DOCSLIB.ORG

Bio 314 Animal Behv Bio314new

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Bio 314 Animal Behv Bio314new NATIONAL OPEN UNIVERSITY OF NIGERIA SCHOOL OF SCIENCE AND TECHNOLOGY COURSE CODE: BIO 314: COURSE TITLE: ANIMAL BEHAVIOUR xii i BIO 314: ANIMAL BEHAVIOUR Course Writers/Developers Miss Olakolu Fisayo Christie Nigerian Institute for Oceanography and Marine Research, No 3 Wilmot Point Road, Bar-beach Bus-stop, Victoria Island, Lagos, Nigeria. Course Editor: Dr. Adesina Adefunke Ministry of Health, Alausa. Lagos NATIONAL OPEN UNIVERSITY OF NIGERIA xii i BIO 314 COURSE GUIDE Introduction Animal Behaviour (314) is a second semester course. It is a two credit units compustory course which all students offering Bachelor of Science (BSc) in Biology must take. This course deals with the theories and principles of adaptive behaviour and evolution of animals. The course contents are history of ethology. Reflex and complex behaviour. Orientation and taxes. Fixed action patterns, releasers, motivation and driver. Displays, displacement activities and conflict behaviour. Learning communication and social behaviour. The social behaviour of primates. Hierarchical organization. The physiology of behaviour. Habitat selection, homing and navigation. Courtship and parenthood. Biological clocks. What you will learn in this course In this course, you have the course units and a course guide. The course guide will tell you briefly what the course is all about. It is a general overview of the course materials you will be using and how to use those materials. It also helps you to allocate the appropriate time to each unit so that you can successfully complete the course within the stipulated time limit. The course guide also helps you to know how to go about your Tutor-Marked-Assignment which will form part of your overall assessment at the end of the course. Also, there will be tutorial classes that are related to this course, where you can interact with your facilitators and other student. Please I encourage you to attend these tutorial classes. This course exposes you to Animal Behaviour, a very important and interesting field in Biology. Course Aims (1) This course aims to enable you to understand the theories and principles of adaptive behaviour and evolution of animals. (2) Behavioural Patterns (3) Mechanism of Adaptation Course Objectives To achieve the aim set above, there are objectives. Each unit has a set of objectives presented at the beginning of the unit. These objectives will give you what to concentrate focus on while studying the unit and during your study to check your progress. xii i The Comprehensive Objectives of the Course are given below. By the end of the course/after going through this course, you should be able to: 1. Explain emotion in animals under ethology and examples. 2. Explain different views on emotion in animals with examples. 3. State the Jeffrey Moussaieff Masson view with examples. 3.0 Distinguish between intraspecies and interspecies communication. 4. Explain forms of communication with common examples. 5. Explain other aspects of communication like evoluation of communication, human communication and cognitive communication and how to assess cognitive functions. 6. State the component of nervous system. 7. What is phototaxes? List and explain eight types of taxes. 8 What do you understand by negative phototaxis and postive phototaxis. Give related examples of each. 9 Explain the following taxes according to their response to stimulus: Klinotaxes, tropotaxes and telotaxes. 10 Define biological clocks. 11 Differentiate between exogenous and endogenous rhythm Working through the Course To successfully complete this course. You are require to read each study unit, read the textbooks materials provided by the National Open University. Reading the reference materials can also be of great assistance. Each unit has self –assessment exercise which you are advised to do at certain periods during the course you will be required to submit your assignment for the purpose of assessment. There will be a final examination at the end of the course. The course should take you about17 weeks to complete. This course guide provides you with all the components of the course how to go about studying and how you should allocate your time to each unit so as to finish on time and successfully. xii i The Course Materials The main components of the course are: 1 The Study Guide 2 Study Units 3 Reference/ Further Readings 4 Practical Sections- by getting animals such as rats and mice etc and study their behavior pattern 5 Assignments 6 Presentation Schedule Study Units The study units in this course are given below: xii i Module 1: History of Ethology Unit 1: Ethology Unit 2: Emotion in Animals Unit 3: Animal Communication Module 2: Reflex and Complex Behavior Unit 1: Nervous System Unit 2: Pheripheral Nervous System Module 3: Orientation and Taxes Unit 1: Orientation in Animal Behaviour Unit 2: Taxes Module 4: Fixed Action Pattern, Motivation and Drives Unit 1: Fixed Action Pattern Unit 2: Motivation and Drives Module: 5 Display, Displacement Behaviour and Conflict Behaviour Unit 1: Display and Displacement Behaviour in Animals Unit 2: Conflit Behaviour MODULE 6: LEARNING, COMMUNICATION AND SOCIAL BEHAVIOR Unit 1: Categories of learning namely: habituation, classical conditioning, instrumental conditioning, latent learning and insight learning. Unit 2: Communication in animals Unit 3: Social behavior and living in groups; advantages and disadvantages Unit 4: Examples of various documented behaviors in animals MODULE 7: SOCIAL BEHAVIOR OF PRIMATES Unit 1 : Basic Concepts in the Study of Social Behavior of Primates and Social Structure xii i Unit 2:Non-human primate social group composition Unit 3: Various forms of social behavior found among primates MODULE 8: HIERARCHICAL ORGANIZATION Unit1: Definition, Visualization and Common models of hierarchical organization Unit 2: Studies of hierarchical organizations, Criticism and alternatives; Simple illustration of hierarchical and Dominance Hierarchies MODULE 9: PHYSIOLOGY OF BEHAVIOR Unit 1: Proximate and ultimate causes and four approaches to animal behavior Unit 2: Development of behavior MODULE 10: HABITAT SELECTION, HOMING AND NAVIGATION Unit 1: Habitat Selection Unit 2: Homing and Navigation Unit 3: Behavioral and Mechanisms of Homing and Migration/Navigation in Birds MODULE 11: COURTSHIP AND PARENTHOOD Unit 1: Animals Displaying Homosexual Behavior Unit 2: Sexual Selection for Cultural Displays Unit 3: Animals Displaying Homosexual Behavior Module 12 BIOLOGICAL CLOCKS Unit 1: Biological Clock Unit 2: Sleep In Module One, unit one deals with the historical aspects of ethology, the second unit focuses on the emotions in animals, how it arises in the mammalian brain and other animals. Unit three focuses on the forms of communication in animals, in general how animal respond to emotions through communication. xii i Module Two is concerned with the reflex and complex behavior in animals; unit one and two focuses on the function of nervous and peripheral nervous system in reflex and complex behavior in animal. Module Three, unit one and two deals with orientation and taxis, the behavioral stimulus to response and sexual orientation were focused on. Module Four is concerned with fixed action pattern and motivation and drivers. Unit one, deal with a fixed action pattern (FAP) focus on instinctive behavioral sequence of animal. Unit two deal with motivation and emotion aspect of animal behavior, and theory of motivation by different scientist. Module Five is concerned with the display, displacement and conflict behavior. Unit one and two deal with physiological and emotional response of animals to conflict. In Module six, unit one gave an expository discussion on the categories of learning, unit two elaborate on different types of communication in animals and unit three focuses on social behavior of animal species. In Module seven, unit one, two and three deals with various forms of social group found among primate and their social structure. Module Eight and Nine focus on with hierarchical organization of animals and Physiology of Behavior in animals respectively. Module Ten, Eleven and Twelve focus on Habitat Selection, Homing and Navigation,Courtship and Parenthood and Biological Clocks repectively. Each unit will take a week or two.Lectures will include an introduction, objectives reading materials, self assessmentquestion, conclusion, summary, tutor marked assignment (TMAs), references and other reading resources. There are activities related to the lecture in each unit which will help your progress and comprehension of the unit. You are required to work on these exercises which together with the TMAs will enable you to achieve the objective of each unit. Presentation Schedule There is a time-table prepared for the early and timely completion and submissions of your TMAs as well as attending the tutorial classes. You are required to submit all your assignments by the stipulated date and time. Avoid falling behind the schedule time. Assessment There are three aspects to the assessment of this course. 1) The first one is the self-assessment exercises. 2) The second is the tutor-marked assignments 3) The written examination or the examination to be taken at the end of the course. xii i Practical classess attendance will also be taken. Do the exercises or activities in the unit applying the information and knowledge you acquired during the course. The tutor-marked assignments must be submitted to your facilitator for formal assessment in accordance with the deadlines stated in the presentation schedule and the assignment file. The work submitted to your tutor for assessment will account for 30% of your total work. At the end of this course you have to sit for a final or end of course examination of about a three hour duration which will account for 70% of your total course mark. Review Review of the performances of test with students which tends to improve their performances in the exam. Tutor Marked Assignment This is the continuous assessment component of this course and it accounts for 30% of the total score. You will be given four (4) TMAs by your facilitator to answer.
Load more

Recommended publications
  • University of Tartu Department of Semiotics Laura Kiiroja the ZOOSEMIOTICS of SOCIALIZATION
    University of Tartu Department of Semiotics Laura Kiiroja THE ZOOSEMIOTICS OF SOCIALIZATION: CASE-STUDY IN SOCIALIZING RED FOX (VULPES VULPES) IN TANGEN ANIMAL PARK, NORWAY Master’s Thesis Supervisors: Timo Maran, Ph.D Nelly Mäekivi, M.A Tartu 2014 CONTENTS Introduction…………………………………………………………………………………….4 1. The theoretical aspects of keeping wild animals in captivity ………………………………7 1.1. The main arguments on the ethics of keeping animals in captivity……………….7 1.2. Modern viewpoints on animal welfare……………………………………………9 1.3. Modern viewpoints on animal behaviour………………………………………..13 1.3.1. Behavioural display and animal welfare……………………………….14 1.4. The role of enrichment in animal welfare………………………………………..17 1.4.1. The essence of animal training in zoos………………………………...19 1.5. The importance of human-animal relationships in the zoo………………………21 1.5.1. The importance of Umwelt consideration……………………………...23 1.5.1.1. The functional circle ………………………………………...24 1.5.2. The effect of zoo visitors on animal welfare…………………………..26 1.5.3. The effect of keeper-animal relationships on animal welfare………….28 1.6. Explaining animal communication…………………………………………........30 1.7. Socialization – a method of improving welfare of captive animals……………...36 1.7.1. The need for socialization……………………………………………...37 1.7.2. The basic mechanisms of socialization………………………………...38 2. The research methodology of a zoosemiotic approach to socialization …………………...40 2.1. Thick description of socialization………………………………………………..40 2.2. Actor-orientedness of the research……………………………………………….42 2.3. Participatory observation………………………………………………………...43 2.4. The dimensions of interpretations presented in the thesis ………………………44 3. Case-study of the socialization of Red Fox (Vulpes vulpes)………………………………46 3.1. General methods of socialization………………………………………………..46 3.1.1.
    [Show full text]
  • Called “Talking Animals” Taught Us About Human Language?
    Linguistic Frontiers • 1(1) • 14-38 • 2018 DOI: 10.2478/lf-2018-0005 Linguistic Frontiers Representational Systems in Zoosemiotics and Anthroposemiotics Part I: What Have the So- Called “Talking Animals” Taught Us about Human Language? Research Article Vilém Uhlíř* Theoretical and Evolutionary Biology, Department of Philosophy and History of Sciences. Charles University. Viničná 7, 12843 Praha 2, Czech Republic Received ???, 2018; Accepted ???, 2018 Abstract: This paper offers a brief critical review of some of the so-called “Talking Animals” projects. The findings from the projects are compared with linguistic data from Homo sapiens and with newer evidence gleaned from experiments on animal syntactic skills. The question concerning what had the so-called “Talking Animals” really done is broken down into two categories – words and (recursive) syntax. The (relative) failure of the animal projects in both categories points mainly to the fact that the core feature of language – hierarchical recursive syntax – is missing in the pseudo-linguistic feats of the animals. Keywords: language • syntax • representation • meta-representation • zoosemiotics • anthroposemiotics • talking animals • general cognition • representational systems • evolutionary discontinuity • biosemiotics © Sciendo 1. The “Talking Animals” Projects For the sake of brevity, I offer a greatly selective review of some of the more important “Talking Animals” projects. Please note that many omissions were necessary for reasons of space. The “thought climate” of the 1960s and 1970s was formed largely by the Skinnerian zeitgeist, in which it seemed possible to teach any animal to master any, or almost any, skill, including language. Perhaps riding on an ideological wave, following the surprising claims of Fossey [1] and Goodall [2] concerning primates, as well as the claims of Lilly [3] and Batteau and Markey [4] concerning dolphins, many scientists and researchers focussed on the continuities between humans and other species, while largely ignoring the discontinuities and differences.
    [Show full text]
  • Giving Voice to the "Voiceless:" Incorporating Nonhuman Animal Perspectives As Journalistic Sources
    Georgia State University ScholarWorks @ Georgia State University Communication Faculty Publications Department of Communication 2011 Giving Voice to the "Voiceless:" Incorporating Nonhuman Animal Perspectives as Journalistic Sources Carrie Packwood Freeman Georgia State University, [email protected] Marc Bekoff Sarah M. Bexell [email protected] Follow this and additional works at: https://scholarworks.gsu.edu/communication_facpub Part of the Journalism Studies Commons, and the Social Influence and oliticalP Communication Commons Recommended Citation Freeman, C. P., Bekoff, M. & Bexell, S. (2011). Giving voice to the voiceless: Incorporating nonhuman animal perspectives as journalistic sources. Journalism Studies, 12(5), 590-607. This Article is brought to you for free and open access by the Department of Communication at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Communication Faculty Publications by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. VOICE TO THE VOICELESS 1 A similar version of this paper was later published as: Freeman, C. P., Bekoff, M. & Bexell, S. (2011). Giving Voice to the Voiceless: Incorporating Nonhuman Animal Perspectives as Journalistic Sources, Journalism Studies, 12(5), 590-607. GIVING VOICE TO THE "VOICELESS": Incorporating nonhuman animal perspectives as journalistic sources Carrie Packwood Freeman, Marc Bekoff and Sarah M. Bexell As part of journalism’s commitment to truth and justice
    [Show full text]
  • A Critical Discourse Analysis of Childhood Resilience and the Politics of Teaching Resilience to "Kids at Risk
    REWRITING RESILIENCE: A CRITICAL DISCOURSE ANALYSIS OF CHILDHOOD RESILIENCE AND THE POLITICS OF TEACHING RESILIENCE TO "KIDS AT RISK by SHEILA MARTINEAU BA, The University of Toronto, 1993 "V A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE STUDIES (Department of Educational Studies) We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA April 1999 © Sheila Martineau, 1999 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of Educational Studies The University of British Columbia Vancouver, Canada Date: y 11 ABSTRACT HIS STUDY IS A CRITICAL ANALYSIS OF THE DISCOURSE ON CHILDHOOD RESILIENCE and the politics of teaching resilience to "kids at risk" in inner-city schools. Resiliency research is Trooted in the early psychology studies of children's coping and competence. By the 1970s, researchers were observing children who appeared invulnerable to traumatic events. These children were later described as resilient, and resilience was defined as bouncing back from adversity. Today, resilience has become an ideological code for social conformity and academic achievement. My analysis problematizes "childhood resilience" and "teaching resilience" and examines two dangerous shifts in the mainstream resiliency research over the past several decades.
    [Show full text]
  • Observation of Behavior, Inference of Function, and the Study of Learning
    Psychonomic Bulletin & Review 1994, 1 (1), 73-88 Observation of behavior, inference of function, and the study of learning WILLIAM TIMBERLAKE and FRANCISCO J. SILVA Indiana University, Bloomington, Indiana Before the present century, the primary means of studying animals was observation of the form and effects of their behavior combined with presumption of their intent. In the present century, ethologists continued to emphasize observation of form and replaced presumption of intent with the study of proximate function and evolution. In contrast, most learning psychologists mini­ mized both observation of form and presumption of intent by defining behavior in terms of sim­ ple environmental effects and establishing intent by deprivation operations, We discuss advan­ tages of the use of observation in the study of learning, examine arguments that it is unnecessary, irrelevant, and unscientific, and consider some practical considerations in using observation. We conclude that observation of the form of behavior and concern with its ecological function should be an important part of the arsenal of techniques used to study learning. Observation has been the dominant method of study­ imals (Warden, 1927), anthropomorphically viewing the ing the behavior of animals since the beginning of re­ latter as partially disguised people enmeshed in a web of corded history (Warden, 1927). Observation provided the human goals, social relations, and rules (Aesop, approx­ underpinnings of the writings of systematists such as imately 620 B.C.; Selous, 1908). Other observers adhered Aristotle (384-322 B.C.) and Darwin (1859), story tellers to a more animal-centered description and inference of such as Seton (1913) and Kipling (1894), collectors of function (Craig, 1918; Huxley, 1914).
    [Show full text]
  • Proceedings of the 2010 European Veterinary Behaviour Meeting
    proceedings of the 2010 European Veterinary Behaviour Meeting Hamburg, Germany 24–26 September 2010 proceedings of the 2010 European Veterinary Behaviour Meeting Hamburg, Germany 24–26 September 2010 incorporating 16th Annual Congress of the European Society of Veterinary Clinical Ethology (ESVCE) 7th Annual Congress of the European College of Veterinary Behavioural Medicine – Companion Animals (ECVBM-CA) Annual Conference of the German Society of Veterinary Behavioural Medicine and Therapy (GTVMT) This collection of papers was first presented at the 2010 European Veterinary Behaviour Meeting comprising the 16th Annual Congress of The European Society of Veterinary Clinical Ethology (ESVCE), the 7th Annual Congress of The European College of Veterinary Behavioural Medicine – Companion Animals (ECVBM-CA) and the Annual Conference of the German Society of Veterinary Behavioural Medicine and Therapy (GTVMT). The meeting took place in Hamburg, Germany from 24–26 September 2010 and was hosted by the GTVMT in conjunction with ESVCE and ECVBM-CA. The organisers would like to express their gratitude to all of the sponsors who helped to make the event possible. Published in the United Kingdom by: ESVCE Oostveldkouter 222 B-9920 Lovendegem Belgium © 2010 ESVCE All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior permission of the copyright owner. The content of individual papers and posters represent the work and ideas of the author(s) and are not necessarily endorsed by the organising committee or contributing organisations. First published 2010 isbn 978-0-9545923-5-6 Sponsors Premium sponsor CEVA Santé Animale Main sponsors Intervet Schering-Plough Animal Health Nestlé PURINA ROYAL CANIN Tiernahrung GmbH and Co.
    [Show full text]
  • Lakoff's Theory of Moral Reasoning in Presidential Campaign
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Papers in Communication Studies Communication Studies, Department of 11-2013 Lakoff’s Theory of Moral Reasoning in Presidential Campaign Advertisements, 1952–2012 Damien S. Pfister University of Nebraska-Lincoln, [email protected] Jessy J. Ohl University of Mary Washington, [email protected] Marty Nader Nebraska Wesleyan University, [email protected] Dana Griffin Follow this and additional works at: http://digitalcommons.unl.edu/commstudiespapers Part of the American Politics Commons, and the Rhetoric Commons Pfister, Damien S.; Ohl, Jessy J.; Nader, Marty; and Griffin,a D na, "Lakoff’s Theory of Moral Reasoning in Presidential Campaign Advertisements, 1952–2012" (2013). Papers in Communication Studies. 53. http://digitalcommons.unl.edu/commstudiespapers/53 This Article is brought to you for free and open access by the Communication Studies, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Papers in Communication Studies by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in Communication Studies 64:5 (November-December 2013; Special Issue: Consistency and Change in Political Campaign Communication: Ana- lyzing the 2012 Elections), pages 488-507; doi: 10.1080/10510974.2013.832340 Copyright © 2013 Central States Communication Association; published by Tay- digitalcommons.unl.edu lor & Francis Group. Used by permission. Published online October 18, 2013. Lakoff’s Theory of Moral Reasoning in Presidential Campaign Advertisements, 1952–2012 Jessy J. Ohl,1 Damien S. Pfister,1 Martin Nader,2 and Dana Griffin 1 Department of Communication Studies, University of Nebraska-Lincoln 2 Department of Political Science, University of Nebraska-Lincoln Corresponding author — Jessy J.
    [Show full text]
  • Dense Active Matter Model of Motion Patterns in Confluent Cell Monolayers Henkes, Silke; Kostanjevec, Kaja; Collinson, J
    University of Dundee Dense active matter model of motion patterns in confluent cell monolayers Henkes, Silke; Kostanjevec, Kaja; Collinson, J. Martin; Sknepnek, Rastko; Bertin, Eric Published in: Nature Communications DOI: 10.1038/s41467-020-15164-5 Publication date: 2020 Licence: CC BY Document Version Publisher's PDF, also known as Version of record Link to publication in Discovery Research Portal Citation for published version (APA): Henkes, S., Kostanjevec, K., Collinson, J. M., Sknepnek, R., & Bertin, E. (2020). Dense active matter model of motion patterns in confluent cell monolayers. Nature Communications, 11, [1405]. https://doi.org/10.1038/s41467-020-15164-5 General rights Copyright and moral rights for the publications made accessible in Discovery Research Portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from Discovery Research Portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain. • You may freely distribute the URL identifying the publication in the public portal. Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 29. Sep. 2021 ARTICLE https://doi.org/10.1038/s41467-020-15164-5 OPEN Dense active matter model of motion patterns in confluent cell monolayers ✉ ✉ ✉ Silke Henkes 1,2 , Kaja Kostanjevec3, J.
    [Show full text]
  • The Behavioral Effects of Feeding Enrichment on a Zoo-Housed Herd of African Elephants (Loxodonta Africana)
    Winthrop University Digital Commons @ Winthrop University Graduate Theses The Graduate School 8-2017 The Behavioral Effects of Feeding Enrichment on a Zoo-Housed Herd of African Elephants (Loxodonta africana) Caroline Marie Driscoll Winthrop University, [email protected] Follow this and additional works at: https://digitalcommons.winthrop.edu/graduatetheses Part of the Biology Commons, and the Zoology Commons Recommended Citation Driscoll, Caroline Marie, "The Behavioral Effects of Feeding Enrichment on a Zoo-Housed Herd of African Elephants (Loxodonta africana)" (2017). Graduate Theses. 71. https://digitalcommons.winthrop.edu/graduatetheses/71 This Thesis is brought to you for free and open access by the The Graduate School at Digital Commons @ Winthrop University. It has been accepted for inclusion in Graduate Theses by an authorized administrator of Digital Commons @ Winthrop University. For more information, please contact [email protected]. THE BEHAVIORAL EFFECTS OF FEEDING ENRICHMENT ON A ZOO- HOUSED HERD OF AFRICAN ELEPHANTS (LOXODONTA AFRICANA) A Thesis Presented to the Faculty of the College of Arts and Sciences in Partial Fulfillment of the Requirements for the Degree of Master of Science in the Department of Biology Winthrop University July, 2017 By Caroline Marie Driscoll ii ABSTRACT A comprehensive study on the behavioral effects of feeding enrichment was conducted on six African elephants housed at the North Carolina Zoological Park in Asheboro, NC. The herd is comprised of are two adult males, three adult females, and one subadult female. The study was conducted over a 10-month period and consisted of focal sample observations across three conditions. Observations were recorded during the baseline condition (June to September) and continued through the introduction of feeding enrichment.
    [Show full text]
  • Reproductive Seasonality in Captive Wild Ruminants: Implications for Biogeographical Adaptation, Photoperiodic Control, and Life History
    Zurich Open Repository and Archive University of Zurich Main Library Strickhofstrasse 39 CH-8057 Zurich www.zora.uzh.ch Year: 2012 Reproductive seasonality in captive wild ruminants: implications for biogeographical adaptation, photoperiodic control, and life history Zerbe, Philipp Abstract: Zur quantitativen Beschreibung der Reproduktionsmuster wurden Daten von 110 Wildwiederkäuer- arten aus Zoos der gemässigten Zone verwendet (dabei wurde die Anzahl Tage, an denen 80% aller Geburten stattfanden, als Geburtenpeak-Breite [BPB] definiert). Diese Muster wurden mit verschiede- nen biologischen Charakteristika verknüpft und mit denen von freilebenden Tieren verglichen. Der Bre- itengrad des natürlichen Verbreitungsgebietes korreliert stark mit dem in Menschenobhut beobachteten BPB. Nur 11% der Spezies wechselten ihr reproduktives Muster zwischen Wildnis und Gefangenschaft, wobei für saisonale Spezies die errechnete Tageslichtlänge zum Zeitpunkt der Konzeption für freilebende und in Menschenobhut gehaltene Populationen gleich war. Reproduktive Saisonalität erklärt zusätzliche Varianzen im Verhältnis von Körpergewicht und Tragzeit, wobei saisonalere Spezies für ihr Körpergewicht eine kürzere Tragzeit aufweisen. Rückschliessend ist festzuhalten, dass Photoperiodik, speziell die abso- lute Tageslichtlänge, genetisch fixierter Auslöser für die Fortpflanzung ist, und dass die Plastizität der Tragzeit unterstützend auf die erfolgreiche Verbreitung der Wiederkäuer in höheren Breitengraden wirkte. A dataset on 110 wild ruminant species kept in captivity in temperate-zone zoos was used to describe their reproductive patterns quantitatively (determining the birth peak breadth BPB as the number of days in which 80% of all births occur); then this pattern was linked to various biological characteristics, and compared with free-ranging animals. Globally, latitude of natural origin highly correlates with BPB observed in captivity, with species being more seasonal originating from higher latitudes.
    [Show full text]
  • Photoperiodic Properties of Circadian Rhythm in Rat
    Photoperiodic properties of circadian rhythm in rat by Liang Samantha Zhang A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Neuroscience) in The University of Michigan 2011 Doctoral Committee: Associate Professor Jimo Borjigin, Chair Professor Theresa M. Lee Professor William Michael King Associate Professor Daniel Barclay Forger Assistant Professor Jiandie Lin © Liang Samantha Zhang 2011 To my loving grandparents, YaoXiang Zhang and AnNa Yu ii Acknowledgements To all who have played a role in my life these past four years, I give my thanks. First of all, I give my gratitude to the members of Borjigin Lab. To my mentor Dr. Jimo Borjigin whose intelligence and accessibility has carried me through in this journey within the circadian field. To Dr. Tiecheng Liu, who taught me all the technical knowledge necessary to perform the work presented in this dissertation, and whose surgical skills are second to none. To all the undergrads I have trained over the years, namely Abeer, Natalie, Christof, Tara, and others, whose combined hundreds if not thousands of hours in manually analyzing melatonin data have been an indispensible asset to myself and the lab. To Michelle and Ricky for taking care of all the animals over the years, which has made life much easier for the rest of us. To Alexandra, who was willing to listen and share her experiences, and to Sean, who has been a good friend both in and out of the lab. I would also like to thank my committee members for their help and support over the years.
    [Show full text]
  • Naturalizing Anthropomorphism: Behavioral Prompts to Our Humanizing of Animals
    WellBeing International WBI Studies Repository 2007 Naturalizing Anthropomorphism: Behavioral Prompts to Our Humanizing of Animals Alexandra C. Horowitz Barnard College Marc Bekoff University of Colorado Follow this and additional works at: https://www.wellbeingintlstudiesrepository.org/acwp_habr Part of the Animal Studies Commons, Comparative Psychology Commons, and the Other Anthropology Commons Recommended Citation Horowitz, A. C., & Bekoff, M. (2007). Naturalizing anthropomorphism: Behavioral prompts to our humanizing of animals. Anthrozoös, 20(1), 23-35. This material is brought to you for free and open access by WellBeing International. It has been accepted for inclusion by an authorized administrator of the WBI Studies Repository. For more information, please contact [email protected]. Naturalizing Anthropomorphism: Behavioral Prompts to Our Humanizing of Animals Alexandra C. Horowitz1 and Marc Bekoff2 1 Barnard College 2 University of Colorado – Boulder KEYWORDS anthropomorphism, attention, cognitive ethology, dogs, humanizing animals, social play ABSTRACT Anthropomorphism is the use of human characteristics to describe or explain nonhuman animals. In the present paper, we propose a model for a unified study of such anthropomorphizing. We bring together previously disparate accounts of why and how we anthropomorphize and suggest a means to analyze anthropomorphizing behavior itself. We introduce an analysis of bouts of dyadic play between humans and a heavily anthropomorphized animal, the domestic dog. Four distinct patterns of social interaction recur in successful dog–human play: directed responses by one player to the other, indications of intent, mutual behaviors, and contingent activity. These findings serve as a preliminary answer to the question, “What behaviors prompt anthropomorphisms?” An analysis of anthropomorphizing is potentially useful in establishing a scientific basis for this behavior, in explaining its endurance, in the design of “lifelike” robots, and in the analysis of human interaction.
    [Show full text]