Topics Covered in this Section
2. Course Rationale & Justification
8. How will this course be conducted?
10. Detailed Semester Schedule
ENRM 2003 Course Outline
A very important feature of this course [that was specially designed by me to help make your learning enjoyable] was/is that the course has four (4) learning and teaching approaches. They are as follows:
- Lectures -Didactic or the Face to Face mode i.e. You listening to the lecturers, but this year for the very first time, they will be doing very little talking [most of your notes will be given to you in advance as PDF files;
- Field Trips - to the Emperor Valley Zoo [EVZ] i.e. You will be making your own observations within a real Animal Production Environment and
- A Group Activity- This year each group will be asked to develop a “Neo- tropical Animal Fact Sheet” for a selected Neo-tropical Animal, and each group will be asked to present this to the Class through the use of the computer.
The “Fact Sheet” will be in a standard format that will be given to the groups. The presentation/fact sheet will have to include text, pictures and video clips. The time allocated for each presentation will be 10 minutes, with 5 minutes for questions and answers.
This year as well we shall have an innovation; this will be a Teaching Assistant [at a distance]. A Ph.D. candidate Miss Stacey Syne will be working with the class at a distance. She will not be physically present but you shall be in touch with her for the entire semester electronically, through the Google Group Account, the Website of the Open School of Tropical Animal Science and Production and through simple emails. She will be involved with each group relating to her in The Components of the Project Activity that would be later described for you.
I assure you that if you work on the activities within the group to which you will be assigned this semester, by the end of the 13th week of the semester you can walk out of the classroom and write the exam with ease!!
I would also like you to study in detail the Course Cover below. It contains a lot of information!
2. Course Rationale and Justification
There are only a few places in the world where university courses in the “Management of Neo-tropical Animal Wildlife” are offered. There are even fewer courses available in the world on the husbandry of captive Neo-tropical animal wildlife species. Most of these courses when offered have not been easily available and when and where they were available they usually needed substantial funding to bring together participants from wide geographic locations.
The widespread international interest at present being generated in conservation and environmental management has stimulated the need for an available course such as this one, with the emphasis on Neo-tropical Animals. In addition, the initiatives of AGENDA 21 have created [and would further create] the need for people to be further informed on wildlife management and conservation within the context of Neo-tropical Animals.
The Historical Context and the Problem of Neo-tropical Animals In the early 16th century “Los Conquistadores” from Spain came to the New World which included the Neo-tropics [Tropical North, Central and South America and the Caribbean].
The consequences of their interventions into the New World were as follows:
i. Genocide and the loss of (within the New World) the Mentifacts and Sociofacts of the Aztecs, Incas, Caribbean, South and Central American Native Peoples’ civilizations. This was initially chronicled by Bartholomew de las Casas the Archbishop of Hispaniola.
ii. The extraction of the Neo-tropical Plant Genetic Material from the New World to Europe.
iii. The consequence of this extraction was that the following species of plants that were originally from the New World have now become Modern Day Staples: Cassava (Manihot esculenta), Cocoa (Thoebroma cacao), Potatoes (Ipoema batatas, Solanum tuberosum), Tomatoes, Peppers,Maize (Zea mays).
Today we call Potatoes – “Irish Potatoes”.
iv. With the extermination of the native peoples and their knowledge of the their Neo-tropical Animals there was the consequent importation of European and Asian animals. All of the following modern day domestic animals are not native to the New World: Sheep (Ovis aries), Goats (Capra hircus), Cattle (Bos Taurus, B. indicus), Buffaloes (Bubalas bubalis), Horses (Equus caballus), Dogs (Canis lupus familiaris), Cats (Felis catus), Chickens (Gallus domesticus) and Pigs (Sus scrofa).
v. These animals also brought with them diseases and they did not have the resistance to the diseases present here. They are also not very adapted to our climatic environment. In addition these animals have been continued to be selected and bred under non-neo-tropical conditions and are now from a very narrow genetic base.
vi. This led to the complete neglect for almost 450 years of our Neo- tropical Animals. Today in most Latin American or Neo-tropical countries it is forbidden to rear these animals because they are contraband and because the modern world [or modern Neo-tropics] has been ignorant about them and have ignored them.
vii. Latin American and the Neo-tropical Societies are food insecure because we have lost the knowledge of our Neo-tropical animals. This we have to correct and reverse.
This course could therefore help to fill this gap and the need for information of this nature.
Animal species of importance in the Neo-tropics with the exception of the turkey (Melagris gallapavo) and the Muscovy duck (Cairina moschata) were introduced. The focus on Neo-tropical animal biodiversity and management in this course is necessary to sustainably evaluate, conserve and utilize indigenous species.
Neo-tropical animal non-domestic [wildlife] resources and management is a unique course which combines geography, physio-geography and culture to identify and manage Neo-tropical animal biodiversity. Through this course, students will be exposed to a diverse range of Neo-tropical animals and innovative sustainable management strategies.
Some Neo-tropical animal species like the leather back turtle (Dermochelys coriacea) will used to demonstrate the importance of conservation management. This course will be delivered by means of lectures, slides and videos, and also seek to enhance student participation via discussions on key issues. Students will be examined based on a field trip report, a group project presentation, a project write-up and a final examination.
This course aims to:
- Introduce students to the conventional principles of wildlife management and the importance of wildlife management to conservation efforts.
- Highlight the laws and organisations involved in international wildlife conservation.
- Enhance awareness of wildlife utilisation in Latin America and the Caribbean (Neo-tropics).
Upon completion of this course students will be able to:
- Classify neo-tropical animals
- Differentiate between the various approaches to management of biodiversity and neo-tropical animal wildlife
- Assess neo-tropical animals with potential for conservation and utilisation
- Design sustainable animal management plans
- Rate the various aspects of neo-tropical animal conservation and utilisation
- Explain the four basic traditional goals of wildlife management and how they are achieved
- Discuss the CITES accord, and its implementation
- Discuss the major international issues affecting wildlife in the world
- Recognise the areas of conflict between different schools of thought on wildlife management
- To be able to describe approaches at wildlife utilization within the Neo-tropics.
The animal kingdom; ecology; zoos; reptiles including leatherback turtles; wildlife management; wildlife and human health; wildlife production systems; wildlife and domestic livestock health; different conservation philosophies and CITES; the role of wildlife management in protecting global biodiversity; wildlife utilisation in Latin America.
The allocation of marks is such that
Coursework = 40% and the Final examination = 60%. The table below shows a breakdown on how these marks are distributed.
| Assessment | Percentage of total marks |
| Field Trip Attendance and Report | 5 |
| Project Preparation | 10 |
| Project Presentation | 5 |
| Project Electronic Write up | 20 |
| Final examination | 60 |
| Total | 100 |
8. How will the course be conducted?
The course will be made up as follows:
1] Course Introduction- This document.
2] Group Activity
- the formation of Groups
- Group assignment (time allocated for this during the Tutorial Session)
- Group “Neo-tropical Animal Factsheet” Electronic Document Development and Presentation
3] 1 five (5) hour Field Trip to the Emperor Valley Zoo [Saturday 31st January]
4] 9 two (2) Hour Lectures
5] 9 two (2) Hour Tutorial and Breakout Group Sessions to be used for the Group Activity
6] 1 fifteen [15] Minute Electronic Presentation [10 minutes presentation and 5 minutes Q&A] by each group.
At the start of the course you will be given the following:
- Course Outline and Lecture Schedule [which is this document]
- Your course lectures notes would be obtained from the Course website [you will then print out the material for you to read or you can store it on your computer]
- The Course Work and Assignments are worth 40% of the Final mark and the Final Exam would be worth 60%.
- The Activities are as listed in the table earlier.
The class will be divided into Neo-tropical Animal groupings, where each wil be responsible for filling out a Factsheet.More details can be found on the ENRM 2003 Coursework - Project page:
http://ostasp.brinkster.net/projectsenrm2003.html.
10. Detailed Semester Schedule (January to April 2015)
| Week # | Date | Activity |
| 2 | Monday 26th January | Introduction/Course Overview What is Wildlife? Where is the Neo-tropics Neotropical/Neo-tropical Animals The Animal Kingdom What is Ecology? |
| Thursday 29th January | Group Formation and Breakout | |
| Saturday 31st January | Field Trip Meet at 8:30 Emperor Valley Zoo 9:00 am to Objectives: 1] Role and Function of Zoos 2] Types of Zoos 3] Nature of Zoo Organizations 4] Nature of Zoo Exhibits 5] The Role and Importance of the Kitchen in Zoos- Field trip Question 6] Future Role of Zoos in Neo-tropical Animal Conservation- Field Trip Question 7] Group Activity #1 |
|
| 3 | Monday 2nd February | Different Conservation Philosophies [In situ and Ex situ] Ex Situ Conservation Zoos (history, types, role, management, organisations, zoos of the world, zoos of the Caribbean) |
| Thursday 5th February | Tutorial and Break out Group Session | |
| 4 | Monday 9th February | Threats to Wildlife The Value of Wildlife Wildlife Utilisation in Latin America |
| Thursday 12th February | Tutorial and Break out Group Session | |
| 5 | Thursday 19th February | Tutorial and Break out Group Session |
| 6 | Monday 23rd February | In Situ Conservation The Classical North American Approach Wildlife management (practice of wildlife management) -management of overabundant wildlife pests - management of overexploited and hunted or game species -management of endangered species -management of wildlife reserves and parks - organization and funding of wildlife management and ecotourism - the future of wildlife management-highlight the leather back turtle as an example |
| Thursday 26th February | Tutorial and Break out Group Session | |
| 7 | Monday 2nd March | Other In Situ Conservation Strategies -French Guyana - Latin America - Small Island States |
| Thursday 5th March | Tutorial and Break out Group Session | |
| 8 | Monday 9th March | The Synergy of Neo-tropical Animal [Wildlife] Conservation, Production and Utilization [CPU] |
| Thursday 12th February | Snakes and Conservation How to have a healthy relationship with the Snakes of Trinidad and Tobago [Retired Sgt. Anthony Z. Garcia] |
|
| 9 | Monday 16th March | An Introduction to Neo-tropical Animal Production systems An introduction to species production modelling – Rodents e.g. agouti (Dasyprocta leporina) and capybara (Hydrochoerus hydrochoeris) |
| Thursday 5th February | Tutorial and Break out Group Session | |
| 10 | Monday 23rd March | Issues: Wildlife and Domestic Livestock Health Issues: The different conservation philosophies and CITES Issues: The role of wildlife management in protecting global biodiversity Issues: The role of International Organization or Donor agencies |
| Thursday 26th February | Tutorial and Break out Group Session | |
| 11 | Monday 30th March Thursday 2nd April | Baptiste Liberation Day Tutorial and Break out Group Session |
| 12 | Monday 6th April Thursday 9th April | Easter Monday PRESENTATIONS Groups 1 to 8 |
| 13 | Monday 13th April Thursday 16th April | Groups 9 to 16 PRESENTATIONS Groups 17 to 20 PRESENTATIONS |
Anderson, S.H. 1999. Managing our Wildlife Resources. 3rd edition. New Jersey: Prentice Hall. Bolen, E.G. and Robinson, W.L. (999. Wildlife Ecology and Management. 4th edition. New
Jersey, USA: Prentice Hall.
Garcia, G. W. et al. 2005. The Collared Peccary/ Javelina/ Sajino/Poco do Monte/ Wild Hog/ Pakira/ Patira/ Taitetu/ Catete/Catto/ Quenk/ [Tayassu tajacu, Pecari tajacu]: Wildlife Farmers’ and Producers’ Booklet #2. 1stedition. Trinidad and Tobago: GWG Publications.
Garcia, G. W. et al 2014. The National Birds and an Endangered Bird of Trinidad and Tobago:]: Wildlife Farmers Booklet and Producers’ Manual #3. 1st edition. Trinidad and Tobago: GWG Publications. Available at the Websites: comfauna.org OR fundamazonia.org
Ojasti, J. 1996. Wildlife Utilization in Latin America: Current Situations and Prospects for Sustainable Management. FAO Conservation Guide, 25. Rome: FAO.
Primack, R. 1995. Primer of Conservation Biology. Massachusetts, USA: Sinauer Associates, Sunderland.
Silvius, K.M., Bodmer, R. and Fragoso, J. 2004. People in Nature - Wildlife Conservation in South and Central America. New York: Columbia University Press.
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T. 2004. The Agouti [Dasyprocta leporina, D. agouti]: Wildlife Farmers Booklet and Producers’ Manual #1. 1st edition. Trinidad and Tobago: GWG Publications.
Available at the Website: The Open School of Tropical Animal Science and Production
Bodmer, R.E. 1994. “Managing Amazonian Wildlife: The Case of the Reserva Comunal Tamshiyacu-Tahuayo.” In: Natural Connections: Perspective on Community Based Management, edited by D. Western, M. Wright and S. Strum, 113-134. Washington, D.C.: Island Press.
Brown, R.C., Garcia, G.W., Manick, M., and Poujade, S. 1998. A Case study: Wildlife farming in Trinidad. In: Proceedings of TA2000, 4-9 September, 1994. Tropical Agriculture, Special Issue: 171-174
Brown, R., Boos, H. and Garcia, G.W. 1992. A Repository of Indigenous Wildlife Genes at the Emperor Valley Zoo. In: Proceedings 6th Annual Seminar on Agriculture Research. NIHERST, Trinidad and Tobago.
Hutchins, M. and Conway, W. 1994. “Beyond Noah’s Ark: The Evolving Role of Modern Zoological Parks and Aquariums in Field Conservation.” 1994 International Zoo Yearbook, 34: 117-130.
Kleiman, D.G.; Allen, M., Thompson, K.V., Lumpkin, S. and Harris, H. (eds.) 1996. Wild Animals in Captivity, Principles and Techniques. Chicago: The University of Chicago Press.
Mench, J.A. and Kreger, D. 1996. “Ethical and welfare issues associated with keeping wild animals in captivity.” In: Wild Animals in Captivity, Principles and Techniques, edited by D.G. Kleiman, M. Allen, K.V. Thompson, S. Lumpkin, S. and H. Harris, 5-15. Chicago: The University of Chicago Press
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