Sarah M. Bexell

Nest building in captive Gorilla gorilla gorilla

Although various aspects of gorilla nest building have been described in wild populations, nest-building behavior of captive gorillas has not been subject to much scientific review. We observed nest building in 17 gorillas during three periods: summer baseline, winter baseline, and winter treatment, in which the amount of available nesting material was doubled. We conducted observations exclusively in the indoor holding area in the hour following evening departure of animal care staff. During baseline, gorillas engaged in nest-building on 3.1% of scans and were on a constructed nest on 27.9% of scans. Overall, gorillas spent significantly more time on elevated nests than on floor nests. There were no statistically significant sex, age class, or rearing history differences in nest building, time spent on a nest, or nest location preference. Nest building consisted of both gathering and manipulating materials. The gorillas spent significantly more time building nests in winter than in summer. Additionally, they were more often on elevated nests during winter than summer. Doubling the amount of nesting material did not increase nest building, but it increased the number of floor nests. Our results suggest that providing adequate materials to captive gorillas for nest building may facilitate performance of species-typical nest-building, minimize competition among individuals for nesting sites and materials, and permit individual thermoregulation.

GIVING VOICE TO THE “VOICELESS”: Incorporating nonhuman animal perspectives as journalistic sources

As part of journalisms commitment to truth and justice by providing a diversity of relevant points of view, journalists have an obligation to provide the perspective of nonhuman animals in everyday stories that influence the animals’ and our lives. This essay provides justification and guidance on why and how this can be accomplished, recommending that, when writing about nonhuman animals or issues, journalists should: (1) observe, listen to, and communicate with animals and convey this information to audiences via detailed descriptions and audiovisual media, (2) interpret nonhuman animal behavior and communication to provide context and meaning, and (3) incorporate the animals’ stories and perspectives, and consider what is in their best interest. To fairly balance animal-industry sources and the anthropocentric biases that are traditionally inherent in news requires that journalists select less objectifying language and more appropriate human sources without a vested interest in how animals are used.

The Effects of a Summer Camp Program in China on Children's Knowledge, Attitudes, and Behaviors Toward Animals: A Model for Conservation Education

ABSTRACT This summative evaluation, conducted in Chengdu, Sichuan Province, China, studied whether participation in a conservation education camp positively changed 8–12-year-old childrens (a) knowledge of how to protect animals, (b) care about animals, (c) propensity for environmental and wildlife stewardship, and (d) compassionate behavior toward animals and nature. Influenced by conservation psychology, social learning theory, empathy and moral development, constructivism, and conservation biology, 5-day overnight camps were conducted at 2 zoological institutions. Activities were designed to help children form bonds with animals and care enough to positively change their behavior toward animals and nature. Mixed methods, using pre- and postvisit surveys, researcher field notes, vignettes, student journals, an end of camp questionnaire, and a camper behavior ethogram, revealed significant increases in knowledge, care, and propensity for action, and an additional theme, empathy. This study identified effective strategies to promote positive behavior toward animals, empathy, and conservation behavior.

Considering human development, socialization and enculturation in educational intervention design for wildlife conservation: a case for bats

Education is one of the most powerful tools we have to preserve biodiversity, but how we conduct effective educational interventions often proves to be a nuanced endeavor. This chapter will review the negative and positive emotions humans experience throughout their perceptions of and experiences with bats and how those concerned with bat conservation can utilize this knowledge to protect bats. Intervention examples will be shared along with hopes for the future.

An analysis of inclusion gaps in sustainable development themes: Findings from a review of recent social work literature:

Recently, humans have negatively altered ecosystems more rapidly and extensively than in any other time in human history, contributing to gains in well-being and economic development for some, while threatening the security of most, particularly oppressed populations. We comprehensively reviewed recent social work literature (2010–2015) to examine gaps in environmental sustainability themes relevant to social work practice. Peer-reviewed manuscripts, dissertations/theses and white papers were examined. A total of 71 papers (less than 1% of social work literature) met inclusion criteria. Although our call is to protect human health and well-being, recent literature does not account for sustainability even with evidence that environmental issues directly impact clients, hindering practice efficacy.

Reflexive Development: A Model for Helping Social Workers Contribute to a Sustainable Global Future

It is difficult for many social work students to grasp the importance they and their traditional client base play in global environmental issues. International development generally focuses on supporting human development through the development of natural resources. However, increased human consumption everywhere in the world is disrupting the global system upon which all life depends. Continued Western consumption habits are simply unsustainable. It is therefore incumbent that any increase in consumption, even in the ‘developing’ world, be considered in terms of global environmental sustainability; change must also occur within the developed world. To address this problem, reflexive processes that support transnational analysis and action must be developed. This paper suggests classroom activities that help students analyze and problem solve around this process of Reflexive Development.

Confronting the wildlife trade through public education at zoological institutions in Chengdu, P.R. China

The wildlife trade poses substantial threats to global biodiversity. China is a significant source of threatened species and also a market for wildlife products. Zoological parks (zoos), which are a popular leisure attraction in China as elsewhere, are increasingly conceptualized as places to educate visitors about both animals and environmental threats more generally. This paper reports on an attempt to inform Chinese zoo visitors about the threats presented by the wildlife trade, and about the opportunity to take personal actions to help protect wildlife. Results from a baseline survey of attitudes among 524 adult visitors to animal exhibits in Chengdu, China showed a high degree of concern about wildlife paired with a lack of confidence about what could be done. A sense of connection to nature, along with a perception of personal efficacy, were the strongest predictors of concern about the wildlife trade. Based in part on these results, an informational exhibit was designed and implemented in two locations in Chengdu. A survey of 533 visitors to assess the impact of the new exhibit showed that connection and perceived efficacy continued to predict concern, and that talking about the exhibit was associated with increased knowledge and concern. Though causality cannot be definitively concluded, results suggest that zoos have the potential to influence attitudes and perceived norms regarding the wildlife trade. By affirming the importance of a feeling of connection, the findings indicate that animal facilities may have an important role in fostering the human relationship to the natural world.

New Records of Tricolored Bats (Perimyotis subflavus) in Colorado, with First Evidence of Reproduction

Abstract. The tricolored bat (Perimyotis subflavus) is widely distributed throughout eastern North America. However, this species has also undergone severe population declines in areas where white-nose syndrome has taken hold. Previous records in Colorado showed what appeared to be vagrant individuals with no evidence of established populations. Herein we provide new records for Boulder and Weld Counties, Colorado. We also provide evidence of reproduction supporting the hypothesis of westward expansion of this species. Because the tricolored bat has been significantly impacted by white-nose syndrome in eastern North America, the Rocky Mountain West may provide at least a temporary refugium from this disease.