IACUC OFFICE USE ONLYLast Name _______________

Project# __________

Approval Date ____________

Expiration Date ___________

Texas A&M University-San Antonio

Animal Care and Use Committee

Field Research Application

(Please type)

1. Principal Investigator/Project Director

Name: Corinna RossDepartment: Science and Mathematics

Address: STEM 311P, One University WayOffice Telephone: 210-784-2227

San Antonio, TX 78224E-mail: Corinna.Ross@tamusa.edu

2. Additional collaborators: N/A

3. Project title or course name/number: Primatology Zoo Observations BIOL 4432 (syllabus Appendix A)

4. Funding (please notate if pending or already awarded)

Source: Biology Grant #      Account #      

Principal Investigator assurances. (Signify by initialing each box)

a. I have a working knowledge of the USDA “Title 9 Animal Welfare Act” and its revisions as well as species appropriate Guidelines ………………………………….…………………|X|

b. The proposed work does not unnecessarily duplicate previous experiments, based

upon the following type of computer literature search: ……..………………..……………|X|

Sources consulted BIOSIS, Web of Science

Years of search 2000-2020

Keywords used “primatology observation” “zoo education”

c. All personnel involved in this project have been trained in the procedure to be used.

A letter documenting this training has been sent to the IACUC Chair…....……………......|X|

d. I and all personnel on the project have read any pertinent safety information, IACUC

requirements, and security procedures…………….…………………………….………….|X|

e. I an all personnel on the project have been informed regarding potential exposure to zoonotic risks and appropriate treatment options if exposed…………………………………………|X|

f. I shall be responsible for maintaining records of all animals used and the procedures

carried out …………………………………………………………………………………..|X|

g. Any discomfort, distress or pain that may be associated with this research will be held

to the absolute minimum…………………………………………………………………....|X|

h. Alternatives to any procedures that may cause pain or discomfort have been considered…|X|

h. I will strictly adhere to all DEA regulations involving receiving, storage, use, documentation and disposal of all controlled substances utilized in my animal care program…...…………|X|

5. Additional Personnel (graduate students, undergrad students, staff, etc.): Students enrolled in course

6.Type of Project: Select the type of project by placing an ‘X’ in the box to the left of the appropriate row of the table provided below. For those projects listed as ‘other,’ please state the purpose of the field research.

Research involving more than just observation

X

Observation ONLY – If research involves SOLELY observation of undisturbed animals, complete through Question #8, sign/date and submit to the Office of Research

Teaching

Other:

7.Category: Select the category listed below by placing an ‘X’ in the appropriate row of the table provided below.

X

New Proposal

Annual Review*

All field research is reviewed on a 1 year basis.

Revision

Revised information must be indicated in bold text in the narrative of this Animal Use Statement.

Another Institution’s Field Research

Answer questions #1-8 and provide a signature. Submit this document with a copy of the other institute’s completed and approved field statement. This must include the corresponding approval letter signed by the chairperson or other authorized signatory of the other institution’s IACUC.

*If this is a periodic review, please provide the following information:

Total Number

Number of animals used/trapped since last IACUC review:

N/A

Number of animals collected (brought to TAMU-SA) since last IACUC review:

N/A

8.Species Used: The following grid must be completed. Place an ‘X’ in the box to the left of the row which best describes the type of research.

Type of Study

Class of Research

# of Animals Used and/or Collected*

Broad scale faunal study

X

Study targets several particular species or higher taxa (provide additional information below)

Observation only – class A

70

* Number provided must correspond with justification of numbers provided in the response to Question #11b. In some instances, such as broad-scale faunal studies or seine hauls, numbers may be estimated.

If your study targets several particular species or higher taxa, please list here:

As part of the laboratory portion of BIOL 4432 Primatology course, the students will be participating in educational training of behavioral observations of primates at the San Antonio Zoo. The San Antonio Education program allows students to enter the zoo, they are introduced to the zoo and a primate care specialist will inform them regarding the different primates that live at the zoo. Each week the students will complete a nonintrusive behavioral observation exercise to train them on how to identify individuals, how to score behavior, and how to track data. After these initial exercises the students will develop their own observational parameters to explore differences in primate behavior that will be approved by the PI. Observational questions include: time investment in feeding, infant care behavior, and locomotion. The students will not interact directly with the primates or with zoo visitors at any time during the course. Primates housed at the San Antonio Zoo to be observed during the course include: Gibbon (Hylobates lar), Guenon (Cercopithecus diana), langur (Semnopithecus), ruffed lemur (Varecia), ringtailed lemur (Lemur catta), squirrel monkey (Saimiri), spider monkey (Ateles), marmosets (Callithrix jacchus, Callithrix geoffroyi), tamarins (Leontopithecus, Saguinus), callimco (Callimico goeldii), Sakis (Pithecia), capuchins (Cebus), and howlers (Alouatta). The email describing the educational opportunity provided by the Zoo is attached as appendix B. A sample draft of a paper produced in a previous class is attached as appendix C.

9. Appropriate Guidelines. The Federal funding agencies require that each Institutional Animal Care and Use Committee review proposals for field research. To facilitate uniform standards for field work, professional societies in the various vertebrate disciplines were encouraged to prepare class-specific guidelines. Allen Press, Inc distributed these with mailings of professional journals beginning in December 1987. Principal Investigators (PI) can consult the website of the societies relevant to their study for access to guidelines. It is the Principal Investigator’s responsibility to be familiar with the guidelines applicable to a given project. By signing below, the PI indicates that all of the above statements are true (and accurately reflect statements in the application for funds to support this research), and that the PI and other persons actively involved in this research have read, and are familiar with all applicable guidelines.

Place an ‘X’ in the first column next to each guideline that has been reviewed as part of this research:

Guidelines for on the Care and Use of Wildlife.

Guidelines to the Use of Wild Birds in Research.

Guidelines for the Use of Fishes in Research,

Guidelines for the Capture, Handling, and Care of Mammals,

Guidelines for Use of Live Amphibians and Reptiles in Field and Laboratory Research.

All appropriate permits for collecting and or operating at the site of this field study have or will be obtained prior to the start of the study.

10. Scientific Objective – State the scientific objective of the study

11. Rationale

a. State rationale for using live animals.

b. State your rationale for the numbers of animals used and/or collected. The rationale must correspond with the total number of animals provided in the response to Question #8. In some instances, such as broad-scale faunal studies or seine hauls, numbers may be estimated.

c. Narrative Description - Supply a complete narrative description of all proposed use of animals in the study. This should include a description of any techniques described in the Class of animal research pertinent to your study.

12. Describe each of the following as they apply to the proposed study. IF AN ITEM IS NOT APPLICABLE, THIS SHOULD BE STATED AS THE ANSWER TO THE QUESTION.

a. Live Trapping - Include type of trap used, length of time animals will remain in the trap (provide range), explain how any accidental capture of nontarget species, threatened or endangered species will be handled, what type of survival support is provided in the trap (e.g.: type of bedding to be used, water, food, water change when collecting fish, etc.), what provisions will be made to protect animals in live traps in the event of inclement weather, how will animals be sheltered from direct sun, etc. Please also distinguish whether the live traps will be passive (ie. pitfalls) or active traps (ie. baited Shermans).

b. Captivity – If held in captivity longer than 12 hours, how long and under what conditions.

c. Surgical Procedures - Provide a description of surgical procedures to be performed, pre-operative preparation and post-surgical care. Aseptic technique must be used for all survival surgeries. When applicable, provide a description of aseptic technique used in the field. Complete the Anesthetics, Supplemental Anesthetics, and Analgesics grids below as well.

Anesthetics: If anesthetics are used, complete the grid below:

Species

Procedure

Requiring Anesthetic

(Indicate Survival or Non-Survival)

Duration

of Anesthesia

Anesthetic Agent(s) to be Used

Route

Of Admin.

Dosage

(mg/kg)

Supplemental Anesthetics. Animals anesthetized for one hour or longer may require supplemental anesthesia. Complete the grid below for each procedure requiring supplemental anesthesia. List the following: species, what agent(s) will be used, route of administration, and dosage.

Species

*Supplemental Anesthetic

Agent(s) to be Used

Route of Administration

Dosage

(mg/kg)

*For each supplemental anesthetic listed, describe the method used to determine the need for supplemental anesthesia

Method Used:

Analgesics: If analgesics are used following surgery, complete the grid below:

Species

Analgesic Agent

Route of Administration

Dosage

Frequency or Duration of Administration

d. Administration of Compounds - Using a separate line on the grid below for each compound and species, list the following: species, compound to be administered, dose or dose range (e.g. mg/kg) and/or volume, site, route (p.o., i.p., i.m., s.c., etc.) and schedule to be used.

Species

Compound to be Administered*

Dose / Range

Volume

Site

Route

Schedule

*For each compound listed above, list potential toxic or immunological effects. If not applicable, please state.

Answer:

e. Euthanasia Procedures - Provide method of euthanasia for each species or other taxonomic level. If more than one euthanasia method will be used per species, these should be listed separately in the grid below. Where applicable, include drug dosage and route of administration. If a physical method of euthanasia will be used, provide reference to the most recent applicable professional society guidelines (e.g.: thoracic compression, gunshot, cervical dislocation, decapitation, etc.).

Species

Method Used

Drug Dosage

Route of Administration

Method of Decapitation

f. Controlled Substances or Hazardous Materials – If controlled substances or hazardous materials are used, describe precautions taken for personnel and animals.

g. Biopsy Techniques - Describe in detail any biopsy techniques such as tissue collection, blood collection, etc. When collecting blood, provide the following information: Site, quantity per bleed, frequency of bleeding, how long/total number of bleeds. If collecting tissue, provide the following: age of animal tissue being collected from, method used to collect tissue (i.e.: toe clip, ear punch, etc.), amount of tissue to be collected.

1/9/2020

Signature of Investigator

Date

IACUC OFFICE USE ONLY

APPROVAL:

Administrative |_|

Full Committee |_|

IACUC Chairman |_|

Appendix A – BIOL 4432

Texas A & M University San Antonio

Department of Science and Mathematics

Biology 4432: Primatology

Spring 2020

Instructor: Dr. Corinna Ross

Email: Corinna.Ross@tamusa.edu

Phone: 210-784-2227

Office: STEM 311 P

Office hours (walkin): Thurs 2-4pm

Scheduled appointments welcome

Class Meeting Times and Locations

Lecture Tues & Thurs 8:00-9:15am CAB 219

Lab Thurs 11:00-1:45 CAB 310 (and offsite)

Required Materials

Primate Behavioral Ecology, 5th Edition (2017). Karen Strier.

ISBN: 978-1-138-95436-6 (pbk)

978-1-315-65712-7 (ebk)

Primate Ethnographies. (2014). Karen Strier

ISBN: 978-0-205-21466-2 (pbk)

All other required reading materials will be available on Blackboard and is subject to change during the semester.

You will be required to keep detailed observational data collection notes in an organized fashion (some kind of lab notebook would probably be best).

Course description

This course provides students with an understanding of the diversity of primates and their uniqueness. This course will be a reading and thought intensive exploration of the fascinating world of primates. This course will emphasize the evolutionary and ecological principles underlying our understanding of primate behavior and how these principles inform us about our own behavior. Primatology is an integrative science that builds from principles of biology, anthropology, and psychology.

Learning Objectives

1. To understand why we study primates across the disciplines of biology, psychology and anthropology.

2. To learn the diversity of ancestral and living primates.

3. Understand what it means to take an evolutionary approach to understanding primate behavior.

4. Understand and implement methods employed in the study of primate behavior.

5. Read and evaluate primary literature to gain direct access to historical and modern developments in the field of primatology.

Course Design

The lecture portion of this course will consist of class discussions to integrate the reading material into the broader framework of primatology research. Course materials will be presented using a combination of brief presentations, videos, small group discussion and activities.

The laboratory portion of this course will provide the students the opportunity to explore primate diversity, characteristics and behavior. We will also be taking field trips to a variety of primate collections in San Antonio. The students will develop a research question, develop a plan for data collection, collect data, analyze and present results from the studies of primates at the zoo.

Course Expectations

In order to succeed in this course, it is important that the student attend every class and laboratory period. The student is expected to come to class prepared and having read the materials prior to class. The student must be on time to class and ready to participate in the group discussion. Students are expected to be respectful of each other, and the learning environment of both the classroom and any of the facilities that we visit. You are responsible for the material in the text even if I don’t cover it as there are too many great examples to cover all of them in class.

Behavioral Research Project

As a small group (2 students) you will develop, implement, analyze and report on a behavioral research project of your choosing. Data collection will occur at the San Antonio Zoo; students are encouraged to car pool to the zoo. Details of the project and requirements will be provided separately.

Quizzes

Quizzes will be given weekly throughout the course to assess progress in course concepts and understanding of the readings.

Activities/Assignments

Points will vary throughout the semester but may include writing comprehensive essays on assigned articles, answering assigned questions, and in-class and online discussion/debates of current topics.

Lab Schedule

Date

Activity

Assignment

1/16

Introduction

Primate Diversity

Ankel-Simoms (2000) A survey of Living Primates

1/23

Primate Morphology

Diversity Due

1/30

Zoo Introduction

Paterson Chap 1

Morphology Lab due

2/6

Ethograms

Paterson Exercise 2

Paterson Chap 2

Altman 1974

Zoo Intro due

2/13

Paterson Exercise 4

Paterson Chap 3

Exercise 2 due

2/20

Paterson Exercise 6

Exercise 4 due

2/27

Paterson Exercise 8

All groups must have experimental design for project approved

Exercise 6 due

3/5

Paterson Exercise 9

Paterson Chap 4Exercise 8 due

3/12

Zoo Project Data collection

Paterson Chap 5

Exercise 9 due

3/19

Zoo Project Data collection

3/26

Zoo Project Data Collection

4/2

Zoo Project Data collection

Lab report – Intro & methods due

4/9

Field Trip

4/16

Environmental Enrichment

4/23

Student Presentations

4/30

Student Presentations

Final Lab Report Due

** All schedules are subject to change – especially as field trips are arranged

Appendix B – Zoo Education

Good afternoon Cory, 

I was able to hear back from our animal care specialists of our primates and they would be able to chat with your group on 1/30. I created the event in your account but wasn't sure about the amount of individuals you would have so it's just a place holder for now, when you know that number and wouldn't mind sending it over to me that would be fantastic! Also if there was anything in particular that you wanted our care staff to talk about specifically or touch on that would also be helpful. 

Thank you so much,

Education Department

San Antonio ZooOffice: (210) 734-7184, ext. 1501

From: Corinna Ross Sent: Wednesday, January 8, 2020 11:35 AMTo: EducationSubject: Re: San Antonio Zoo Field Trip Information

 

Thank you very much!

The option you gave for $12 a student to come through the education center is exactly what I was hoping for! It would be wonderful to have the students get an introduction to the zoo and meet the primate care specialist if possible.  The class is on Thursdays and the students could be at the zoo at 11:30.  If we could arrange for 1/30 or 2/6 that would be ideal, but I am flexible regarding weeks.

Thank you!

Cory

From: education@sazoo.org Sent: Wednesday, January 8, 2020 11:05 AMTo: Corinna Ross Subject: San Antonio Zoo Field Trip Information

  Good morning, 

So sorry for the late response, we had meetings the rest of the day yesterday. I was able to pull up your account and it looks like you group has done self-guided tours but you mentioned bringing a primatology class and for colleges who wish to come in multiple times a semester to study our animals we like to offer something a little more! 

Fro groups like Trinity, UIW, and other colleges, we offer them the rate of $12 per student, for unlimited admission during the semester (entry through Education Center). If you all are able to be at the zoo as a group at any point, we would very much like to welcome and thank you all with a 10-30 minute overview of the zoo and, in the past, we’ve been able to arrange for a primate animal care specialist to speak with the group. 

If this is something that you would like us to do we can add this to your account and start asking our animal care team if they have time/the date available. If not and you would like to do just a 1 day self-guided tour please feel free to sign up your group using the link provided below and by clicking on the self-guided tour drop down menu and the green "View Dates/Register" link. 

https://sazoo.org/education-programs/field-trips/

Please feel free to reach out with any more questions or concerns. 

Thank you so much! 

Appendix C – Sample draft paper of completed zoo observation project

Abstract

Structural enrichment is the addition of permanent or semi-permanent structures that add complexity to the area and allow the primate to use their physical space in their own way (Mulcahy, 2017). Enrichment items can be as simple as hanging plastic bottles from the ceiling, up to adding complex plastic boxes with food inside. Enrichment items are critical for primates in captivity because it helps to improve their performance and avoid boredom which can lead to a negative impact (Mulcahy, 2017). For this study we focused on Alouatta caraya (Black Howler Monkey), Cercopithecus wolfi (Wolf’s Guenon), Nomascus leucogenys (Gibbon) and Colobus angolensis (Colobus). We were specifically interested in determining whether primates in captivity significantly interact with enrichment items? Our hypothesis was that primates that are more active will interact more frequent with enrichment items. Therefore we predicted that Wolf guenon would have more interactions with enrichment items and Angolan colobus would have the least amount of enrichment interactions..A focal sampling method and score sheet were used to record the behavioral interactions with enrichment items. The primates were observed in different time frames (morning, afternoon and evening) for three weeks. Elaboration of graphs was done to represent our data collection as well as a T-test. We found … We conclude that…

Introduction

Captive environments frequently are different from the animal’s natural environment, size, complexity and social composition, limiting the animal’s ability to fully express it’s typical behavior. As a consequence the primate may experience, boredom, anxiety, frustration and stress, which can lead to self-injurious behavior (Mulcahy, 2017). Environmental enrichment gives different stimulus and opportunities for the primate to set control over their environment (Mulcahy, 2017). There are different types of environmental enrichment such as Social enrichment, Structural enrichment, Object enrichment, Feeding enrichment, and Sensory enrichment (Mulcahy, 2017). In this paper the focus will be on Structural enrichment; which is the addition of permanent or semi-permanent structures that add complexity to the area and allow the primate to use their physical space in their own way (Mulcahy, 2017). The structures added to the primate environment can promote, climbing, jumping, swinging, eating, running, depending on the species. It is challenging to choose enrichment items, because it must be appropriate for the primate. For example, marmosets are gummivores in the wild, gouging and licking the sap from tree branches (Willian and Ross, 2017). Freshly cut branches or the use of gum arabic (when fresh branches can’t be provided) can be used as a source of enrichment to them (Williams and Ross, 2017). Enrichment can be anything done that is not observed in their natural habitat, as long as it does not pose a safety risk to the primate. A plastic box with food inside can be used as an enrichment device, because the food works as stimuli to entice the animal to open the box and obtain the food inside. In this study we were interested in evaluating how different species of primates interact with enrichment provided to them by zoo staff. In order to do this we chose four species (list…) because …

Alouatta caraya (Black Howler Monkey) are classified in the family Atelidae. They are found in South America and have the widest geographical distribution of the New World primates (Bateman, 1984). Howlers are said to be the least active primates. They usually eat canopy leaves as well as fruit, buds, flowers and nuts. They consume large amounts of leaves and are arboreal therefore, they live in forested areas (Bateman, 1984) .Howlers are characterized by their loud howls, which can travel up to three miles in a rainforest (Bateman, 1984). Colobus angolensis Colobus monkey belongs to the family Cercopithecidae. They are located in Africa and are characterized by having black hair and long haired white epaulettes streaming from the shoulders (Fimbel, 2001). Colobus are diurnal, arboreal, and folivorivous, although they also eat stems, bark, flowers, fruits, etc. (Fimbel, 2001). Colobus prefer montane locations but they are also found in gallery forests. The Wolf’s Guenon (Cercopithecus wolfi), are classified in the family Cercopithecidae and are from Africa. Wolf’s are arboreal and are mostly active during mornings and evenings. Wolf’s are usually found in swamp forest but, spend most of their time 15 to 25 meters high in the canopy (Grooves, 2001). These monkeys are for the most part frugivorous, but they also consume a lot of leaves, seeds, and flowers (Bateman, 1984). Lastly, the Gibbons (Nomascus leucogenys) belong to the family Hylobatidea. They are found in Southeast Asia and are frugivorous eating mostly ripe fruits, leaves and a small amount of invertebrates (Geissmann, et al.). Gibbons are arboreal and live in evergreen tropical rainforests and monsoon forests (Bateman, 1984). They are characterized by a spectacular arm-swinging form of locomotion (brachiation) and usual erect postures, which are the key adaptations for their unique suspensory behavior (Bateman, 1984). Our hypothesis was that primates that are more active will interact more frequent with enrichment items. We specifically predicted that the Wolf guenon would have more interactions with enrichment items and Colobus would have the least amount of enrichment interactions.Comment by Corinna Ross: By who?Comment by Corinna Ross: But you said above that the Howlers were the least active primate

Materials and Methods

Study site and subjects

The observations were conducted on animals in captivity at the San Antonio Zoo. Primates with more captivity space were preferred so that space wouldn’t be an issue for the primate to interact with enrichment items. Howler monkeys had six members in the group composed of one male, two elderly females, younger female, female and a baby. On the other hand, the group of Wolf’s guenon was formed by the female (mother) and a baby. The group of the Angolan colobus was composed of three adults (not sure if they were male or female). Lastly the White-cheeked gibbon group was composed of a male, younger male, female and a baby. For each observational period an individual from the group was randomly chosen, making sure that at the end of the week all members of the group were observed. The species chosen have different geographic locations, with different behaviors and levels of activity.Comment by Corinna Ross: I thought there were only 5 animals (mom, dad, and three offspring)Comment by Corinna Ross: Doesn’t belong here, can be moved to the intro.

Ethogram Description

1)Interacting with enrichment items: individual actively or passively interacts with enrichment item(s). Comment by Corinna Ross: What does this mean specifically?

2)Resting: individual in one location for 5 or more seconds.

3)Locomotion: individual moved from one location to another.

4)Feeding: eating any type of food.

5)Interacting with others: individual physically interacting with and acknowledging another individual.

5)Out of site: Individual is not in view of observer

Data collection

Focal-animal sampling was used when monitoring the individuals. A score sheet was designed to record the primates’ enrichment interactions (Figure 1). The Howlers had enrichment items such as belts, ropes, swings. Whereas the White-cheeked gibbons had a long stick of wood (not mobile) glued to the ground with smaller wooden sticks (these were mobile) coming out of the larger wooden stick. The White-cheeked gibbons also had ropes hanging from the ceiling, and a rag bed. Lastly the Wolf’s guenon and the Angolan colobus were in the same cage, they had ropes, swings, balls, toys, paperboard boxes, plastic cage with food inside, and huge thick tall plastic or wood (I couldn’t tell what it was made of) for them to climb. Two individuals from each species were chosen every day. Behavior was then recorded every thirty seconds for thirty minutes for each individual from each species. The observations were collected at different times, such as morning, evening and afternoon over three weeks. There was a total of six hours of data collected per species. Summing a total of twenty-four hours of behavior observations.

Data analysis

Data was collect it and different graphs were made. For the first graph the total number of interactions with enrichment items or non-enrichment items was graphed. This was done to determine how much primates interact with enrichment items. For the second graph the number of occurrences of non-enrichment interactions (resting, feeding, locomotion, etc.) were totaled and graphed. This was done to determine what primates spend most of the time doing when they are not interacting with enrichment items and to compare enrichment interaction between species. Lastly a T-test was used to determine if there was a significant difference between enrichment and no enrichment interactions.Comment by Corinna Ross: Averaged? Tallied?

Figure 1: Score sheet

Behavior

Species 1

Species 2

Species 3

Species 4

Enrichment Interactions

 

 

 

 

 

 

 

No Enrichment Interaction

Rest Resting

 

 

 

 

 

 

 

 

Locomotion

 

 

 

 

 

 

 

 

Feeding

 

 

 

 

 

 

 

Interaction with Others

 

 

 

 

 

 

 

Out of Site

 

 

 

 

 

 

 

Results

Figure 2

Comment by Corinna Ross: Spelling error in graphEach figure should have a label so that it is clear what is being shown for each.

ENRICHMENT TOTAL

behavior

number of occurrences

Enrichment Interactions

472

No Enrichment Interactions

1851

Figure 3Comment by Corinna Ross: Interactions with _____?

OVERALL TOTAL

Behavior

Howler Monkey

Wolf Guenon

Colobus

Gibbons

Enrichment Interactions

271

104

6

91

Resting

108

175

249

198

Locomotion

97

164

98

163

Feeding

31

84

127

46

Interactions with Others

64

18

14

80

Out of Site

23

26

65

21Comment by Corinna Ross: Is this seconds? Total tally marks? Overall time? The graph above needs a y-axis label

Figure 4

t-Test: Two-Sample Assuming Unequal Variances

Variable 1

Variable 2

Mean

118

462.75

Variance

12292.67

9913.583

Observations

4

4

Hypothesized Mean Difference

0

Df

6

t Stat

-4.62697

P(T<=t) one-tail

0.001795

t Critical one-tail

1.94318

P(T<=t) two-tail

0.003589

t Critical two-tail

2.446912

Comment by Corinna Ross: The results section is more than simply figures and tables. You need to write in words what was found, and what was compared. I would not include the t=test table. I would make the statement: There was a significant difference between ____ and ____ (t=4.62, p=0.003).

Discussion

As is shown in figure (#) two primates did interact with enrichment items, but most of the times primates weren’t. Figure three has more detail on what the primate were doing when they weren’t interacting with enrichment items. We were interested in whether primates that are more active will have more frequent interactions with enrichment items. The Wolf guenon and White-gibbon are the species that are more active as we can observe locomotion (figure 3) and it also shown that they have more active enrichment interactions. The Howlers also show have high number of interactions but this monkeys had passive enrichment interactions meaning that they were resting or sleeping on the enrichment items. It is known that Howlers eat large amount of leaves and they expend most of their energy digesting their leaves, therefore they are not active. This open the question that diet influence in the levels of activity among primates, but more research will need to be done to support this idea. The T-test and graphs clearly shows that there is a significant difference between enrichment interaction and non-enrichment interactions. Based on the results obtained we can conclude that most of the time when primates weren’t interacting with enrichment items they were resting. Ways that this research can improve is by choosing different species, enclosures, longer time intervals between samplings, group sizes, or examining variation between ages. In conclusion enrichment items have a positive impact among primates in captivity, the results demonstrate and support our hypothesis that primates that are more active have more enrichment interactions. Comment by Corinna Ross: All of the highlighted parts belong in results, not discussion/ Comment by Corinna Ross: It looks like three interact with enrichment. Comment by Corinna Ross: There has been lots of research on this that you could cite here and add to your discussion.Comment by Corinna Ross: How did you measure a positive impact?Comment by Corinna Ross: But they didn’t really because of the howler monkey.

For the discussion – you need to bring the whole thing back to your introduction and why you were examining enrichment. Then you can make statements about active and passive use of enrichment. Do you think there are differences here? For example do you think the howlers are better off because they sleep on enrichment items rather than the ground? Are the branches really enrichment for this species or is it more like furniture? Did the animals act differently than you predicted – for example you expected guenons to be the most active and they weren’t. Were your predictions wrong or were the animals active strangely. The colobus spent a great deal of time resting but unlike the howlers it wasn’t on enrichment – so where was it?

References

Mulcahy, J. (2017). The International Encyclopedia of Primatology. (1st ed., Vol. 1). Sussex: John Wiley & Sons, Inc.

Williams, L. and Ross, C. N. (2017). Handbook of Primate Behavioral Management (1st ed., Vol. 1). Boca Raton , FL.: Taylor & Francis.

Bateman, G. (1984). All The World's Animal Primates (1st ed., Vol. 1). New York, NY.: Torstar Books Inc.

Fimbel, C. (2001). An ecology basis for large group size in Colobus Angolensis. African Journal of Ecology, 39(1), 83-92.

Groves, C. (2001). Primate Taxonomy. Washington, DC: Smithsonian Institution Press.

Geissmann, T., N. Xuan Dang, N. Lormee, F. Momberg.(2000). Vietnam Primate Conservation Status Review 2000- Part 1: Gibbons. Fauna and Flora International, Indochina Programme., Volume 1/Issue 1: 1-130.

A&M-SA IACUC Field Research Application 10/2019