Page 17 - Zoo Animal Learning and Training

­Notes Non NootriboNtes xvii

VetBooks.ir work involves primates and the ecological oversees the behaviour of the zoo’s large and
diverse animal collection – from aardvarks
influences of perceptual capabilities and
resource partitioning. Using a mixed
the skills of over 100 animal keepers who
approach of captive and field studies he to zebras – and is responsible for developing
investigated the evolution and advantages of care for them. Tim consults on animal train-
trichromacy. ing and environmental enrichment at other
zoological institutions and conducts
Sarah Spooner has been working in zoos international training workshops. Tim is
and zoo education for the past decade. She is currently on the Instructor team of the
currently education and research manager at Association of Zoo and Aquariums (AZA)
Flamingo Land, UK, where she is working on annual animal training applications course.
updating and implementing the zoo’s conser- He is active in international training organi-
vation education strategy. Her current sations and has been an officer on the board
research investigates the impact of animal of directors of both the International Marine
encounters and handling animals on visitor Animal Trainers Association and the
attitudes and knowledge. Her doctoral Animal Behaviour Management Alliance;
research at the University of York, ‘Evaluating an organisation he cofounded.
the effectiveness of education in zoos’, exam-
ined the roles of live animal shows, zoo sig- Greg A. Vicino is the curator of applied
nage, and educational theatre as a means of animal welfare, San Diego Zoo Global. Mr
educating zoo visitors about animal facts and Vicino studied biological anthropology at UC
conservation messages. She holds post grad- Davis where he focused on non‐human pri-
uate degrees from the University of York and mate husbandry, behaviour, welfare, and
the University of Cambridge and an under- socialisation. Mr Vicino focuses on inte-
graduate degree from the University of grated management strategies, in which all
Cambridge. She has worked in formal educa- animals receive the benefit of every specialty
tion as a primary school teacher and as a at each facility. By emphasising the frequency
lecturer in evolutionary biology, ecology, and and diversity of behaviour, he and his team
statistics. She has taught in informal settings have worked on developing integrated man-
including museums and zoos to a wide range agement strategies that exploit the adaptive
of ages and abilities. Additionally, she has relevance of behaviour and making behav-
experience as a zoo keeper and as an animal iour meaningful for managed populations.
trainer, predominantly working with parrots This strategy is designed to be applicable to
and birds of prey. all species both captive and wild and he has
extensive experience in the Middle East and
Tim Sullivan has been employed by the East Africa applying these concepts to in situ
Chicago Zoological Society at Brookfield conservation programmes and rehab/re‐
Zoo for the last 38 years. He spent 16 years release sites. Greg has continued to work
as a keeper in the marine mammal depart- towards his institute’s mission of ending
ment training and caring for the zoo’s dol- extinction, and has staunchly stood by the
phins, walrus, sea lions, and seals. In 1997, idea that all animals should be given an
Tim was asked to implement an elephant opportunity to thrive.
protected‐contact behaviour management
programme in the Pachyderm department. Samantha J. Ward is a Senior Lecturer in
In 1998, he was offered his present position Animal Science at Nottingham Trent
as the zoo’s curator of behavioural hus- University. Previously Sam worked as a zoo
bandry. Tim’s primary responsibilities are to animal keeper of various hoofstock, primate,
manage the zoo’s animal training and envi- and macropod species and was a zoo conser-
ronmental enrichment programmes. Tim vation and research manager with animal