“Tips, Facts, and Fun”

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August 30, 2006

“A Long-Winded Description of my One and Only True Love: Camels”

One hump
topped in fur.
Long legs
covered in hair.
It travels the desert,
walks on sand,
spits in your face when it’s mad.
Poikilothermic,
it’s body temp. can rise
in the heat of the day.
Or is that the two-humped beast?
Nay,
it’s the dromedary, methinks,
that I speak of this day.
It stands tall,
carries fat to ensure proper hydration.
It’s my friend,
it’s my neighbor,
but it’s absent from my nation.

Rebecca Emanuelsen

Carlson High School

Gibraltar, Michigan

Stories

Compiled by Ellen Kulie, Symbiosis Editor
 

Stories are an effective way to reach both adults and children. The children’s section of your library is great resource, as is the internet. Here are a few links worth exploring. AZAD members can read the August 20006 issue of Symbiosis to learn more about storytelling.

Animal fables

http://www.pocanticohills.org/fables.htm

Grevy’s Zebra

http://www.lewa.org/stripes_story.php

Myths, legends and fables

http://www.planetozkids.com/oban/legends.htm

Story library

http://www.storyarts.org/library/index.html

Folklore and Mythology (various links)

http://www.pibburns.com/mythregi.htm#mythregi45

Native American Lore

http://www.ilhawaii.net/~stony/loreindx.html

Manatee visits Boston

This may be the northern most sighting of a manatee ever documented. Read more in the story from the New York Times. For even more information on the very interesting mammal check out this link. Sleek? Well, No. Complex? Yes, Indeed.

August 22, 2005

So That Is What A Cliff Is …………….

Kaye Quentin, Saint Louis Zoo

Just recently I was privileged to be able to be the eyes of a visually impaired woman who had come to visit our zoo along with her husband who was a paraplegic. I had intended to work our Missouri Wildlife cart when Rachel Arbogast, our docent coordinator mentioned that a group of physically challenged people were coming in for a tour. Joanne Travis was the only docent who was going to see to these people. I told Rachel that I would gladly help Joanne out. Both agreed to this arrangement.

Imagine my surprise when upon meeting in Monsanto Hall there were only two people. Rachel and Joanne went about gathering some biofacts to present to our guests. There was a giraffe neck vertebra and tail, a large alligator snapping turtle shell, skins from an opossum and beaver. It was interesting to guide our sightless visitor hands along each of these items. Her husband was able to discern what they were, but she had to use her hands to ‘see’ the items. She was able to identify some of the items with a bit of helpful tips from both Joanne and myself. She marveled at the length of the neck vertebrae, we had her feel her own neck to get a sense of how small hers were, and then using her height explained that the giraffe would stand as tall as if there were 3 of her on top of each other. Next the tail, she was fascinated by the tail hair, its coarseness and length. She figured out, rightly so, that maybe the animal used that tail to swish flies away. I told her that in its native country the Africans use the tail hairs for jewelry and fishing line, which she understood. Joanne told her about the length of the tongue and its color. For someone without sight she was very interested in color and for comparison of the length we used her extended arm. The turtle was a given, but she was interested in the fact that it resided most of the time in the bottom of a stream bed and wondered about its breathing, which Joanne explained along with the ‘lure’ it has on its tongue for catching fish. The animal skins were next; she was enthralled with the different textures and thickness of the pelts. She figured out the identification of the animals by feeling their tails with a bit of prodding from both Joanne and I. She marveled at the uses of these tails, and decided by the touch of the fur which was a land animal and which lived in the water and why their coats were different.

Her husband noticed a stuffed animal at the front of the room that he knew she would be interested in ‘seeing’. Carefully escorting her down the stairs I led her to the animal, never revealing what animal she was about to feel. She ran he hands over the body, loving the fur, felt the ears and face and kept guessing. Finally I led her hand to the legs and then to the feet, only then did she realize that the animal she was examining was actually a black bear. She immediately hugged it and declared it one of her favorite animals.

From here Joanne and I escorted them to the Children’s Zoo for an up-close encounter with live animals. We met up with some of our ‘keepers for the day’ along with their Children’s Zoo employee, and they presented a snake, which she quickly identified. With her hand on its body, I helped her gently trace the length of the animal while telling her of the skeletal reason for the elongated body shape, and muscular build, we even felt the underpart of the body so she could feel that these scales were different enabling the snake to move more easily along. She was aware that they had no ears and did all their ‘hearing’ through their tongues. Another of the ‘keepers’ brought her a box turtle, which she enjoyed running her fingers over, feeling not only the shell, but also the claws and part of the foot. Joanne then brought over a shorthaired guinea pig for her to feel, our visitor really had a thing for soft and furry. She ran her hands over the body and Joanne explained that there were also longer haired guineas, which I got for her to feel the comparison. She felt one of our screech owls and told us about its special feather adaptation, which allowed it to fly silently. She marveled at its softness.

Moving on we went onto the Penguin/Puffing Coast. Her husband led the way in his wheelchair and she followed along by holding the back of his chair. We passed the bears, which we had to describe, and stood around sniffing for smells of the animals. She really got a good whiff of odor when we reached our destination. Here Joanne had to leave, as she had something else to do for the zoo. I took them inside which was a relief, as we had been walking around in the extreme heat of a St. Louis summer. Smell and sound now perked her interest. I described all that we were seeing and the sounds that she heard. For height comparison I again used her own height to explain the different sizes of the penguins in this region. Then I led her to the model of the gentoo penguin and she felt it from top to bottom, noticing the sharp bill, the smooth body, which from her sensitive sense of touch discerned that these birds differed from others due to the oils in their skins. Then we left the ‘southern hemisphere’ area and moved on to the ‘northern hemisphere’ and met up with the puffins. I describe them along with the Eider ducks that were quietly swimming along and told her about their habitat and the puffins nesting areas in cliffs. I led her to the models of puffins and guided her hands to the bodies. She noticed the difference in their bills, shape and size. She wondered about where they lived as she had done with the penguins and I told her about the cliffs that they would climb or fly up to nest. A cliff, what was that? she asked. So I guided her hands along the side of the mock cliff that holds the pair of puffins, letting her feel its shape, the ‘grasses’ growing out of it and the cracks along the way. That is when she exclaimed, “So that is what a cliff is”. How astounding it was for me to realize that there are many things in life that we take for granted and never realize how it is to ‘see’ things from a different perspective.

From here I led them to the Wilds Railroad Station as she had heard the trains going by and really wanted to ride one. I describe the one that we were going to ride, the color, the shape, how many cars, how it runs, who does it. My intention was to make sure they caught it, but once getting them there and realizing that her husband’s chair would be fastened down in a fashion that would not giver her access to him, I decided to ride in the seat provided for the family of the wheelchair bound member directly behind him. Several times I had to reassure her that he was safely strapped in and in no danger. During our ride I pointed out the sights along the way, the bears, which ones we passed, the sights and sounds of the train and its whistle and why it blew, the forested area we went through, the tunnels (she realized from the sound and coolness we had entered one), the waterfall we passed, the sea lion statues we passed near the south entrance, which she told me that once she had an opportunity to feel one and she described it to me. The description of the Flight Cage and its reason for being the impetus of our zoo fascinated both of them. Soon it was time to end our ride. Having to part from them, but I gave them directions to areas where they had handicapped entrances, she especially wanted to visit the Red Rocks area to ‘see’ the animals there. How I would have loved to accompany them on their further visit to our zoo. I would have enjoyed going into the Flight Cage with her and had her walk over the boggy area to get a feel of a swamp floor, but other duties called. I did tell them that they could get food at Lakeside, where there was a handicap entrance, it was cool and they could rest.

Later that evening as I was working in the Zoo Information booth I saw the both of them heading for that area. These strong people had spent the whole afternoon and early evening enjoying our zoo. I hope they had as much fun as I had in leading them around earlier in the day. This is one day I will remember for a long time. I look forward to the next time I can work with a special needs group. While this wasn’t the first time I did this at the zoo, it was the first time I did it other than in a classroom or for a short tour. I enjoyed every moment of it.

July 26, 2005

Building Rapport with Staff Members

Submitted by Ellen Kulie Editor Symbiosis

With a good working relationship with staff members, opportunities for docents are unlimited. Here are fifteen tips to build and maintain a good working relationship.

1. Understand the staff member's viewpoint.

2. Value the staff member's time.

3. Display a positive image and attitude.

4. Listen, and ask clarifying questions if needed.

5. Maintain eye contact.

6. Show appreciation.

7. Provide updates to the staff members, and avoid last minute surprises.

8. Share photos, articles, and animal stories.

9. Discuss, understand and meet the staff member's expectations.

10. Learn the staff member's style and avoid his pet peeves.

11. Support the staff member's goals.

12. Provide diplomatic feedback and offer solutions.

13. Consider how your actions reflect on staff members, and make your boss look good.

14. Let the staff member know if you need more resources to accomplish a task.

15. Work on building a positive, productive partnership.

For more thoughts on building rapport, AZAD members can read the Sep 2005 issue of Symbiosis.

July 7, 2005

50 Ways to Build Esprit de Corps

1. Start a local AZAD chapter

2. Wear uniforms

3. Have a newsletter

4. Recognize hour and length-of-service milestones with pins or certificates

5. Collect items needed for enrichment

6. Celebrate birthdays (for both people and animals)

7. Have potlucks, or barbecues

8. Leave space in log books so you can share animal observations

9. Have spaghetti dinners

10. Share photos

11. Promote a sense of belonging

12. Seriously consider suggestions and new ideas

13. Respect each other

14. Remember you have a common purpose

15. Talk before shifts

16. Eat together between shifts

17. Talk after shifts

18. Take field trips together

19. Watch animal-themed movies together

20. Have a book discussion group

21. Appreciate the history of your organization

22. Go as a group to a local lecture, IMAX show or science center

23. Go on a wildflower walk

24. Take group photos

25. Send get well wishes

26. Share poems

27. Work towards goals together

28. Set a stretch goal as a group

29. Have a website

30. Celebrate successes

31. Share jokes

32. Travel together

33. Welcome new volunteers

34. Use mentors

35. Send condolence notes

36. Appreciate everyone's efforts

37. Visit a local nature center together

38. Ask long-term volunteers to share their knowledge

39. Post a schedule of upcoming animal TV shows

40. Enjoy what you do

41. Learn together

42. Share stories

43. Appreciate your differences

44. Post items of interest on a bulletin board

45. Study for certification tests together

46. Share animal jokes

47. Host an AZAD conference

48. Share the thank-you notes you get from visitors

49. Share animal news

50. Visit animals who've moved to new homes

For more thoughts on building esprit de corps, read AZAD’s Jun 2005 issue of Symbiosis.

Tips for interacting with guests who have Disabilities

From the Symbiosis Editor

I’d like to share some thoughts on ways to treat visitors with respect and dignity. According to the National Organization on Disability, 54 million Americans have some level of disability. By using common sense, consideration and customer service skills, we can help all our visitors celebrate and save wildlife. There are many different disabilities, some we can see and some we can't.

Disabilities include mobility impairments, vision impairments, hearing impairments, speech disorders, and mental retardation. Here is some information from the experts on interacting with visitors.

In all situations, we should talk directly to the visitor (not to his companion or interpreter). It is okay to use common expressions when talking to people with disabilities (e.g., such as "see you later" to a person with a visual impairment). We want to act naturally. Some specific techniques are outlined below.

People Who Have Mobility Impairments. When you encounter a visitor with a wheelchair, don't lean over him. To facilitate eye contact, stand a slight distance away so that he isn't straining his neck to see you. If possible, sit on a bench at his level. Other visitors use canes and crutches. They may ask you the easiest way to get around your facility. It's helpful to give them alternatives. Some visitors may prefer using stairs, instead of ramps. When you're inside at an exhibit, it's helpful to monitor the ramps, aisles and doors to ensure strollers or wagons aren't blocking pathways. Occasionally you may need to ask visitors for their help in keeping paths clear. Some visitors may have mobility impairments that aren't apparent (e.g., people with respiratory or heart conditions). They might not be able to walk quickly or for long distances. In those situations, if asked, you need to know the locations of the nearest benches. When you're talking in the community, let people know if wheelchairs, electric convenience chairs, or tractor trains are available for rental.

People Who Are Visually Impaired. When you encounter a visitor who is visually impaired, identify yourself. This announces your presence. When you greet someone who has a guide dog, don't distract or pet the dog. The dog is working. Offer to provide information about the exhibit. Highlight the sensory experience (perhaps the smell or sound of the animal). Peccaries, for example, recognize individuals in their group by their odor, and mark their territory using a scent gland on their back. Or use a biological artifact (biofact) such as fur to lead into a discussion of where the animal lives in the wild. Don't have a biofact with you? Try using static displays in the exhibits. Some visual impairments aren't obvious. In those situations, a visitor may ask you to read the exhibit sign, or ask for help with directions. Try to provide specific, non-visual, information. "Walk forward to end of this path and make a full right" is better than "keep walking past the aardvarks and the eagles, and you'll be right there."

People With Hearing Impairments. If possible, face the person so your mouth is visible, and keep your face in full light. Speak clearly, and keep your hands away from the front of your mouth. Use a normal tone and volume, and avoid shouting. Speak in complete sentences, and don't eliminate information or words. In some situations, you may want to signal before you speak, perhaps waving to get the person's attention. Again, this is another situation where the impairment may not be apparent.

People With Speech Disorders. Sometimes it is difficult to understand visitors. See if using these techniques help. Focus by blocking out distractions, and concentrate on the visitor. Maintain eye contact. If you don't understand, ask him to repeat himself. Don't interrupt or jump in to finish a sentence. If possible, move to a quieter part of the exhibit. Background noise makes communication difficult for both of you.

People With Mental Retardation (or Developmental Disability). Use clear, concise sentences. Break complex explanations into small parts. You may want to use the maps and pictures on the interpretative signage, as part of your interaction. Avoid "talking down" and baby talk. Display patience and understanding while the visitor takes his time enjoying the zoo.

We can make a difference by welcoming visitors and helping them feel comfortable. What we do is important. Keep making a difference!

Regards,

Ellen Kulie

References:

- About Being Sensitive to People with Disabilities. South Deerfield, MA: Channing L. Bete Co., Incl., 1992.

- Cohen, Judy. Disability Etiquette (Tips on Interacting with People with Disabilities). Access Resources and Eastern Paralyzed Veterans Association: Jackson Heights, New York, 1998.

- National Organization on Disability web site, http://www.nod.org/about/, 18 Dec 2004.

- originally published in the Detroit Zoo’s “Harambee Headlines” and modified based on feedback provided at the Nov 2004 National Interpreters Workshop “The Art of Interpretative Writing” (Grand Rapids, MI)

January 6, 2005

The Ultimate Zoo series premieres Friday night Jan 07 at 8 pm. EST They spent some time as the Detroit Zoo this summer filming in their Arctic Ring of Life exhibit. http://animal.discovery.com/ Click on the "Shows A-Z" link on the left, then the U across the top, then Ultimate Zoo, to get to the schedule for local times.

Things to think about

Thoughts on Zoos and Zoo Habitats

Sherrill Jackson, Detroit Zoo docent

I think of zoos as a lifeboat.

To honor and protect all species that sail with us.

With natural habitats, zoo animals have the space and privacy to prowl, howl, court, build nests and defend territories.

Zoo’s agenda should be to educate by immersing us in the animals world, it shows us how the animal has adapted to live where it lives.

I’ve learned a respect that comes with the intense study of a subject.

More people go to zoos than to all of the professional sporting events combined.

Animals within zoos are the last ambassadors of a world that is rapidly becoming less and less wild.

We share this planet with other creatures that have every right to be here.

Someday, zoos might host the only example of a species left on the planet.

Animals need to evolve in the face of natural challenges.

To save animals is to save their and our habitats.

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