contents // Contents // V // ¦ // Introduction .• 1 // Part A: Alternative methods and curricular transformation 7 // 1. Types of alternative and their pedagogical impact 9 // 2. The broader impact of humane education 27 // 3. Assessment of alternatives in education, Jonathan Balcombe 40 // 4. Curricular design: Choosing and planning a humane approach to life 54 // science education, Lara Marie Rasmussen // 5. Conscientious objection: Roles and responsibilities for teachers and 66 // students // 6. InterNICHE: Philosophy and practice 71 // Part B: Case studies 79 // 1. Virtual versus real laboratories in life-science education: Concepts 81 // and experiences, Hans A. Braun // 2. Implementation of computer-based alternatives in biomedical 88 // education, Henk van Wilgenburg // 3. Teaching physiology is possible without killing, Mykola Makarchuk 95 // 4. Research project practicals for undergraduates in the biological 100 // sciences: Learning problem-solving strategies without animal experimentation, Garry C. Scroop // 5. Client donation program to meet the needs of veterinary medical 107 // education: Alternatives to healthy animal sacrifice, Amarendhra M. Kumar // 6. Ethical surgery training for veterinary students, Daniel D. Smeak 117 // 7. A pedagogically sound, innovative, and humane plan for veterinary 125 // medical education, Lara Marie Rasmussen, R. Ashley Robinson, // Gary R. Johnston, Shirley D. Johnston // contenti // Part C: Alternatives file 135 // 1. Anaesthesia
& Critical Care 139 // 2. Anatomy 157 // 3. Biochemistry &. Cell Biology 235 // 4. Clinical Skills & Surgery 251 // 5. Embryology & Developmental Biology / 291 // 6. Histology 306 // 7. Pathology 312 // 8. Pharmacology 317 // 9. Physiology 339 // 10. Miscellaneous 389 // Part D: Further resources 403 // 1. Web resources 405 // 2. Printed and video resources 418 // 3. Alternatives loan systems 425 // 4. Organisations 433 // 5. Producers 470 // Appendix 495 // InterNICHE Policy 496 // Index 505 // Product index 506 // General index 516