News release – Monday 20th June 2005

New life science and alternatives website launched for Iran: www.interniche.org/fa

The Farsi (Persian) version of the world's largest website devoted to modernising life science education and replacing animal experiments with progressive, humane alternatives is launched today by InterNICHE, the International Network for Humane Education (1).

The unique site is aimed at teachers and students of biological science, medicine and veterinary medicine in Iran, and is also an essential resource for university ethics committees, legislators, government and animal protection groups. 

Its content provides news and information about advances in life science teaching across the world and arguments for the implementation of alternatives. These innovative learning tools and approaches include advanced computer software, training mannekins and simulators, student self-experimentation and problem-based learning, 
ethically-sourced animal cadavers and clinical learning opportunities with animal patients.

Also available on the site are details of other InterNICHE resources (2), assessment of alternatives and links to producers, and contacts for international libraries where teachers can borrow such products 
for free trial.

The conventional animal practical at many universities often includes dissection for the study of animal anatomy, and animal experimentation to teach physiology, pharmacology and surgery (3). 

Teachers at a growing number of institutes across the world have been re-assessing this conventional practice, and re-designing courses to enhance knowledge and skills acquisition (4). This shift away from harmful animal use is rooted in an awareness of its pedagogical limitations, in ethical and financial concerns, and in opportunities provided by recent developments in multimedia technology. 

Co-ordinator of InterNICHE, Nick Jukes, said today, "Teachers who are committed to their students and their discipline are constantly developing and applying new and superior tools and approaches. At the 
same time students are asking for a more ethical science education. Alternatives are rapidly becoming the norm in a growing number of practical courses around the world."

Commenting on the launch of the new site, InterNICHE National Contact for Iran, Sepehr Shafiezadeh,said: "With this large website now 
available in Farsi, we have a valuable
resource to help enhance life science education. Already some teachers in Iran have replaced 
dissections and animal experiments with multimedia software alternatives because of the pedagogical advantages of applying modern technology to the learning process. Alternatives will ensure better 
training for doctors, vets and biologists, thereby helping society and supporting scientific research as well as helping animals."

He added, "Many teachers and students are inspired by models of best practice education from around the world, and with the existing commitment to quality education in Iran, I am sure that we could be 
also be a leader in this field."

Contact:

* Nick Jukes, InterNICHE Co-ordinator on tel: +44 116 210 9652 or e-mail: coordinator@interniche.org

* Sepehr Shafiezadeh on tel: +982 1 879 0862 or e-mail: sepehr1984@yahoo.com


Notes for editors:

(1) Translated by Sepehr Shafiezadeh and build to Payam Pishgah, the new Farsi site is available at www.interniche.org/fa, with the 
English site at www.interniche.org. InterNICHE is a non-profit charity working with teachers to introduce alternatives to animal experiments and with students to support freedom of conscience. Founded in 1988, it is a network and organisation with national contacts in over 35 countries worldwide.

(2) InterNICHE resources include the 520-page book from Guinea Pig to Computer Mouse (2nd ed, 2003), the on-line video Alternatives in Education (1999), the international Alternatives Loan System and an 
annual Humane Education Award of 20,000 Euro (see website for details).

(3) Despite the tradition of humane education in some disciplines and countries, and the growing momentum for replacement, harmful animal use is still the majority practice. Tens, if not hundreds, of millions of animals worldwide are killed annually for dissection and animal experiments. 

(4) Most animal practicals have changed little over the decades, with students performing the same experiments to produce the same contrived results, to the detriment of critical scientific thinking and effective acquisition of knowledge and skills. Many are also brief, unsupervised and poorly performed. 

Over 30 published academic studies show that students using alternatives perform equal or better than those using conventional methods (see www.interniche.org/compar.html). Conscious design of a curriculum allows teachers to choose from a range of tools and approaches to meet identified teaching objectives more effectively and more ethically. For many teachers, "alternative" methods are therefore just better ways for students to learn. The power of modern multimedia, for example, with its exceptional potential to facilitate the visualisation of structure and the understanding of process, can 
be applied to the learning process. Students can also repeat a task or procedure until they have gained the confidence and competence to move on to the next stage of learning, for example using training 
mannekins for clinical skills practice and using ethically-sourced animal cadavers for surgery practice. 

The hidden curriculum of harmful animal use teaches disrespect for life, and the desensitisation of students has significant social consequences. Alternative tools and approaches do not require the killing or harming of animals, and their implementation can help keep 
students who care deeply about their education and about animals within the life sciences. Alternatives can also encourage emotional and ethical literacy and respect for important cultural values such as compassion, empathy and personal responsibility. 

Alternatives are widely available and there are countless examples of full replacement already achieved. It is also against the word and spirit of legislation such as the European Convention 123, European Directive 86/609, and other national and international legislation.