Pet Forum / Miscellaneous / Animal Health / December 2004

The solution to your problem is simple......................find this cat a
home with people who have an appreciation for and  an understanding of cats.

In the meantime, I will keep my fingers crossed that you choose never to
become a parent.

.........like what?  What does he do?  Was it not clear in the beginning
that her cat was coming with her?   Have you never lived with pets before?
When was the last time the cat had a vet check?

 As a result, he's

........is your aunt working also or is she home during the day?   What a
miserable life for this kitty.  He probably can't figure out what he did
that caused him to end up in jail.

but I feel really awful because he sounds so lonely.

.......why?  is he locked up in the bathroom at night too?  Doesn't she have
a room of her own where the kitty could stay during the day?

.......yes, the something is human companionship.  His situation reminds me
of those dogs I see in elevated cages in the yard - stuck out there all day
and night with nothing to do and no room to have a good run.  You could put
some of your valuable stuff away for a while and let the kitty out.  Change
of household is a big stress for a cat.  He's probably feeling really
insecure if he knows nothing of the house outside the bathroom.  He'd
probably settle down after a while.  It's nice of you to take in your aunt,
but the kitty shouldn't be paying for her change in household.  She might be
feeling really bad that her kitty has to live this way.  If your home is a
place of last resort and she has nowhere else to go, then it is up to you to
make her AND her kitty feel welcome.  You said yes after all.  You either
meant it or you didn't.  If she had a kid that spilled grape juice on the
carpet you wouldn't lock her up in the bathroom too would you?  It's a big
change for everyone in your household and you all need to sit down and talk.
If she's not attached to the cat enough to care, then the kitty should get a
new home where he's welcome.

buglady
take out the dog before replying

Hi Elisabeth -

A cheap "toy" is a cardboard box with cat-sized holes
cut in it, and maybe some round plastic toys (easy to
find in any pet store) that a cat can bat around on the
floor.  You can even build a cheap tower of such boxes
and maybe put some old towels in for him to sleep on
or play with.

If there is carpet in the bathroom suggest taking it up
while the cat is locked up, so he can bat things around
on the tile more easily than on rugs.  But make a little
"nest" for him with old towels in a cardboard box for
sleeping.

Even crumpled up paper can be a fun toy.  I wouldn't
leave a shoelace in the room if he's not used to those,
because he could possibly hurt himelf, but that's
another cheap toy you could use when you visit him.
All my cats enjoy playing with a shoelace, as long as
I'm willing to do most of the work!

Is there a reason why the light has to be off?  I
don't know if that would make a difference, but
maybe leaving the light on more often would be
worth trying to see if it would help.  Another trick
to try would be a radio, tuned to a talk station (cats
seem to prefer talk to music).

If the situation becomes intolerable, let your family
know there are Burmese rescue organizations (easy
to find online) that can help in re-homing a healthy
Burmese.  Better than taking him to a local shelter
where he'd most likely be killed.  :(  I'm not
suggesting you would do that, but when people's
lives are really upset, as the case with your aunt,
sometimes the pet ends up last in the priority list.

It's nice that you're trying to help the cat.  I hope
things work out for everyone.

Gail
owned by:  2 Tonkinese, 1 Calico, 2 Burmese cats

HOWEDY Nobody's Fool,

That's NICE.

Kats live 20 years or MOORE.

THAT'S no kinda life.

NO PROBLEMO! You can TRAIN your kat
JUST LIKE HOWE you'd TRAIN a dog or
child:

              You GET The Critter You TRAINED

                           A DOG Is A Dog;
                        As A KAT Is A KAT;
                     As A BIRDY Is A BIRDY;
                    As A CHILD IS A CHILD;
            As A SP-HOWES Is a SP-HOWES.

 ALL Behavior Problems Are CAUSED BY MISHANDLING

THAT will make him INSANE like MOST of HOWER
DOG LOVER'S DOGS here on The Amazing Puppy
Wizard's FREE WWW Wits' End Dog Training Method
Forums and HUMAN BEHAVIOR RESEARCH LABORATORY.

WELCOME!

RIGHT.

                    ALL Critters Only Respond In
         PREDICTABLE INNATE NORMAL NATURAL
                  INSTINCTIVE REFLEXIVE Ways;
 To Situations And Circumstances Of Their Environment
                    Which We Create For Them.

      Damn The Descartean War of "Nature Vs Nurture."
           We Teach By HOWER Words And Actions
                 And GET BACK What We TAUGHT.

FEELINS again...

              "It is by muteness that a dog becomes
                         so utterly beyond value."

                        Like a confessor Priest?

                                 "With him,
                    words play no torturing tricks.........., "
                             --John Galsworthy.

               Don't bet your dog won't tell on you...
                         Their behaviors reflect
         HOWER words, actions and training quirks.
         Jerry HOWE, The Puppy Wizard. <{} ; ~  )  >

That's UNACCEPTABLE.

THAT'S IRRELEVENT.

HOWER EXXXPERTS RELY ON EXXXCESSIVE
EXXXERCISE and ANTI PSYCHOTIC MEDICATION
TO EXXXPIATE THEIR CRITTERS ANXIHOWESNESS
BEHAVIOR PROBLEMS on accHOWENT of:

      "The Methods, Principles, And Philosophy Of Behavior
                                    Never Change,
          Or They'd Not Be Scientific And Could Not Obtain
               Consistent, Reliable, Fast, Effective Results
                          For All Handler's And All Dogs,
                                 NEARLY INSTANTLY,
      As Taught In Your FREE Copy Of The Puppy Wizard's
     FREE WWW Wits' End Dog Training Method Manual,"
                            The Puppy Wizard. <{} ; ~ )  >

You can use The Amazing Puppy Wizard's
Surrogate Toy Separation / Bedtime Calming /
Submissive Urination / Fear of Thunder / Car
Sickness Technique.

LIKE THIS:

"Just Want To Second Jerry's Method For
Dealing With This (Destructive Separation
Anxiety). I've Suggested It To Quite A Few
Clients Now And It's Worked 'EVERY TIME
The Very First Time' - marilyn, Trainer, 33
Years Experience.

"His Amazing Progress Almost Makes Me Cry.
Your Method Takes Positive Training To The
Next Level And Should Really Be Used By All
Trainers Who Call Themselves Trainers. Thank
You For Helping Me Save His Life," Kay Pierce,
Professional Trainer, 30 Years Experience.

      "If you talk with the animals, they will talk with you
                      and you will know each other.
        If you do not talk to them, you will not know them,
               and what you do not know you will fear.

                      What one fears, one destroys."
                               Chief Dan George

You've already met HOWER MENTAL CASES.
They HAVE NO ADVICE FOR YOU other than
CONtinue doin what you're doin or GET RID of
the kat.

       In The Problem Animal Behavior BUSINESS
                     FAILURE MEANS DEATH.
                    SAME SAME SAME SAME,
      For The Problem Child Behavior BUSINESS.

Dr. George VonHilsheimer writes in
"Is there a SCIENCE of BEHAVIOR?":

"Valette 1966 is a complete trivialization of
scientific findings. It overstates the case for
reinforcement theory. No careful researcher
would contend that operant techniques CAN
ANY THING MORE than modify SHORT TERM
BEHAVIOR in a highly controlled and limited
environment with a large number of skillful
experimenters. Certainly the most elaborate
studies have shown that the withdrawal or
temprary inefficiency of the reward system is
immediately followed by CESSATION of the
programmed behavior.

In fortunate contrast to this depressing paper
is the research reported by Whelan (1966) who
makes the simple but profHOWEND caveat that
"It is only through CORRECT, EFFICIENT APPLICATION
(of operant principles) that children's behavor can
be changed to the extent that they can subsequently
contribute to the REAL WORLD in which they live." "

"The Methods, Principles And Philosophy Of Behavior
Never Change, Or They'd Not Be Scientific And Would
Not Obtain Consistent, Reliable, Fast, Effective Results
For All Handler's And All Dogs, As Taught In Your FREE
Copy Of The Puppy Wizard's FREE WWW Wits' End
Dog Training Method Manual," The Amazing Puppy
Wizard. <{} ; ~ )

Dr. Von continues:

"Whelan illustrates the simple nature or the
learning process by referring to Ferster's
engaging study of two three year old
chimpanzees taught mathematics through
simple procedures. Whelan carries this
EVIDENCE a step futher by pointing HOWET
it's applicability to disturbed children."

A Dog Is A Dog As A Child Is A Child As A Kat
Is A Kat. All Critters Only Respond In Predictable
Innate, Normal, Natural, Instinctive, Reflexive,
Ways To Circumstances And Situations Of Their
Environments Which We Create For Them.

ALL BEHAVIOR PROBLEMS ARE CAUSED BY
MISHANDLING. Damn The Descartean War of
"Nature Vs Nurture." We Teach By HOWER Words
And Actions And GET BACK What We TAUGHT.

In The Problem Animal Behavior BUSINESS
FAILURE MEANS DEATH. SAME SAME SAME
SAME, For The Problem Child Behavior BUSINESS.

Dr. Von continues:
"If chimpanzees CAN LEARN mathematics
through step by step learning AT THEIR OWN
PACE, reinforced primarily by CORRECT
ANSWERS rather than with "fruit loops and
rasins", we can assume that even developmentally
RETARDED or CONfHOWENDED children
CAN LEARN as well. Moreover, Whelan
makes the EXXXTREMELY important point
that while most teachers assume that learning
takes place verbally, primarily it is a non verbal
process..

Unfortunately Whelan limits himself to the problem
that "teachers must not only modify or remove specific
deviant behaviors, but must also develop socially
acceptable behavior patterns in the classroom and
classroom conditioned goals, NOT LEARNING.

Other researchers have emphasized the importance
ofadult behaviors in conditioning classroom behavior.
An EXXXCELLENT review of this researchshowd that
tantrum behavior, excessive crawling and dependency,
isolated play, passivity, spelling failure, and other problem
behaviorscan be managed by altering habitual adult
responses to children (Harris, Wolf and Baer, 1964) .
Such RESEARCHholds GREATER PROMISE in that
alteration of the conditioning social environment seems
to provide more STABLE and LASTING CHANGES than
"M and M's". Moreover, a great deal of work has been
done developing EFFECTIVE techniques of behavior
modificaton through the conditioning social environment
of peers (Hartup, 1964). These directions would seem
more PRODUCTIVE than a simple minded trainslation
of the Skinner cage to the classroom.

Skinner (1963) pointed HOWET that operant techniques
can "be utilized fully ONLY IF we REDEFINE the GOALS
of education and the CONDITIONS in the educational
environment under which those goals may be reached...
(through) a DIFFERENT KIND of educational research
which is much more closely concerned with the immediate
dimensions of the student's behavior than with gross
changes such as IMPROVED PERFORMANCES."
UNFORTUNATELY, neither Skinner nor ANY OTHER
learning theorist has provided us with a working model
of a school or research enterprise based on systemic
and thorough-going APPLICATION of LEARNING
PRINCIPLES. Skinner (1948, 1953) approaches a
definition of the philosophical issues involved, and
provides an utopian model of a school, but generally
psychologists seem STUCK at a level of MANAGEMENT
of an aggressively disturbing child in the classroom,
through peer approval, or the aplication of accelerating
CONsequences in the classroom, or scientifically
S-HOWENDING tactics like "TIME HOWET" (which
we used to know more simply as "sendin the kid to
the cloakroom").

Hobbs (op. cit.) claims that the classroom is a
natural environement for the child. Thelen (1965)
contends that "classroom practices are UNnatural,
UNreasonable, and 'against NATURE.' ". This
would seem the central issue for the philosophy of
education. Mere trivial application of research findings
to an institution essentially unchanged from Sumerian
academies (Kramer, 1962) will NOT create useful
teaching for human beings.

It seems relevant to ask EXXXACTLY WHAT do we
know abHOWT the learning situation in which HOWER
children find themselves, and why, in the light of HOWER
knowledge, do we do any of the things that schools do?"

We know that there is little agreement among adults
as to what it is they are SUPPOSED to be DOING,
what something to do could be that MIGHT be
EFFECTVE, and what it IS that other people who
have authority over children ought to be doing (Mc-
Eachern and Taylor, 1967). Wherefor the child's
CONfusiHOWEN?

It is NO WONDER hat the marked changes in
deviant behavior of children can be achieved
through brief, simple educative routines with
their mothers which modify the mother's
social behaviors shaping the child (Whaler,
1966). Some clinics have reported ELIMINATION
ofthe need for child THERAPY through changing
the clinical emphasis from clinical to parental
HANDLING of the child (Szrynski 1965). A large
number of cases improved sufficiently after
preliminary contact with parents that NO treatment
of children was required, and almost ALL cases
SHOWE a remarkably shortened period for therapy.
Quite severe cases of anorexia nervosa have been
treated in own to five months by simply REPLACING
the parents temporarily with EFFUSIVELY LOVING
SUBSTITUTES (Groen, 1966).

Probably the most absurd figure in Amaerican mass
media is the TEACHER (Gerbner, 1966). HOWE can
we EXXXPECT children to LEARN responsible P-HOWER
from models of IMPOTENCE? We KNOW that LEARNING
a complex ritualized social role, is facilitated by observation
of an INTELLIGIBLE MODEL much more effectively than
by trial and error with REINFORCEMENT. roles which are
relatively arbitrary and senseless are the most difficult to
learn (Luchins, 1966). Do we make ANY EFFORT as
teachers to CORRECT the massive impact of media?
HOWE can the ARBITRARINESS and SENSELESSNESS
of IMPOTENT ADULT MODELS be redeemed by anything
short of RELEVANCE and COMMITMENT?

As an engaging final comment on the PROFESSION
let me mention the little study by Dittman et al (1965)
tha when 15 psychotherapists and 9 professional dancers
evaluated facial and bodily expressons for effect the
dancers ere much MOORE accurate. Need we say
MOORE abHOWET the training of therapists?

THE OPERANT FALLACY

Programs utilizing the "contingencies of reinforcement
model" proposed by Skinner (1963) ar no more well
established in research than the various dynamic
therapists. Research in four areas : 1) direct evaluation of
programmed systems for elarning; 2) reinforcement;
3) cognitive dissonance; and 4) motivation, MOST
SURELY DEMOLISH eth claims of operant programers.

The 190 studies annotated by Schramm (1964) when
inspected display NO SIGNIFICANT DIFFERENCES
in SUCCESS among approaches and modifications.
Programmed instruction is no worse than conventional
instruction, and takes less time, but time reductions in
conventional instruction has frequently been shown
possible without detrimental effects. If you draw your
controls cagily you can always show the superiority of
your PET technique.

Moore and Smit (1964) compared variations on
programmed materials, machines, texts, written
responses, merely reading, free response, multiple
choice, and iving or not giving the students results.
There were NO SIGNIFICANT DIFFERENCES despite
Skinner's insistence on the importance of the
CONTINGENCY of REINFORCEMENT. Carpenter
and Greenhill (1963) could find NO DIFFERENCE
in RESULTS even after eliminating the self-pacing
feature by presenting the materials by TV or Video.

Krumboltz and Kiesler (1965) reported that a two month
follow up test showed NO DIFFERENCE between students
given a variety of reinforcement schedules. Mayo and
Longo (1966) report that naval and marine trainees
saved 30% of time in learning electronics fundamentals
through a programed course witrh superior scores on one
measure but not on another, and with no follow-up reported.
The same authors reported a reductionj from 26 HOWERS
to 19 HOWERS in instruction time through the use of
program with NO DIFFERENCE in test scores, except
that as longer blocks of materiallearned through programmed
meanswere tesed the scores DECREASED.

When the control instruction is manipulated an entirely
DIFFERENT picture emerges Jacobs and Kulkarni (1966)
assignedstudents in three different schools to classes
with standard programmed material giving immediate
knowledge of results to classes without results and to
classes with the order of sections of the program inverted.
In two schools the groups without knowledge of results
and the groups with inverted material SCORED HIGHER.
In one school there was NO DIFFERENCE. So much for
THEORY. Reid and Taylor (1965) presented a linear
program on paper-making to 60 paid undergrads with
a 12 week follow up test. The group which merely
read learned the same material in 154 minutes to
243 minutes for the group given responses- a
REVERSAL of the usual BIASED RESULTS based
on POOR CON-TROLLS. There were no differences
on post tests. Spagnoli (1965) reports on a study
exposing the control and programed group to the same
material in a concentrated effort over a limited period
of time. There were NO SIGNIFICANT DIFFERENCES.
Sassenrath and Garverick (1965) gave 4 matched
groups of 120 students four procedures: 1) looking
up the wrong answers, 2) having questions discussed
by the instructors, 3) checking answers from correct
ones on the board, and 4) no feedback. The discussion
method proved best.

Finally, in studying means of training men to perform
a 72 action prcedure on Nike-Hercules equipment,
Cox and Boren (1965) demonstrated that the time
required to learn the procedure to critterion was NO
DIFFERENT when the actions were organized into
seven operant spans and taught in reverse order, in
natural order, or without grouping into operant spans
at all.

IT IS CLEAR that as comparisons became more
sophisticated programed instruction and other
operant teaching techniquesreveal tehemselves
as simply another prestigiHOWES FAD--somewhat
better than conventional instruction in saving time,
but certainly not providing a better or better organized
or more independently useful GRASP of KNOWLEDGE.

The IMBECILITY of some ofthe claims for operant
technique simply take the breath away. Lovas et al
(1966) report a standard contingent reward/punishment
procedure developing imitative speech in two severly
disturbed non verbal schizophrenic boys. After twenty-
six days the boys are reported to have been learning
new words with alacrity. HOWEver, when REWARDS
were moved to a delayed contingency the behavoir and
learning immediately deteriorated. Despite this, and
despite the fact that there was no evidence of cognitive
association with the words, the authors leap to the
conclusion that the fact that the boys improved in the
acquisition of Norwegian words WITHOUT REWARDS
while still being given English words WITH REWARDS
suggest hat the children may be able to acquire new
behaviors on their own. The need for this study escapes
one, particularly in view of the very well established fact
that schizophrenics condition quite readily (Mednick, 1958)
One can see the "SCIENTIFIC" PRECISION by which the
authors drop contingent reinforcements thus PROVING
that the parrot behavior was indeed caused by the schedule
and NOT by some other mystical force. The useof Norwegian
to demonstrate learning that could not even remotely be
related to previous history is a grotesquery too bizarre to
be credited. Who could possibly doubt that this useless
and probably damaging trained seal routine depended on
the psychologist's antics? What on earth led them to
believe that a schizophrenic needs even more other-
focused responsiveness?

Lovaas et al (1965) reportedthree programs carried
out on five year old autistic twins conditioining them
to "social behavior" and to eliminate pathologial
behaviors such as self-stimulation and tantrums.
Affectionate and other social behaviors toward
adults increaseed after adults had been associated
with shock reduction. The routine for this treatment
brings immediate relief to mind Sawrey and Wesz
(1956) routine for producing ulcers in monkeys. I
suppose it is USELESS to speculate on the source
of SO CALLED THERAPISTS willingness to experiment
on human beings with procedures for which there is
sound experimentally established WARNINGS. If the
"double blind" theory of the origin of schizophrenia
(Bateson, 1956) is at all valid, HOWE DEVASTATING
the experience must ULTIMATELY BE. Do Lovaas et
al REALLY BELIEVE the schizophrenic has no cognitive
processes and DOES NOT KNOW WHO IS RESPONSIBLE
FOR THE SHOCK? Greger (1965) criticized this study
on the basis that trainsfer CANNOT be generalized. That
issue can be answered by experience, and, of curse, the
"social" behavior of these children deteriorates as soon
as the psychologists LOOSE INTEREST. The IMPORTANT
ISSUE for a SCIENCE OF BEHAVIOR is why not attempt
those things which are KNOWN to WORK at least in some
cases if only for control puporses. Kanner (1954) reports
that 13 classically autistic children improved enough to
go to school without "anything that is regarded as good
psychotherapy or as psychotherapy at all..." Autistic
children have been known to become permenantely
social by deinstitutionalization, BY REMOVAL from
the parents, BY RADICAL CHANGES in other environments,
and by MASSIVE DOSAGE of TOUCHING, HOLDING,
FONDLING LOVE DESPITE THE REJECTION OF THE
CHILD. My case, Larry, (vonHilsheimer, 1965b), demonstrates
a recovery by using the mother as an autistic boy's teacher
in an open millieu. It is curiHOWES that the operant technicians
provide as few, and as UNIMAGINITAVE controls for thier
"research" as the Freudians.

REWARD / PUNISHMENT

Despite Skinner's clear denunciation of "negative
reinforcement" (1958) NEARLY EVER LEARNING
THEORY model involves the USE OF PUNISHMENT.
Of curse, Skinner has never to my knowledge,
demonstrated HOWE we escape the phenomenon
that an expected reward not received is experienced
as a punishment and can produce extensive and
persistent aggression (Azrin et al, 1966).

MIMICRY, PLAY, EXPLORATION AND
THE NEED FOR DATA

Complex activities are LEARNED MORE QUICKLY
through OBSERVATION (copying, if you will) than
by trial and error with reinforcemet (Luchins,).
Observers of subjects making a first trial of a multiple
choice bolt head maze made fewer errors than the
practiced subjects in the second run, while subjects
who have been shocked for error on a first trial made
more errors than either (Rosenbaum & Hewitt, 1966).
Students will modify their beliefs more when rewarded
for the way in which they carried out arguing for a
disagreeable position (role reward), than when rewarded
for the content of the argument (Wallace, 1966).

Hi Jerry,

I received email from Mark Shaw on 10/6 which I just read
today. Sorry I didn't have time to get to it sooner. We have
had a lot going on in our area concerning animals. We formed a
new Task Force to address spay/neuter, pet overpopulation and
animal abuse. I needed to do a lot of research before the
first meeting and time was just not available for anything else.

Anyway the letter went on to say that we are in collusion, I
tried to defraud him, and have sent none of the materials that
he has asked for although he has yet to furnish the P.O. Box
number that he wanted them sent to in the first place.

He goes on to state that I am no longer eligible for the
"fictions reward." All of this is in answer to postings
that prove I was "sharing" his email with you which in
his opinion was a breach of good manners. His email
only had terms and conditions of the reward which I
would consider "public information."

Be that as it may, I would like to state that you had my
permission to post any email I have sent you regarding
DDR including this email.

I'm very sorry that you have to put up with this type of
situation from someone that obviously never intended to make
good on his reward offer in the first place.

I had a call from a friend of mine with a very aggressive cat.
I have loaned her my DDR for a few weeks to see if it will
calm JR down. I will let you know the results. She goes to the
same holistic vet that I go to and he is also interested.

In case Mark does post to the list again I would like to say
that I do very much believe that DDR will help JR as I know
it has helped my dogs and cats. I have entirely too much to
do, to worry about his opinions or reward.

The only reason I was willing to apply for the reward was on
your behalf as I do think your product is a valuable tool in
helping with aggression and other behavior problems.

I am in Feral Cat Network (we spay and neuter approximately
100 feral cats a month), I am also a member of a local AKC dog
obedience club, member of a local AKC agility club, president
of Pet Rescue, board member of the Alliance for Care and
Welfare of Animals (on the board are: county commissioner,
vet. rep., rep. from AKC dog club, CFA cat club, assistant
County manager, head of animal control, director of two
different shelters, etc.).

I listed these not to be on an ego trip but to let Mark
know that I am involved with animals and have very
little time to play games with him also I would not
recommend your product if I did not believe in it.

Please feel free to post this email as it has no
copyright on it as did Mark Shaw's last email to me.

Take care Jerry and don't let the Mark's of the
world get you down.

Elaine

Thank you, Elaine. I have been trying to educate
the mark's of this world, with some occasional
successes. I guess that's variable reinforcement?

Yours, Jerry.

================

Elaine McClung, President of Pet Rescue writes: Sep 9,
2000

"I ordered from Jerry a long time ago.. He was helpful and
the order was filled promptly. Yes, Doggie Do Right does
indeed exist.

I "had" a very aggressive female Pit.. She was showing
aggression not only towards Dok, Rhodesian Ridgeback,
but our cats and even us.

She now plays with Dok, even to the point of allowing him
to take a toy or bone from her. She no longer shows any
aggression towards us. She is showing some aggression
towards the cats but that is down to a warning growl.

It is not just my opinion that all this aggression existed
before Doggie Do Right as we were advised by three vets
to euthanize her.

I do very much believe that DDR will help JR as I know it
has helped my dogs and cats.  I do think your product is a
valuable tool in helping with aggression and other behavior
problems.

I am in Feral CatNetwork (we spay and neuter approximately
100 feral cats a month), I am also a member of a local AKC
dog obedience club, member of a local AKC agility club,
president of Pet Rescue, board member of the Alliance for
Care and Welfare of Animals (on the board are: county
commissioner, vet. rep., rep. from AKC dog club, CFA cat
club, assistant County manager, head of animal control,
director of two different shelters, etc.).

Thanks, Elaine,

===============

Hi Jerry,

I wrote to you a week or so ago about the unit.  I have since
borrowed one from Elaine Mc Clung.  She speaks very
highly of it.

So, I brought it home and plugged it in.  Of course, I
wanted it to come on, all the barking stop, and have every
one immediately fall to the floor in little comas for a few
hours.  Well, after I got all 27 of them to be quiet, still no
comas.  But, it had only been 36 seconds at that point.  So,
I gave it a little longer.  Still no comas.  Was this really
going to work?  I mean, I do have an unusual situation.

So, by bedtime, a few hours later.  I started to notice just
how many were asleep already - with their feet in the air!  I
started to have hope. During the night, all was calm.  In the
morning when I got up, only a few of them WALKED quietly
to the door to go out.  Not the usual evacuation.

I had the unit from Sunday afternoon until Tuesday
Morning.  I was certainly pleased with the night effect.  I
wasn't so sure about the amount of the day time effect.
Until I took it back.  Within half an hour, the monsters had
resurfaced.  I wondered if I could break into Elaine's house
and if she would notice :)

I know another person who does dog rescue.  She rescues
Beagles.  She has 23 in an 1100 square foot house.  God
bless her.  She is interested to see if it will work for her.
I also spoke to someone else who does cat rescue, and
she is interested.  The cat rescue people have monthly
meetings.  Maybe Elaine could give a word or two about it.

So, if there are any words of advice you can send my way
about the best way to use it in my case, I would appreciate
it.  I of course wanted to keep it on the highest setting, but
don't know if that is advised, even with my situation of so
many new ones coming and (too few) going.

Also, how I and others can go about getting one, etc.  I
think the vets should have the info in their offices.  It must
help dogs with separation anxiety.  My vet practices
homeopathic as well as traditional medicine, so I
would think it would be right up her alley.

Thank you.
Desiree M Webber
A New Leash On Life

=============

"misty" <Momisty@webtv.net wrote in message
news: 16990-3CAB1F8C-1@storefull-2293.public.lawson.webtv.net...

I don't now whether Peach is dead or alive. I do
know she's not here with us. I really can't blame
anyone here for her loss.

I'm the one who ignored your advice. I did it because
of how you write/wrote. I was unwilling to accept the
idea that my using a shock collar could have any
bearing on Peach not wanting to stay home.

Up until I started using it my main concern had been
keeping my dogs in their own yard.

Once I started using the e-fence... well, then my
concern became how to keep them from running
off for days on end.

I lost valuable training time becoming embroiled
in the anti-shock debate and the "Jerry sux" tirades.

I lost one dog but I have the bestest dog in the world
now <g> A Wits End Trained dog, one who is completely
housetrained, doesn't chew up stuff, stays in the yard,
and doesn't bark all the time.

IOW a great companion and friend.

Thanks Jerry!

=====================

misty" <Momisty@webtv.net> wrote in message
news:6946-3B6337A1-329@storefull-233.iap.bryant.webtv.net...

We just installed a PetSafe brand fence this Spring.
Two dogs, two collars We now have one dog and no collars.

Peach and Zelda would run thru the fence, not
want to come back in the yard and would run for
days.  The last time, Peach didn't come back home.

I used the Wit's End Training Manual to learn how
to train my dog. She is now border trained.  A few
minutes each day reinforces her desire to stay in
the yard. She no longer runs out into the road, I
can stop her from chasing cats and she no longer
cringes when we walk around the yard.

I can not say loud or long enough how much I
hate the e-fence and its collars.  If you can't get
a regular fence then you need to train your dog.

I will never rely on an electronic collar to keep
my dog in our yard again.

The price was too high:-(

~misty

Margaret Hoffman
Doggy Do Right and Jerry Howe

I just recently looked at this newsgroup and I found it
incredible.

I do have a Doggy Do Right and have had it for about
one year. It truly does work - at least on my Dobe, Chelsea.

Chelsea was the unhappy recipient of several failed
attempts at obedience training, both in a "class"
environment and with a personal trainer.

She is very high spirited and strong and, unfortunately,
spoiled, since we are an older couple who doted on our dog.

We were lucky enough to find Jerry Howe and
to not only buy a Doggy Do Right, but to also
have him personally work with Chelsea.

His methods are wonderful and effective.

Chelsea is not a dog that you will bully, and I wouldn't
dream of hurting her. After Jerry spent time with her,
she no longer jumped on furniture, ate food off the counter,
pulled me incessantly on the leash.

She is calmer and we are all happier.

Well, it is a very long story and I won't bore you with
all the details, but suffice it to say that Jerry Howe
saved the day for our dog and for us. Marge Hoffman

P.S. You can send me the reward money, but I
won't sell you my DDR!

==============================