Creating Environmental Stewards in the Amazon

Imagine if you were a teacher and your outdoor classroom was the Amazon rainforest. Endless biodiversity of every species of plant and animal you can imagine exists just a step outside your classroom walls. However, your teacher preparation was at a university in a city, and you have no idea where to begin teaching about ecology beyond what you’ve read in a teacher prep textbook. On top of these challenges, the only way to reach the community you’ve been assigned to work in is to take a boat down the Amazon River. The trip takes several hours, which means you’re only home on weekends and rarely have an opportunity to learn with or connect to other teachers.

Such is the case for the dedicated employees of CONAPAC, the Civil Association for Conservation of the Peruvian Amazon Environment, which was formed in July 1990 by a group of teachers, forestry engineers, and employees of the travel operator Explorama Lodges in Iquitos, Peru. Registered with the Peruvian government, its purpose is the conservation of the Peruvian Amazon primary rainforest. Though the staff is small, it serves those most in need of education and other tools for sustainable living in the rainforest, with the help of Explorama Lodges. The Detroit Zoological Society (DZS) has been a partner in this important conservation and education program for nearly 20 years.

As part of the services and support CONAPAC provides partner communities, an annual teacher workshop brings educators in these rural, remote communities together to learn. Earlier this year, Karen Purcell from the Cornell Lab of Ornithology returned for the second time to provide professional development for these teachers. Fluent in Spanish and passionate about birds, she delivers dynamic, hands-on workshops that demonstrates what teachers can do with their students by having the teachers do it with her. Guides from Explorama Lodges, who are also bird experts, assisted by guiding the teachers to understand how binoculars work, how they add excitement to bird observation, and how to identify common species.

Karen created a safe place for the teachers to share their attitudes towards birds, addressing common misconceptions and dispelling myths and legends that often cause people to dislike or even dispatch birds. She prepared them to be citizen scientists, gathering and sharing data on the species they see most in theircommunities. The teachers continue to document their successes and encourage one another through a massive group chat in WhatsApp. While there may not be internet access in these communities, almost all the teachers have a cell phone that has service and a means to charge the phone by generator or solar panel collected energy. Not a week goes by without a teacher posting photos of his or her students looking for birds, drawing them, building replica nests or some other activity. Karen and the team from CONAPAC are all on the group chat, documenting the progress in real time of how the workshop content is being implemented.

In early November, DZS staff returned to the rainforest to assist with end-of-the-year evaluations in each community. Teams of CONAPAC staff, Iquitos Board of Education representatives, local environmental experts and DZS staff traveled to each community to ensure school supplies are being utilized, children and teachers are attending school regularly, and that the teachers are implementing their skills and concepts shared with them during the workshops. The artwork, poems, field work and skits that the communities shared with the teams provided solid evidence that the spring workshops were a tremendous success.

Professional development is an essential part of any profession. The CONAPAC teacher workshops are a vital part of creating the next generation of environmental stewards, providing teachers and students the information and passion needed for protecting the rainforest for generations to come. This year’s workshop was supported through the generous financial support of JBQ Charitable Foundation and Explorama Lodges.  An international donor-base further provides financial support to provide annual teacher and student school supplies. To learn more or to participate in these efforts, visit https://detroitzoo.org/support/give/adopt-a-school/.

– Claire Lannoye-Hall is a curator of education for the Detroit Zoological Society.

Animal Welfare: In the Dark – Aardvark Well-Being

If you share your home with an animal companion, have you ever wondered what he or she does when you are not home? Some people install cameras that allow them to use their phones to take a peek at what their dog is up to, or where the cat is spending her time. We also wonder about what animals do at the Detroit Zoo when we are not here, and this is especially true for nocturnal animals who are most active when we are sleeping. Aardvarks are one of those species, and the Detroit Zoological Society has been using cameras to study their behavior.

Aardvarks are native to sub-Saharan Africa, and not only are they primarily nocturnal, but they are also fossorial, meaning they dig and burrow underground. This makes them even more challenging to observe, as you can imagine! The four aardvarks who live at the Detroit Zoo are cared for by the night keeper unit, whose hours allow for expanded opportunities for animals, including those who are active later into the night. The staff come up with creative ideas to engage the aardvarks and stimulate natural behaviors.

We installed a number of infrared cameras in the habitat, allowing us to record what the aardvarks do and where they choose to spend their time. Initial research revealed that they had specific preferences, such as sleeping in culverts, which are reminiscent of underground burrows, and that their activity levels varied by individual. Roxaanne, one of the females, preferred to stay up much later than the others, for example. Additionally, we found that when the aardvarks engaged in more investigative behaviors, they had lower fecal glucocorticoid metabolite (FGM) concentrations. Decreased levels of FGMs have been correlated with lower stress levels and overall positive welfare. By taking behavior and hormones into account, we get a more comprehensive picture of the well-being of the aardvarks under different conditions.

Jennifer Hamilton, DZS animal welfare programs coordinator, worked with the animal care staff to develop a new project aimed to increase behavioral opportunities for the aardvarks, by specifically targeting more foraging and investigative behaviors. Jennifer and a small team of dedicated volunteers watched more than 220 hours of “aardvark television”. Talk about binge-watching reality TV! In addition to the behavioral data, the care staff once again collected daily fecal samples on each aardvark so that we could analyze them for FGMs.

Higher levels of investigative behaviors were again linked to lower levels of FGMs. This suggests that these types of behaviors are important for aardvarks and need to be encouraged. The behavior data also showed that foraging opportunities were used for longer periods of time when initially presented, but that investigative opportunities were used more as the night went on. As part of the project, the aardvarks were presented with seven opportunities once a week for eight weeks. We were able to confirm that the aardvarks did not lose interest over time, meaning that repeated interactions don’t bore them! Finally, the aardvarks’ use of the opportunities differed based on their location. The aardvarks have access to different spaces, which vary in their substrates and features. One of the spaces has a very large and deep dirt area, and the aardvarks spent less time engaged in the extra opportunities provided when in that habitat. This may be indicative of a flexible value system, with less value placed on additional opportunities when overall conditions may already be more stimulating. This is an important concept as we explore what type of choices are meaningful to animals and how to create environments that enable them to thrive.

– Dr. Stephanie Allard is the director of animal welfare for the Detroit Zoological Society and oversees the Center for Zoo and Aquarium Animal Welfare and Ethics.

Humane Education: Recognizing Youth Making a Difference

The Detroit Zoological Society (DZS) has a long history of helping animals. We trace our origins to a group of animals abandoned by a bankrupt circus that came through Detroit in 1883. Concerned citizens responded by generously giving food and money to provide for their care. Our commitment to Celebrating and Saving Wildlife is ongoing, magnified by the support of people in our community who are doing amazing things to help wildlife and wild places.

We want to celebrate the inspiring actions young people are taking to make a difference in the lives of animals. We want to recognize those who are spearheading their own initiatives, from creating awareness of animal issues to fostering empathy for animals through hands-on projects.

This year, to honor students in kindergarten through senior year of high school who are making a positive impact for animals, we are presenting the first annual Detroit Zoological Society Humane Youth Award. From now through November 5, 2018, you can nominate yourself or someone you know for this incredible honor. The nomination form can be found on our website. Nominees will be eligible for one of two categories: elementary school students or middle and high school students.

In 2001, the DZS created the Berman Academy for Humane Education with the focus of helping people help animals. One of the key tenets of humane education is that “we have a responsibility to consciously consider, respect, care for and protect all creatures and the environment”.

Our humane education programming extends far beyond the 125 acres of the Detroit Zoo. It focuses on building reverence and empathy for animals through hands-on, engaging experiences for guests and program participants and by providing opportunities for members of our communities to make informed, humane decisions in their everyday lives. Each and every one of us has the power to make choices and take action that positively impacts animals in large and small ways.

Learn more about the DZS’s humane education programs.

Animal Welfare: Seal of Approval

The Detroit Zoological Society (DZS) is investigating the effect of foraging opportunities on the welfare of the seals who live at the Detroit Zoo. Foraging is a very important behavior category for animals, as it typically involves mentally and physically stimulating behaviors. Wild gray seals may spend up to two-thirds of their time searching for food. Although they do have well-developed hearing and sight, seals often rely on their extremely sensitive whiskers to locate the fish they eat. This is necessary as visual conditions underwater can be poor and swimming fish may not generate much noise as they move. Instead, the fish – and other prey items – create vibration trails in the water and these are the stimuli the seals’ whiskers detect. Research has shown that harbor seals can use their whiskers to distinguish between objects of different sizes and shapes – a skill they can use to select better prey items when hunting.

Seals living in zoos and aquariums don’t need to forage in quite the same way as they would in the wild, and thus may not engage in as many complex feeding behaviors. As part of her residency with the Center for Zoo and Aquarium Animal Welfare and Ethics, Sara Zalewski worked with DZS staff to design a project examining the impact of three different ways to increase foraging behavior in the gray and harbor seals living at the Detroit Zoo. The seals were presented with fish frozen in ice, fish placed on top of a floating disk and sunken tubes the seals needed to manipulate to allow fish to fall out of holes in the tube. All three items were used to increase the amount of the work the seals would have to do to get to the food. As part of this research, Sara found that the seals differed by both species and individual in how they used the items.

The gray seals interacted with the items most when they were first presented with them, and the harbor seals’ level of interaction increased as time went on. The likely explanation for this is that the gray seals were younger and more dominant, and thus were able to use the items more easily. Once they had their fill of the food, they would lose interest and the harbor seals could begin to investigate the items. Dealing with dominance hierarchies can create challenges when providing animals with resources, and is therefore something we have to keep in mind when thinking about the welfare of all of the individuals.

Another challenge was getting the seals to use the items for longer periods of time. It makes sense that less interaction occurs without the motivation of obtaining food, so there is a need for more challenging devices that require the seals to use more of their foraging abilities. One unexpected outcome was that Georgie, one of the female gray seals, would sometimes use a floating disk as a resting place later in the day. However, it could not support her body weight, so she would lay on it on top of something else, such as a ledge in the pool. Other studies have shown that gray seals’ preferred prey, haul out sites, and feeding locations and techniques differ greatly between individuals. Finding ways that items can serve more than one purpose and allow each seal to make use of them as they choose are also goals.

Harbor seals are an especially playful species, including as adults. However, as animals age, play and exploratory behavior tend to decrease, regardless of the species. Additionally, decreases in their sensory abilities may occur. This means that for Sydney, the older male harbor seal, opportunities may be more challenging or potentially less engaging for him.

In order to create more engaging ways for all the seals to forage, Sara worked with DZS staff to refine the items and will observe Georgie and Jersey, the two gray seals, and Sydney, the harbor seal, to see how the modifications affect their behavior. DZS staff members are creating floating devices that the seals can use to rest – as well as interact with for access to fish – and are changing the design of the tubes so that they rest standing up, rather than lying flat on the bottom of the pool. This should make it a bit harder for the fish to fall out, and will be more stimulating for the seals as a result. Finally, Sydney will have some alone time with the items, to ensure the younger and more agile females don’t deplete the food before he has a chance to interact with the foraging devices. During your next visit, you may see these items in the seal pool at Arctic Ring of Life. Although we are only observing the seals at specific times, incorporating these types of behavioral opportunities is part of our daily comprehensive program of ensuring the environments for all the animals at the Detroit Zoo are ever changing and appropriately complex.

– Dr. Stephanie Allard is the director of animal welfare for the Detroit Zoological Society and oversees the Center for Zoo and Aquarium Animal Welfare and Ethics.

Notes from the field: Mitigation of Human-Bear Conflicts in Armenia

The Detroit Zoological Society is conducting ongoing fieldwork in Armenia to assess the population of brown bears and mitigate conflicts that are occurring between humans and bears. Wildlife conservation is an important aspect of the DZS’s mission, and we are renowned for taking a compassionate approach in everything we do. A critical component of this is reducing human-wildlife conflicts around the world. As the human population and land development increases, people are coming into conflict with wildlife more and more from various factors such as predators eating livestock, wildlife raiding crops, and direct threats to human lives.

Armenia is a small country in the south Caucasus Mountains of west Asia between the Black and Caspian seas. Despite its size, Armenia is a hotspot for biodiversity and important for wildlife conservation because of its location at an intersection where wildlife converge from Eurasia, Africa and the Indian sub-continent.

Little is known about brown bears in Armenia; a recent survey of global human-bear conflicts did not include this data, which we think is important. As we are currently involved in wildlife conservation efforts for Eurasian otters in this country, the DZS initiated a project that would assess the distribution and impact of human-bear conflicts in Armenia by conducting interviews and placing trail cameras in and around villages.

Interviewees indicated that the conflict primarily arose due to bears entering orchards, eating fruit and destroying beehives. At times, bears also killed livestock and posed a threat to humans, and by all accounts, the conflict has increased over the last several years. Data from the trail cameras supported these reports. Many pictures showed bears in villages, including mother bears with twins or triplets, which can pose greater threats to humans, due to a mother bear’s instinct to protect her cubs.

There were also many pictures that showed potential competitors for food such as lynx and wolves, as well as prey of bears including wild boar and bezoar goats. Reports from a bezoar goat viewpoint in the area that was established by the World Wildlife Fund confirmed that bears were preying on young bezoar goats.

We are now working on a manuscript that will detail the level and impact of human-bear conflicts in Armenia and encourage research into conflict mitigation, which could potentially include electric fencing, remote-triggered lights and noisemakers and compensation to farmers for their losses. In addition, we recommend exploring bear-based eco-tourism programs, which could potentially add value from the bears’ presence to the villagers.

– Paul Buzzard, PhD., is the field conservation officer for the Detroit Zoological Society.

Reading, Writing and Recycling: Go Green Back to School

Back-to-school season is in full swing as an estimated 58 million students are preparing to hit the books this fall. Parents and kids all across the nation are shopping for clothes, shoes and supplies, looking for the best bang for their buck. However, one aspect shoppers may want to consider is how their shopping affects the environment. Buying environmentally friendly school supplies and packing eco-friendly lunches can go a long way toward conserving and protecting our planet’s resources.

Here are some tips to help guide you toward a more “green” back to school experience:

  • Buy 100 percent recycled paper and notebooks – be sure kids use both sides of the sheets whenever possible
  • Write with recycled pencils
  • Recycle while at school – Consider which trash can be saved from a landfill
  • Use refillable pens – each pen can last up to a decade

Small efforts can have big impacts. According to the U.S. Environmental Protection Agency (EPA), each school lunch generates 67 pounds of waste per school year. That means just one average-sized middle school creates more than 40,000 pounds of waste each year. Packing a waste-free lunch also saves an average student $250.

Here are some ways you can pack a more sustainable lunch this fall:

  • Adopt reusable bag practices – send lunch in a reusable bag instead of a paper or plastic one.
  • Purchase a refillable water bottle – it takes three times the amount of water that’s in a plastic water bottle to create the bottle in the first place.
  • Reach for reusable sandwich bags and containers – consider perhaps a waxed fabric sandwich bag.
  • Compost peels and pits – some students have compost programs at their schools, but for those that don’t, encourage them to bring their apple cores and cherry pits home.

There are many other ways students – with the help of their teachers – can help reach environmental goals. If 133,000 schools switched to recycled paper, they could save about 6 million trees per year, according to The Green School Initiative. America’s schools spend more than $7.5 billion annually on energy – more than they spend on textbooks and computers, according to the U.S. Department of Energy. If school districts worked to conserve 25 percent of that energy, they could save $1.5 billion per year.

Students can also make change themselves by contributing toward green goals through programs such as Michigan Green Schools, which inspires schools to adopt more sustainable practices such as recycling, installing rain gardens and planting edible or native Michigan gardens. Applying to become a Michigan Green School can be pivotal in teaching the next generation essential green practices.

Our future depends on protecting the health and well-being of our children. Educating this generation with the skills to solve the global environmental problems we face is just as important as educating them about math and history. It’s a substantial task to put on such young people, but each small step is one taken toward a more sustainable future.

Veterinary Care: Baby Jane’s Prenatal Check-ups

While newborn photos of a female baby chimpanzee have gone viral on our social media accounts, they weren’t the first images taken of little Jane. During mom Abby’s 33-week pregnancy, Detroit Zoological Society staff performed eight ultrasounds of the baby, who is named after legendary primatologist and anthropologist Dr. Jane Goodall.

Staff works diligently with the great apes who live at the Detroit Zoo to develop behaviors that allow us to monitor their health. The gorillas and chimpanzees open their mouths to let us look at their teeth, show us their hands and feet and lean against the mesh to allow the administration of vaccines. Most of the chimpanzees will press their chests toward the mesh so we can take images of their hearts with an ultrasound probe.  Abby quickly learned to position herself and allow us to put the probe on her belly so that we could monitor her growing fetus. After a few practice sessions, we invited an OB (obstetrical) ultrasound technician to the Zoo to take the standard measurements collected during pregnancy in human women.

Abby was a cooperative patient and always appeared excited to see us. She would prop herself on a ledge and eat peanuts during each exam, allowing the peanut shells to pile up on her growing belly.  There are limits to the ways we can position the probe, and we were not always able to get every measurement at every visit. In the early months, we were able to measure the length of the fetus from the crown to the rump; as the baby grew, we measured the circumference of the head and abdomen and length of the long bones, including the femur and humerus. We were also able to see the position of the fetus and measure the heart rate. With each exam, we added data to our growth charts, and were pleased to see steady growth and development. We also became increasingly confident that the baby was a girl.

Abby is the third chimpanzee mom that has allowed us to conduct obstetrical ultrasounds, and since 2008 we have been able to collect measurements from three pregnancies, including youngsters Ajua and Akira. Using these measurements and data from two scientific publications, we were able to make a solid prediction of Abby’s due date – July 14, the date of the first annual World Chimpanzee Day! As this date approached, animal care staff began round-the-clock checks to look for signs of labor. Just three days before the due date, we performed a final ultrasound exam. We were pleased to see that the baby was still growing according to expectations. We could see her face and watch her open and close her mouth and wiggle her arms and legs. Most importantly, we could see that the baby had a strong heartbeat and was positioned with her head down, which is the correct position for a normal delivery.

Anyone who has anticipated the delivery of a baby knows that due dates are not an exact science. But Abby delivered her baby at 12:01 a.m. on July 14, one minute into the day predicted as her due date, and the delivery was without complication. Being able to monitor babies during pregnancy allows us to prepare for any issues that might arise, and to intervene if needed. Abby is a wonderful mom, and is taking good care of Jane. She seemed excited to show off her new baby to the other chimpanzees, and held her against the window for everyone to see. We look forward to watching her grow and thrive in her habitat at the Great Apes of Harambee.

– Dr. Ann Duncan is the director of animal health for the Detroit Zoological Society and oversees the Ruth Roby Glancy Animal Health Complex.