Workshop Effectiveness on Content Knowledge of Behavioral Observation Techniques in an Applied Animal Behavior Context

Comparative psychology has a long history of investigating topics that promote comparisons across disciplines, constructs, and species. One critical component of comparative analyses is to select the best data collection technique. Unfortunately, these observational skills are not always taught to individuals who need them the most, animal care professionals. To demonstrate the applicability of appropriate data collection techniques to this applied discipline, we conducted a multi-day workshop that provided attendees training and practice with several data collection techniques that could be used to evaluate animal behavior in both spontaneous and enrichment-provided settings. The program included (1) a presentation on different data collection techniques and the types of questions each technique can address, (2) two 20-minute sessions of observation practice at two different facilities, (3) a final summary presentation of the data collected, and (4) pre- and post-surveys conducted immediately before and at the end of the workshop. Out of 177 survey respondents, almost a third reported using behavioral data collection to manage animal behavior prior to the workshop. More than 90% of the respondents had heard of behavioral ethograms and 68% of the respondents had used one previously. Many of the respondents reported familiarity with different observation techniques. Eighty-two individuals completed the majority of the survey with 81% expressing satisfaction with the initial workshop presentation. Respondents completing both surveys showed significant improvement in their knowledge of behavioral data collection techniques. Ultimately, the workshop introduced and clarified behavioral observation techniques and their applications in a variety of contexts. Respondents indicated that they could and would utilize knowledge gained from the workshop at their own facilities.

DAPS 2nd Workshop Presentation: Assessing the impact of 1815 Tambora volcanic eruption on surface temperature and precipitation variabilities in Indonesia using MPI-ESM simulation outputs

The impact of the eruption of Mount Tambora in 1815 on meteorological parameters in Indonesia is not widely known because of the absence of weather observation data at that time. In this study we examine the impact of the eruption in Indonesia by using one of the Max-Planck Institute Earth System Model (MPI-ESM) simulation output scenarios which previously selected by comparing it to the proxy data δ^18 O of the Porites sp. coral. This study examines the impacts of temperature and precipitation variability in the period of June-July-August (JJA) and December-February-January (DJF). The δ^18 O data is compared with the reanalysis data to see whether the δ^18 O data is capable of recording temperature and precipitation changes or not. The model data is then compared with the δ^18 O data to see the consistency between them. Consistency analysis is performed to select the most representative model scenario. In addition, a comparison of the Niño 3.4 index from proxy reconstruction data with the Niño 3.4 index which was derived from the model to analyze the effect of ENSO on the occurrence and after Tambora eruption. The model simulations show well consistency over surface temperature during JJA, but has not been able to accurately describe the precipitation anomaly after the eruption. Based on the simulation results, the eruption of Mount Tambora in 1815 caused a decrease in temperature of 0.4-1°C in Indonesia in 1816-1817 and the temperature returned to normal in the years after.

CSÁTI REFI PROGRAM

Workshop Presentation: The "Csáti Refi" Program

EXPERIENTIAL LEARNING: THE ROCK CYCLE IN A WORKSHOP - PRESENTATION AND EVALUATION OF THE TEACHING APPROACH

A research organised in the frame of the European project GEOschools to investigate the interest of students and teachers in geosciences in secondary school, concluded that both students and teachers are deeply interested, among other things, in the teaching strategies applied to teaching Geology. Bearing this in mind, a workshop was designed about the rock cycle, simulating the natural processes that take place in earth’s lithosphere, using everyday objects. The workshop was then carried out with the help of students and/or teachers of secondary school who evaluated the whole endeavour in terms of efficiency in imparting knowledge and acquisition of a deeper understanding of otherwise difficult concepts through evaluation sheets.

Performative Script analysis for additional language classrooms

This paper discusses a variation of theatrical rehearsal practice that I adapted for a university level English for Academic Purposes (EAP) English course on which I taught and is also based, in part, on a workshop presentation I gave at the 2013 WATESOL conference in Wellington, New Zealand. The activity and its procedures, which are described in this paper, originated in my experiences and training as an undergraduate in theatre studies and also draws from my subsequent career in the performing arts. While the practice of script analysis is definitely not a new invention, being, as it is, one of the most fundamental activities that modern actors undertake in preparing for rehearsal, I feel this particular procedural variation of the practice is novel for second or additional (L2) language classrooms. I had wanted to experiment with scripted performance in my classrooms for some time, so I designed this activity to be feasible for students without any experience with the performing arts.This paper is arranged as follows: Firstly, I provide a brief background and rationale for the activity. Next, I explain in detail the procedures of the task. Lastly, I will briefly discuss students’ post-task feedback collected from an exploratory study ...

Of Making Many Books There is No End ... and Much Cataloguing Wearies the Body

This is the “speaker’s” version of the ANZTLA Conference RDA workshop presentation. The slides used are not available for publishing in the journal but I’m happy to pass on the Cheat Sheet distributed at the conference to ANZTLA members and also answer any questions as they arise for any ANZTLA libraries implementing RDA.