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About Us ANZCCART (Australian and New Zealand Council for the Care of Animals in Research and Teaching) is two independent organisations in each of Australia and New Zealand committed to providing leadership in addressing ethical, social, cultural and scientific issues relating to the use and welfare of animals in research and teaching. We have a shared Vision, Mission and Role in society. ANZCCART’s VISION To be the leading source of information and advice concerning the ethical, social, cultural and scientific use of animals in research and teaching. MISSION STATEMENT ANZCCART’s corporate mission and objectives are to promote: Informed open discussion and debate within the community when considering ethical, social, cultural and scientific issues relating to the use of animals in research and teaching, by providing a neutral forum. Excellence in the use and welfare of animals supplied for or used in research and teaching. Responsible scientific use of animals. The 3Rs principle of Replacement, Reduction and Refinement as they apply to the use of animals for scientific purposes. Strategic partnerships to contribute to the education and training of scientists, students , animal care staff, members of Animal Ethics Committees, and the broader community. ANZCCART’s ROLE ANZCCART seeks to achieve these objectives, first by providing an ongoing focus to the social, ethical, cultural and scientific issues involved, second by providing a forum for discussion of these issues and third by facilitating access to relevant specialist advice and resources. Further, through its publications and activities ANZCCART is a source of information for the general public about how animals are used in research and teaching in Australia and New Zealand. ANZCCART Newsletter Stay up-to-date with ANZCCART activities in New Zealand and Australia by signing up for the ANZCCART Newsletters here . The latest editions can be seen here . ANZCCART New Zealand Established as a standing committee of the Royal Society Te Apārangi, the Board of ANZCCART New Zealand comprises representatives from the researc h, animal welfare, animal ethics and education communities. ANZCCART New Zealand is an advisory organisation that provides guidance and information to a wide range of stakeholders, including Animal Ethics Committees (AEC), scientists, teachers, regulatory authorities, granting agencies, government, animal welfare organisations , the media, and the general public. ANZCCART New Zealand promotes and supports the commitment to the principles embodied in the New Zealand legislation regulating the use of animals in research, testing and teaching in New Zealand ( Animal Welfare Act 1999, Part 6 ). AIMS Our primary aims are to: Promote open discussions around the social license for, ethical and cultural considerations related to, and scientific validity of the use of animals in research and teaching. A pillar of this is the ANZCCART Openness Agreement on Animal Use in Research and Teaching. Encourage the highest standards of care, consideration and responsible use of animals for research and teaching purposes. . Act as a focal point for information and advice concerning the ethical and scientific use of animals in research and teaching. Advocate for the "Three Rs" – replacement, reduction and refinement of animals in research and teaching – as a guiding principle. Identify, enable, and enhance strategic partnerships that develop capacity by contributing to and supporting the education and training of scientists, students, and the broader community. Support the development and inclusion of mātauranga Māori in relation to the care and use of animals in research and teaching, and alignment of policy and practice with the principles of Te Tiriti o Waitangi. VALUES In pursuing our aims, we are guided by the following values: Rigour: We apply rigorous standards to our discussions and recommendations, ensuring that they are based on the best available evidence and informed by the perspectives of all relevant stakeholders. Openness: We are committed to transparency and openness in our processes, fostering an environment where challenging and informed debate can take place. Respo nsiveness: We aim to respond effectively to emerging ethical, social, cultural, scientific issues and developments relating to the use and welfare of animals in research and teaching. Inclusiveness: We actively engage with diverse stakeholders, including the research, animal welfare, and education communities, to ensure that our work is comprehensive and well-rounded. Collaboration: We work collaboratively with various organisations , i nstitutions, and individuals to achieve our objectives and contribute to a more responsible and compassionate future for both animals and humans. Partnership: We support and affirm the principles of Te Tiriti o Waitangi, including the bicultural partnership it establishes between tangata Tiriti and tangata whenua, in all our aims and work. ANZCCART NZ Terms of Reference Dec 2024 .pdf Download PDF • 232KB ANZCCART NZ Annual Report 2024 .pdf Download PDF • 648KB Our People New Zealand Board Members: Emeritus Professor Pat Cragg (Chair), retired, formerly University of Otago (Joined 2020) Chair of the ANZCCART New Zealand Board since April 2020. Pat is a physiologist, and from undergraduate training, a zoologist; her research area covered cardiorespiratory function and control in health and disease; her breadth of teaching is typified as a co-editor of a long-standing physiology textbook. Prior to retirement in May 2018, she held appointments at the University of Otago, for instance as Head of Department of Physiology, Associate Dean Academic Health Sciences and Acting Dean of School of Biomedical Sciences. Pat was on the University's Animal Ethics Committee for 27 years and on the ANZCCART New Zealand Board for 18 years, with four years as Deputy Chair, as well as seven years as the NZ representative on the ANZCCART Australian Board. For many years Pat was Secretary of the Physiological Society of NZ and Chair of the Scientific Committee of the Otago Medical Research Foundation (OMRF). she now Chairs the OMRF Council. From mid-April 2019 to the end of January 2022, she returned from retirement to be the Acting Deputy Vice-Chancellor Academic at the University of Otago. Ian Saldanha (Deputy Chair), Biosecurity & Animal Welfare Advisor, Cawthron Institute (Joined 2021) I have been involved in the lab animal industry for over 10 years. Before taking up a position at the Cawthron Institute in Nelson, I was the Head of the Animal facility at the Malaghan Institute in Wellington. This is where my passion for working with animals grew. During this time, I served on the executive committee for Australia New Zealand Laboratory Animal Association (ANZLAA) for a few years where I used this opportunity to support those that work in the animal science field and meet others from the industry. One of the highlights in my career was getting the opportunity to travel the world, visit other animal facilities, and gain an understanding about how they operate. Outside my profession I have a love for the outdoors in particular running. I enjoy travelling, meeting new people, and of course spending time with my family. Associate Professor Sally Birdsall, Faculty of Education, University of Auckland (Joined 2006) Sally Birdsall works at the Faculty of Education and Social Work in the University of Auckland Waipapa Taumata Rau. She teaches and carries out research in science and sustainability education with a focus on pedagogy – the theories, approaches and strategies that can be used to teach and learn effectively. In her work with ANZCCART New Zealand, she has led the development of two resources for secondary students where they can learn about the way scientists work with animals to produce scientific knowledge and think critically about the interconnectedness of science and society. Sally is currently working on another project that aims to produce a resource to help students to explore Māori principles in relation to animal ethics. With Professor Georgina Tuari Stewart (Ngāti Kura, Ngāpuhi-nui-tonu, Pare Hauraki), she is working with the Science Learning Hub on material that primary and secondary students in both English-medium and kura will be able to use to deepen their understanding of mātauranga Māori and Western science perspectives about animals. Outside of work, Sally spends time with her grandchildren and working on environmental restoration projects, both in the reserve next to her house and in the community. Dr Arnja Dale, Chief Scientific Officer, Royal New Zealand SPCA (Joined 2016) Arnja has over 20 years working in the field of animal welfare science in New Zealand and overseas. Arnja is the Chief Scientific Officer at SPCA New Zealand. Prior to joining SPCA, Arnja was a Senior Lecturer in Animal Welfare Science, Ethics and Law, leading numerous research projects, and also led the animal welfare investigations training programme at Unitec. She is a current member of the ANZCCART NZ, the National Animal Welfare Advisory Committee (NAWAC) and the National Animal Ethics Advisory Committee (NAEAC). Arnja is passionate about animal welfare science and changing the hearts and minds of the next generation through evidence-based education initiatives. Arnja lives in Auckland with her husband, 3 children, and her dog and cat.. Susan Doohan, Animal Welfare Officer, AgResearch (Joined 2024) Susan Doohan is a Massey trained veterinarian working as an Animal Welfare Officer based at AgResearch Grasslands Campus for the last 7 years. From an initial background in mixed practice, with a later focus on dairy cattle production, she enjoys getting to interact with inspiring research on a daily basis. Further education has included Massey postgraduate courses, and gaining Australian and New Zealand College of Veterinary Scientists membership in Animal Welfare in 2021. Working with technicians, farm staff, and scientists from varied backgrounds and skill levels, to train them to perform research and husbandry manipulations on production species, is a strong area of interest, alongside implementation of the 3R’s. Dr Nadia Mitchell, Senior Lecturer, Department of Agricultural Sciences, Lincoln University (Joined 2025) I am a neuroscientist at Lincoln University, where I lead the ovine Batten disease research programme. My research explores translational brain- and eye-directed gene therapies in sheep, and preclinical data from my laboratory has led to the FDA clearance of two gene therapy products and supported human clinical trials for CLN5 Batten disease and Frontotemporal Dementia in collaboration with industry partners. I am a passionate advocate for sustainable and ethical animal research and as an educator, my role is to instil a deep understanding of, and commitment to, animal welfare practices in research and applied farming settings. Outside of work, I love to run, walk and explore Aotearoa New Zealand with my friends and family. Dr Mike Pankhurst., Senior Lecturer, Department of Anatomy, University of Otago (Joined 2024) Mike is reproductive biologist who specialises in the biology of the ovary and female infertility. Mike began research with animals nearly 20 years ago at the University of Tasmania during his PhD studies examining tissue repair following brain injury. Since 2011, Dr Pankhurst has been investigating female reproduction and fertility at the University of Otago, initially as a postdoctoral fellow and now as Senior Lecturer in the Department of Anatomy. Mike’s research team conducts experiments with mouse models but also makes use of alternative techniques such as human (blood) samples, tissue discarded from abattoirs, mathematical models, cell culture, protein-based research and re-analysis of historic archived tissues (microscope slides) using new technologies. Mike is passionate about using a broad range of techniques because this helps to reduce the number of experiments involving animals but also increases the breadth of knowledge gained by research. Mike is the former chair of the Animal Users Group, and a current member of the Animal Practices and Compliances Steering Group, at the University of Otago. Stacey Parbhu, Animal Welfare Science Manager, Ministry for Primary Industries (Joined 2023) Stacey is currently leading the Animal Welfare systems team at MPI. As part of this role, she works alongside the National Animal Ethics Advisory Committee (NAEAC) and a team of technical and science advisors to ensure good governance to support RTT activities across New Zealand. She has been active in the care of companion animals, research animal husbandry, animal project management and animal facility management in a variety of positions since 2007, including AgResearch and Massey University. In 2017, Stacey moved to Te Herenga Waka | Victoria University in Wellington, to operate their brand-new small animal facility, eventually becoming the facility manager. In 2024 Stacey finalised her master’s thesis which utilised a mouse IVF model, providing her a greater understanding of the challenges and complexities many organisations will encounter with animal replacement techniques ANZCCART Fellow (observer) - vacant Our members (funders): Along with Unitec|Te Pūkenga. If you are interested in becoming a member, please contact ANZCCART (NZ). History of ANZCCART ANZCCART, the Australian and New Zealand Council for the Care of Animals in Research and Teaching, was established on the 1st of January, 1993, as a result of a collaborative effort between the Australian Council for the Care of Animals in Research and Teaching (ACCART, established in May 1987) and various New Zealand authorities, including the Ministry of Agriculture and Fisheries (now known as the Ministry for Primary Industries) and the Royal Society of New Zealand (now Royal Society Te Apārangi). In New Zealand, this followed decades of efforts by the Society to promote and progress the humane use of animals in science. The Australia-New Zealand collaboration aimed to address the growing need for ethical and scientific guidance in the use of animals for research and teaching purposes in both countries. In New Zealand, ANZCCART operates as a committee of the Royal Society Te Apārangi, maintaining strong connections with its Australian counterpart. New Zealand formed a standing committee of the Royal Society and joined ACCART to form ANZCCART in 1993. The joint name was to emphasise united efforts in promoting the ethical use of animals in research and teaching across both nations.This partnership has allowed the organizations to share resources, expertise, and knowledge while working towards common goals. For a comprehensive understanding of ANZCCART's history, we recommend reading the article “ Reflections on the use of animals in research, testing and teaching in New Zealand – a historical perspective. ” by Dr David Bayvel et al. (2011). (PDF, 653 kb, 4 pages) This article offers valuable insights into the development of ANZCCART and the progress made over the years in improving the ethical and scientific use of animals in research, testing, and teaching in both Australia and New Zealand. Resource links about ANZCCART and animal welfare in New Zealand The following resources about ANZCCART and animal welfare in New Zealand are available: Animal Research Saves Lives (ANZCCART resource) (PDF, 1.8 MB, 14 pages) Animal welfare in NZ (Ministry of Primary Industries) ANZCCART Annual Report (PDF, 1.5 MB, 46 pages) ANZCCART Newsletters Culture of Care (NAEAC guide for people working with animals in research, testing and teaching) (PDF) SPCA New Zealand The National Animal Ethics Advisory Committee (NAEAC) website The National Animal Welfare Advisory Committee (NAWAC) website What is ANZCCART (2017)(ANZCCART resource) (PDF, 428 kb, 1 page)

Links to resources from other organisations International organisations promoting the ethical care and use of laboratory animals ANZCCART (NZ) has memberships or partnerships with four international organisations that promote greater openness, or the ethical care and humane use, of animals in research, in order to learn from international best practice. AAALAC International In late September 2009, ANZCCART New Zealand was approved for membership in the Association for Assessment and Accreditation of Laboratory Animal Care international (AAALAC International). AAALAC International is a private, nonprofit organization that promotes the humane treatment of animals in science through voluntary accreditation and assessment programs. AAALAC stands for the ‘Association for Assessment and Accreditation of Laboratory Animal Care’. International Council for Laboratory Animal Science In 2005, ANZCCART New Zealand was approved for membership in the International Council for Laboratory Animal Science (ICLAS). ICLAS is an international scientific organisation dedicated to advancing human and animal health by promoting the ethical care and use of laboratory animals in research worldwide. European Animal Research Association In 2020, ANZCCART signed a MoU with the European Animal Research Association ( EARA ) which reflects a shared commitment to greater openness, improved communications and constructive public discourse in relation to animal research in Australia and New Zealand. Understanding Animal Research In 2020, ANZCCART became a member of Understanding Animal Research ( UAR ), which seeks to achieve a broad understanding of the humane use of animals in medical, veterinary, scientific and environmental research. There is now a UAR Oceania. External newsletters on the use of animals in research, testing or teaching: New Zealand Ministry for Primary Industry’s Welfare Pulse Feature articles This section includes a selection of external articles that are relevant to researchers, teachers and students who use animals in their work. If you know of an article that should be included in this resource bank please contact us with the full reference. Squeaky clean mice could be ruining research . Nature (2018):Apr 5;556(7699):16-18 Should research animals be named? Science (2015): Vol. 347 no. 6225 pp. 941-943 Line of attack . Science (2015): Vol. 347 no. 6225 pp. 938-940 Other relevant publications Quality of blood samples from the saphenous vein compared with the tail vein during multiple blood sampling of mice . Laboratory animals 44.1 (2010): 25-29. Social and physical environmental enrichment differentially affect growth and activity of preadolescent and adolescent male rats . Journal of the American Association for Laboratory Animal Science: JAALAS 47.2 (2008): 30. The use of sodium lamps to brightly illuminate mouse houses during their dark phases . Laboratory animals 38.4 (2004): 384-392. The therapeutic potential of regulated hypothermia . Emergency Medicine Journal 18.2 (2001): 81-89. Resource bank and recommendations on best practice ANZCCART aims to promote best practice whenever animals are used for research, testing or teaching. This resource bank contains articles, newsletters and information that will help you keep up to date with the latest developments in animal welfare. Resources and websites that provide information on alternative methods in animal research, testing and teaching. Resources and websites that provide information on animal welfare . Statistical design for animal welfare. We strongly recommend the resources on designing animal experiments provided by Michael Festing . Alt web (resource database hosted by Johns Hopkins University) Animal Welfare Act 1999 (Parliamentary Council Office website) ANZCCART Conferences on animal welfare in the context of research, testing and teaching Culture of Care (A NAEAC guide for people working with animals in research, testing and teaching) (PDF, 393 kb, 6 pages) Ethical guidelines for students in laboratory classes involving the use of animals and animal tissues NZ_Ethical_guide_2007 .doc Download DOC • 105KB Guide to the Animal Welfare Act (Ministry of Primary Industries website) SPCA New Zealand The National Animal Ethics Advisory Committee (NAEAC) website The National Animal Welfare Committee (NAWAC) website

Awards ANZCCART New Zealand provides a range of awards to promote professional development and to recognise those that provide an excellent service towards improving animal welfare in the context of animal use in research and teaching. There are various awards that are applicable for Animal Technicians, AEC members, Researchers, and Students (secondary and tertiary). So please take advantage of this opportunity to nominate someone or apply for an award yourself. New Zealand AEC Member of the Year Award This award has been created by ANZCCART to recognise the excellent service offered to Animal Ethics Committees by their members in New Zealand. As part of this award, ANZCCART provides for the recipient to the annual ANZCCART Conference. View details of the application form and eligibility criteria below: AEC Member Award information .docx Download DOCX • 130KB Nominations are now open, with the deadline for nomination submission on 22 April 2026 . Award recipients 2025 Dr Craig Gillies (Department of Conservation) 2024 Dr Jim Webster (AgResearch) 2023 Adrian Bibby (Victoria University of Wellington) 2022 Dr Bruce Dobbs (University of Otago) 2020 Ms Ali Cullum (AgResearch Ltd) and Professor Anthony Phillips (University of Auckland) 2018 Dr Deborah Samson (University of Auckland) and Dr Dave Morgan (Manaaki Whenua - Landcare Research) ANZCCART Animal Care Award ANZCCART New Zealand has established a national award to recognise the significant contribution made by individual New Zealand-based technicians and research assistants, particularly in regard to the welfare of the animals. For more information, see the awards criteria and nomination form below: Animal-Care-Awards-Criteria-and-Nomination-Form .doc Download DOC • 35KB Nominations are now open, with the deadline for nomination submission on 22 April 2026 . Award recipients 2025 Ms Charlotte Morgan (University of Otago) 2024 Ms Charley Hurst (AgResearch) 2023 Mr Geoff Purchas (Massey University) 2022 Mr Aaron Malthus (AgResearch Ltd) 2021 Mr Trevor Watson (AgResearch Ltd) 2020 Ms Brittnee Southland (Massey University) 2019 Mr Jaskirat Kaur (Malaghan Institute of Medical Research) 2018 Technicians of the Large Animal Unit, Vernon Jansen Unit (University of Auckland) 2017 Ms Stephanie Delaney (AgResearch Ltd) ANZCCART Secondary Student Essay Competition ANZCCART hopes to inspire students to think critically about the role animal research plays in today’s society and to engage with the difficulties that surround animal use. Building on the NCEA assessment tasks for NCEA Achievement Standards (Biology 1.2, 2.2, and 3.2), which integrates biological knowledge to develop an informed response to a socio-scientific issue, the ANZCCART New Zealand Secondary School Essay Competition is an opportunity to showcase student work developed in these modules. Applications are now closed and will open again in April 2026. First prize: $100, second prize: $75, third prize: $50. Conditions of entry and other details for the Competition can be found here: ANZCCART-Secondary-Student-Essay-Competition .docx Download DOCX • 172KB Award recipients: 2025 First prize: Isabel Te Hira (Te Aho o Te Kura Pounamu) Entry - School Essay Competition .pdf Download PDF • 124KB 2024 First prize: Millie Ashley (Lynfield College) Animal Research .pdf Download PDF • 118KB Second prize: Candice Liu (St Cuthbert's College) animal research .pdf Download PDF • 79KB 2023 First prize: Brier Chin (Wellington Girls' College) Animals In Research in New Zealand (3) .pdf Download PDF • 90KB Second prize: Hasnula Babaranda (James Hargest College) Babaranda .pdf Download PDF • 138KB 2022 First prize: Oshadha Perera (Southland Boys’ High School, Invercargill) Oshadha 2022 ANZCCART Essay Competition .docx Download DOCX • 20KB 2020 First prize: Hannah Wilson (Rudolf Steiner School) – Essay Second prize: Shruti Sharma (Epsom Girls Grammar School) Third prize: Devanshi Ranjan (Epsom Girls Grammar School) – Essay Note: The views and opinions expressed in these essays are those of the authors and do not necessarily reflect the views or positions of ANZCCART NZ. ANZCCART Communication Competition The purpose of the competition is to inspire New Zealand entrants to facilitate openness about the use of animals in research and teaching.. This competition is open to organisations and individuals, as well as tertiary and secondary education students. Entries can take any form, provided enough evidence is submitted for judging by the expert panel. Accompanying text to outline how its use facilitates openness in the role that animal research and teaching plays in society can be submitted.. Applications are now closed and will open again in April 2026. The competition prize is $200. Conditions of entry and other details for the Competition can be found here: ANZCCART-Science-communication-competition .docx Download DOCX • 659KB Award recipients 2025 First prize Oshada Perera (student, University of Otago) Openness in the Use of Animals in Research - communication competition .pdf Download PDF • 127KB 2020 First prize (Secondary school): Oshadha Perera (Southland Boys’ High School) Oshadha Perera .pdf Download PDF • 104KB 2020 First prize (general entry): Meg Brasell-Jones for “ Connectivity/Reciprocity ” Note: The views and opinions expressed in these communication examples are those of the authors and do not necessarily reflect the views or positions of ANZCCART NZ. ANZCCART School Science Fair Prize ANZCCART will support the awarding of an ANZCCART School Science Fair Prize, with the provision of prize money for the best project where: Students have undertaken study or research on an animal-based project Animal Ethics approval has been applied for and given Correct procedures and practices have been undertaken in study Students know importance of ethics approval Email for more information about how to get prize sponsorship . More information about how to apply for Animal Ethics Approval for school science fair projects can be found at the National Association of Science Educators . ANZCCART School Science Fair Award recipients: 2024 NIWA Wellington Science & Technology Fair - Jedd Rix Aurora Energy Otago Science and Technology Fair - Boon Franzbowden, Hebe Song, & Juliet Lyall ANZCCART Fellow ANZCCART (NZ) has created a new ANZCCART board observer position for early stage researchers, to both give early stage researchers an opportunity for ANZCCART board experience, but also to inform the Board with their perspectives. The Fellowship is: Award: $3k per year Period: 2 years Conditions: Postgraduate (within 8 years of completion of undergraduate degree) – for people in PhDs or Post Docs. This does not preclude the ability to hold a non-Fellowship position on the Board at a later date. The Current ANZCCART (NZ) Fellow (2023-25) is: Morgan Heslop, PhD student, Massey University. Previous ANZCCART Fellows were: 2023-2025: Morgan Heslop, doctoral student, Massey University 2021-2023: Essie Van Zuylen, Postdoctoral Researcher, University of Canterbury ANZCCART Tertiary Essay Competition The student winner of the inaugural 2014 ANZCCART Essay Competition was Katherine Reid (Massey University), for her essay entitled Conversations to Improve Animal Welfare in Research and Teaching . The student winner of the 2018 ANZCCART Essay Competition was Alysha Mckeeman (University of Otago), for her essay entitled Moral Status and Obligations to Animals in Research . The student winner of the 2019 ANZCCART Essay Competition was Caitlin Morton-Burns (University of Canterbury), for her essay entitled Openness of animal research as a limitation to scientific endeavour . Aotearoa New Zealand John Schofield 3Rs implementation award The principles of the 3Rs are a cornerstone of the ethical use of animals in research, testing and teaching (RTT). The Aotearoa New Zealand John Schofield 3Rs Award celebrates achievement in the development and/or implementation of the 3Rs. John Schofield was a veterinarian with huge national and international recognition whose work focused on the welfare of animals used in research and teaching. He contributed extensively to develop new ways to advance the 3Rs, implement them in his work, and support others to do so. This award was created to recognise similar achievements by others in this important area of research, testing, and teaching. A history of the award can be found here . The biennial award is jointly offered by the National Animal Ethics Advisory Committee (NAEAC) and the New Zealand board of the Australian and New Zealand Council for the Care of Animals in Research and Teaching (ANZCCART(NZ)). Applications for the 2024 award cycle opened on Monday 1 July 2024 and closed on Monday 30 September 2024. Please read the Terms of Reference and Application Form linked below before submitting your application. Aotearoa New Zealand John Schofield 3Rs Award - Terms of Reference 2024 - FINAL .docx Download DOCX • 124KB Aotearoa New Zealand John Schofield Three Rs Award - Application form 2024 - FINAL .docx Download DOCX • 124KB Applications or nominations should be sent as an electronic attachment (Word or PDF) to NAEAC via email at naeac@mpi.govt.nz . The most recent winners of the award, in 2024, were Otago Polytechnic and Equibreed ART Ltd, for applying the Three Rs in veterinary nursing and allied animal healthcare training, and developing an in vitro model for understanding, diagnosing and reducing early embryonic death in horses. Previous winners of the award have been: 2022: Neil Ward and colleagues from Information Technology Services, Te Kunenga ki Pūrehuroa Massey University for an innovative web-based database application to enable teachers and researchers to share samples for use in research, testing and teaching. 2020: Dr Benjamin Albert (Liggins Institute, University of Auckland) for refining methods for oral nutritional or drug intervention. 2018: Massey-SPCA Desexing Clinic The Aotearoa New Zealand John Schofield 3Rs implementation award is named in memory of ANZCCART (NZ) committee member Dr John Schofield. A history to the award and its precursor can be found here . Global 3Rs Awards Programme The Global 3Rs Awards program recognizes significant innovative contributions toward the 3Rs of animal research to advance ethical science, by any researcher in academia or industry in any area of biology. Up to four Global Awards (North America, Europe, Pacific Rim, and the Rest of World) are made in the amount of $5,000 (USD) each. Award nominations must be based on a primary research paper that advances any of the 3Rs and is published in a peer-reviewed journal in the last three (3) years. These may include modifications to existing research techniques or any innovative research approach including, but not limited to: improvements to whole-animal models, tissue-based models, molecular techniques, analytic and computational models, study design or technique refinements, and translational medicine applications. For more information see: here The Ron Kilgour Memorial Trust Student Travel Award The Ron Kilgour Memorial Trust (RKMT) was established as a memorial to the late Dr Ronald Kilgour to organise, promote and foster activities in relation to research and teaching in the areas of ethology, behaviour, social values and personal, social and agricultural development and associated international relations. The RKMT accepts applications from students, within New Zealand, who are currently enrolled in a graduate degree (Honours, MSc or PhD) and are studying in the area of animal behaviour and welfare. The award will provide partial or full funding to attend and present their research at a relevant congress (e.g., ISAE, IEC or similar). Selection will be based on the potential impact of the students’ research toward improving animal welfare and on financial need. The award has the following objectives: To increase the profile of animal behaviour and welfare as a scientific discipline. To encourage students to investigate issues in animal behaviour and welfare. To provide students the opportunity to attend a conference to present their research and increase their profile by providing networking opportunities with other scientists working in the field. Email for application details .

Information for New Zealand Media This page provides information on recent press releases, an image database, and web resources related to the use of animals in research, testing or teaching. Press releases 21 January 2026: ANZCCART NZ responds to Ministry for Primary Industries’ release of 2024 statistics on the use of animals in research, testing and teaching 20 March 2025: ANZCCART NZ releases third annual report on Openness Agreement for animal research and teaching 20 March 2025: ANZCCART NZ responds to New Zealand's animal research statistics for 2023 10th September 2024: New animal ethics resources include Māori knowledge 17 May 2024: A good step-up in Three Rs reporting and other positive trends: 2022 New Zealand Animal Research, Testing and Teaching Statistics 8 March 2024: ANZCCART New Zealand releases second annual report on Openness Agreement for animal research and teaching 13 November 2023: New Study Reveals New Zealanders' Views on Animal Use in Scientific Research and Teaching 21 August 2023: A step forward in openness in animal research and teaching but more progress needed in Three Rs reporting: New Zealand's Animal Research Statistics of 2021 30 March 2023: ANZCCART releases first report on Openness Agreement in Animal Research and Teaching 30 May 2022: Openness on use of animals in research testing and teaching statistics 27 July 2021: Science organisations pledge openness in animal research and teaching in New Zealand 1 September 2017: New resources highlight innovative ways to replace, reduce and refine the use of animals in research Submissions 21 May 2024: Submission to the Science System Advisory Group - First Phase Pat_Cragg_ANZCCART NZ_Phase1 .pdf Download PDF • 201KB Media coverage 7 October 2025: Funding to find alternatives to animal testing 24 September 2024: Māori knowledge of animals 21 March 2024: Global initiative to make animal research more transparent turns 10 – has it worked? 13 November 2023: Attitudes towards animal testing and research in Aotearoa – Expert Reaction Image database for the use of animals in research, testing or teaching An image database featuring copyright free images of animals suitable for use in stories on animal use in testing, teaching and research is available through the Understanding Animal Use website (UK based). This website also contains a number of resources on the use of animals in research. Resources Understanding Animal Research (UK website) Animal Welfare Act 1999 (Parliamentary Council Office website) Guide to the Animal Welfare Act (Ministry for Primary Industries website) The National Animal Ethics Advisory Committee (NAEAC) website The National Animal Welfare Committee (NAWAC) website SPCA New Zealand Alt web (resource database hosted by Johns Hopkins University) Annual Report (PDF, 1.5 MB, 46 pages)

2026 ANZCCART Conference ANZCCART Conference 2026 Date: Wed, 21, 12:00 am - Fri, 23 Oct 2026, 5:00 pm Location: Sydney, New South Wales Email: anzccart@adelaide.edu.au Cam Reid Oration The Cam Reid Oration is an initiative introduced by the ANZCCART New Zealand Board in 1995 in recognition of the late Dr Cam Reid's pioneering role in the evaluation and adoption of standards of ethical conduct for animal experimentation in New Zealand. It is awarded at the ANZCCART (NZ) Conference every three years. Previous Cam Reid Orators: 1995: Mr Chris Puplick, former Senator, Australian Parliament 1997: Mr Andrew McCaw, Office of Ombudsmen, Wellington 1999: Dr Jean Fleming, University of Otago 2001: Mr Gary Reese, former Director of Save Animals from Exploitation, Auckland 2003: Professor Jane Harding, Liggins Institute in Auckland 2005: Professor Don Evans, University of Otago 2008: Dr Mark Fisher, Kotare Bioethics Ltd, Hastings 2011: Professor Laura Bennet, University of Auckland 2014: Dr Siouxsie Wiles, University of Auckland 2017: Dr Helena Hogberg, Johns Hopkins University 2021: Professor Craig Johnson, Massey University 2024: Professor Natalie Waran, Companion Animals New Zealand Archive of ANZCCART Conference proceedings: 2025 ANZCCART Conference - Brisbane Australia (PDF 11MB, 70 pages) 2024 ANZCCART Conference - Christchurch, New Zealand ANZCCART Conference proceedings 2024 .pdf Download PDF • 708KB The conference served this purpose with emphasis on educating those who use animals in R&T, those who regulate such use under the New Zealand Animal Welfare Act or the eight equivalents in Australian states/territories, and the need for openness with the public. The conference delivered on its theme of use of animals in education, teaching and training in New Zealand and Australia in a neutral forum, where a diversity of ethical opinions were recognised and respected, and promoted openness and transparency with the public by those using animals in R&T. 2023 ANZCCART Conference - Adelaide, South Australia (PDF 3.4MB, 54 pages) 2022 ANZCCART Conference - Melbourne 26-28 July (PDF 3.4MB, 99 pages) 2021 ANZCCART Conference – Openness in Animal Research (PDF 7.2MB, 160 pages) Exploring the benefits and risks of openness in regards to the use of animals in Australian and New Zealand research. View the conference proceedings View the conference presentations The 2021 conference (delayed from 2020) looked at ‘openness’ in animal research and teaching. Public confidence in animal research hinges on the scientific community engaging in the evolving conversation about how and why animals are used. Being open about these matters is a worthwhile endeavour, and to be encouraged. To gain a broader perspective on how openness looks in practise, the conference examined overseas examples, both success stories and failures, and learn from different cultural viewpoints. 2019 ANZCCART Conference – Breaking Down Laboratory Walls (PDF 4.1MB, 138 pages) 2018 ANZCCART Conference – Keeping it Relevant (PDF, 198 pages) 2017 ANZCCART Conference – Maintaining social license in a changing world (PDF) Part 1 , Part 2 The theme of the conference was maintaining social licence in a changing world. The conference covered a wide range of topics from addressing social license in different contexts, to advances in replacement, reduction and refinement technologies, lessons from animal ethics committee front lines, and animal handling. 2016 ANZCCART Conference – Man or Mouse (PDF, 3.5 MB, 109 pages) 2015 ANZCCART Conference – Animal ethics – the gold standard 2014 ANZCCART Conference – Mixing it up – ethics, science, and adventure tourism (PDF 1.7MB, 106 pages) The use of animals for research and teaching can be awkward. Necessary, justifiable, ethical, well managed, well regulated without doubt. But still it can be awkward. It raises awkward questions. The conference sought to provide good answers to those questions. 2013 ANZCCART Conference – Can we do better? (PDF, 3.96 MB, 162 pages) 2012 ANZCCART Conference – Thinking Outside the Cage: A different point of view (PDF, 2 MB, 128 pages) 2011 ANZCCART Conference – Science with feeling: animals and people (ANZCCART website) The eclectic mix of contributions in these proceedings recognise the complex interdependence between animals and people, an inextricable connection woven with feelings. 2010 ANNZART Conference – Ethics in a changing environment (PDF) 2009 ANZCCART Conference – AEC best practice (PDF, 3.2 MB, 126 pages) 2008 ANZCCART Conference – Blue Sky to deep water: the reality and the promise (ANZCCART website) The contributions to the 2008 conference "Blue sky to deep water: the reality and the promise" held in Auckland, New Zealand, reflect the conference presentations dealing with science, values and the reality of understanding “backward running rats” and “cunning fighting fish”. 2007 ANZCCART Conference – Getting it Right (PDF, 1 MB, 120 pages) 2006 ANZCCART Conference – Responsibilities – The 4th R (PDF, 2.9 MB, 175 pages) 2005 ANZCCART Conference – Animal Ethics Committees and animal use in a monitored environment: is the ethics real, imagined or necessary? (PDF, 2.6 MB, 98 pages) The conference focused on what Animal Ethics Committees do in regulating and monitoring the use of animals in research and teaching, and the public’s and scientists’ expectations of the process. 2004 ANZCCART Conference – Animal Ethics: New Frontiers, New Opportunities (PDF, 1 MB, 44 pages) 2003 ANZCCART Conference - Lifting the veil: finding common ground 2003 - ANZCCART .pdf Download PDF • 12.55MB The theme of this ANZCCART Conference is "Lifting the veil: finding common ground". This theme was borne out of a perceived need to respond in a positive way to concerns that have been expressed in New Zealand regarding secrecy in the regulatory processes governing animal research. 2003 ANZCCART Workshop - Monitoring Animal Welfare and Promoting Refinement (PDF) 2002 ANZCCART Conference – Animal welfare and Ethics Committees. Where are the goalposts now? (PDF, 2.2 MB, 94 pages) 2001 ANZCCART Conference – Learning, animals and the environment: Changing the face of the future (ANZCCART website) 2001 ANZCCART .pdf Download PDF • 8.97MB Exploring the relationships between ourselves, animals, and the environment was the theme of the conference jointly organised by ANZCCART and the National Animal Ethics Advisory Committee (NAEAC). Issues to be addressed included the interdependence and interconnectedness of all life, the images of science and scientists, relevant legislation, dealing with new technology, fish research, and what could and should statistics or the popular media tell us. 1999 AWAC/ANZCCART Conference - Innovation, ethics, and animal welfare: public confidence in science and agriculture 1999_ANZCCART .pdf Download PDF • 11.50MB The conference placed the welfare of animals squarely in the context of the challenges posed by changing patterns ofinternational trade, scientific and technological innovation, and societal attitudes. A central issue was that of the relationship between the wider community-including producers and consumers of livestock products-and scientists. 1997 ANZCCART/NAEAC Conference - Ethical approaches to animal-based sceince 1997_ANZCCART .pdf Download PDF • 16.20MB Ethical approaches to animal-based science emphasises value systems. Value systems are of importance to all of those concerned with animalbased science, whether as proponents or opponents of it. 1995 ANZCCART Conference - Farm animals in Biomedical and Agricultural Research 1995_ANZCCART .pdf Download PDF • 8.98MB This was the sixth conference held by ANZCCART and the second in New Zealand. Its theme moved from the narrower area of traditional laboratory animals to encompass the much wider field of farm animals in biomedical and agricultural research. 1994 ANZCCART Conference - Animal welfare in the twenty-first century: ethical, educational and scientific challenges 1994_ANZCCART .pdf Download PDF • 10.91MB The conference considered what directions animal welfare thinking might take in the future, the implications of those directions for human uses of animals in education and science, and the initiatives we would like to see taken to safeguard the welfare of the animals used in the educational and scientific arenas.

Information on animal ethics and legislation in New Zealand In New Zealand the use of animals in research, testing and teaching is controlled by the Animal Welfare Act 1999 . This legislation is designed to protect animals in New Zealand from harmful or inhumane treatment. It covers our obligation to care for animals; who can conduct surgical procedures on animals; animal exports; humane treatment of wild animals; and codes of welfare. For information on the control of animal use in research, testing and teaching under the Animal Welfare Act 1999, see the Ministry for Primary Industries website . Before institutions in New Zealand are permitted to use animals for research, testing or teaching, they must apply for a licence from the government. The licence is called a ‘Code of Ethical Conduct’, and the institution is called a 'code holder'. See here for more information. Anyone wishing to carry out any form of research, testing or teaching on an animal must first apply for approval from an Animal Ethics Committee. To gain ethical approval to work with animals (research, testing or teaching) you must submit an application to an Animal Ethics Committee (AEC). Most research institutions (e.g. university) have their own Animal Ethics Committees. Approval is normally sought by a lead investigator or teaching team leader. Once approval is given it will allow the named students and employees to carry out the animal work provided they are adequately trained and are fully aware of the protocols, including those around animal care. To find out how to apply you should contact your Head of Department or the research office of your institution. If you work in an institution or company that does not have an Animal Ethics Committee please contact the Ministry for Primary Industries ( animalwelfare@mpi.govt.nz ) for advice on how to proceed. Information for Researchers on Applications to Animal Ethics Committees If you are working with animals in New Zealand for research, testing or teaching then it is likely that you will need to apply for Animal Ethics Committee (AEC) approval. Ten top tips for animal ethics application success Preparing ethical approval applications can be a challenging exercise for many researchers. Many proposals are sent back to applicants for modification before approval can be granted. To assist researchers in the preparation of animal ethics applications the University of Melbourne has produced a brochure, based on an analysis of past AEC decisions, to provide some helpful advice. ANZCCART (NZ) has reviewed this document and strongly endorses its use by the New Zealand research community. The document covers the following 10 topics: Writing with purpose in mind Writing for a non-scientific audience Providing a clear narrative and chronology Including and reconciling scientific information Justifying and minimising animal numbers Assembling the right team Piloting and/or staging the project Monitoring and documenting the animals Getting surgery and pain management right Making the endpoint clear Download the brochure for more information. When you are preparing your animal ethics application you need to consider each of the points listed above. In addition to demonstrating good experimental design and sound reasoning for conducting your work, you will also need to demonstrate that you can meet the normal husbandry requirements for the animals including providing for their nutrition, environment, health, behaviour and mental state. The right team is a team that has been trained in all aspects of their proposed role or arrangements have been made for training to be provided. Lastly, you need to show that you have considered the Three Rs animal welfare principles in your experimental design.

Applying for Animal Ethics Approval This page contains information about why you need to apply for ethics approval and how you can apply. When do you need to consider applying for animal ethics approval? You need to consider applying for animal ethics approval when using animals in teaching or in an investigation or experiment when the animal is being ‘manipulated’. This means that you are changing the animal’s normal needs, like what it eats and drinks, where it lives/sleeps or things it does (like its type of toys) in some way. This type of change (manipulation) is when ethics approval is needed and is required under New Zealand’s law called the Animal Welfare Act. Ethics approval means that a special group of people, such as science teachers and animal welfare experts have reviewed the way that your scientific experiment or investigation with animal(s) is being carried out. When they review it, they check that what is planned will not harm the animal(s) and its good health is maintained. If this group thinks that what is planned will not harm the animal(s), they will grant ethics approval. Who might need to apply for animal ethics approval? Any teacher and/or science technician using or caring for animals (e.g. for a Science Fair) in a learning or class situation should check with the New Zealand Schools Animal Ethics Committee if they need approval. Any student carrying out an investigation or experiment that involves animals should check if they need approval. The Application Process If you do need to apply for animal ethics approval for a teaching activity or for your science fair project, you need to complete a form and submit it to an Animal Ethics Committee (AEC). The New Zealand Association for Science Education has their own AEC for teachers, science technicians and students who can approve your application. For more information, visit the New Zealand Schools Animal Ethics website . In general, the AEC wants to ensure that the animals that you use will be well treated and subjected to the minimal amount of harm or disruption. All manipulations must be carried out under the umbrella of the animal welfare principles of the Three Rs (replacement, reduction and refinement). When you are writing your animal ethics application, make sure you outline the benefits of carrying out the experiment or investigation and also fully consider the harm to the animal(s). The AEC will make a risk-benefit assessment. This means that if the risk of harm to the animals high (for example, the experiment is quite invasive) then the benefits must also be high (for example, the potential of a new medicine). However, if the risk is low (for example, playing music to your fish) then the potential benefit does not need to be very high (for example, it might help you and your class better understand how well fish hear). You also need to meet the normal husbandry requirements for the animal including providing food, shelter, warmth, safety and room to behave normally. Lastly, you need to show that you have considered the Three Rs animal welfare principles in the design of your experiment or investigation. Links: Ethical guidelines for school students (ANZCCART resource) (PDF, 108 kb, 1 page) NZ Association of Science Educators (NZASE) website on animal ethics

ANZCCART Conference 2008 Blue Sky to deep water: the reality and the promise Proceedings of the 2008 ANZCCART Conference Auckland, New Zealand Preliminary pages Introduction Mark Fisher Welcome John Martin SESSION 1: Sharing experiences (dilemmas and compliance) Doing animal experimentation in a national organisation with regional responsibilities under state legislation Dr Chris Prideaux ( See PowerPoint presentation – PDF, 629 kb, 18 pages) Meeting animal welfare needs in a biotherapies environment- challenges for the CSL/Pfizer Animal Ethics Committee Dr John Phelps Assessing a research project with reference to the big picture Grant Shackell International benchmarking: AAALAC International Accreditation Dr Kathryn Bayne SESSION 2: Transgenics and modelling Modelling human muscle activity Professor Andrew Pullan Using zebrafish in human disease research: some advantages, disadvantages and ethical considerations Dr Michael Lardelli (See PowerPoint presentation – PDF, 5.6 MB, 26 pages) The benefits of using sheep to model human brain disease Jessie Jacobsen et al. SESSION 3: Great idea but not necessarily what I expected Great idea but not necessarily what I expected (Sometimes the techniques worked; sometimes they didn’t) Dr Allan Goldenthal, Dr Glen Harrison (See Powerpoint presentation – PDF, 1MB, 10 pages) Julie Hitchens ( PowerPoint presentation) Dr Jacqueline Keenan (PowerPoint presentation) Associate Professor Donald Love SESSION 4: Challenging ethics A brief but practical summary of ethics James Battye The Cam Reid Oration: Should we be giving attention to justifying animals in science? Dr Mark Fisher Infrared thermography and heart rate variability for non-invasive assessment of animal welfare Dr Mairi Stewart et al. (ANZCCART Student Award winner) ( PowerPoint presentation) SESSION 5: Death as an event, death as a challenge Euthanasing animals-the human experience Dr Erich von Dietz ( PowerPoint presentation) Managing grief associated with euthanasia Dr Dianne Gardner ( PowerPoint presentation) Recruiting Rats to the Research Resort: the importance of well trained resort personnel Dr John Schofield SESSION 6: Wildlife and conservation The artificial incubation of kiwi eggs: a conservation tool Suzanne Bassett and Claire Travers ( PowerPoint presentation) Researching wildlife in New Zealand: conservation opportunities are both constraints and opportunities Dr Mark Hauber Animal welfare issues in vertebrate pest management and research in New Zealand Dr Penny Fisher et al. SESSION 7: Fish welfare Working towards the development of best practices in fish and fisheries research or The troubles with fish and fish biologists! Howard Gill, Carolyn Ashton and Andrew Rowland The fish: What potential for awareness? Dr Colin Johnston ( PowerPoint presentation) “Pain” and analgesia in fish: What we know, what we don’t know, and what we need to know before using analgesics in fish Dr Don Stevens

Resources ANZCCART has a variety of resources available for teachers and students to learn about ways that animals are used in research, testing and teaching. Teaching and learning about Māori knowledge of animals and how Māori concepts can inform animal ethics Open-access digital resources are available on the Science Learning Hub – Pokapū Akoranga Pūtaiao: · Māori knowledge of animals ; · Māori concepts for animal ethics . A Māori medium e-version is also available to download. A te reo Māori version for use in kura is available to download here: Roy 180 Compositestudent_Digital .pdf Download PDF • 7.63MB The resources are written by Professor Georgina Tuari Stewart, a Pūtaiao education expert from AUT, and Associate Professor Sally Birdsall, a primary science teacher educator and academic from University of Auckland. Caring for the animals we use in research and teaching ANZCCART has produced a resource called “Caring for the animals we use in research and teaching”. The centrepiece of this resource is a DVD which provides a series of interviews with scientists who use animals in their research. This DVD is an excellent resource for generating class discussion and debate around the use of animals in research and teaching. The research topics discussed on the DVD are: research into developing anti-cancer drugs (presented by Professor Bill Wilson); genetic causes for obesity (presented by Dr Kathy Mountjoy); the effects of pre-natal nutrition on lambs (presented by Professor Jane Harding); the use of pain relief on farms for procedures such as castration and docking of lambs’ tails (presented by Dr Craig Johnson); the effects of the gene kisspeptin on puberty and fertility (presented by Professor Allan Herbison); development of the Xcluder Pest Proof Fence which is in use at Maungatautari (presented by Dr Tim Day); legislation governing the use of animals in research and teaching (presented by Professor Don Love and Dr Sally Birdsall). The video clips from the DVD can be downloaded by teachers from the following web link . A password will be required and will be available upon request to teachers ( contact ANZCCART NZ ). A compilation of interviews on these topics, narrated by Dr Jessie Jacobsen, the 2007 MacDiarmid Young Scientist of the Year (now called the Prime Minister’s MacDiarmid Emerging Scientist of the year), is also available. A set of activities has been developed to accompany each of the interviews for Years 9-10 students. They are designed to encourage discussion about the ways in which animals are used in research, as well as having a literacy focus. Each set of activities has links to the Nature of Science strand and to relevant contextual strands in the revised New Zealand school curriculum together with suggested ways of developing relevant key competencies. If you would like a copy of the DVD, please contact ANZCCART NZ . Assessment Resources ANZCCART (NZ) has supported the development of three NCEA assessment tasks that have received the Quality Assured Assessment materials trade mark (QAAM) from the NZQA for NCEA Achievement Standards (Biology 2.2, and 3.2), which integrates biological knowledge to develop an informed response to a socio-scientific issue. The three resources are: Biology 2.2 (AS 91154) Animal research: The best thing for human medicine and animals? – NCEA Level 2 – Internal Assessment Resource Biology 3.2 (AS 91602) Animal research: The ethics of using animals for research and teaching in New Zealand – NCEA Level 3 – Internal Assessment Resource Biology 3.2 (AS 91602) Animal research: Predator proof fences – NCEA Level 3 – Internal Assessment Resource Each of the tasks is available as a ‘ready to use’ package and contains: The achievement standard Teacher guidelines for and conditions of assessment The assessment task The assessment schedule Planning notes for teachers and suggested resources These teaching resources are not available on-line, but can be sent to teachers upon request ( contact ANZCCART NZ ). A student resource to accompany these tasks, Using Animals in Science: Student Resource, is available to download here . Three Rs Booklets A series of booklets have been produced that illustrate how the Three Rs are being used in scientific research. Cell-based Disease Models (replacement) Computer Assisted Learning (replacement) Mannequins and Dummies (replacement) Alternatives to shellfish toxicity testing (replacement) Fireflies to the rescue (reduction) Mathematical models (reduction) Tissue sharing (reduction) Simple ingenuity (refinement) Non-Invasive Methods (refinement) Living syringes (refinement) Oil emulsified gels (refinement) Links to Other Resources Other resources are also available here: Using animals in science , student resource (ANZCCART publication) (PDF, 2.8 MB, 22 pages) Animal research saves lives, questions and answers (ANZCCART resource) (PDF, 1.8 MB, 14 pages) Animal ethics resources on TKI website DEMOCS discussion game (from EdinEthics, UK website) SPCA New Zealand

Conversations to Improve Animal Welfare in Research and Teaching (by Katherine Reid) Society is composed of individuals and personal ethics are a choice made on an individual basis. These individual choices coalesce to form the societal ethic. The societal ethic becomes the basis of the acceptance or rejection by society of a practice such as the use of animals in research and teaching. It is by influence on the individual that science gains its approval. These opinions of the individual are formed from numerous and nebulous factors. Because the knowledge and experience of the individual is the basis for their decisions, the influence of science must be to affect that knowledge and experience. That influence is exerted in conversation. Through literal and figurative conversations ideas are exchanged and the reasons for decisions are considered. These conversations take place among the members of society, some of whom are themselves scientists. Many of the most important conversations are commonplace and mundane. Other conversations are dramatic taking place in print and media. Conferences, seminars and meetings are the venues for more conversations. But always conversations occur between individuals who are members of society. In some conversations the individuals are scientists. Sometimes scientists talk to non-scientists. And non-scientists will converse among themselves. All of these conversations form the basis for the personal decisions on ethics which provide continued acceptance of the use of animals in research and teaching. From individual knowledge and personal experience conclusions are drawn and this is the basis for personal ethics. The knowledge and experience of individuals is extraordinarily diverse. For scientists, the training and experience of the discipline is a strong influence on their personal decisions about animal use. Part of scientific training regarding the basis for animal use includes the principle wherein cost to animal health and welfare is squared against the benefit derived from the use. Reduction, refinement and replacement are equally important principles which seek to maximise this equation and gain the greatest benefit for animal cost. These are good principles and their application is an important ethical justification for continued use of animals in research and teaching. But these principles must not be employed without careful consideration and understanding of the meaning behind them. Unconsidered reliance upon conventional principles is not sufficient to ensure continued acceptance by society. In application such principles must be vibrant and living practices and not be allowed to stagnate and harden into unconsidered dogma. Scientists are also individuals within society and not a separate or opposed entity. Scientists embrace scientific values and these values become part of the basis for societal acceptance. But not all scientists share identical background and variance occurs among the opinions of scientists as to the ethics and acceptance of animal use. Acceptance of animal use by scientists is a part of societal acceptance and a significant influence but not the entirety. By thought and discussion, these concepts will be kept alive in the minds of scientists. These principles will serve as some of the topics for conversation. As with scientists, acceptance by non-scientists within society is based on the particular knowledge and experience of the person. There is also a factor of visceral reaction and emotional perception of the question. The particular acceptance or rejection by an individual is generally not based on direct experience of the realities of animal use and welfare of animals. It is also highly unlikely that the individual decision about acceptability of animal use is based on understanding of the benefits gained. Essentially, non-scientists do not apply the same principles that scientists are trained to use. So upon what does the average individual base their decision? The cynic will say that non-scientific opinions are based on emotional and irrational reactions. They will contend that the emotional reaction is due to lack of scientific education or direct experience. They will further put forth that the average member of society is unwilling and uninterested in education or a greater appreciation of the realities of animal use. This same cynic will likely conclude that the acceptance or rejection of animal use by society should be based on strict application of scientific rationale and valueless science. This, in their opinion, is the only way to derive the single correct conclusion in a given situation. The fallacy of this argument is that even scientists cannot agree on correct application of the scientific method and rational evaluation by multiple parties does not always reach the same conclusion in any given case. Furthermore, science is not without emotion. Scientists too have an emotional response but training reduces the influence of this. The response is reduced but not eliminated. Scientists are human and, however logical and calculating, they still feel emotions about the work in which they engage and the animals which are used in that work. Misuse of animals in any context will affect scientists as human beings. That reason alone is sufficient to motivate scientists to carefully consider the welfare of animals used in their work. An emotional reaction is also not entirely irrational. Human emotions have evolved for survival. Emotions in favor of improving animal welfare can be argued to be self-protective. Humanity existed as an agrarian society for millennia and depended upon hunting since before the advent of agriculture. Before humans ate animals and kept warm in their skins they depended upon an ecosystem which relied upon healthy and vibrant animal populations. The inherent desire to protect animal species is not entirely irrational and can be thought to be based upon the human symbiosis with the other animal species. Conversation is the tool by which each party comes to appreciate the emotional reaction of the others. The pragmatist will say that animal use is a strictly mathematical cost versus benefit equation where the pain or damage inflicted on animals must be weighed strictly and mathematically against the benefit derived. The evidence of benefits to society gained by the use of animals in research and teaching is undeniable and exhaustive. The average individual, a critical decision maker about the acceptance of animal use is largely unaware of the extent to which animal use has benefited them. Even scientists are not completely informed about the extent to which their lives have benefited from animal based research. Scientists are also insufficiently informed of the negative aspects of animal use. The apparent equation becomes imbalanced and does not reflect the reality which it attempts to judge. The ability to solve the equation accurately is further impaired by the lack of understanding on both sides of the equation; cost and benefit. The effects on society for good or ill will not be determined except in the context of history. It is impossible to know how the benefit from animal use will weigh ultimately. In practicality, lack of understanding of animal physiology and management makes accurate evaluation of animal welfare precarious. Knowledge of animal pain and the experience of suffering is changing and improving continually. Judgment can only be based on the most recent understanding and the future will undoubtedly show that understanding to be deficient. Conversations among individuals will weigh this balance in a way that accounts for, evaluates and incorporates the grey areas. One current conversation puts forth that greater transparency in animal based research would benefit public understanding and thus promote acceptance. The thought is that if society were more clearly aware of the realities of animal use then they would be able to make informed decisions. Decisions would be based on logical evaluation and understanding of animal welfare. It is unlikely that greater awareness by non-scientists of the realities of research for animals will improve the welfare of animals. Society is generally not prepared to learn how the sausage is made. There are harsh techniques and uncomfortable realities of animal use of which non-scientists are not aware. Showing society the harm that is done without sufficient realization of the benefit derived is likely to create a strong and justified negative reaction to the techniques employed in research. This negative reaction by some members of society would not support the continued use of animals, even research for the benefit of animals. Lack of continued veterinary research would impact animal welfare negatively. Veterinary research is absolutely necessary for better understanding of the needs and physiology of animals. If improvements in the welfare of animals used in research and teaching are to be made, veterinary research is a necessity. By the fact that the superficial appearance of animal use would likely be uncomfortable to the uninitiated it can be concluded that there are important improvements which must be made in animal welfare. This reinforces the importance of societal acceptance of animal use and motivates the need to engage in conversations. To reprise the three R’s principles of animal use, conversation represents an important tool in refinement of animal use in teaching and research. The purist will put forth that the acceptance of society is based upon the quality of research and that only from high quality research can relevant results be obtained. They will further add that any benefit to society is only derived from research that is applicable and relevant to society. These individuals will contend that both sides of the cost-benefit equation are dependent on quality of work done and analysis performed. The purist forgets that conclusions derived from data are subject to interpretation. These conclusions are in turn based on analysis of raw data and that analysis is subject to the style and influence of the primary investigator. It can be startling to realize how science is not, in actuality, fact. Society believes that an observed phenomena, measurable and recordable, must be real. Society and science both accept that once something is published in peer reviewed literature, it becomes practical fact. Better scientists see the influence of analysis and interpretation and understand the process of scientific investigation in elucidation but not proof. Science contends that this method is the best available representation of reality. This is a leap of faith, though oddly logical. By faith, science becomes religion and subject to dogma. But any observation, measurement and recording is still only subjective. Scientific investigation into cognitive neurosciences and the mechanisms of consciousness reveal that reality is perception. An observed phenomena is subject to perception and is an individual experience. Observation therefore is a personal experience, different for every individual. Measurement and recording equally are interpretations which require analysis. Science itself undermines its own essential tenants and the dogmatic are forced to resolve the discrepancy. As science develops and progresses human knowledge of consciousness, the faith in science as fact will be challenged. Acceptance by society will change to accommodate. Conversation will benefit all parties as understanding of the mechanisms of human cognition change. There are direct implications to the ethics of animal use for human purposes. These will come forward as science reveals more about the nature of human and animal consciousness. New understanding will change how all view animal welfare and the relationship between humans and animals. It will be a radical change in thought for all parties and continued conversation will be essential for all to resolve the issues that will surround the new understanding. Understanding of the subjectivity of perception promotes humility. The intent here is to demonstrate the variety of perspectives and opinions in order to appreciate the reasoning behind individual decisions. It is also to show that no single perspective is the correct approach. The acceptance of society is a synthesis of varied perspectives with the advantages and disadvantages of all. The function of conversation is to express, develop and share positions, examine fallacies and failures as well as the strengths and to organically create a community and society opinion from the mosaic of individual perspectives. Engaging in conversation has several important functions. It is necessary to learn and experience the opinions and perspectives of others as well as learn important knowledge from the experiences of others. It is also necessary to debate and be coerced into articulation of logical arguments. Arguments require support with reasons and rationale and communication of these forces their examination. By explaining opinions to others, insight is gained on both sides as to the reasons for decisions. This practice moves decisions away from dogmatic authoritarianism to insightful, and carefully considered choices based in reason with due respect given to emotion. Conversation also induces self-analysis and promotes a critical evaluation of personal practices and beliefs. Most will have to examine their own practices if they are to confidently argue for those practices to others. As an example, a scientist who cannot comfortably discuss the animal techniques used in their lab with others including non-scientists will be forced to begin to examine those techniques. They will have to critically evaluate if they are in fact based on ethical decisions about animal use. The mutual exchange aspect of conversation also serves to communicate ideas between parties with different experience. Participants in the conversations gain empathy for others’ point of view and in return allow empathy from others. These benefits will ultimately be crucial to ensure the continued use of animals in research and teaching. Conversation and debate with non-scientists is important for the scientist as a member of both society and of the scientific community to which they belong. It is all too easy for any person to only engage with those who share their ideas and values, such as scientists discussing animal use only among other scientists. Such conversations in isolation are unlikely to produce fruitful progress and will not serve to improve the acceptance of animal use by society. Because science is an integral part of society and functions within society, scientists cannot remain isolated and removed from that society. Conversations with the broader group will promote a greater understanding of society’s values by members of the scientific cohort. If science is to continue to function as a valued part of society, scientific values will need to incorporate societal values. This conversation will also work for promoting understanding of scientific values by non-scientific portions of society. It is the propagation of this greater mutual understanding which is one of the key functions of conversation and critical to the continued use of animals in research and teaching. Conversation must also take place within the scientific community. There is no doubt that for the greatest benefit to be derived with the least cost to animal welfare, science must be of the highest quality. The debate must continue as to what constitutes high quality, relevant research. Individual scientists will need to embrace the importance of research quality and move beyond mere acquiescence to authority. Individual scientists need to determine for themselves what constitutes quality research and implement this because it provides the greatest benefit, not because they suffer penalties otherwise. Conversation within scientific society will be necessary for individuals to understand what is quality science, how to implement good practice and the importance of this. Exchange of ideas, as occurs in conversation also serves to improve education of all participants. The cynic was convinced that society was unwilling to self-educate and keep themselves informed. By conversation, the uninformed gain valuable insight and improve the breadth of their experience. In turn, through conversation, the cynic will hopefully come to understand that scientists are humans with emotions and subject to emotional reaction. The pragmatist will see that the mathematical equation is not so easily weighed but will learn from conversation that cost versus benefit is highly complex. The purist will come to understand that while high quality science is in fact essential, defining what constitutes high quality is difficult and will require continued evaluation through debate and conversation. The actual conversations do not need to be elaborate or formal. They will take place naturally and develop organically. People will congregate and talk at school or on the bus. The issues discussed will be the topic of conversations at scientific meetings and committee hearings as well as at conferences and in classrooms. Conversations will take place in the elevator and in lecture halls. The quiet will listen patiently while the talkative ramble on. The erudite will relish the opportunity to debate and all interested parties will finish with a slightly different perspective than they started. What is important for the purpose is that no one shrink from the conversation. The topic can be difficult and emotional at times. Many will not have thought about the topic and others will be excessively enthusiastic. But all must consciously engage and participate. There is no excuse for not participating. Every member of society has a responsibility to converse. This is because all of society will derive benefit from the good usage of animals in research and teaching. For the same reasons, all will be impacted if society withdraws its acceptance of animal use or if that animal use is poor. Acceptance of animal use in research and teaching is based on the decisions and opinions of the individual. Many and varied factors influence those decisions and opinions. The breadth and depth of experience and knowledge which underpins the perspectives of individuals is vast and only continues to grow, expanded by continued scientific research and investigation. There is no single act or policy that can guarantee that society will continue to accept the use of animals. There are in place many sound principles as well as irrational dogmatic beliefs. It is an overwhelming task to try and resolve the varied experiences and opinions of a society composed of such varied individuals. Free societies do not dictate morals but rather allow free and open debate to determine ethics. The mechanism of this debate is the simple conversation. By conversation, progress will continue and the opinion of society will adapt to meet the needs of that society. The place of scientific research and the use of animals in science will continue to develop organically with that society as it progresses. The simple conversation will serve to bind science within society and determine the future of animal use in research and teaching.

ANZCCART Conference 2011 Science with feeling: animals and people Proceedings of the 2011 ANZCCART Conference Rotorua, New Zealand Contents and Foreword Opening Address Reflections on the use of animals in research, testing and teaching in New Zealand – a historical perspective – Dr A. C. David Bayvel, Linda Carsons, Paula Lemow and Dr Mark Fisher International reflections: looking back over the last 20 years – Dr Judy A. MacArthur Clark Session 1: I don’t like pain but what can we do about it? What’s special about pain? – Dr John Schofield “I’ll have the fish and shrimps”: pain and analgesia in invertebrates and fish – Dr Kurt K. Sladky The recognition and relief of pain in birds – Associate Professor Brett Gartrell Analgesia in ruminants – Dr Paul Chambers Cam Reid Oration 2011: Does the fetus feel pain, and why do we care to know? Professor Laura Bennet Session 2: Resolving the dilemmas Serving on an Animal Ethics Committee – a hospital pass or a valued distinction? Dr Mark Oliver Dr Geoff Dandie Serving on an Animal Ethics Committee – the system and pot pourri of issues Who qualifies as an investigator? – Dr Erich von Dietze and Dr Ted Rohr Animal Ethics Committees: a veterinary practitioner’s point of view – Dr Tim Mather Animal welfare in a new world – Jeanette Crosado Reflections on an Animal Ethics Committee – Dr Mandy Paterson ANZCCART New Zealand Animal Care Technicians’ Awards Compassion fatigue – Debbie Chesterfield Welfare in a chronic model of cardiac disease in sheep – Linley Nisbet Session 3: The importance of people Euthanasia in the workplace – impacts on staff – Professor Peter Davie Caring for the carers: compassion fatigue and disenfranchised grief – Dr Peter Huggard Reviewing the reviews: an update on the analysis of the process of ensuring regulatory compliance in the use of animals in science in New Zealand – Dr Virginia Williams and Linda Carsons Seeking nature in the city: the implications of feeding wildlife – Associate Professor Darryl Jones Female students’ attitudes towards the use of animals in scientific research and teaching – Sally Birdsall and Dr Beverley France Student and university perspectives on animal rights and wrongs – Dr Ngaio J. Beausoleil Animal models: their role in understanding brain dysfunction – Dr Ruth M. A. Napper Session 4: Science with feeling Science with feeling: relevance of animal emotions to research, testing and teaching – Dr Jim Webster Methodologies to measure affective states in animals: a focus on cognitive approaches – Dr Else Verbeek and Dr Caroline Lee What is it like to be a rat? Providing good environments for experimental animals – Dr Emily Patterson-Kane and Professor David J. Mellor

Basic information about animal research in New Zealand The use of animals in research, testing and teaching in New Zealand Animal use in research, testing and teaching in New Zealand is strictly controlled under the Animal Welfare Act 1999 . Any person or organisation using animals must follow an approved code of ethical conduct, which sets out the policies and procedures that must be followed by the organisation and its animal ethics committee. Further information about the regulation of animal research is available from the Ministry for Primary Industries. It is the responsibility of everyone who uses animals to ensure that they are only used when absolutely necessary and that when they are used they are treated with care and respect. If an animal is used for research, testing or teaching the work must be conducted in line with the Three Rs (from the ideas of Russell and Burch in their 1959 book The principles of humane experimental technique available through the Johns Hopkins Alt Web website). Replacement Where possible an alternative to using animals must be used. This could include a computer model or cell culture (where animal or human cells are grown in a laboratory). Reduction The minimum number of animals must be used to gain good experimental results. This means that experiments must be well designed and that as many experimental variables as possible are controlled (i.e., that you only change one thing in your experimental group as compared to your control group). This means that the research or test will provide quality data which can withstand statistical analysis. Refinement The animals should not suffer. At all times the health and wellbeing of animals should be a priority. As much as possible the animal should be able to live normally, free from any pain and suffering, throughout the research, teaching or testing process. Annual records of the annual numbers of animals used in research, testing and teaching have been collected and published by the Ministry for Primary Industries (MPI) since 1987 ( MPI animal use statistics ). What is recorded are animals that have had their normal physiological, behavioural, or anatomical integrity altered by a procedure (called a 'manipulation'). This can involve exposing the animal to any parasite, micro-organism, drug, chemical, biological product, radiation, electrical stimulation, or environmental condition; or enforced activity, restraint, nutrition, or surgical intervention; or depriving the animal of usual care. Further details of ‘manipulations’, annual statistics and the definition of an ‘animal’ according to the NZ Animal Welfare Act can be found here: Use of Animals in NZ Institutional Codes of Ethical Conduct under animal welfare legislation Before institutions in New Zealand are permitted to use animals for research, testing or teaching, they must apply for a licence from the government. The licence is called a ‘Code of Ethical Conduct’. This system is unique to New Zealand. Each institutional Code sets out the conditions and rules for animal use and the approving procedures of its Animal Ethics Committee. Codes vary between organisations, depending upon the nature of the scientific activity. These Codes offer insights into how organisations value animals used for scientific or teaching purposes. A list of Code Holders can be found at the end of each MPI annual statistics report, including a list of organisations who have an approved arrangement to use the Code of another organisation. Since 2021 the ANZCCART New Zealand Openness Agreement has encouraged all research and teaching signatories to make the code they use publicly available on their institution’s website. Research animal re-homing ANZCCART supports and encourages the re-homing of research animals as an alternative to euthanasia, wherever possible. Resource links The following resources are available on the use of animals in research, testing or teaching in New Zealand: What is ANZCCART? (flyer) National Animal Ethics Advisory Committee (NAEAC) website National Animal Welfare Advisory Committee (NAWAC) website Animal welfare in NZ (Ministry for Primary Industries) Guide to the Animal Welfare (Ministry for Primary Industries) Animal Research Saves Lives (ANZCCART resource) (PDF, 1.8 MB, 14 pages) Three Rs Poster (ANZCCART resource) (PDF, 6.7 MB, 1 page) ANZCCART Newsletters Alt web (resource database hosted by Johns Hopkins University) SPCA New Zealand Culture of Care (A NAEAC guide for people working with animals in research, testing and teaching) (PDF, 428 kb, 6 pages)