The Dynamics of Kea Behaviour and Interpretive Signage on Visitor ...

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Figure 8a. Box <strong>and</strong> whisker plot representing the relationship between the median proportion <strong>of</strong> time visitors allocated to viewing the <strong>Kea</strong> enclosure with the percentage <strong>of</strong> time <strong>Kea</strong> spent displaying Category 1 behaviours. 29 Figure 8b. Box <strong>and</strong> whisker plot representing the relationship between the median proportion <strong>of</strong> time visitors allocated to viewing the <strong>Kea</strong> enclosure with the percentage <strong>of</strong> time <strong>Kea</strong> spent displaying Category 2 behaviours. 30 Figure 8c. Box <strong>and</strong> whisker plot representing the relationship between the median proportion <strong>of</strong> time visitors allocated to viewing the <strong>Kea</strong> enclosure with the percentage <strong>of</strong> time <strong>Kea</strong> spent displaying Category 3 behaviours. 30 Figure 8d. Box <strong>and</strong> whisker plot representing the relationship between the median proportion <strong>of</strong> time visitors allocated to viewing the <strong>Kea</strong> enclosure with the percentage <strong>of</strong> time <strong>Kea</strong> spent displaying Category 4 behaviours. 31 Figure 8e. Box <strong>and</strong> whisker plot representing the relationship between the median proportion <strong>of</strong> time visitors allocated to viewing the <strong>Kea</strong> enclosure with the percentage <strong>of</strong> time <strong>Kea</strong> spent vocalising. 31 6
1.0 INTRODUCTION 1.1 Education <strong>and</strong> advocacy role <strong>of</strong> zoological parks With the ability to provide millions <strong>of</strong> visitors with safe, close encounters <strong>of</strong> living animals zoological parks are increasingly expected, if not environmentally obligated, to interpret the animals in their care <strong>and</strong> the threats to their survival, <strong>and</strong> provide positive, emotive experiences that inspire <strong>and</strong> engender both behavioural <strong>and</strong> attitudinal changes in their visitors for the ultimate benefit <strong>of</strong> conservation (World Association <strong>of</strong> Zoos <strong>and</strong> Aquariums (WAZA), 2005). To achieve maximal educational potential institutions are expected to be involved in formal educational programmes along with a variety <strong>of</strong> informal interpretive techniques using their staff <strong>and</strong> volunteers, their animals, their enclosures <strong>and</strong> accompanying graphics (WAZA, 2005). In the case <strong>of</strong> threatened species these expectations are <strong>of</strong>ten reinforced in Species Survival or Captive Management Plans. 1.2 Nestor notabilis An example <strong>of</strong> this expectation on captive facilities to provide interpretation <strong>and</strong> advocacy for the species they hold in their care can be found in the case <strong>of</strong> the worlds sole living alpine psittacine species, the <strong>Kea</strong> (Nestor notabilis). <strong>The</strong> <strong>Kea</strong> is endemic to New Zeal<strong>and</strong> <strong>and</strong> found to occur naturally only in the high altitude beech forest <strong>and</strong> alpine/montane areas <strong>of</strong> the South Isl<strong>and</strong> (Peat, 1995). <strong>The</strong>y are a highly gregarious, curious <strong>and</strong> fearless species, with a large repertoire <strong>of</strong> play <strong>and</strong> social behaviours. <strong>The</strong>y are also one <strong>of</strong> the most intelligent extant avian species; with highly developed cognitive skills they show causal reasoning, associative learning, 7
Page 1 and 2: Kea Exhibits: <str
Page 3 and 4: ACKNOWLEDGEMENTS I wish to thank th
Page 5: TABLES LIST OF TABLES AND FIGURES T
Page 9 and 10: has also made this species increasi
Page 11 and 12: Despite research showing live inter
Page 13 and 14: themselves and the
Page 15 and 16: not been part of t
Page 17 and 18: The original sign
Page 19 and 20: The sign was place
Page 21 and 22: 2.2.1 Data collection procedure Dat
Page 23 and 24: 2.3 Measuring the effects o
Page 25 and 26: 3.0 RESULTS 3.1 Sign treatment effe
Page 27 and 28: a) b) PERCENTAGE OF VISITORS PERCEN
Page 29 and 30: 3.2 Effects of kea
Page 31 and 32: 8d) 8e) Proportion of</stro
Page 33 and 34: in which studies have occurred), th
Page 35 and 36: vastly from Arndt et al. (1993) <st
Page 37 and 38: way in sufficiently attracting the
Page 39 and 40: misleading or inaccurate assessment
Page 41 and 42: and complex enviro
Page 43 and 44: 5.0 CONCLUSION The
Page 45 and 46: 6.0 CRITICISMS/RECOMMENDATIONS This
Page 47 and 48: ehavioural effects of</stro
Page 49 and 50: Broad, S., Weiler, B. (1998). Capti
Page 51 and 52: Schnackenberg, H. (1997). View <str
Page 53: 8.3 Kea ethogram u

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