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Sterilization, Hunting and Culling : Combining Management Approaches for Mitigating Suburban Deer Impacts
Poster Presentation Sterilization, Hunting and Culling: Combining Management Approaches for Mitigating Suburban Deer Impacts J.R. Boulanger University of North Dakota P.D. Curtis and M.L. Ashdown Cornell University ABSTRACT: Based on decades of growing deer impacts on local biodiversity, agricultural damage, and deer-vehicle collisions, in 2007 we implemented an increasingly aggressive suburban deer research and management program on Cornell University lands in Tompkins County, New York. We initially divided Cornell lands into a suburban core campus area (1,100 acres [4.5 km2]) and adjacent outlying areas that contain lands where deer hunting was permitted (~4,000 acres [16.2 km2]). We attempted to reduce deer numbers by surgically sterilizing deer in the core campus zone and increasing harvest of female deer in the hunting zone through an Earn-a-Buck program. During the first 6 years of this study, project staff spayed 96 female deer (>90% of all deer on campus); 69 adult does were marked with radio transmitters to monitor movements and survival. From 2008 to 2013, hunters harvested >600 deer (69–165 each hunting season). By winter 2013, we stabilized the campus deer herd to approximately 100 animals (57 deer/mi2 [22 deer/km2]), a density much higher than project goals (14 deer/mi2). Although we reduced doe and fawn numbers by approximately 38% and 79%, respectfully, this decrease was offset by an increase in bucks that appeared on camera during our population study. In 2014, we supplemented efforts using deer damage permits (DDP) with archery sharpshooting over bait, and collapsible Clover traps with euthanasia by penetrating captive bolt. -
Margaret Becker Seabee Battalion Repairs Eroding Cliffline
March 25, 2021 Volume 31, Issue 6 U.S. Naval Activities Spain No Mother Left Seabee Battalion DGF Senior Selected Behind: Margaret Repairs Eroding as Navy Finalist in Becker Cliffline Military Child of the Page 4 Page 12 Year Award Page 18 2 March 25, 2021 | COASTLINE Leadership Corner A Message from the Installation Safety Officer COASTLINE STAFF First of all, safely. That text or phone call can wait until you get to your I would like to destination and are safely stopped and parked. Thanks! Commanding Officer recognize the Our safety focus this year has been on risk identification, Capt. David S. Baird Naval Station risk assessment and risk reduction and will continue to be our Executive Officer (NAVSTA) focus moving forward. Annual risk assessments (RA) are the Cmdr. Justin Canfield Rota Safety cornerstone of a sound safety program. The RAs are what Department who drive the services we provide to you, our customers, based Command Master Chief CMDCM Kimberly Ferguson works tirelessly on the hazards and risks you are exposed to while performing each and every your important job tasks in support of our warfighting team. Public Affairs Officer day to ensure There are currently seven safety professionals in the Lt. Lyndsi Gutierrez we are providing department but we cannot be everywhere and see everything, [email protected] 727-1680 Team Rota with especially during reduced manning due to COVID. This is why the most current, we must rely on you, the members of Team Rota, to help us as Deputy Public Affairs Officer timely and our eyes and ears. -
Fast Facts on Canada's Commercial Seal Hunt
Fast Facts on Canada's Commercial Seal Hunt About the Hunt: Canada's commercial seal hunt is the largest slaughter of marine mammals on Earth. In just 10 years, over two million seals have been killed for their fur. This does not include the tens of thousands of injured seals who have died below the ice. 97 percent of the seals killed in the past 10 years have been less than three months of age. Many of these defenseless seals did not yet know how to swim. In 2001, an independent veterinary panel concluded that the seal hunt results in considerable and unacceptable suffering. They noted that in 42 percent of the seals examined there was not enough evidence of cranial injury to even guarantee unconsciousness at the time of skinning. Harp seals rely on sea ice to give birth to and nurse their pups and they need the ice to remain intact until the pups are strong enough to survive in open water. Climate change has caused sea ice to diminish at an alarming rate off Canada’s east coast in the harp seal birthing grounds. Sea ice formation has been well below average for each of the past 15 years, with 2010 having the lowest sea ice formation on record. The Canadian government has estimated up to 100% mortality in harp seal birthing areas when the sea ice did not form or melted too early in the season. Despite this, the Canadian government continues to authorize massive harp seal quotas each year. The Humane Society of the United States takes no issue with subsistence seal hunting by aboriginal people. -
View the Poster Presentation
Veterinary Report on Bullfighting A Behavioral Assessment of the Distress Experienced by Bulls in the Bullfighting Arena Susan Krebsbach, DVM Veterinary Advisor Humane Society Veterinary Medical Association/USA [email protected] +1 608-212-2897 Mark Jones, Veterinarian Executive Director Humane Society International/UK [email protected] +44(0)207 4905288 TABLE 1: BULLFIGHTING DISTRESS SCALE Introduction 1 Causing pain and distress in animals is an ethically serious matter, particularly Category Descriptor Score Length Total Comments when it is done in the name of entertainment. This study aims to provide a of Time Score method for identifying and quantifying the distress experienced by bulls during bullfights, utilizing established observational methodologies for evaluating BREATHING Normal breathing 0 distress in bovines and other animals. Elevated (faster) breathing 2 Labored breathing 4 This report applies a distress scale, which includes evaluations of behaviors that Open mouth breathing 5 are indicative of pain, to review activities which are of concern from an animal Open mouth breathing with 6 welfare standpoint. Specifically, the distress scale is used as a way to quantify tongue hanging out the distress experienced by bulls in the bullfighting arena through behavioral observation from twenty eight bullfights in six different locations in Spain. LOCOMOTION Normal mobility 0 Charging 4 The objectives of this study are to: 2 Retreating away from the matador 5 Slowing down/Delayed motion 6 • Provide repeatable scientific evidence that bulls experience distress, and Reluctance to move 8 therefore suffer, in the bullfighting arena. Difficulty moving/Stumbling/Disoriented 9 Inability to move 10 • Raise ethical concerns about this suffering. -
The Politics of Bulls and Bullfights in Contemporary Spain
SOCIAL THOUGHT & COMMENTARY Torophies and Torphobes: The Politics of Bulls and Bullfights in Contemporary Spain Stanley Brandes University of California, Berkeley Abstract Although the bullfight as a public spectacle extends throughout southwestern Europe and much of Latin America, it attains greatest political, cultural, and symbolic salience in Spain. Yet within Spain today, the bullfight has come under serious attack, from at least three sources: (1) Catalan nationalists, (2) Spaniards who identify with the new Europe, and (3) increasingly vocal animal rights advocates. This article explores the current debate—cultural, political, and ethical—on bulls and bullfighting within the Spanish state, and explores the sources of recent controversy on this issue. [Keywords: Spain, bullfighting, Catalonia, animal rights, public spectacle, nationalism, European Union] 779 Torophies and Torphobes: The Politics of Bulls and Bullfights in Contemporary Spain s is well known, the bullfight as a public spectacle extends through- A out southwestern Europe (e.g., Campbell 1932, Colomb and Thorel 2005, Saumade 1994), particularly southern France, Portugal, and Spain. It is in Spain alone, however, that this custom has attained notable polit- ical, cultural, and symbolic salience. For many Spaniards, the bull is a quasi-sacred creature (Pérez Álvarez 2004), the bullfight a display of exceptional artistry. Tourists consider bullfights virtually synonymous with Spain and flock to these events as a source of exotic entertainment. My impression, in fact, is that bullfighting is even more closely associated with Spanish national identity than baseball is to that of the United States. Garry Marvin puts the matter well when he writes that the cultur- al significance of the bullfight is “suggested by its general popular image as something quintessentially Spanish, by the considerable attention paid to it within Spain, and because of its status as an elaborate and spectacu- lar ritual drama which is staged as an essential part of many important celebrations” (Marvin 1988:xv). -
English for Specific Purposes 1 Esercitazioni (James)
DISPENSA A.A. 2018 – 2019 English for Specific Purposes 1 Esercitazioni (James) Risk Recreation Ethical Tourism Cultural Heritage (051-2097241; [email protected]) 1 Contents Page 1 Writing 3 Guidelines on essay assessment, writing, style, organization and structure 2 Essay writing exercises 13 3 Reading texts (including reading, listening and writing exercises) Risk Recreation: Tornado Tourism (essay assignment) 20 Ethical tourism: Canned Hunting 28 Pamplona Bull Running 36 La Tomatina 43 Museums and the Ownership of Cultural Heritage: The Rosetta Stone, The Parthenon Marbles, The Mona Lisa 45 (essay assignment) The Impact of Mass Tourism: Venice, Florence, Barcelona 68 All the copyrighted materials included in this ‘dispensa’ belong to the respective owners and, following fair use guidelines, are hereby used for educational purposes only. 2 1 Writing Guidelines on essay assessment, writing, style, organization and structure Assessing writing: criteria Exam task: 500-word argument essay 1 Task achievement (9 points) Has the student focused on the question and respected the length? Fully answers the question in depth. Answers the question in sufficient depth to cover the main points. There are some unnecessary or irrelevant ideas. There are too many minor issues or irrelevant ideas dealt with. Shorter than the required length. Does not answer the question. Much shorter than the required length. 2 Structure and organization (9 points) Does the essay have a structure? Is there an introduction and conclusion? Is the body divided into paragraphs which are linked? There is a suitable introduction and conclusion. Paragraphs and sentences link up and make the essay easy to read and the text easy to understand. -
Coexisting with Deer an Advocate’S Guide for Preventing Deer Culls in Your Community
Coexisting with Deer An advocate’s guide for preventing deer culls in your community How to use this toolkit We fight the big fight for all animals, but we can’t do it without your help. This toolkit is designed to add power to your passion; to enable you to be the most effective advocate for the deer in your community. Suburban development has created an environment in which deer thrive; our backyards provide the “edge” habitat (where forest meets field) they prefer, offering ample supply of food and water. Access to abundant resources leads to healthy deer and higher reproductive rates, and as deer populations increase, so too do deer-human conflicts. The result too often is an assumption that there are “too many deer” and a call for lethal control. This toolkit is designed to empower advocates like you to take action, be it against planned lethal measures, or proactively encouraging the adoption of a humane deer management plan. It’s often thought that the voice of a large, national organization is enough, but the voice of a constituent – yours! – is actually the most powerful tool in the fight for the welfare of deer in your community. Local decision-makers want to hear from you, not an outsider. A groundswell of local opposition to a deer cull, or in support of a humane deer management plan, has the greatest impact. This toolkit will provide guidance on how best to voice your opinion, and how to inspire others to do the same. The toolkit is organized as follows: o Learn the issue: Knowing more about the types of conflicts your community may be having with deer can help you better understand how to address them humanely. -
The Use of Animals in Sports
Existence, Breeding, a,nd Rights: The Use of Animals in Sports Donald Scherer Bowling Green State University Against these lines of argument one frequently encounters a certain objection. It is argued that since the animals for fighting, hunting and racing exist only because they have been bred for such human uses, human beings are justified in so treating them. The purpose of this paper is to evaluate this line ofobjection, or to speak more precisely, to evaluate the two distinct objections implicit in this line. For the objection may be either that (l) the present uses of the animals are justified because they are better for the animals than the Standardly, philosophical arguments about the alternative, namely non-existence, or that quality of treatment human beings owe nonhuman animals! rest on two bases. Peter Singer is famous (2) breeding an animal for a purpose gives the for arguing from the capacity of animals to feel pain breeders (transferable) rights over what they to the conclusion that since almost none of the pain have bred. human beings cause animals is necessary, almost none of it is morally justifiable (Singer, 1989, pp. 78-79). I shall pursue these alternatives sequentially. Singer rests his case on the premise that who suffers pain does not affect the badness of the suffering, so The Value of Existence that, without strong justification, the infliction of pain is universally wrong (Ibid., pp. 77-78). Tom Regan is The strength ofthe first form ofthe objection rests on equally famous for his argument that the beliefs and a common intuition comparing the values of existence desires which normal one year-old mammals clearly and non-existence. -
Wilderness House Literary Review 6/3 Mary Marwitz Sol Y Sombra
Wilderness House Literary Review 6/3 Mary Marwitz Sol y Sombra: Sun and Shade Raul Rivera, dressed in his traje de luces to take his final exam at Ma- drid’s Escuela de Tauromaquia, struggles to adjust the final pieces of his “suit of lights.” At fourteen he is the youngest of the students graduating from this school that prepares them for the life and art of bullfighting; among its star graduates shines José Cubero, known as “Yiyo” to the affectionate thousands who came to see him master the bulls with his hypnotic eye and lithe, sinuous body movements that drew a taut line from the sand to the sky, his arm and torso and legs one fluid stroke. Quite a goal for young Raul, who has not yet mastered the intricate folds of his parade cape. I watch him with a student’s eye; I am in Madrid to learn about the life and art of writing, with a focus on bullfighting, a far cry from the classes of first-year composition I teach in my regional university back in the U.S., (and where I have taught since Raul was a toddler. I am not the youngest member among my classmates.) This is actually the third time I have returned to school when my life threatened to unravel and leave me unclothed, the third time I have sought its distracting difficulty to test me. With school to shape and focus my energies, I reason that if I can figure out academic solutions, I can learn to sidestep dreadful routines of home, demands of eldercare, limitations of my own age; new challenges allow me to spin away from myself. -
Ferdinand the Bull
Ferdinand The Bull Educator Study & Performance Guide Table of Contents Table of Contents 2 About the guide, Inspiration behind the ballet, Credits 3 Standards Met by viewing Nashville Ballet’s Ferdinand the Bull 4 Pre Performance Discussion and Topics and Research 5-6 During the performance observations 7 Post Performance Reflection 8 Classroom Activities Speak Like a Matador - Literacy 9 Class Guided Tour – Literacy 10 Ferdinand’s Flower Garden – Literacy and Science 11 Ferdinand’s Flowers and Friends – Literacy and Science 11 Create Your Own Funny Hat- Visual Art 12 Become a Young Picasso – Visual Art 13 Become the Rhythm – Music 14 2 About the Ferdinand The Bull Educator Guide This guide is designed to enhance your performance experience by connecting our presentation to the classroom. You will find pre- and post- performance discussion topics designed to guide students as they watch the performance and later interpret it for themselves. You will also find suggested lesson plans and activities that meet the academic standards set forth by the State of Tennessee. Each of these lesson plans can be modified as you see fit to accommodate students, pre-K to 5th grade. We hope you find this guide helpful in creating a well-rounded experience for you and your students, and, more importantly, we hope it begins to create and foster a lifelong passion and enthusiasm for the arts for your students. The Inspiration Behind Nashville Ballet’s Ferdinand The Bull Nashville Ballet’s Ferdinand The Bull is inspired by The Story of Ferdinand, the heartwarming tale of a mild mannered Spanish fighting bull who would much rather sit peacefully and smell wild flowers than fight with the other bulls. -
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The Story of Ferdinand by Munro Leaf Questions for Socratic Discussion by Adam and Missy Andrews
The Story of Ferdinand by Munro Leaf Questions for Socratic Discussion by Adam and Missy Andrews © 2006, The Center for Literary Education 3350 Beck Road Rice, WA 99167 (509) 738-6837 [email protected] www.centerforlit.com Contents Introduction 1 Questions about Context 3 Questions about Structure: Conflict and Plot 4 Questions about Structure: Setting 6 Questions about Structure: Characters 6 Questions about Structure: Theme 7 Story Chart 8 Introduction This teacher guide is intended to assist the teacher or parent in conducting meaningful discussions of literature in the classroom or home school. Questions and answers follow the pattern presented in Teaching the Classics , the Center for Literary Education’s two day literature seminar. Though the concepts underlying this approach to literary analysis are explained in detail in that seminar, the following brief summary presents the basic principles upon which this guide is based. The Teaching the Classics approach to literary analysis and interpretation is built around three unique ideas which, when combined, produce a powerful instrument for understanding and teaching literature: First: All works of fiction share the same basic elements — Context, Structure, and Style . A literature lesson that helps the student identify these elements in a story prepares him for meaningful discussion of the story’s themes. Context encompasses all of the details of time and place surrounding the writing of a story, including the personal life of the author as well as historical events that shaped the author’s world. Structure includes the essential building blocks that make up a story, and that all stories have in common: Conflict, Plot (which includes exposition , rising action , climax , denouement , and conclusion ), Setting, Characters and Theme.