Alpaca & Llama Care for Beginners – a Primer
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Camelids: New Players in the International Animal Production Context
Tropical Animal Health and Production (2020) 52:903–913 https://doi.org/10.1007/s11250-019-02197-2 REVIEWS Camelids: new players in the international animal production context Mousa Zarrin1 & José L. Riveros2 & Amir Ahmadpour1,3 & André M. de Almeida4 & Gaukhar Konuspayeva5 & Einar Vargas- Bello-Pérez6 & Bernard Faye7 & Lorenzo E. Hernández-Castellano8 Received: 30 October 2019 /Accepted: 22 December 2019 /Published online: 2 January 2020 # Springer Nature B.V. 2020 Abstract The Camelidae family comprises the Bactrian camel (Camelus bactrianus), the dromedary camel (Camelus dromedarius), and four species of South American camelids: llama (Lama glama),alpaca(Lama pacos)guanaco(Lama guanicoe), and vicuña (Vicugna vicugna). The main characteristic of these species is their ability to cope with either hard climatic conditions like those found in arid regions (Bactrian and dromedary camels) or high-altitude landscapes like those found in South America (South American camelids). Because of such interesting physiological and adaptive traits, the interest for these animals as livestock species has increased considerably over the last years. In general, the main animal products obtained from these animals are meat, milk, and hair fiber, although they are also used for races and work among other activities. In the near future, climate change will likely decrease agricultural areas for animal production worldwide, particularly in the tropics and subtropics where competition with crops for human consumption is a major problem already. In such conditions, extensive animal production could be limited in some extent to semi-arid rangelands, subjected to periodical draughts and erratic patterns of rainfall, severely affecting conventional livestock production, namely cattle and sheep. -
Cuticle and Cortical Cell Morphology of Alpaca and Other Rare Animal Fibres
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Repositorio Institucional Universidad Nacional Autónoma de Chota The Journal of The Textile Institute ISSN: 0040-5000 (Print) 1754-2340 (Online) Journal homepage: http://www.tandfonline.com/loi/tjti20 Cuticle and cortical cell morphology of alpaca and other rare animal fibres B. A. McGregor & E. C. Quispe Peña To cite this article: B. A. McGregor & E. C. Quispe Peña (2017): Cuticle and cortical cell morphology of alpaca and other rare animal fibres, The Journal of The Textile Institute, DOI: 10.1080/00405000.2017.1368112 To link to this article: http://dx.doi.org/10.1080/00405000.2017.1368112 Published online: 18 Sep 2017. Submit your article to this journal Article views: 7 View related articles View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=tjti20 Download by: [181.64.24.124] Date: 25 September 2017, At: 13:39 THE JOURNAL OF THE TEXTILE INSTITUTE, 2017 https://doi.org/10.1080/00405000.2017.1368112 Cuticle and cortical cell morphology of alpaca and other rare animal fibres B. A. McGregora and E. C. Quispe Peñab aInstitute for Frontier Materials, Deakin University, Geelong, Australia; bNational University Autonoma de Chota, Chota, Peru ABSTRACT ARTICLE HISTORY The null hypothesis of the experiments reported is that the cuticle and cortical morphology of rare Received 6 March 2017 animal fibres are similar. The investigation also examined if the productivity and age of alpacas were Accepted 11 August 2017 associated with cuticle morphology and if seasonal nutritional conditions were related to cuticle scale KEYWORDS frequency. -
4-H Leader's Manual for Llama Activities
EM4891 4-H Leader’s Manual for Llama Activities ©1994 International Llama Association. 1 4-H MOTTO “TO MAKE THE BEST BETTER” 4-H CLUB PLEDGE I PLEDGE: MY HEAD TO CLEARER THINKING MY HEART TO GREATER LOYALTY MY HANDS TO LARGER SERVICE, AND MY HEALTH TO BETTER LIVING FOR MY CLUB, MY COMMUNITY, MY COUNTRY, AND MY WORLD. PLEDGE TO THE FLAG I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. This manual has been approved by the Wyoming State 4-H Office. It has not yet been submitted to the National 4-H Office for approval. You may wish to submit this for approval in your individual state. 2 TABLE OF CONTENTS Introduction to the Llama ............................................................................ 5 Project Books by Age Group: Mini ..........................................................................................................9 Beginner ................................................................................................ 19 Intermediate .......................................................................................... 33 Advanced ...............................................................................................49 4-H Leader’s Answer Guide ......................................................................... 67 Mini ........................................................................................................68 Beginner ............................................................................................... -
Comprehensive List of Biblically Clean and Unclean Foods Clean Foods Are Those Which in Their Natural State Do Not Harm the Huma
Comprehensive List of Biblically Clean and Unclean Foods Clean foods are those which in their natural state do not harm the human body and which man can use for his nourishment. Unclean foods are those which are unhealthy to consume and are poisonous to the body. The Bible discusses the topic of what foods are good and bad for Man to eat in Leviticus 11 and Deuteronomy 14. Clean Land Animals Antelope Deer Goat Ox (Venison) Bison Elk Hart Reindeer (Buffalo) Caribou Gazelle Ibex Sheep (Lamb, Mutton) Cattle Moose (Beef, Veal) Clean Birds Chicken Grouse Pigeon Sparrow (and other songbirds) Dove Guinea fowl Prairie chicken Swan * Partridge Ptarmigan Teal Goose Peafowl Quail Turkey Pheasant Sagehen Clean Insects Clean insects include types of locusts that may include crickets and grasshoppers Clean Fish Albacore Hardtail Mullet Shad (Crevalle, Horse (Blue Runner) Mackerel, Jack) Alewives Herring Muskellunge Sheepshead (Branch, River Herring) (Alewife, Branch, Glut. (Jacks) Lake, River, Sea Herrings) Anchovy Kingfish Orange Roughy Silver Hake (Whiting) Barracuda Long Nose Sucker Perch Silversides (Northern or Red (Bream) Striped Sucker) Bass Common Sucker Pike Smelt (Fr. Water Mullet, (Pickerel, Jack) (Frost or Ice Fish) White Sucker) Black Drum Crappie Pig Fish Snapper (Black or White (Ebu, Jobfish, Lehi, Crappies) Onaga, Opakapaka, Uku) Black Pomfret Drum Pollack Snook (Monchong) (Pollock, Boston (Gulf Pike) Bluefish) Blue Runner Flounder (Dab, Pompano Sole (Hardtail) Gray, Lemon Sole, Summer or Winter Flounder, Yellow Tail) Bluebacks Grouper -
North Carolina Department of Agriculture and Consumer Services Veterinary Division
North Carolina Department of Agriculture and Consumer Services Veterinary Division North Carolina Premise Registration Form A complete application should be emailed to [email protected], faxed to (919)733-2277, or mailed to: NC Department of Agriculture Veterinary Division 1030 Mail Service Center Raleigh, NC 27699-1030 If needed, check the following: ☐ Cattle Tags ☐ Swine Tags Premises Owner Account Information Business/Farm Name: Business Type: ☐Individual ☐Incorporated ☐Partnership ☐ LLC ☐ LLP ☐ Government Entity ☐Non-Profit Organization Primary Contact: Phone Number: Mailing Address: City: State: Zip: County: Email Address: Secondary Contact (Optional): Phone Number: Premises Information: Primary location where livestock reside. If animals are managed on separate locations, apply for multiple premises ID’s. Premises Type: ☐Production Unit/Farm/Ranch ☐Market/Collection Point ☐Exhibition ☐Clinic ☐Laboratory ☐ Non-Producer Participant (ie: DHIA, non-animal perm, etc.) ☐Slaughter Plant ☐Other: Premises Name: Premises Address (If different from mailing address): City: State: Zip: County: GPS Coordinates at Entrance (If known): Latitude N Longitude W Species Information: Check all that apply. Quantities of animals are only reported to the state database. This information is protected by GS 106-24.1. This and all other statues can be viewed at www.ncleg.net. If you grow poultry or swine on a contract for a corporation, please indicate production system and corporation for which you grow. Cattle Quantity Equine Quantity Goats Quantity Sheep -
4-H Cavy Round Robin Questions
4-H Cavy Round Robin Questions Breeds/Cavy info 1. Q. How many breeds currently are accepted by ACBA? A. 13 2. Q: What does ACBA stand for? A: American Cavy Breeders Association 3. Q. Name three general disqualifications A. Visible illness, external parasites, coat faults, bare spots where there should be hair, broken or missing teeth, pregnant sows, incorrect color variety. 4. Q. Which breed of cavy has rosettes? A: Abysinnian 5. Q: what is the difference between a fault and a disqualification? A: A fault is a defect in the animal that will result in subtraction of points. Disqualification is a feature/aspect/characteristic/requirement that is not met or should not be present and results in the animals disqualification from show. 6. Q: what are the 5 color groups? A: self, agouti, solid, marked, Tan. 7. Q: What is a crest? A: a rosette found on the forehead of a crested cavy. 8. Q: Name three Breeds of Cavy A: American, American Satin, Abyssinian, Abyssinian Satin, Coronet, Peruvian, Peruvian Satin, Silkie Satin, Silkie, Teddy, Teddy Satin, Texel, White Crested. 9. Q: What is a pedigree? A: A document that shows the ancestry of your cavy back 3 generations. 10. Q: Name the 4 long haired breeds A: Peruvian, silkie, texel, coronet. Anatomy 1. Q: What is a male cavy called? A: A boar 2. Q: What is a female cavy called? A: A sow 3. Q: What is a baby cavy called? A: A pup 4. Q: How many toes do cavies have on their front and back feet? A: 4 on their fronts and 3 on their backs 5. -
South American Camelids – Origin of the Species
SOUTH AMERICAN CAMELIDS – ORIGIN OF THE SPECIES PLEISTOCENE ANCESTOR Old World Camels VicunaLLAMA Guanaco Alpaca Hybrids Lama Dromedary Bactrian LAMA Llamas were not always confined to South America; abundant llama-like remains were found in Pleistocene deposits in the Rocky Mountains and in Central America. Some of the fossil llamas were much larger than current forms. Some species remained in North America during the last ice ages. Llama-like animals would have been a common sight in 25,000 years ago, in modern-day USA. The camelid lineage has a good fossil record indicating that North America was the original home of camelids, and that Old World camels crossed over via the Bering land bridge & after the formation of the Isthmus of Panama three million years ago; it allowed camelids to spread to South America as part of the Great American Interchange, where they evolved further. Meanwhile, North American camelids died out about 40 million years ago. Alpacas and vicuñas are in genus Vicugna. The genera Lama and Vicugna are, with the two species of true camels. Alpaca (Vicugna pacos) is a domesticated species of South American camelid. It resembles a small llama in superficial appearance. Alpacas and llamas differ in that alpacas have straight ears and llamas have banana-shaped ears. Aside from these differences, llamas are on average 30 to 60 centimeters (1 to 2 ft) taller and proportionally bigger than alpacas. Alpacas are kept in herds that graze on the level heights of the Andes of Ecuador, southern Peru, northern Bolivia, and northern Chile at an altitude of 3,500 m (11,000 ft) to 5,000 m (16,000 ft) above sea-level, throughout the year. -
Taming the Wild Aurochs
Oklahoma Ag in the Classroom Taming the Wild Aurochs Objective Students will read about and research the domestication of animals. Students will create a timeline of the domestication of animals. Oklahoma Academic Background All domesticated animals have their origins in wild ancestors, Standards but it takes hundreds of years for an animal species to be completely GRADE 6 domesticated. Humans had already been domesticating animals for Speaking and Listening: R.1,2,3; thousands of years before anyone began recording history. The first W.1,2. Reading and Writing domesticated animals were probably raised as pets, for sports, or Process: R.1,2,3. Critical Reading for religious purposes. Archaeologists believe people did not begin and Writing: R.6. Research: to domesticate animals until they had settled into communities and R.1,2,3; W.1,2,3,4 established reliable food supplies through farming or fishing. Life Science: 2-1,2 The dog was the first animal to be domesticated, probably 10,000 to 12,000 years ago. Sheep and goats came next, around 7,000 BC, in the GRADE 7 Middle East and Central Asia. Cattle were domesticated in South Asia, the Speaking and Listening: R.1,2,3; Middle East and Europe by 4,000 BC. Pigs were domesticated at about the W.1,2. Reading and Writing same time. Present-day cattle derive from the wild aurochs (or-oks), a huge Process: R.1,2,3. Critical Reading beast which sometimes stood five feet at the withers, had horns three feet and Writing: R.6. Research: long and weighed a ton. -
Slaughter and Killing of Minority Farmed Species
Charity Registered in England & Wales No 1159690 Charitable Incorporated Organisation Technical Note No 25 Slaughter and Killing of Minority Farmed Species Summary The last twenty years or so have seen many big changes in British agriculture. The livestock sector in particular has had to change radically to adapt to new legislation, stricter production standards set by the customer and changes to the subsidy system. Some livestock farmers have diversified into the rearing of species not indigenous to the UK: these include the Asian water buffalo, North American bison, ostrich, camelids and species that lived here in ancient times, such as wild boar. As with domestic livestock, these animals are bred and reared for various reasons, the main ones being milk, meat and wool or fibre production. When slaughtering or killing these animals, it is highly likely that the slaughterman and/or veterinary surgeon will be presented with a number of challenges not normally experienced with domesticated livestock. It is essential that careful planning and preparation takes place before any attempt is made to slaughter or kill these animals. Humane Slaughter Association The Old School. Brewhouse Hill Wheathampstead. Herts AL4 8AN, UK t 01582 831919 f: 01582 831414 e: [email protected] w: www.hsa.org.uk Registered in England Charity No 1159690 Charitable Incorporated Organisation www.hsa.org.uk What are the minority farmed species in the UK? For the purposes of this leaflet, they are deer, ostrich, wild boar, water buffalo, bison and camelids (alpaca and llama). These all present meat hygiene and slaughter staff with new challenges due to physical and behavioural differences compared to traditional domestic livestock (cattle, sheep, goats, pigs and horses). -
Prospects for Rewilding with Camelids
Journal of Arid Environments 130 (2016) 54e61 Contents lists available at ScienceDirect Journal of Arid Environments journal homepage: www.elsevier.com/locate/jaridenv Prospects for rewilding with camelids Meredith Root-Bernstein a, b, *, Jens-Christian Svenning a a Section for Ecoinformatics & Biodiversity, Department of Bioscience, Aarhus University, Aarhus, Denmark b Institute for Ecology and Biodiversity, Santiago, Chile article info abstract Article history: The wild camelids wild Bactrian camel (Camelus ferus), guanaco (Lama guanicoe), and vicuna~ (Vicugna Received 12 August 2015 vicugna) as well as their domestic relatives llama (Lama glama), alpaca (Vicugna pacos), dromedary Received in revised form (Camelus dromedarius) and domestic Bactrian camel (Camelus bactrianus) may be good candidates for 20 November 2015 rewilding, either as proxy species for extinct camelids or other herbivores, or as reintroductions to their Accepted 23 March 2016 former ranges. Camels were among the first species recommended for Pleistocene rewilding. Camelids have been abundant and widely distributed since the mid-Cenozoic and were among the first species recommended for Pleistocene rewilding. They show a range of adaptations to dry and marginal habitats, keywords: Camelids and have been found in deserts, grasslands and savannas throughout paleohistory. Camelids have also Camel developed close relationships with pastoralist and farming cultures wherever they occur. We review the Guanaco evolutionary and paleoecological history of extinct and extant camelids, and then discuss their potential Llama ecological roles within rewilding projects for deserts, grasslands and savannas. The functional ecosystem Rewilding ecology of camelids has not been well researched, and we highlight functions that camelids are likely to Vicuna~ have, but which require further study. -
Fur, Feathers, and Scales
ZAP!ZAP! Zoo Activity Packet Fur, Feathers, and Scales A Teacher's Resource for Grade 1 www.kidszoo.org Fur, Feathers, and Scales/Grade 1 Fur, Feathers and Scales ZAP! Zoo Activity Packet Table of Contents Learning Objectives page 3 Background Information for the Teacher page 4 Pre-Visit Activities page 7 At-the-Zoo Activities page 12 Post-Visit Activities page 15 Resources page 24 Evaluation Form page 29 Fort Wayne Children's Zoo Activity Packet 2 www.kidszoo.org Fur, Feathers, and Scales/Grade 1 Fur, Feathers, and Scales Zoo Activity Packet Learning Objectives The work sheets and activities in this Zoo Activity Packet are suggested to help students learn that: 1. Animals have different body coverings depending on what class they belong to: Mammals - fur or hair Birds - feathers Reptiles - dry scales Amphibians - moist, smooth skin Fish - wet, slimy scales 2. Animal coverings come in a variety of colors and patterns. 3. Colors and patterns protect animals by: -helping them blend into their surroundings (example: a tiger in tall grass). -making them look like something else (example: a walking stick insect). -warning others to stay away (example: skunk). 4. Animals bodies are different shapes and sizes. They don’t all have the same characteristics (example: number of legs, position of eyes and ears on head, tails, toes, etc.). Fort Wayne Children's Zoo Activity Packet 3 www.kidszoo.org Fur, Feathers, and Scales/Grade 1 Background Information for the Teacher: Animal Body Coverings Types of Body Coverings So we can study them more easily, animals are grouped into classes according to their characteristics. -
Ideas for Llama and Alpaca Learning Activities Advanced Level
OHIO STATE UNIVERSITY EXTENSION Ideas for Llama and Alpaca Learning Activities Advanced Level Need more ideas for your llama or alpaca project? There are hundreds of things you can do! You are being asked to complete at least five activities each year. Use this list, the 4-H Llama and Alpaca Resource Handbook, and your imagination, and then write your ideas in your Llama and Alpaca Project and Record Book. Have fun! Help a new 4-H member select an animal for his or her alpaca or llama project. Name four procedures for administering medication and proper injection sites to your animal. Help a new 4-H member prepare an animal for showing. Visit three llama or alpaca farms to discuss management practices. Design a file that describes the diseases a llama or alpaca can acquire. For each disease, include a description, treatment, and preventive measures. Enter and exhibit your project animal in an open class show. Give four reasons why it is important to keep accurate and up-to-date records. Review each animal record in your herd for economic value, health history, reproductive history, disposition, and conformation. Describe how manure benefits soil quality and list the primary nutrients found in llama or alpaca manure. Assist with conducting an alpaca or llama show, clinic, or auction. Explain to a younger member the parts of a medication insert. Explain a good feeding schedule and why it is important to maintain. Teach the parts of a llama or alpaca to younger members of your club. Describe the breeding habits of llamas and alpacas.