reviews assessing learning outcomes of humane teaching methods, in comparison to harmful animal use, were published more than 10 years ago. Therefore, we aimed to collate and analyse the combined evidence from recent and older studies about the efficacy of humane teaching methods. Using specific search terms, we systematically searched the Web of Science, SCOPUS, and EMBASE databases for relevant educational studies. We extracted information on publication years, the country in which the study was conducted, field, humane teaching methods, form of learning outcome assessment, and the learning outcome of the humane teaching methods, in comparison with harmful animal use. We found 50 relevant studies published from 1968-2020, primarily stemming from the USA, UK, and Canada. Humane teaching methods produced learning outcomes superior (30%), equivalent (60%), or inferior (10%) to those produced by traditional harmful animal use. In conclusion, a wide-spread implementation of humane teaching methods would not only preserve learning outcomes, but may in fact be beneficial for animals, students, educators, and institutions.

Recognizing animal personhood in compassionate conservation.

Compassionate conservation is based on the ethical position that actions taken to protect biodiversity should be guided by compassion for all sentient beings. Critics argue that there are 3 core reasons harming animals is acceptable in conservation programs: the primary purpose of conservation is biodiversity protection; conservation is already compassionate to animals; and conservation should prioritize compassion to humans. We used argument analysis to clarify the values and logics underlying the debate around compassionate conservation. We found that objections to compassionate conservation are expressions of human exceptionalism, the view that humans are of a categorically separate and higher moral status than all other species. In contrast, compassionate conservationists believe that conservation should expand its moral community by recognizing all sentient beings as persons. Personhood, in an ethical sense, implies the individual is owed respect and should not be treated merely as a means to other ends. On scientific and ethical grounds, there are good reasons to extend personhood to sentient animals, particularly in conservation. The moral exclusion or subordination of members of other species legitimates the ongoing manipulation and exploitation of the living worlds, the very reason conservation was needed in the first place. Embracing compassion can help dismantle human exceptionalism, recognize nonhuman personhood, and navigate a more expansive moral space.

Reconocimiento de la Calidad de Persona en los Animales dentro de la Conservación Compasiva Resumen La conservación compasiva está basada en la posición ética que parte de que las acciones tomadas para proteger a la biodiversidad deberían estar dirigidas por la compasión por todos los seres sintientes. Los críticos de esta postura argumentan que hay tres razones nucleares por las que el daño a los animales es aceptable dentro de los programas de conservación: el principal motivo de la conservación es la protección de la biodiversidad; la conservación ya es compasiva con los animales; y la conservación debería priorizar la compasión hacia los humanos. Usamos un análisis de argumentos para aclarar los valores y la lógica subyacentes al debate en torno a la conservación compasiva. Encontramos que el rechazo a la conservación compasiva es una expresión de la excepcionalidad humana, la visión de que los humanos están en un nivel categóricamente separado y de mayor moral que todas las demás especies. Por el contrario, los conservacionistas compasivos creen que la conservación debería expandir su comunidad moral al reconocer a todos los seres sintientes como personas. La calidad de persona, en un sentido ético, implica que el individuo merece respeto y no debería ser tratado solamente como un medio para otros fines. Si hablamos desde fundamentos científicos y éticos, existen muy buenas razones para extender la calidad de persona a todos los animales sintientes, particularmente en la conservación. La exclusión moral o la subordinación de los miembros de otras especies justifica la continua manipulación y explotación de los seres vivos, la justa razón por la que necesitamos de la conservación desde el principio. La aceptación de la compasión nos puede ayudar a desmantelar la excepcionalidad humana, a reconocer la calidad de persona no humana y a navegar un espacio moral más expansivo.

Introgressive replacement of natives by invading Arion pest slugs.

Hybridization with invasive species is one of the major threats to the phenotypic and genetic persistence of native organisms worldwide. Arion vulgaris (syn. lusitanicus) is a major agricultural pest slug that successfully invaded many European countries in recent decades, but its impact on closely related native species remains unclear. Here, we hypothesized that the regional decline of native A. rufus is connected with the spread of invasive A. vulgaris, and tested whether this can be linked to hybridization between the two species by analyzing 625 Arion sp. along altitudinal transects in three regions in Switzerland. In each region, we observed clear evidence of different degrees of genetic admixture, suggesting recurrent hybridization beyond the first generation. We found spatial differences in admixture patterns that might reflect distinct invasion histories among the regions. Our analyses provide a landscape level perspective for the genetic interactions between invasive and native animals during the invasion. We predict that without specific management action, A. vulgaris will further expand its range, which might lead to local extinction of A. rufus and other native slugs in the near future. Similar processes are likely occurring in other regions currently invaded by A. vulgaris.

Phylogeographic past and invasive presence of Arion pest slugs in Europe.

Arion vulgaris (syn. A. lusitanicus) is the most destructive pest slug in Europe. The species has been regarded a classic case of an ongoing biological invasion with negative economic and ecological impact in many European countries, but this status has recently been contested. In this study, we assessed mitochondrial and autosomal genetic diversity in populations of A. vulgaris across the entire distribution range in order to characterize its evolutionary history. Mitochondrial diversity in A. vulgaris was strongly reduced compared with the closely related and largely codistributed noninvasive species A. rufus and A. ater, indicating a very rapid spread of A. vulgaris through Europe. Autosomal diversity assessed in 632 individuals from 32 populations decreased towards eastern and northern Europe which is consistent with the reported expansion of the species towards these regions in the last decades. Demographic simulations supported very recent population founding events in most of the European range. The short periods between the first detection of A. vulgaris in different countries and only a very weak association of genetic structuring among populations with geographical distances suggest a human contribution in the ongoing expansion of the slug. We propose that this contribution may ultimately prevent the exact localization of the debated region of origin of A. vulgaris. However, the reclassification of A. vulgaris as noninvasive would be premature. Without counter measures, the Eastern and Northern European countries can expect to see this biological invasion continued in the future.

The Gastropod Menace: Slugs on Brassica Plants Affect Caterpillar Survival through Consumption and Interference with Parasitoid Attraction.

Terrestrial molluscs and insect herbivores play a major role as plant consumers in a number of ecosystems, but their direct and indirect interactions have hardly been explored. The omnivorous nature of slugs makes them potential disrupters of predator-prey relationships, as a direct threat to small insects and through indirect, plant-mediated effects. Here, we examined the effects of the presence of two species of slugs, Arion rufus (native) and A. vulgaris (invasive) on the survivorship of young Pieris brassicae caterpillars when feeding on Brassica rapa plants, and on plant attractiveness to the main natural enemy of P. brassicae, the parasitoid Cotesia glomerata. In two separate predation experiments, caterpillar mortality was significantly higher on plants co-infested with A. rufus or A. vulgaris. Moreover, caterpillar mortality correlated positively with slug mass and leaf consumption by A. vulgaris. At the third trophic level, plants infested with slugs and plants co-infested with slugs and caterpillars were far less attractive to parasitoids than plants damaged by caterpillars only, independently of slug species. Chemical analyses confirmed that volatile emissions, which provide foraging cues for parasitoids, were strongly reduced in co-infested plants. Our study shows that the presence of slugs has the potential to affect insect populations, directly via consumptive effects, and indirectly via changes in plant volatiles that result in a reduced attraction of natural enemies. The fitness cost for P. brassicae imposed by increased mortality in presence of slugs may be counterbalanced by the benefit of escaping its parasitoids.