Animals In Research, Testing And Teaching 

Policy Statement:  
The P.E.I.H.S is morally opposed to procedures and experiments utilizing animals which cause pain, suffering or injury.  

1. P.E.I.H.S recognizes that the use of some animals for research, testing and teaching may not end in the near future. It is the policy of PEI Humane Society to use every means in its power to reduce and end the suffering of animals by promoting refinement, reduction and replacement of animals in research, testing and teaching in the following ways, by; 

a) Changing housing to ensure physical, social and psychological well-being.  
b) Ensuring that appropriate exercise is provided.  
c) Appointing animal welfare representatives on all animal care and grant review committees.  These committees must be accountable to the public.  
d) Opposing the importation of primates from the wild for research purposes.  
e) Opposing the use of restraining devices for any prolonged period.  
f) Opposing mandatory surrender of animals from pounds for research, testing or teaching.
g) Requiring education for all those involved with research animals to include courses in ethology, ethics, manipulative procedures and current laws, regulations and guidelines regarding laboratory animal care.  
h) Requiring enforcement and improvement of pertinent laws relating to the use of animals in research, testing and teaching.  
i) Opposing the use of muscle relaxants or paralytics alone, without anesthetics.  
j) Urging the ongoing review of the Canadian Council on Animal Care Guidelines.  

2. P.E.I.H.S is opposed to procedures, experiments or animal use which involve needless repetition, or are for scientifically trivial ends, or which involve techniques for which satisfactory and humane alternatives have already been developed.

3. P.E.I.H.S believes that all experimental and testing protocols utilizing animals should be subject to extensive ethical reviews.
  
4. Genetic Engineering  
Whereas genetic engineering has profound effects on humans, animals, plants and the environment;  

a) P.E.I.H.S is deeply concerned about the rapid increase in the ability to manipulate living organisms through genetic engineering, and its concomitant ethical implications  
b) P.E.I.H.S believes that transgenic manipulation denies the intrinsic value, nature and meaning of each species of living thing and is therefore strongly opposed to the manipulation and patenting of such animals.  
c) P.E.I.H.S supports stringent regulatory controls on the biotechnology industry and urgently seeks national and international debate by government, industry, animal protection organizations and the public on the ethical, environmental, economic and social implications of genetic engineering.

5. Xenografting  
P.E.I.H.S is deeply concerned about the moral and humane implications of xenografting, which is the transplanting of body parts between species.  
P.E.I.H.S strongly advocates the promotion of other alternatives over the development of animal donor programs.  
P.E.I.H.S has grave concerns about xenografting. However, P.E.I.H.S recognizes that the practice of xenografting is ongoing. Therefore, to ensure the physical, social and psychological well-being of these animals, P.E.I.H.S insists that they be provided with at least the following: 

a) Appropriate food, water, housing and veterinary care to meet the species= biological requirements.  
b) Appropriate levels of environmental complexity necessary to prevent deprivation, boredom or fear.  
When the animals are killed, P.E.I.H.S accepts only those methods and procedures that cause minimal distress to the animals.

6. Study and Use of Animals in Elementary and Secondary Schools  
P.E.I.H.S recognizes the importance of biology studies within elementary and secondary school curricula. Such studies should be designed to instill in students an interest in and respect for all living things, as well as an appreciation for the uniqueness, complexity and inherent dignity of each individual organism. To meet those objectives, biology studies at the pre-college level should focus on animals as living, sentient creatures with intrinsic value, stressing their behavior, life patterns and relationship with the environment.  
P.E.I.H.S is opposed to the use of animals in school-sponsored or approved experiments, lessons or projects that; interfere with the normal health or development of the animals; constitute major manipulation of the animals = behavior or environment; or cause pain, fear, anxiety or discomfort.  
P.E.I.H.S believes that experiments and activities involving live animals should be limited to observations of the normal living patterns, behavior, growth and development of domestic animals, or wild animals in the free living state or in those zoos or aquaria which maintain animals in suitable naturalistic environments which meet the health, emotional and behavioral needs of each species of animal.  
P.E.I.H.S believes that under certain conditions, where significant educational benefits can be derived, the presence of animals in schools can be beneficial to students while providing for the well-being of the animals. Where small animals whose habitat can be easily and properly simulated in a classroom setting are brought into the classroom for observation over a brief period of time, proper provision must be made for their physical and mental well-being. The necessary requirements for their physical and mental well-being include:  

1) that a responsible adult is required to provide for the welfare and husbandry of the animals;  
2) that a suitable environment is provided;  
3) that provision can be made for suitable housing, husbandry and veterinary care at all times including weekends and during holidays;  
4) that any contact between pupils and animals is a supervised and controlled activity;  
5) that the animals are given adequate rest periods away from disturbance;  
6) that any animals kept are prevented from breeding;  
7) that when they leave the school, the animals continued well-being is ensured.

P.E.I.H.S believes that vivisection and dissection are unnecessary and inconsistent with the development of a general appreciation and respect for living organisms and is, therefore, unacceptable at the pre-college level. P.E.I.H.S is opposed to the sacrifice of animals solely for the purpose of dissection in elementary or high schools. P.E.I.H.S believes there should be careful evaluation of the use of animals for the purpose of dissection in introductory college courses. P.E.I.H.S encourages the use of alternatives to vivisection and dissection, such as computer simulations, models and other resources. 

7. Requests From Researchers for Use of P.E.I.H.S Animals  
The P.E.I. Humane Society will consider proposals from researchers or investigators, requesting the use of P.E.I.H.S. animals, on an individual basis. All requests shall be received in writing and reviewed by the Executive Director and the Shelter Manager. The Executive Director will consult with members of the Animal Protection Committee, and they shall make a recommendation to the board of directors at a regular monthly meeting.  
Proposals will only be considered if the planned procedure clearly entails no mental or physical distress to the animals. All proposals will be considered at the Society’s sole discretions. Other factors that will be considered include: the merit of the research; and in what ways, if any, the planned procedures or activities deviate from those of the P.E.I. Humane Society.
For requests that are time sensitive, the Executive Director and the Shelter Manager shall review the request (preferably received in writing), and also consult with the Animal Protection Committee. If all are satisfied that the procedures/activities meet the criteria, the Executive Director may approve the request. The request will be reviewed and ratified at the next meeting of the board of directors.
  
Policy Approved March 29, 2000
Section 7 - Amended and Approved February 26, 2002
Approved by the Board March 2000 

© Copyright Prince Edward Island Humane Society 2006