Important regulatory measures have been introduced in the Greyhound Racing Act 2017 (‘the Act’) to better regulate greyhound racing in New South Wales (‘NSW’). However, further improvements are required to ensure that the regulation of greyhound racing in NSW remains responsive and permeable to the public’s attitudes and expectations regarding the activities of Greyhound Racing New South Wales (‘GRNSW’).
The following submission outlines a series of recommendations which will help ensure that the activities of GRNSW align with the NSW public’s attitudes and expectations of how greyhound racing is conducted in the State. As such, this submission employs a meta-regulatory approach to outcome-orientated measures.
The educational benefits associated with the use of video in learning environments are well-known. For an animal law educator wanting to leverage these educational benefits, the use of video presents a dilemma. Much of the video relevant to animal law is confronting, distressing or difficult to watch, which may cause some students to experience a negative affective state. It is also largely unknown whether the educational benefits associated with non-graphic video continue to apply when the content is graphic in nature. This article aims to address this gap. It argues that student engagement, comprehension and knowledge acquisition, critical thinking skills, information retention and recall, and student interest can be improved with the use of graphic video. It also argues that educators have a role in shaping students’ values and opinions, and graphic video can help in this regard. To reduce the likelihood of students experiencing a negative affective state, five principles are presented which educators may employ when using graphic video. These five principles are then applied to a YouTube video depicting the surgical castration and tail docking of a piglet. By employing these principles, the risks associated with graphic video can be effectively managed while leveraging the educational benefits of video.