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• Acknowledgements Preface
• 1. DEFINITIONS AND CONCEPTS OF ANIMAL WELFARE
• 2. MANKIND'S RELATIONSHIP TO NATURE
• 3. EMPATHY TOWARDS ANIMALS
• 4. ANIMAL WELFARE AND ANIMAL RIGHTS
• 5. WELFARE ASSESSMENT
• 6. MANAGING ANIMAL WELFARE AND RIGHTS
• 7. TEACHING ANIMAL WELFARE
• 8. ANIMAL WELFARE SCIENCE
• 9. THE SCALE AND INTENSITY OF THE WORLD'S ANIMAL INDUSTRIES
• 10. ANIMALS IN RESEARCH
• 11. FUTURE DEVELOPMENTS IN ANIMAL WELFARE References Appendix 1.
• (source: Nielsen Book Data)

The Welfare of Animals is an exciting book that will stimulate and provoke its readers. It describes many problems faced by animals - those we use for food, for pleasure or in research, and those simply but harshly affected by shrinking habitats in the face of the ever-growing human population. And yet it is not a depressing read. It focuses not only on the difficulties that animals face, but on their capacity for free-choice, for joy and excitement, and on the possible ways in which the planet can be shared between species if only we take the time and trouble to think more carefully about the impact of our actions. Clive Phillips moved from the United Kingdom to take up a Foundation Chair in Animal Welfare at the University of Queensland, becoming Australia's first Professor of Animal Welfare in 2003. This cultural leap, combined with his travels in countries like Malaysia and Borneo, permits him the unique and broad perspective that forms the backbone of this book. Eschewing the normal territory patrolled by the animal scientist (explaining the physiological basis of the stress response or causation of abnormal behaviour), Clive ventures into jungles and deserts, city centres and tribal homelands, and presents a book that remarkably and successfully combines travel-diary, nature notes, social and cultural history.
(source: Nielsen Book Data)

• Preface, Introduction PART I. The Science of Laboratory Animal Care and Welfare
• Chapter 1. Introduction
• Chapter 2. The Roots for the Emerging Science of Laboratory Animal Welfare in Great Britain
• Chapter 3. The Historical Roots of the Science of Laboratory Animal Welfare in the US
• Chapter 4. Laboratory Animal Welfare Issue in the US. Legislative and Regulatory History
• Chapter 5. Mandated Institutional Animal Care and Use Committees
• Chapter 6. Do Regulators of Animal Welfare Need to Develop a Theory of Psychological Well-being?
• Chapter 7. Conclusion PART II. The Emergence of the Science of Food Animal Welfare Mandated by the Brambell Commission Report
• Chapter 8. Introduction
• Chapter 9. Rollin's Theory of Animal Welfare and its Ethical Implications
• Chapter 10. Duncan and the Inclusion of Subjectivity
• Chapter 11. Fraser on Animal Welfare, Science, and Ethics
• Chapter 12. Appleby-Sandoe and the Human Welfare Model
• Chapter 13. Nordenfelt and Nussbaum on Animal Welfare
• Chapter 14. Conclusion PART III. Giving Animal What We Owe Them
• Chapter 15. Introduction to Part III
• Chapter 16. The Fair Deal Argument
• Chapter 17. A General Theory of Our Moral Obligations to Nonhuman Animals
• Chapter 18. Conclusion Index.
• (source: Nielsen Book Data)

Members of the 'animal welfare science community', which includes both scientists and philosophers, have illegitimately appropriated the concept of animal welfare by claiming to have given a scientific account of it that is more objectively valid than the more 'sentimental' account given by animal liberationists. This strategy has been used to argue for merely limited reform in the use of animals. This strategy was initially employed as a way of 'sympathetically' responding to the abolitionist claims of anti-vivisectionists, who objected to the use of animals in research. It was subsequently used by farm animal scientists. The primarily reformist (as opposed to abolitionist) goals of this community make the false assumption that there are conditions under which animals may be raised and slaughtered for food or used as models in scientific research that are ethically acceptable. The tendency of the animal welfare science community is to accept this assumption as their framework of inquiry, and thus to discount certain practices as harmful to the interests of the animals that they affect. For example, animal welfare is conceptualized is such a way that death does not count as harmful to the interests of animal, nor prolonged life a benefit.
(source: Nielsen Book Data)

• Preface-- Part I: Introduction - Man's Dominion Over the Animals-- Introduction-- Man's Dominion-- Part II: Analysis - How Is It For Them?-- Animal Mind and Aminal Suffering-- Hunger and Thirst-- Housing and Habitat-- Pain, Sickness and Death-- Friends, Foes-- Fears and Stress-- Part III: Advocacy - What We Can Do For Them-- Farm Animals-- Pigs and Poultry-- Cattle and Other Ruminants-- Horses and Pets-- Wild Animals-- Animals and Science-- Right Thought and Right Action-- Further Reading-- Index.
• (source: Nielsen Book Data)

Man controls and dominates the habitat of most animals, both domestic and wild and there is a need for a pragmatic, workable approach to the problem of reconciling animal welfare with economic forces and the needs of man. It is the author's contention that much of the current philosophical discussion of animal welfare is misdirected now that it is possible to measure to some extent what animals think and feel and how much they can appreciate their quality of.
(source: Nielsen Book Data)

• Cruelty - historical and comtemporary-- practical morality and the moral debt-- morality and the nature of animals-- experiments on animals-- the law, morality and education, review and conclusion.
• (source: Nielsen Book Data)

This and the author's three previous books, "Justice", "Morality and Education", and "Conservation and Practical Morality" are interrelated in their notions of practical morality and education, and the common conclusion focuses not on moral delinquency or intractability, but rather on the human capacity for improvement through appropriate education, made difficult but not impossible by the context of social conditions and social complexities. It is shown that the education that is needed includes knowledge and understanding, but in particular a modification of attitudes and values.
(source: Nielsen Book Data)