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Academic literature on the topic 'Research in zoos'

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Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Research in zoos"

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Wehnelt, Stephanie, and Roger Wilkinson. "Research, conservation and zoos: the EC Zoos Directive – a response to Rees." Oryx 39, no. 2 (April 2005): 132–33. http://dx.doi.org/10.1017/s0030605305000347.

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Rees (2005) states in his critical review of the EC Zoos Directive that ‘zoos have no incentive to undertake conservation research because they can legitimately ignore this requirement providing they carry out an alternative conservation measure. Zoos therefore can comply with the EU Zoos Directive by doing nothing.’ Zoo conservation took a major step forward when the Council of EC Environment Ministers agreed in 1998 to an EC Zoos Directive to strengthen the conservation role of zoos. The Directive came into force in 1999 and requires that all Member States set up national systems for the licensing and inspection of zoos. The Zoo Licensing Act 1981 already implements many of the measures in the Directive, including the provision of proper accommodation and care for the animals, keeping up to date records, and taking appropriate measures to prevent escapes. But the requirements that zoos participate in conservation and education activities are new. Although many zoos already participate, the new legislation has made this a statutory requirement. Each European country is now responsible for enforcing the EU Directive with their national zoos. The Directive needs to be general because it applies to animal collections of very different sizes and structures. It cannot be expected that the Directive sets standards higher than is achievable for its smallest members.
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Rees, Paul A. "Will the EC Zoos Directive increase the conservation value of zoo research?" Oryx 39, no. 2 (April 2005): 128–31. http://dx.doi.org/10.1017/s0030605305000335.

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Article 9 of the Convention on Biological Diversity 1992 requires parties to adopt measures for the ex situ conservation of biodiversity. Within the European Union this has been implemented by the Zoos Directive. The Directive requires zoos and aquariums to adopt a conservation role. Zoos may comply with the Directive by undertaking research from which conservation benefits accrue. However, most current zoo research is concerned with behaviour, environmental enrichment, nutrition and reproduction, and is therefore largely irrelevant to ex situ conservation. It is unlikely that zoos will increase their output of conservation relevant research because most do not have appropriate resources. Furthermore, as an alternative to undertaking research, a zoo may comply with the Directive by engaging in training, information exchange or captive breeding. Most, if not all, zoos already engage in at least one of these activities and therefore may comply with the Directive by doing nothing.
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Roe, Katie, Andrew McConney, and Caroline F. Mansfield. "How Do Zoos ‘Talk’ to Their General Visitors? Do Visitors ‘Listen’? A Mixed Method Investigation of the Communication Between Modern Zoos and Their General Visitors." Australian Journal of Environmental Education 30, no. 2 (December 2014): 167–86. http://dx.doi.org/10.1017/aee.2015.1.

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AbstractModern zoos utilise a variety of education tools for communicating with visitors. Previous research has discussed the benefits of providing multiple education communications, yet little research provides an indication of what communications are being employed within zoos today. This research is a two-phased, mixed-methods investigation into the communication between zoos and their general visitors. Phase 1 involved an online questionnaire to which 176 zoos from 50 countries reported on the types of education communications they typically use for their general visitors. The second phase comprised nine zoo case studies, enabling direct observation and face-to-face interviews on site with zoo staff and zoo visitors. The findings of this research provide a snapshot of education communications offered to zoo visitors, and indicate that zoo exhibit signage remains the most prevalent medium. The findings further indicate that 95% of visitors read at least some exhibit signs and that more than 70% of participating zoos utilise person-to-person education. The implications of these findings for improving zoos’ educational communication are discussed.
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Nurzaidah Putri Dalimunthe, Hady Sukadi Alikodra, Entang Iskandar, Sri Suci Utami Atmoko, and Rahmad Lingga. "Visitor’s Perception About Orangutan Conservation In Indonesian Zoos." International Journal of Science, Technology & Management 2, no. 6 (November 20, 2021): 2209–17. http://dx.doi.org/10.46729/ijstm.v2i6.395.

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Zoos have four main roles namely conservation, research, education and recreation. Whether the existence of the zoo has succeeded in increasing or at least influencing people's perceptions of animal conservation should be investigated further. The research aimed to assess the image of the zoos and perception of the visitors about orangutan conservation. This study applied the questionnaire and methods to Indonesia zoo's, and examines the effect of the zoo at changing visitor's conservation awareness. The result showed that there were no significant difference acros the sites and between arrival dan departures. This could be caused by many reasons, for example the short visit time, minimal information obtained during the visit or the background of the visitors themselves.
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Nekolný, Lukáš, and Dana Fialová. "Zoo Tourism: What Actually Is a Zoo?" Czech Journal of Tourism 7, no. 2 (December 1, 2018): 153–66. http://dx.doi.org/10.1515/cjot-2018-0008.

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Abstract Zoos are one of the most visited tourist attractions worldwide - we should perceive them, therefore, not only as places where animals are kept, but also as places frequented by large numbers of people. This is why we talk of zoo tourism. However, there are different definitions of a zoo. This wide range of possible approaches to what actually the zoo is poses a major methodological problem for the research analysis as well as for the zoo management and related legislation. Zoos are historically and socially determined. We can talk not only about the evolution of zoos but also about the co-evolution of zoos alongside many types of zoos. Nowadays, there is no doubt that there is a large number of modern and naturalistic zoos oriented on conservation, but there are also many zoos designed as popular animal-based attractions where animals live in unsuitable conditions. The principal aim of this article is to introduce and discuss problematic approaches to what zoos are and to suggest a use of a wider zoo definition.
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MACDONALD, ALASTAIR A., and HERIBERT HOFER. "Editorial: Research in Zoos." International Zoo Yearbook 45, no. 1 (January 2011): 1–6. http://dx.doi.org/10.1111/j.1748-1090.2011.00145.x.

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Hopper, Lydia M. "Cognitive research in zoos." Current Opinion in Behavioral Sciences 16 (August 2017): 100–110. http://dx.doi.org/10.1016/j.cobeha.2017.04.006.

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Rees, Paul A. "Towards a research-based conservation identity for zoos – a reply to Wehnelt and Wilkinson, and Thomas." Oryx 39, no. 2 (April 2005): 135–36. http://dx.doi.org/10.1017/s0030605305000360.

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Wehnelt & Wilkinson (2005) suggest that I am confused about the aim of the Zoos Directive, stating that it is ‘… to further the conservation role of zoos rather than increasing research activities.’ On the contrary, they have confused the aim with the means of compliance. Participating in research is but one means by which a zoo may demonstrate a conservation role. I have not suggested that research activity should be increased, or that poorly resourced zoos should develop research programmes, or indeed that research is a compulsory activity. I have merely suggested that much of the research undertaken in zoos is not directly relevant to conservation and, as such, does not fulfil the requirements of the Directive. Wehnelt & Wilkinson have produced no evidence to the contrary.
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Man Shakya, Deepak. "After the Ark? Environmental Policy Making and the Zoo." Pacific Conservation Biology 8, no. 1 (2002): 66. http://dx.doi.org/10.1071/pc02066a.

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"AFTER the Ark? Environmental Policy Making and the Zoo" is the outcome of the research on zoos Mazur conducted between 1993 and 1999. The author metaphorically relates zoos to the story of Noah's Ark that saved all species during the great flood. Unlike Noah who had enough space, she underlines that today modern zoos face more restrictions in space and management policies. The author gives a clear picture of how zoos evolved from menageries to zoos today. She discusses the influence of the modern day environmental policies on how zoos are managed and its sustainability.
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Greenwell, Phillip J., Lisa M. Riley, Ricardo Lemos de Figueiredo, James E. Brereton, Andrew Mooney, and Paul E. Rose. "The Societal Value of the Modern Zoo: A Commentary on How Zoos Can Positively Impact on Human Populations Locally and Globally." Journal of Zoological and Botanical Gardens 4, no. 1 (January 13, 2023): 53–69. http://dx.doi.org/10.3390/jzbg4010006.

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Modern zoos and aquariums have evolved greatly since the end of the Second World War, to become centres of conservation excellence and scientific institutions for the study of animal behaviour, ecology, husbandry management. Whilst the impact of zoos and aquariums to biodiversity conservation, population management and advancement of species care is well documented, their positive impacts on society (including the communities that they are located within) is less well known. The four established aims of the modern zoo—Conservation, Education, Recreation (Engagement) and Research—provide a strong foundation for wider review and critique of the societal value of zoos and aquariums. This article synthesises what such value may be, and how it could be measured, from a systematic review of the literature pertaining to each of these four established aims. It also recommends areas of future scientific inquiry to further study the wider impact of zoos on their local communities and on human populations and behaviour more generally. Including Wellbeing as a fifth aim of the modern zoo would also cement their wider societal value. Further scrutiny of the societal value of the modern zoo enhances the value of the zoo’s living collection and the green spaces that it manages to provide accessibility to biodiversity and nature-centric education essential to long-term, planetary friendly human behaviour change.
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Dissertations / Theses on the topic "Research in zoos"

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Frede, David. "A tale of two zoos : a study in watching people watching animals." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/3762.

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Zoological gardens, or zoos, keep and display wild animals, mainly for the purposes of education, conservation and biological research. However, it is evident that a significant component of zoos is the vast number of people who visit them, since without the support of visitors, zoos would not be financially viable and would cease to exist. This research investigates the behaviours of these visitors and develops an understanding of their awareness relating to what they see and do while they are in the zoo, along with their motivations for visiting. The study focuses on two major metropolitan zoos in Australia: Adelaide (in South Australia) and Taronga (in Sydney, New South Wales). A brief historical account contextualises changes, raising awareness of the significance of visitors to the livelihood of zoos. More and more zoos are integrating into their management routines different programmes that relate to the care and welfare of the animals. Despite recent growth in scientific attention, which has focused on human-animal relationships, little research has been conducted relating to the human visitor in the zoo. To date, decisions made by administrators have been based upon assumptions of the visitors’ understanding of the work of zoos rather than on actual quantitative findings. This empirical research is significant in that it uses both quantitative and qualitative methods to appraise factual data and information. The data from unobtrusive tracking observations at different exhibits, combined with the results of questionnaire surveys, are used to explore and assess the perceptions of visitors. In developing a demographic profile of the people who visit zoos, this work considers the motivations and the frequency of visitors. Various factors that influence the viewing patterns of visitors are explored to assess the popularity of exhibits, and the perceptions of visitors relating to animals and enclosures are investigated, to assess the diverse levels of satisfaction. Case studies explore the perceptions and understandings of visitors towards the use of enrichment items, the use of signs and labels, and a hypothetical approach to the feeding of carnivores in zoos. The results are important in that they contribute essential knowledge that describes the perceptions of a wide range of people who visit zoos, along with their expectations, since it is crucial for these institutions to maintain their popularity with the public.
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Frede, David. "A tale of two zoos : a study in watching people watching animals." University of Sydney, 2007. http://hdl.handle.net/2123/3762.

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Doctor of Philosophy
Zoological gardens, or zoos, keep and display wild animals, mainly for the purposes of education, conservation and biological research. However, it is evident that a significant component of zoos is the vast number of people who visit them, since without the support of visitors, zoos would not be financially viable and would cease to exist. This research investigates the behaviours of these visitors and develops an understanding of their awareness relating to what they see and do while they are in the zoo, along with their motivations for visiting. The study focuses on two major metropolitan zoos in Australia: Adelaide (in South Australia) and Taronga (in Sydney, New South Wales). A brief historical account contextualises changes, raising awareness of the significance of visitors to the livelihood of zoos. More and more zoos are integrating into their management routines different programmes that relate to the care and welfare of the animals. Despite recent growth in scientific attention, which has focused on human-animal relationships, little research has been conducted relating to the human visitor in the zoo. To date, decisions made by administrators have been based upon assumptions of the visitors’ understanding of the work of zoos rather than on actual quantitative findings. This empirical research is significant in that it uses both quantitative and qualitative methods to appraise factual data and information. The data from unobtrusive tracking observations at different exhibits, combined with the results of questionnaire surveys, are used to explore and assess the perceptions of visitors. In developing a demographic profile of the people who visit zoos, this work considers the motivations and the frequency of visitors. Various factors that influence the viewing patterns of visitors are explored to assess the popularity of exhibits, and the perceptions of visitors relating to animals and enclosures are investigated, to assess the diverse levels of satisfaction. Case studies explore the perceptions and understandings of visitors towards the use of enrichment items, the use of signs and labels, and a hypothetical approach to the feeding of carnivores in zoos. The results are important in that they contribute essential knowledge that describes the perceptions of a wide range of people who visit zoos, along with their expectations, since it is crucial for these institutions to maintain their popularity with the public.
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Bishop, Joanna Kelly. "Predictable feeding in zoos : research methods and behavioural effects." Thesis, University of Plymouth, 2013. http://hdl.handle.net/10026.1/1580.

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The behaviour of zoo animals can come to anticipate temporally predictable feeding times. However, there is a lack of consensus over the effects of such routines on behaviour and welfare. Few studies have been published in this area, perhaps in part due to methodological challenges. The current programme of work therefore aimed to extend knowledge on the effect of predictable feeding routines, and to develop a suitable methodology to overcome challenges. Prior to predictable feeding, tigers showed patterns of increased ‘active’ behaviours such as locomotion and pacing, and decreased inactivity. Geckos also showed increased ‘active’ behaviours such as locomotion and ‘stationary but moving head’ prior to predictable, compared to unpredictable feeding times, with significant differences between conditions (RSS = 0.059 and 0.047, p < .05). However, anticipatory patterns were not demonstrated for meerkats, which highlighted that other environmental factors may affect an animal’s response to temporal predictability (such as obtaining other food during the day, or signalled predictability). Studying patterns of behavioural change over time requires long periods of observation which is often not possible for researchers. The current programme of work argues that a measure which can be reliably used by many, relatively untrained observers is necessary to study predictability. The measure of ‘busyness’, a subjective rating of animal behaviour, was tested for reliability and validity. Busyness ratings showed good inter-observer reliability (ICC > .72) and correlated with traditional measures of behaviour. Busyness ratings demonstrated clear patterns related to feeding time and gave a useful compound measure of behavioural change. The use of multiple observers was extended to a citizen science approach, where useful data on anticipation in fish were obtained from aquarium visitors using a touch screen. The current programme of work successfully investigated the effects of predictable feeding routines on patterns of animal behaviour, alongside the development of suitable methods. The qualitative techniques developed here offer potential to increase the data obtained in future research into predictability and many other topics.
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Clarke, Fay Elaine. "Can cognitive challenge enhance the psychological well-being of large-brained mammals in zoos?" Thesis, Royal Veterinary College (University of London), 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618283.

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The link between cognitive challenge and captive animal well-being has received increased interest over the past decade, but so far this link in zoo animals has been overlooked. This is particularly surprising for chimpanzees (Pan troglodytes) and bottlenose dolphins (Tursiops truncatus) because these two 'large-brained' species have been the subjects of intensive cognitive research in captivity over the past six decades. In this thesis, I ask whether novel maze-like devices which aim to be cognitively challenging (abbreviated to 'devices with a cognitive component', DCCs) can be enriching for a mixed-sex group of chimpanzees and two single-sex groups of dolphins housed in zoos. I design, implement and evaluate two DCCs, and employ a new definition of cognitive enrichment that incorporates cognitive challenge and indicators of positive well-being. I demonstrate that two types of DCC for chimpanzees, one constructed from a grid of transparent cells and one from an array of opaque pipes, could be mastered using a number of problem-solving strategies (Chapter 5 and 6). DCC-use by chimpanzees increased when the DCC was less predictable (Chapter 5), but the relationship between self-directed behaviour and cognitive challenge was not straightforward (Chapter 6). In dolphins, only male subjects used an underwater DCC constructed from an array of opaque pipes, and could reflect a general sex difference in response to a novel situation (Chapter 7). In general, the chimpanzees and dolphins groups I studied showed some signs of enhanced well-being, for example increased environmental exploration and play, during exposure to DCCs. However, other behavioural responses such as increased vigilance in dolphins were difficult to interpret and did not suggest that DCCs were enriching. Both species 'worked' in the absence of food rewards and their success on the tasks (i.e. the removal of food or non-food rewards) had little effect on wellbeing indicators (Chapter 5 - 7). Finally, I demonstrate that lateralised behaviour (preference to perform behaviour using one side of the body) can be incorporated into the study of cognitive enrichment (Chapter 8).
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Fuller, Grace Anne. "The Night Shift: Lighting and Nocturnal Strepsirrhine Care in Zoos." Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1384463090.

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Yocco, Victor Samuel. "Exploring the Effects of Communication Framed by Environmental Concern in Informal Science Education Contexts." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1284688743.

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Martins, Camila. "Elaboração de um espaço educador na Fundação Parque Zoológico de São Paulo para a conservação do mico-leão-preto (Leontopithecus chrysopygus) em uma perspectiva de educação ambiental crítica." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/7134.

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Outra
Wildlife conservation has been standing out on the world stage as one of the major issues of our time. Several institutions are mobilizing to develop effective strategies and actions to prevent the extinction of endangered species. Among these institutions, we remark the performance of zoos in the development of scientific research and educational activities, participation in endangered species programs, and promotion of entertainment for the visitors, thus compiling its four main attributions. In that sense, the São Paulo Zoo, besides performing its traditional role, including several educational activities, also participates and integrates endangered species conservation programs, such as the Black Lion Tamarin Conservation Program (Leontopithecus chrysopygus), conducting research about biology and ecology of populations from Floresta Nacional de Capão Bonito (Capão Bonito National Forest, São Paulo State). In this context, we developed in the present work a participatory educational process for planning and implementation of a space that educates at São Paulo Zoo about the black lion tamarin conservation. The research was conducted in a qualitative approach based on a participatory framework and using the participatory-actionresearch as a critical environmental education framework, intended to produce knowledge (research scope) to develop and implement a space that educates (action scope) from the participation of 23 professionals and 65 visitors (participation scope). In that sense, the research presents a procedural nature and was developed in four stages: Moment I - participatory diagnosis of the knowledge about the black lion tamarin from conducting individual interviews with São Paulo Zoo professionals and visitors; Moment II - two focal groups with the staff of the Zoo’s Education and Diffusion Division (DED) and Technical Team (ET) to elaborate the educational space proposal; Moment III: dialogue between the Zoo’s DED, ET, Engineering Division and Administrative Board for the space that educates implementation; Moment IV: reflexive analysis of the elaboration and implementation processes from focal groups with DED and ET, and participatory creation of manuals for the space. From the data obtained in the Moment I, it was possible to establish categories related to the structures and educational actions that would be implemented in the space that educates, which emerged from the dialogic process established between the participants and the researcher. Based on these categories, during the Moment II an educational proposal was developed containing the structural and educational features of the new space, consisting of four thematic kiosks, 23 panels, two educational games and a puppets theatre play about the species. In the Moment III, we observed a stronger participation of the São Paulo Zoo Technical Team at various stages of the implementation process, from the elaboration of visual and textual communication elements, to the building processes. In addition, as a consequence of this strengthening, the participants suggested and developed, in a participatory way, two manuals about the space aimed for environmental educators. Finally, during the Moment IV we observed that the use of participatory methodologies contributed to improve and strengthen the development of the space that educates, once the participants came to be regarded as subjects who share bonds to interpret the reality, and the dialogue established is linked to collective action in order to transform the socio-environmental problem in question, namely, the conservation of the black lion tamarin. We hope that the present research will contribute to the field of environmental education research in zoos and also to black lion tamarin conservation strategies, since it highlights the fact that it is possible to perform a participatory, reflective, cooperative and liberating practice.
A conservação da fauna silvestre vem se destacando no cenário mundial como uma das maiores problemáticas da atualidade. Diversas instituições estão se mobilizando para elaborar estratégias e ações eficazes para evitar a extinção de espécies ameaçadas. Dentre essas instituições, observamos a atuação dos zoológicos no desenvolvimento de pesquisas científicas, na participação em programas de conservação de espécies ameaçadas, na elaboração de ações educativas e na promoção do lazer e entretenimento do público visitante, compilando as suas quatro principais missões. Nesse contexto, a Fundação Parque Zoológico de São Paulo (FPZSP), além de realizar uma série de ações educativas com o público visitante, também participa e integra programas de conservação de espécies ameaçadas, como o Programa Estadual de Conservação do Mico-leãopreto (Leontopithecus chrysopygus), desenvolvendo pesquisas sobre a biologia e a ecologia de algumas populações da Floresta Nacional de Capão Bonito (SP). Sendo assim, o objetivo da presente pesquisa foi desenvolver um processo educativo participativo para a elaboração e implementação de um espaço educador na FPZSP, visando à conservação do mico-leão-preto. A pesquisa foi desenvolvida em uma abordagem qualitativa, com base nos pressupostos da educação ambiental crítica, especificamente da Pesquisa-Ação-Participante, uma vez que teve a intenção de produzir conhecimento (âmbito da pesquisa) para planejar e implementar um espaço educador (âmbito da ação) a partir do envolvimento e participação de 23 profissionais e 65 visitantes da FPZSP (âmbito da participação). Nesse sentido, a investigação apresentou um caráter processual e foi desenvolvida em quatro momentos: Momento I: diagnóstico participativo sobre conhecimentos e saberes em relação à espécie a partir da realização de entrevistas individuais com os profissionais e visitantes da FPZSP; Momento II: realização de dois grupos focais com a equipe da Divisão de Educação e Difusão (DED) e Equipe Técnica (ET) para elaboração participativa da proposta educativa do espaço; Momento III: atuação e diálogo entre a DED, ET, Divisão de Engenharia e Diretoria Administrativa para a implementação do espaço educador; Momento IV: análise reflexiva do processo de elaboração e implementação a partir de grupos focais com a equipe da DED e ET e criação participativa de materiais educativos sobre o espaço educador. A partir dos dados obtidos no Momento I foi possível estabelecer categorias relacionadas às estruturas e às ações educativas que seriam implementadas no espaço educador, as quais emergiram do processo dialógico estabelecido entre os participantes e a mestranda. Com base nessas categorias, elaboramos no Momento II uma proposta educativa contendo as características estruturais e educativas do novo espaço, o qual foi constituído por quatro quiosques temáticos, 23 painéis, dois jogos educativos e uma peça teatral de fantoches sobre a espécie. No Momento III da pesquisa, observamos o fortalecimento da participação da equipe técnica da FPZSP em diversas etapas do processo de implementação, desde a elaboração da comunicação visual e textual dos elementos educativos, até os processos operacionais de construção de estruturas. Além disso, a partir desse fortalecimento, a própria equipe participante sugeriu e elaborou, de forma participativa, dois materiais educativos sobre o espaço educador destinados à educadoras/es ambientais. Por fim, observamos durante o Momento IV que o uso de metodologias participativas contribuiu para enriquecer e fortalecer o processo de elaboração do espaço educador, uma vez que os participantes passaram a ser considerados como sujeitos que partilham laços para interpretar a realidade, de forma que esse diálogo está vinculado à ação coletiva para transformação da problemática socioambiental em questão, qual seja, a conservação do mico-leão-preto. Esperamos que a investigação contribua para o campo da pesquisa em educação ambiental em zoológicos e para as estratégias de conservação do mico-leão-preto, ao ressaltar que é possível realizar uma prática participativa, reflexiva, cooperativa e libertadora.
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Meyers, Ronald B. "A Heuristic for Environmental Values and Ethics, and a Psychometric Instrument to Measure Adult Environmental Ethics and Willingness to Protect the Environment." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1039113836.

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Shumaker, Alisha Ann. "Report of an Internship with the Cincinnati Zoo and Botanical Garden." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1070652235.

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Bennett, Nadya J. "The Use of Video in Zoo Exhibits to Convey Conservation Messages to Adult Visitors." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253470896.

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Books on the topic "Research in zoos"

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Reid, Gordon McGregor. Developing the research potential of zoos and aquaria: The EAZA research strategy. Edited by European Association of Zoos and Aquaria. Amsterdam: European Association of Zoos and Aquaria, 2008.

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Marie, Demanet, ed. Le parc Léopold, 1850-1950: Le zoo, la cité scientifique et la ville. Bruxelles: Archives dʼarchitecture moderne, 1985.

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ill, Sala Felicita, ed. Joan Procter, dragon doctor: The woman who loved reptiles. New York, NY: Alfred A. Knopf, 2018.

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Page, Jake. Smithsonians's new zoo. Washington, D.C: Smithsonian Institution Press, 1990.

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Carson, Iain. ZOOM. New York: Grand Central Publishing, 2007.

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Smithsonians's new zoo. Washington, D.C: Smithsonian Institution Press, 1990.

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Page, Jake. Smithsonian's new zoo. Washington, D.C: Smithsonian Institution Press, 1990.

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Ernst &. Young. Art Gallery of Ontario, Royal Ontario Museum, Ontario Science Centre, Metropolitan Toronto Zoo: Audience Research Consortium summary of the first year of research. [Toronto]: Ernst & Young, 1990.

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Ernst &. Young. Art Gallery of Ontario, Royal Ontario Museum, Ontario Science Centre, Metropolitan Toronto Zoo: Audience Research Consortium, summary of the second year of research : a report. Toronto: Ernst & Young, 1991.

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1969-, Vaitheeswaran Vijay V., ed. Zoom: The global race to fuel the car of the future. London: Penguin, 2008.

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Book chapters on the topic "Research in zoos"

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Rees, Paul A. "Visitor studies, zoo education and zoo research." In Key questions in zoo and aquarium studies: a study and revision guide, 59–83. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789249002.0004.

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Fraser, John, Joe E. Heimlich, Kelly Riedinger, and Uduak Grace Thomas. "An Integrated Approach to Museum Learning Research." In Zoos and Aquariums in the Public Mind, 1–13. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-84942-9_1.

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Kubarek, Joy, Jackie Ogden, Amy Rutherford, Shelly Grow, and Vicki M. Searles. "The AZA Social Science Research Agenda 2020: How the Social Sciences Can Help People and Wildlife Thrive Together." In Zoos and Aquariums in the Public Mind, 159–75. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-84942-9_11.

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Spindler, Rebecca, Joanna Wiszniewski, and David Slip. "The potential role of zoos in climate change research and mitigation." In Wildlife and Climate Change, 107–13. P.O. Box 20, Mosman NSW 2088, Australia: Royal Zoological Society of New South Wales, 2012. http://dx.doi.org/10.7882/fs.2012.017.

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Johnson, Brian, Sarah M. Dunifon, Sarah Thomas, Nicole M. Ardoin, and Murray Saunders. "Evaluating the AZA Framework for Zoo and Aquarium Social Science Research: A Review and Analysis of Relevant Literature 2011–2019." In Zoos and Aquariums in the Public Mind, 15–34. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-84942-9_2.

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Consorte-McCrea, Adriana, Alan Bainbridge, Ana Fernandez, Dennis Nigbur, Siri McDonnell, Aïssa Morin, and Oksana Grente. "Understanding Attitudes Towards Native Wildlife and Biodiversity in the UK: The Role of Zoos." In Sustainable Development Research at Universities in the United Kingdom, 295–311. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47883-8_17.

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Kloetzer, Laure, Julia Lorke, Joseph Roche, Yaela Golumbic, Silvia Winter, and Aiki Jõgeva. "Learning in Citizen Science." In The Science of Citizen Science, 283–308. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58278-4_15.

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AbstractCitizen science is a promising field for educational practices and research. However, it is also highly heterogeneous, and learning happens in diverse ways, according to project tasks and participants’ activities. Therefore, we adopt a sociocultural view of learning, in which understanding learning requires a close analysis of the situation created both by the project tasks and the dynamics of engagement of the participants (volunteers, scientists, and others). To tackle the complexity of the field, this chapter maps learning in citizen science into six territories, according to where learning might take place: formal education (schools and universities); out-of-school education (science and nature clubs, summer camps, outdoor education, etc.); local and global communities (neighbourhood associations, activist associations, online communities, etc.); families; museums (science museums, art museums, zoos, and botanic gardens); and online citizen science. For each territory, we present key findings from the literature. The chapter also introduces our six personal journeys into the field of learning and citizen science, displaying their variety and the common lessons, challenges, and opportunities. Finally, we present four key tensions arising from citizen science projects in educational settings and look at training different stakeholders as a strategy to overcome some of these tensions.
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Vankova, Zvezda. "National Approaches to Circular Migration in Bulgaria and Poland." In IMISCOE Research Series, 107–26. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52689-4_5.

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AbstractThis chapter aims to illustrate national variances in instruments conducive to circular migration as part of the implementation of the EU’s approach. It serves as an introduction to the two different national approaches to circular migration facilitation developed in Bulgaria and Poland, which were chosen as case studies. First, the chapter examines the respective strategies of these two countries in their pre-accession periods that influenced the instruments developed in Bulgaria and Poland. Second, it zooms in on the national contexts in order to put some flesh on the different instruments seen as fostering circular migration at the national level.
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Simmons, Marlon. "Teaching and Learning in Zoom Networking Environments." In Handbook of Curriculum Theory and Research, 1–11. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-82976-6_30-1.

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de Figueiredo, Ricardo Lemos, and María Díez-León. "Behavioural biology, applied zoo science, and research." In The Behavioural Biology of Zoo Animals, 29–36. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003208471-5.

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Conference papers on the topic "Research in zoos"

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Genov, Stefan. "SUSTAINABLE USE OF PASTURES IN BEEF CATTLE." In SUSTAINABLE LAND MANAGEMENT - CURRENT PRACTICES AND SOLUTIONS 2019. University publishing house "Science and Economics", University of Economics - Varna, 2021. http://dx.doi.org/10.36997/slm2019.173.

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Pastures are a major low cost source of feed in beef cattle. Their sustainable use and management affect to the economic performance of farms and to their conservation as a natural resource. Pastures are the subject of agronomic, zoos engineering and economic research, which report negative trends in their territorial scope, composition and productivity as a whole. In beef cattle breeding, the long-term goal is to use high-productivity pastures, which will increase the yield of meat from them, because poor pastures require feeding the cattle with other feed, which reduces profitability. The purpose of this paper is to offer a sustainable pasture management model incorporating agro-technical and organizational activities in beef cattle farms that can increase their economic effectiveness.
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Gering, David. "Integrated image zoom and montage." In ACM SIGGRAPH 2006 Research posters. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1179622.1179657.

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Baimagambetova, Baldyrgan Ilyassovna. "Zoom platform for online training." In International Research Conference on Technology, Science, Engineering & Economy. Seattle: Профессиональная наука; Lulu Inc., 2022. http://dx.doi.org/10.54092/9781471646539_28.

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Agwatu, Chioma O., Abimbola I. Alao, Omotayo F. Awomuse, and Sakiru A. Ogundele. "The Use of Cloud HD Video Meeting (Zoom) in Addressing Covid-19 Pandemic in Some Selected Universities in Rivers State, Nigeria." In Advances in Multidisciplinary and Scientific Research Journal Publication. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2022. http://dx.doi.org/10.22624/aims/isteams/lasustech2022v30p2.

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At a time in the world of Education, there was a strange virus that tried to infect everybody that came into contact with it and that is the COVID-19 which for now has gained wide acceptance across the globe by Lecturers. In response to the emerging and ever solution to the COVID-19 outbreak, this study proposes a theoretical framework based on literature and model to determined Cloud HD Video Meeting (Zoom) success. Two research questions were answered and one hypothesis was tested at 0.05 level of significance. The population of the study consisted of 184 students and 20 lecturers in two Universities in Rivers State. The entire population was used as sample. A five point scale questionnaire was used to provide answers for each questionnaire item. While t-test, was used in testing the hypothesis. The major findings was that teaching and learning was only done on face to face method but because of COVID-19 outbreak it was compulsory for teach/learn to be done through e-technologies. It was concluded that Cloud HD Video Meeting (Zoom)services adaptability should be taking seriously by all concerned in other to help to curb the spread of COVID-19 in our schools. It was recommended that students must start to unfailingly use Cloud HD Video Meeting (Zoom) and other E-learning tools in other to help in curbing COVID-19 spread in our Universities. Keywords: Zoom, Learning /Teaching, E-learning, System, Information quality, University
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Zhao, Cunhua, Yongpeng Shi, Wenjiao Li, and Congcong Li. "Research on one manual zoom liquid lens." In Seventh International Symposium on Multispectral Image Processing and Pattern Recognition (MIPPR2011), edited by Zhiguo Cao, Aaron Fenster, Laszlo G. Nyul, and Chao Cai. SPIE, 2011. http://dx.doi.org/10.1117/12.898983.

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Daniels Rahimi, Ilan, and Gila Cohen Zilka. "Online Learning by Means of Zoom in the Period of the COVID-19 Crisis, as Perceived by Students in Higher Studies [Abstract]." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4814.

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Aim/Purpose: This study examined students’ attitudes to characteristics of learning in Zoom, attitudes to the quality of teaching in Zoom and ways of learning, about a year after the outbreak of the COVID-19 crisis. Background COVID-19 crisis caused exposure to online learning on the largest scale known in human history, and that together with the challenges of the transition to online learning, there are also opportunities to change perceptions of teaching and learning, and to include new ways in the learning and teaching process in higher education. Methodology: The research question was: What are students’ attitudes to the characteristics of learning in Zoom, the quality of teaching in Zoom and ways of learning in Zoom? The study is a quantitative one, the questionnaire contained closed questions, and 712 students who study in higher education institutions in Israel participated in the study. Contribution: Facilitators, inhibitors, implications and recommendations were identified. Findings: The findings showed that most students are satisfied with learning in Zoom, and that there was a significant improvement in the students’ attitudes towards learning in Zoom during their studies in the shadow of Covid-19. It was found that older students have more positive attitudes towards learning in Zoom, and learning disorders are connected to more negative attitudes towards learning in Zoom; however, there was also an improvement in the attitudes of students with learning disorders, during their learning experience in the shadow of COVID-19. Recommendations for Practitioners: This study shows that most students are satisfied with learning in Zoom and that there was a significant improvement in students’ attitudes towards learning in Zoom during their studies in the shadow of COVID-19, a year after the outbreak of the COVID-19 crisis. Recommendations for Researchers: It was found that older students have more positive attitudes towards learning in Zoom, and learning disorders are connected to more negative attitudes towards distance learning; however, among students with learning disorders there was also an improvement in attitudes during their studies in the shadow of COVID-19. Impact on Society: The present crisis could be a catalyst for processes that have been taking place in recent years in the use of technology in teaching and learning and in the transition to online learning. Future Research: Future research on the effectiveness of learning by means of Zoom in higher education could examine parameters such as evaluation of the learners’ achievements, the quality of the assignments presented by the students, meeting schedules, whether lecturers manage to teach all the subject matter, the quality of the discussions in Zoom, use of technological tools, use of 21st century skills and similar.
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Lei Feng and Dong Wang. "Research on the technology of miniature zoom system." In 2011 International Conference on Multimedia Technology (ICMT). IEEE, 2011. http://dx.doi.org/10.1109/icmt.2011.6002658.

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Zhang, Chijun, Yan Li, and Yingchao Li. "Research on infrared optics system design of image zoom." In 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6058048.

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wang, yueqi, Yuan Hu, Yating Zhang, Jianquan Yao, Zhiliang Chen, and Yifan Li. "Research of laser-induced underwater communication zoom optical system." In Fourteenth National Conference on Laser Technology and Optoelectronics, edited by Huai-Liang Xu, Feng Chen, Lingfei Ji, Buhong Li, Xiaoping Xie, Yuxin Leng, Zhengming Sheng, et al. SPIE, 2019. http://dx.doi.org/10.1117/12.2533701.

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Jones, Fiona, Abigail Baker, Raymond A’Court, and Jo Hardy. "Reimagining Information Literacy teaching and learning during the COVID-19 pandemic: Research and evidence-based practice skills training redesigned for online delivery." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0132.

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Information literacy teaching and learning for Master of Chiropractic students undertaking systematic reviews was re-envisioned from hybrid to fully online mode due to COVID-19 pandemic restrictions. Collaboration with the academic unit convener informed design and development of appropriate online learning activities and assessment for student achievement of required learning outcomes. Using flipped classroom methodology, a pre-recorded lecture demonstrated research question formulation and advanced database search strategies. Tutorial activities were redesigned for Zoom delivery using breakout rooms to replicate the collaborative aspect of face-to-face tutorials. Learning was supported by a refreshed online research guide, research consultations, and emails. Consultations were delivered via Zoom upon request for more specific advice including question formulation, search terms, choosing appropriate research databases, and advanced database search techniques. Feedback and assessments were positive and review will inform future offerings.
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Reports on the topic "Research in zoos"

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Rinkevich, Baruch, and Cynthia Hunter. Inland mariculture of reef corals amenable for the ornamental trade. United States Department of Agriculture, January 2006. http://dx.doi.org/10.32747/2006.7695880.bard.

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The worldwide market for ornamental saltwater invertebrates supplies the needs of millions of aquarium hobbyists, public exhibitions (i.e., zoos) universities and research institutions. With respect to reef building corals, it is estimated that more than half a million coral colonies/year from a total 93 genera, were exported globally during the period of 1985-1997. International value of retail sale of live coral trade alone is estimated as $78 million in 1997 (not including the illegally, widely smuggled material). The continuous, large-scale collection of marine organisms is responsible, in many places, for the destruction of coral reefs. The expected expansion of the trade further threatens these fragile habitats. While no true captive-bred corals are commercially available, our long-term goal is to develop ex situ inland farming of coral colonies that will circumvent the need for in situ collections and will provide domesticated specimens for the trade and for research. We simultaneously studied two model branching coral species, Stylophora pistillata (Pocilloporidae; in Israel) and Porites (Poritidae; in the US). The proposal included three specific aims: (a) To develop protocols for nubbins (small fragments, down to the size of a single polyp) usage in coral farming;(b) To address the significance of colony pattern formation to the coral trade; and (c) To develop the protocols of using nubbins in physiological and ecotoxicological assays (using oil dispersants, the expression of the stress protein HSP-70, household detergents, etc.). Ten scientific publications (published manuscripts, accepted for publications, submitted to scientific journals, in preparation), revealing results that were related to all three specific aims, originated from this BARD proposal. As a result of the work supported by the BARD, we have now, in hand, original and improved protocols for coral maintenance ex situ, proven expertise on manipulating coral colonies’ pattern formation and biological knowledge on island mariculture of reef corals (from Hawaii and from the Red Sea) amenable for the ornamental trade (for public and private aquaria use, for experimentation). At least one Israeli company (Red Sea Corals, Ltd., KibbutzSaar) is using our methodologies for further developing this new mariculture sector. We are now in the process of introducing the rationale and methodologies to Hawaiian private entities to expand dissemination of the research outcomes.
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Ton, Giel, Keetie Roelen, Neil Howard, and Lopita Huq. Social Protection Intervention: Evaluation Research Design. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/clarissa.2022.004.

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This paper describes the research design for investigating and evaluating the Child Labour: Action-Research-Innovation in South and South-Eastern Asia (CLARISSA) social protection cash-plus intervention in a slum in Dhaka, Bangladesh. After an introductory section, the second section elaborates on contribution analysis – the methodological approach underpinning the research design. The third section provides an overview of the intervention, and the fourth explores the overall design of the evaluation, its guiding framework, and the timeline of the intervention rollout and data collection. The fifth and sixth sections address the project’s suite of quantitative and qualitative methods, and the approach to data analysis. Using four panel surveys, bi-monthly monitoring, in-depth interviews, group discussions and direct observations, the research will zoom in on specific behaviours. First, at the individual level, we want to learn how people adopt alternative livelihoods in response to the intervention. Second, at the household level, we consider how community mobilisation and cash transfers help households to resolve intra‑household problems. Third, at the group level, we consider how groups manage collective action in response to community mobilisation. For each of these behaviour change outcomes, we want to understand the realist evaluation question, ‘Why does the intervention work, for whom, and under what conditions?’ We also want to assess whether these new behaviours change the propensity for children to be involved in the worst forms of child labour.
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Reeve, Sophie, Susanna Cartmell, Alice Mutimer, and Olivia Frost. e-Dialogues Spark Debate on the Dynamics of Agricultural Commercialisation. APRA, Future Agricultures Consortium, April 2022. http://dx.doi.org/10.19088/apra.2022.029.

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In early 2022, the Agricultural Policy Research in Africa (APRA) Programme of the Future Agricultures Consortium (FAC), in partnership with the United Nations Sustainable Development Solutions Network and Foresight4Food, held an e-Dialogue series: Towards an Equitable and Sustainable Transformation of Food Systems. This followed an earlier, highly successful series organised with the same partners in the second half of 2020 on What Future for Small-Scale Farming? The latest series included three online Zoom sessions led by APRA over January-March 2022 on topics including COVID-19 and its effects on local food systems and rural livelihoods, and transition pathways and strategies for supporting more equitable and resilient food systems in Africa. These virtual events were designed to replace an international conference that was part of APRA’s original end-of-programme plan, before the COVID-19 crisis prevented large, physical gatherings. The three e-Dialogues brought together APRA researchers and expert commentators from across sub-Saharan Africa, as well as a wider audience. The objective of these dialogues was to examine evidence and lessons from APRA’s six-year collaborative research programme (2016-22) analysing the dynamics of agricultural commercialisation processes, agrarian change and rural transformation in the region. This report looks at their impact, what worked well, and what could have been improved.
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Davis, Cathlyn. Summative Evaluation: UFERN Framework Professional Learning Community. Oregon State University, March 2022. http://dx.doi.org/10.5399/osu/1153.

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The UFERN Framework Professional Learning Community project was funded as a supplement to the existing NSF-funded Undergraduate Field Experiences Research Network (UFERN), which sought to build a vibrant, supportive, and sustainable collaborative network that fostered effective undergraduate field experiences. The goals of the UFERN Framework Professional Learning Community (PLC) supplement were: • To support a small group of field educators in intentional design, implementation and assessment of student-centered undergraduate field experiences in a range of field learning contexts; • To develop effective strategies for supporting undergraduate field educators in using the UFERN Framework as an aid for designing, implementing, and assessing student-centered undergraduate field experience programs; • To assemble vignettes featuring applications of the UFERN Framework in a range of program contexts; and • To expand the community of field educators interested in designing, implementing, and assessing student-centered undergraduate field learning experiences. Sixteen educators participated in the PLC, which targeted participants who taught and facilitated a range of undergraduate field experiences (UFEs) that varied in terms of setting, timing, focus and student population. Due to the COVID pandemic, the originally-planned three-month intensive training took place over nine months (January to October 2021). It consisted of seven video conference sessions (via Zoom) with presentations and homework assignments. It included independent work, as well as guided group discussions with project leaders and other participants, which were supported by online collaborative tools.
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