In Hong Kong’s schools, it is common to see meat-based lunches and snacks, photos of captive sea creatures in textbooks, dissection of animals in Science class, meat, dairy, eggs, wool in Home Economics class, animal-tested products in washrooms and so on. Schools seem to have (un)intentionally encouraged young learners’ ignorance of animal natures and ‘presumption of superiority’ over non-human animals. However, schooling may have increased the ‘moral debt’ to only some, instead of all, animals. If empathy can be considered a skill, does exposure to education ‘upskill’ or ‘deskill’ youth in Hong Kong? Through explicit, implicit and hidden curriculum, do schools preserve/remove (if empathy is innate) or create/destroy (if empathy is acquired) empathy toward companion animals, farm animals, captive animals, wild animals, in-group humans, outgroup humans (all, some, or none)? This paper examines whether students over the age of 19 believe (to a larger extent than students between the age of 13 and 18 and/or students between the age of 5 and 12) that all species have the capacity for utility and suffering. Assuming higher scores mean higher levels of empathy, which age groups are highly empathetic toward most/all twelve animals, and which are more prone to speciesism? Moreover, assuming in-group humans’ sub-circles are the closest to the center of each student’s moral circle, how far will other animals’ sub-circles be from these two? In addition, which emotion is the twelve animals most frequently associated with by Hong Kong students? Furthermore, according to the ranked animals in emotions in general as well as in different emotions (in each age group), what element(s) create(s) more empathy in students? / published_or_final_version / Education / Master / Master of Education

Thesis (M.A.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 121-126). / vi, 126 leaves, bound ill. 29 cm

Title page, contents and abstract only. The complete thesis in print form is available from the University of Adelaide Library. / A fundamental concern of human-animal studies is the human-animal boundary. The rider-horse relationship challenges this boundary through a degree of intercorporeality that is symbolised by the centaur. The centaur is transformative and generative; it is part-horse, part-human but more than horse-plus-human. This dissertation employs the centaur metaphor together with embodied theories of human-animal relations to explore the intercorporeality of humans and animals, and the permeability of the human-animal boundary. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1284053 / Thesis (Ph.D.) -- University of Adelaide, School of Social Sciences, 2007

Title page, contents and abstract only. The complete thesis in print form is available from the University of Adelaide Library. / A fundamental concern of human-animal studies is the human-animal boundary. The rider-horse relationship challenges this boundary through a degree of intercorporeality that is symbolised by the centaur. The centaur is transformative and generative; it is part-horse, part-human but more than horse-plus-human. This dissertation employs the centaur metaphor together with embodied theories of human-animal relations to explore the intercorporeality of humans and animals, and the permeability of the human-animal boundary. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1284053 / Thesis (Ph.D.) -- University of Adelaide, School of Social Sciences, 2007

Thesis (Ph. D.)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (leave 209-233). Also available via the World Wide Web.

Thesis (M.S.)--University of Wisconsin--Stevens Point, 2007. / Includes bibliographical references (leaves 93-98).

Thesis (Ph.D.)--Edith Cowan University, 2006. / Submitted to the Faculty of Regional Professional Studies. Includes bibliographical references.

Thesis (M.S.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 15, 2008) Includes bibliographical references.

Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 216-225).

Thesis (M.Sc.). / Written for the Dept. of Geography. Title from title page of PDF (viewed 2009/06/19). Includes bibliographical references.