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Spring is here, and it’s a time of year when many baby animals are emerging from their winter hiding place. Some of those babies may be a little different.

Recently, Antler Ridge Sanctuary in New Jersey rescued a litter of eastern gray squirrels, but one of those squirrels had a pure white coat. The rare white fur means that the squirrel has a form of albinism.

A white coat with red eyes means that the animal is an albino. Some animals are leucistic;
these white-coated animals have their natural colored eyes but their lack of color makes them stand out from the other animals of the same species. Other animals are piebald; they have patches of albino white mixed with patches of their natural color.

The lack of color puts these special babies at risk. In a world of browns, greens, and greys the pure white is very hard to disguise from predators. Often albino animals, especially small prey animals such as squirrels are targeted by larger animals and don’t make it in the wild for very long.

Of course not all white animals have albinism, for example arctic animals such as polar bears and arctic foxes are white to blend with their surroundings.

However, without the help of rescuers many albino animals would have been lost in the wild, some of these animals are rehabilitated and then live out their days in zoos or aquariums.

To learn more read about the albino squirrel read the article here!

And…find out more about animal rehabilitators and the work zookeepers and aquarist in these books by author Jennifer Keats Curtis with the help of organizations around the country.

Animal Helpers: Wildlife Rehabilitators

Like humans, animals can get sick or hurt. People see doctors. Pets have veterinarians. What happens to wild animals when they are injured, become ill, or are orphaned? Often, wildlife rehabilitators are called to their rescue. This photographic journal takes readers “behind the scenes” at four different wildlife rehabilitation centers. Fall in love with these animals as they are nursed back to health and released back to the wild when possible. This is the first of a photographic series introducing the different ways and the many people who care for a wide variety of animals.

Animal Helpers: Zoos

Zoos are amazing places to see and learn about the many native and exotic of animals that inhabit this world. Some animals are plentiful while others are threatened or in danger of extinction. Zookeepers not only feed and care for these animals, they may also be helping to conserve and protect whole species through breeding and “head start” programs. Follow the extraordinary duties of these unusual animal helpers in this behind-the-scenes photographic journal.

Animal Helpers: Aquariums

Where else could you stay dry while visiting aquatic animals from around the world? Only in an aquarium can you visit and learn about all these different local and exotic animals. Aquarium staff care for and teach about these animals, as well as work to conserve and protect threatened and endangered species. Follow this behind-the-scenes photographic journal as it leads you into the wondrous world of aquariums and the animal helpers who work there.

 

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Amid failures in saving numerous wildlife species worldwide, there is an encouraging success—decades of panda habitat degradation have been transformed into a remarkable recovery. The success is taking place in Wolong Nature Reserve of China—home to endangered giant pandas and more than 5,000 residents who share a 200,000-ha mountainous area. It is also occurring in many of the other 66 nature reserves and non-reserve areas across southwestern China.

The post Pandas and people: understanding their complex relationships for successful conservation appeared first on OUPblog.

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Title: I Know a Bear Written and illustrated by: Mariana Ruiz Johnson Published by: Schwarz & Wade Books, 2014 (originally published in France as J’ai un Ours by Editions Gallimard Jeunesse, Paris, 2011) Themes/Topics: zoo animals, bears, listening Suitable for ages: 3-7 Opening: I know a bear … Continue reading →

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Krull, Kathleen. 2014. What's New? The Zoo!: A Zippy History of Zoos. New York: Scholastic.  Illustrated by Marcellus Hall.

What's New? The Zoo? is an illustrated overview of zoos that combines history with hard science and social science.  Kathleen Krull outlines the history of zoos, and offers insight into what compels us to keep animals, what we've learned from them, and what has changed in zoos since the founding of the first known zoo,

4,400 Years Ago, The Sumerian City of Ur, in Present-Day Iraq
The king of beasts lunges and roars.  The King of Ur roars right back, feeling like the ruler of all nature.  How delicious to wield his power over dangerous animals!  It's the world's first known zoo, and all we're sure about (from clay tablets in libraries) is that is has lions.

From this beginning, Krull highlights transitional moments in zoos throughout the ages and across the globe.  Just a few examples include:

• Ancient Egypt and Rome where zoos were created to impress
• Ancient China where the zoo was a contemplative and sacred place
• Sweden where the science of zoology was established in 1735
• The U.S. National Zoo where the concept of zoos protecting threatened species was introduced
• South Africa's Kruger National Park where the protection of rhinos was so successful that rhinos were delivered to other zoos
• Germany, 1907, where the "cageless zoo" concept is introduced

(Did you know that Aristotle wrote the first encyclopedia of animals?)

On most pages, humorous, watercolor illustrations nestle around paragraphs of simple font against white space.  Several pages, however (including one depiction of fifteen buffalo waiting for a train at Grand Central Station, 1907), are double-spreads with many amusing details.

The very talented Kathleen Krull never disappoints!  If you like your science accessible and entertaining, this is the book for you.

A SLJ interview with Kathleen Krull on the history of zoos.

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By Rachael A. Bay

For tigers, visiting your neighbor is just not as easy as it used to be. Centuries ago, tigers roamed freely across the landscape from India to Indonesia and even as far north as Russia. Today, tigers inhabit is just 7% of that historical range. And that 7% is distributed in tiny patches across thousands of kilometers.

Habitat destruction and poaching has caused serious declines in tiger populations – only about 3,000 tigers remain from a historical estimate of 100,000 just a century ago. Several organizations are concerned with conserving this endangered species. Currently, however, all conservation plans focus increasing the number of tigers. Our study shows that, if we are managing for a future with healthy tiger populations, we need to look beyond the numbers. We need to consider genetic diversity.

Genetic diversity is the raw material for evolution. Populations with low genetic diversity can have lower health and reproduction due to ‘inbreeding effects’. This was the case with the Florida panther – in the early 1990s there were just 30 Florida panthers left. Populations with low genetic diversity are also vulnerable when faced with challenges such as disease or changes in the environment.

Luckily for tigers, they don’t have low genetic diversity. They have very high genetic diversity, in fact. But the problem for tigers is that losing genetic diversity happens more quickly in many small, disconnected populations than in one large population. The question is: how can we keep that genetic diversity so that tigers never suffer the consequences of inbreeding effects.

We used computer simulations to predict how many tigers we would need in the future to keep the genetic diversity they already have. Our study shows that without connecting the small populations, the number of tigers necessary to maintain that variation is biologically impossible. However, if we can connect some of these populations – between tiger reserves or even between subspecies – the number of tigers needed to harbor all the genetic variation becomes much smaller and more feasible. Case studies have shown that introducing genetic material from distantly related populations can hugely benefit the health of a population in decline. In the case of the Florida panther, when individuals from another subspecies were introduced into the breeding population, the numbers began to rise.

We do need to increase the number of tigers in the wild. If we can’t stop poaching and habitat destruction, we will lose all wild tigers before we have a chance to worry about genetic diversity. But in planning to conserve this majestic animal for future generations we should make sure those future populations can thrive – and that means trying to keep genetic variation.

Rachael A. Bay is a PhD candidate at Stanford University, and co-author of the paper ‘A call for tiger management using “reserves” of genetic diversity’, which appears in the Journal of Heredity.

Journal of Heredity covers organismal genetics: conservation genetics of endangered species, population structure and phylogeography, molecular evolution and speciation, molecular genetics of disease resistance in plants and animals, genetic biodiversity and relevant computer programs.

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Image credit: Tigers at San Francisco Zoo. Photo by Rachael A. Bay. Do not reproduce without permission.

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By Lori Gruen

The decision by the administrators of the Copenhagen Zoo to kill a two-year-old giraffe named Marius by shooting him in the head in February 2014, then autopsy his body in public and feed Marius’ body parts to the lions held captive at the zoo created quite an uproar. When the same zoo then killed the lions (an adult pair and their two cubs) a month later to make room for a more genetically-worthy captive, the uproar became more ferocious.

Animal lovers across the globe were shocked and sickened by these killings and couldn’t understand why this bloodshed was being carried out at a zoo.

The zoo’s justification for killing Marius was that he had genes that were already “well represented” in the captive giraffe population in Europe. The justification for killing the lions was that the zoo was planning to introduce a younger male who was not genetically related to any of the females in the group.

Sacrificing the well-being and even the lives of individual animals in the name of conserving a diverse gene pool is commonplace in zoos. Euthanasia, usually by means less grotesque than a shotgun to the head, is quite common in European zoos. In US zoos, contraception is often used to prevent “over-representation” of certain gene lines. The European zoos’ reason for not using birth control the way most American zoos do is that they believe allowing animals to reproduce provides the animals with the opportunity to engage the fuller range of species typical behaviors, but that also means killing the undesirable offspring. In both European and US zoos, families are broken up and individuals are shipped to other facilities to diversify and manage the captive gene pool.

If this all has a ring of eugenic reasoning, consider what the executive director of the World Association of Zoos and Aquariums, Gerald Dick, had to say: “In Europe, there is a strict attempt to maintain genetically pure animals and not waste space in a zoo for genetically useless specimens.”

The high-profile slaughter of Marius and the lions that ate his body focus attention on an important debate about the purpose of zoos and more generally the ethics of captivity. Originally, zoos were designed to amuse, amaze, and entertain visitors. As public awareness of the plight of endangered species and their diminishing habitats grew, zoos increasingly saw their roles as conservation and education. But just what is being conserved and what are the educational lessons that zoo-goers take away from their experiences at the zoo?

A recent study suggests that zoo-goers learn about biodiversity by visiting zoos. Critics have suggested that the study is not particularly convincing in linking the small increase in understanding of biodiversity with the complex demands of conservation. Some zoos are committed to direct conservation efforts; the Wildlife Conservation Society (aka the Bronx Zoo) and the Lincoln Park Zoo are just two examples of zoos that have extensive and successful conservation programs. Despite these laudable programs, these WAZA-accredited zoos, like the European zoos, are also in the business of gene management and a central tenet of the current management ethos is to value genetic diversity over individual well-being.

Awe-inspiring animals such as giraffes and gorillas and cheetahs and chimpanzees are not seen as individuals, with distinct perspectives, when viewed, as Dick says, as either useful or useless “specimens.” They are valued, if at all, as representative carriers of their species’ genes.

This distorts our understanding of other animals and our relationships to them. Part of the problem is that zoos are not places in which animals can be seen as dignified. Zoos are designed to satisfy human interests and desires, even though they largely fail at this. A trip to the zoo creates a relationship in which the observer, often a child, has a feeling of dominant distance over the animals being looked at. It is hard to respect and admire a being that is captive in every respect and viewed as a disposable specimen, one who can be killed to satisfy a mission that is hard for the zoo-going public to fully understand, let alone endorse.

Causing death is what zoos do. It is not all that they do, but it is a big part of what happens at zoos, even if this is usually hidden from the public. Zoos are institutions that not only purposely kill animals, they are also places that in holding certain animals captive, shorten their lives. Some animals, such as elephants and orca whales, cannot thrive in captivity and holding them in zoos and aquaria causes them to die prematurely.

Death is a natural part of life, and perhaps we would do well to have a less fearful, more accepting attitude about death. But those who purposefully bring about premature death run the risk of perpetuating the notion that some lives are disposable. It is that very idea that we can use and dispose of other animals as we please that has led to the problems that have zoos and others thinking about conservation in the first place. When institutions of captivity promote the idea that some animals are disposable by killing “genetically useless specimens” like young Marius and the lions, they may very well be undermining the tenuous conservation claims that are meant to justify their existence.

Lori Gruen is Professor of Philosophy, Feminist, Gender, and Sexuality Studies, and Environmental Studies at Wesleyan University where she also coordinates Wesleyan Animal Studies and directs the Ethics in Society Project. She is the author of The Ethics of Captivity.

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Image credit: Sit-in protest in Lisbon. Photo by Mattia Luigi Nappi, 2014. CC-BY-SA-3.0 via Wikimedia Commons

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Have you ever wondered what it would be like to work in a zoo? In the newly released Animal Helpers: Zoos, author Jennifer Keats Curtis worked with four zoos to learn more about the duties of a zookeeper and what it takes to care for so many different types of animals. This week we meet Patti Clark of the Austin Zoo and learn what it is like to be the director of the zoo, and why everyday brings a new adventure.

Patti Clark never fails to play the Texas Lottery.

As Director of the private, nonprofit Austin Zoo & Animal Sanctuary—a volunteer position that occupies her 364 days a year—she hopes to someday use those winnings to construct a new keeper building that would include keeper office space, food prep space, an infirmary, and onsite vet clinic for the animals.

Despite the tremendous number of hours she puts in, Patti never takes a vacation. “There is something magical about this place,” says Clark, who somehow manages to also serve on four other nonprofit boards in her “spare” time, “I’m afraid I’ll miss something exciting and fun!”

What began as a goat ranch nearly three decades ago has become a permanent home to more than 350 animals including big cats; primates; birds; reptiles; amphibians; mammals, such as llama and deer; and one marsupial—a big red kangaroo initially misrepresented as a much smaller wallaby.

With a meager staff of 26 employees, Clark and her crew ably manage to help these hundreds of exotic and animals, 95% of whom were rescued from neglect and abuse, unwanted by owners, or surrendered to Animal Control officers.

The Austin Zoo & Animal Sanctuary, one of four zoos featured in the new Animal Helpers: ZOOS, differs from traditional zoos because the rescued animals are on exhibit to unescorted visitors. Guests have a chance to see these animals, to learn about different species, and to get first-hand education and information about the harm that exotic pet ownership and roadside circuses can cause for these creatures. Patti jumped at the chance to be part of this new book because education is a crucial part of the Zoo’s mission.

Even though there are days when she feels chained to her desk, Patti’s day is never dull.

In January, she says, calls from the 4-H Clubs roll in, as children realize that the animals they have raised are going to be slaughtered.

Last month, they took in a two-foot-long alligator, who arrived in a tiny ferret cage.

This week, she was heavy on tortoise calls. “People buy these tiny cute tortoises in pet stores,” she explains, “That animal grows, and it grows fast until it becomes two feet across or more and no longer fits into that small glass aquarium. Once he gets in the backyard and starts eating all of the vegetation, the owner does not want him anymore. We currently have 15 tortoises here.”

Patti also answers a lot of calls about unwanted birds and snakes, mostly big pythons and boas that apartment dwellers can no longer keep.

Most of the eight tigers and five lions who now reside at the zoo were purchased as babies and hand-raised by folks who thought it seemed like a good idea at the time. One trucker kept his tiger cub in the truck cab with him for company…until the feline became too big and aggressive.

Leroy the Lion (pictured) is one of Patti’s favorites, though he had a similarly troubled past. Leroy served as a “junkyard lion” until he was rescued and brought to his new home in Austin. At first, Leroy, who is maneless because he is neutered, was terribly thin and sick with mange, a skin disease. When he tried to stand, his anklebone shattered. Although scars from the mange still show under his coat, thanks to Austin Zoo vets and staff, Leroy is healed, happy and healthy. His favorite toys? Old tires, which he carries around the yard and guards as if they were prey. He then lunges at, bites and claws the durable rubber. “We get deer donated that have been culled from game management ranches and from a deer processor located close to the Zoo,” explains Patti, “Leroy is quiet while stalking his prey. It is amazing that such a large animal can move soundlessly across the enclosure yard. He does like to join in roaring with our two other male throughout the day.”

Since the Austin Zoo & Animal Sanctuary is currently at capacity for some species, Patti spends a portion of nearly every single day networking with other zoos and rehabilitation facilities to find permanent placement for these unwanted animals.

Despite some of the everyday frustrations that come with managing the staff and animals—and not having limitless funds—Patti clearly loves what she does. “In the Zoo, you won’t get rich with money, but your life will be rich,” she says.

To learn more about the Austin Zoo & Animal Sanctuary, please visit their Facebook page and website, http://www.austinzoo.org/.

If you want to learn more about the book Animal Helpers: Zoos go to the Sylvan Dell book page http://www.sylvandellpublishing.com/bookpage.php?id=AH_Zoos

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Classroom Extensions:

While students used several Internet sources for research on this project, many students used trade books as well. One favorite was Predators by John Seidensticker and Susan Lumpkin (one of the INsiders series published by Simon and Schuster), as it featured not only profiles of some of the world's top hunters, but also sections on the weapons and instincts that make these killers the pinnacles of their food pyramids. The text reads like any excellent nonfiction text, with plenty of illustrations, captions, text boxes, and cut-away diagrams.

Top 10 Worst Killer Animals You Wouldn't Want to Meet by Fiona Macdonald and David Antram boldly counts down the top killers from around the world, providing curious readers answers to questions such as, "How do jellyfish feed?" and "How do you avoid a shark attack?" Kids find this book fascinating since it profiles not only the predators, abut also those malevolent creatures that carry infection and kill by disease.

But perhaps the hottest commodity was Predator Showdown: 30 Unbelievably Awesome Predator vs. Predator Faceoffs by Lee Martin. Students loved the grudge-matches depicted on the pages, along with the vital stats of each contender. Rather than reveal the winners immediately, the author lists the winner on the book's final page, along with a short explanation of why one animal would overcome the other. I think students enjoyed the format because its competitive nature mirrored the fierce loyalty they began to feel for their own nominee to The HOWL Museum. Unfortunately, it seems that book is out of print, so if you can't find it at your library I'd alternatively suggest Nature's Deadliest Predators by Shelly Silberling. While it is limited to sharks, bears, tigers, and alligators and crocodiles, this text demonstrates the interactions between these predators and the humans who increasingly compete with them for limited habitable space.

Classroom Extensions:

• Explore the concept of portmanteau words with your students. Unlike compound words that simply combine two smaller words, or contractions which drop letters, portmanteau words combine words and lose letters to form new words entirely. Thus smoke and fog create smog, and breakfast and lunch create brunch. Scranimals is a terrific choice for introducing this concept.
• Have students cut apart magazine images of animals to create collage critters. Students can then write descriptions of these animals, including the unique abilities they're granted given their hybrid qualities.
• Explore the online possibilities for creating crazy animal combinations using a site like Switch Zoo or Build Your Wild Self.

I've had a good deal of success with partnering books on wolf pack behavior with books that deal with similar "pack" behavior in humans. Holes, The Outsiders, Wringer, and Lord of the Flies are just a few of the books that demonstrate the irresistible hold a dominant alpha can have over a pack, leading subordinates to follow blindly, even when consequences might prove disastrous. The boys of Group D in Holes, for example, certainly adhere to a ranking system, and protagonist Stanley Yelnats quickly learns that small concessions on his part can improve his own position in that ranking. 

And of course, I'd recommend a quick study in pack behavior before reading any novel dealing with dog packs, such Island of the Blue Dolphins, Julie of the Wolves, and Call of the Wild, to name just a few.

For picture books I would recommend Scruffy: A Wolf Finds His Place in the Pack by Jim Brandenburg,  Wolves by Sandra Markle, and Face to Face with Wolves, also by Jim Brandenburg.

Classroom Extensions:

• Choose a fact-rich picture book such as Scruffy: A Wolf Finds His Way in the Pack. Once students have read and discussed the text, have them write a simple essay explaining how pack behavior is critical to survival.
• Later, assign students the challenge of drawing comparisons between the group behavior observed in your novels and the previously studied pack behavior.
  

Classroom Extensions:

• Share some of these poems with students, particularly Edgar Allan Poe's "The Raven." This poem's fantastic vocabulary, figurative language, and creepy author's tone can be explored interactively The Interactive Raven and Knowing Poe: Annotated Poe.   

• Compare and contrast Poe's poem with others about chance meetings with birds. This post discusses using a cool collaborative site called LinoIt to create online discussions, complete with stickies, images, and videos.
• Assign each student a bird, asking them to explore its history and mythology, as well as its physical characteristics and habits. Armed with this information, challenge students to write a poem about a meeting with this bird, basing it upon some of the exemplars above.
• Check out the haunting poem Carrion Crow by John Heath-Stubbs (definitely share the audio!), which describes a literal bird's eye view of history. After discussing the text and researching the battle to which it refers, ask students to write a similar poem as observed from a bird's point of view.
• If you feel that this activity is for the birds, consider allowing students to write poetry about their own choice of animal after conducting some basic research. Eric Carle's Animals Animals features animal poems by some of the literary greats (think Kipling, Carroll, Sanburg, Rossetti) accompanied by his signature cut-paper illustrations. These poems might also serve you if you choose to tackle any of the Creative Comparisons activities listed above.

9. Animal Allies
Project: Art/Research
Suggested Grades: 5 and up

Animal Tribe introduces students to the mythologies and wisdom of animals as celebrated by various indigenous peoples from around the globe. Explore that site to see what's offered, and consider ways that these studies could be incorporated into your existing curriculum.

A logical connection to this project is research in how animals are being threatened by their struggles to share this planet with humans. Books such as Once a Wolf: How Wildlife Biologists Fought to Bring Back the Gray Wolf by Stephen R. Swinburne and Dorje's Stripes by Anshumandi Ruddra can get this discussion started.

In the latter book, a beautiful Royal Bengal Tiger arrives one day, broken and tired, at a small Buddhist Monastery in Tibet. He begins to lost his stripes as his fellow tigers are poached from the surrounding countryside. Hope for the future shines, however, when one day a single stripe, and a beautiful female tiger, return. ((Win this book! See bottom of the post).
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5 Stars Don’t Feed the Boy by Irene Latham Illustrated by Stephanie Graegin Pages:  288     Ages: 8 to 12 ……………………. Back Cover:  No kid knows more about zoo life than Whit. That’s because he sleeps, eats and even attends home-school at the Meadowbrook Zoo. It’s one of the perks of having a mother who’s the [...]

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4 Stars Animal Andy Kathy Sattem Rygg 144 Pages    Ages: 8 to 12 .................... .................. Back Cover:  Ten-year-old Andy Ohman is spending his summer working at the Aksarben City Zoo where his dad is the curator. There are rumors the city might close the zoo due to budget cuts. An anonymous donor has given the [...]

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…………………… Today, Kid Lit Reviews would like to welcome Andy Ohman, from Animal Andy by Kathy Sattem Rygg.  Andy is the main character in this crazy zoological story about the Aksarben City Zoo. The Zoo is facing budget cuts and must quickly find a way to make up the difference. If they do not, the [...]

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June is National Zoo and Aquarium Month! 

The zoo is a fantastic place for children to get up close to animals that live on all ends of the earth where learning and exploration is fun even to an adult. However, there is so much more to a zoo or aquarium than meets the eye.  What you don’t see is the rehabilitation programs where zookeepers work with injured animals, animal behavior research and endangered species research to keep these animals around for us to enjoy.

These are the people that help our authors, research the animal behaviors featured in Sylvan Dell books, and check the For Creative Minds sections for accuracy. We would like to thank all the wildlife specialists for their help through the years, and encourage Sylvan Dell readers to support and visit their local zoos and aquariums this month and throughout the year!

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My review of The Midnight Zoo  (as it appeared in the March 2012 edition of SLJ)


Copyright © 2012 Library Journals, LLC, a wholly owned subsidiary of Media Source, Inc. Reprinted with permission.

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Happy Independence Day!

It's the 175th anniversary of the signing of the Texas Declaration of Independence, so I thought I'd do a post on big giant lizards in Houston.

One of the more entertaining aspects of writing novels, in general, and a Cretaceous time-travel novel, in particular, is the research. With THE CHRONAL ENGINE, I had to (re)create an entire ecosystem, which provided an excuse to, among other things, go to zoos and natural history museums.

While (non-avian) dinosaurs are no longer with us, we still have the descendants and/or relatives of many creatures that survived the K-T extinction, including alligators and monitor lizards (and birds, of course). Above, is a photo of me at the Houston Zoo in front of their komodo dragon, the largest monitor lizard. Although its bite is septic, the komodo doesn't really look all that fearsome, particularly behind three-inch glass. Appearances of course can be deceiving, though, and I really wouldn't want to encounter one in the wild.

It's of particular interest to me, though, for a couple reasons: first, monitor lizards are known from the Cretaceous (dinosaurs weren't the only great big scaly things in the ecosystem back then!).

Second, it's related to the mosasaur, the orca-sized (20-30 feet long) aquatic predator from the North American inland sea of the late Cretaceous. Shown below is the Onion Creek mosasaur, on display at the Texas Memorial Museum in Austin:


Below, I'm still at the Houston Zoo, peering at the albino alligator.


Immediately below is a close-up of the animal's forelimb. It's kind of fascinating, how much you can see of the scales on the white animal.


Below, at the Houston Natural Sciences Museum, I'm standing in front of what I believe is a Nile crocodile.

1 Comments on Texas Independence Day! Big giant lizards!, last added: 3/2/2011