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Evans, D. (2002). Welfare of the Racehorse During Exercise Training and Racing. In The Welfare of Horses (pp. 181–201).
Abstract: The welfare of horses in training for racing and competition can be compromised by errors of management of many processes. Lameness is usually identified, as the major problem facing horse trainers and high lameness rates in racehorses is a major welfare concern. Recent epidemiological studies have shed light on important environmental risk factors for lameness and catastrophic incidents during training and racing. Another important threat to the welfare of the athletic horse is failure of appropriate preparation of the horse for competition, resulting in earlier fatigue during a race. Fatigue during racing causes sub-optimal performance, increases the likelihood of injury and, in prolonged exercise contributes to exhaustion and even death. Failure to allow appropriate recovery periods after episodes of training and competition also contributes to a state of chronic fatigue. Trainers recognise that affected horses (or “stale” horses) often have mood disturbances and are reluctant to exercise. Continued excessive training and inadequate recovery (termed, over-training) can result in weight loss and poor performance that is not reversed by short-term recovery periods. In events involving prolonged exercise, the performance and welfare of the horse are compromised by inappropriate fluid balance before and during exercise. Failure to properly prepare and maintain fluid balance of endurance horses results in a severe threat to welfare. Pronounced dehydration and hyperthermia can result in exhaustion and death.
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Wilson, R. (2002). Specific Welfare Problems Associated with Working Horses. In The Welfare of Horses (pp. 203–218).
Abstract: A brief review of the history and uses of workhorses is provided as well as numbers and distributions of working equines at the beginning of the twenty-first century. The problems of using the correct harness and correct alignment of horse and equipment through the harness are considered and care of the feet and especially the necessity of correct shoeing for both welfare and maximum work are discussed. The nutritional needs of working equines in terms of energy, protein, minerals and vitamins and the importance of good health and prevention and management of disease, are examined. Relationships between the animal and his owner or handler and some legal aspects of improving welfare are covered and it is concluded that education of these owners/handlers is essential for improving the welfare of working equids in developing countries.
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Ginther, O. J., Lara, A., Leoni, M., & Bergfelt, D. R. (2002). Herding and snaking by the harem stallion in domestic herds. Theriogenology, 57(8), 2139–2146.
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Hampton, R. R., Healy, S. D., Shettleworth, S. J., & Kamil, A. C. (2002). Neuroecologists' are not made of straw. Trends. Cognit. Sci., 6(1), 6–7.
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Manser, M. B., Seyfarth, R. M., & Cheney, D. L. (2002). Suricate alarm calls signal predator class and urgency (Vol. 6).
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Healy, S. D., & Jones, C. M. (2002). Animal learning and memory: an integration of cognition and ecology. Zoology, 105(4), 321–327.
Abstract: Summary A wonderfully lucid framework for the ways to understand animal behaviour is that represented by the four [`]whys' proposed by Tinbergen (1963). For much of the past three decades, however, these four avenues have been pursued more or less in parallel. Functional questions, for example, have been addressed by behavioural ecologists, mechanistic questions by psychologists and ethologists, ontogenetic questions by developmental biologists and neuroscientists and phylogenetic questions by evolutionary biologists. More recently, the value of integration between these differing views has become apparent. In this brief review, we concentrate especially on current attempts to integrate mechanistic and functional approaches. Most of our understanding of learning and memory in animals comes from the psychological literature, which tends to use only rats or pigeons, and more occasionally primates, as subjects. The underlying psychological assumption is of general processes that are similar across species and contexts rather than a range of specific abilities. However, this does not seem to be entirely true as several learned behaviours have been described that are specific to particular species or contexts. The first conspicuous exception to the generalist assumption was the demonstration of long delay taste aversion learning in rats (Garcia et al., 1955), in which it was shown that a stimulus need not be temporally contiguous with a response for the animal to make an association between food and illness. Subsequently, a number of other examples, such as imprinting and song learning in birds (e.g., Bolhuis and Honey, 1998; Catchpole and Slater, 1995; Horn, 1998), have been thoroughly researched. Even in these cases, however, it has been typical for only a few species to be studied (domestic chicks provide the [`]model' imprinting species and canaries and zebra finches the song learning [`]models'). As a result, a great deal is understood about the neural underpinnings and development of the behaviour, but substantially less is understood about interspecific variation and whether variation in behaviour is correlated with variation in neural processing (see review by Tramontin and Brenowitz, 2000 but see ten Cate and Vos, 1999).
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