Many thoughts and interpretations may come to mind when hearing the term "zoo". Some may imagine habitats with trapped animals, some may think of the conservation of animal races, some may even fantasise joyous moments of animal to human interaction! It is undeniably a vague topic to discuss retaining numerous results. Below are some examples of what may images may first come to mind.
The most recent Tasmanian devil exhibit at the Devils@Cradle sanctuary is their most impressive, both from an animal and visitor perspective, it is also their largest at 3000sqm.
The facility supports students involved in Save the Tasmanian Devil Program research projects. Increased housing opportunities have assisted with a growing meta-population and limited housing capacity, this enclosure can comfortably house up to 10 animals, in fact more if divided into 2.
It is the size of the exhibit and these naturally occurring features which provide exciting animal welfare benefits which focus not just on maintaining wild behaviour but also ensuring a range of natural enrichment opportunities exist. This support of wild behaviours is vital in pre-conditioning devils for the release phase of the Tasmanian Devil Program.
This is an exceptional exhibit!
The image, which seems almost like something out of a sad fable, perfectly captures the desolation and deprivation of zoos that cater to human entertainment.
Peter Marlow snapped the image at Russia's Kaliningrad Zoo in 2001. Sadly, nearly 15 years later, bears still appear to populate enclosures like this. As a more recent video shows, zoo bears stand on the edge of a platform and beg for the apples amused visitors throw to them.
This is an unacceptable exhibit..
Above-ground area of our exhibit. Consists of:
- Dolphin Show Stadium
- Interactive Exhibits
- Souvenir Shops
- Basic Amentities (food stalls, toilets, etc,)
- Back-of-House Area (connected to the stadium
E = Enclosures, T = Toliets, F = Food Stalls, B= Back-of-House Area, S = Souvenir Shops, X's = Seats
Underground area of our exhibit. Consists of:
- Underwater Tunnel (tunnel is the walkpath, animals swim overhead)
- Admission centre to pay for the Underwater Tunel
- "Glow Room"
- Deep-Sea Enclosures
- Gift shop at the end of tunnel. (Accessible without going in the tunnel)
E = Enclosure
Thank you for reading and indulging in my work, reviews, observations and perspectives.
Evaluate more. Give more information on how activities help you apply on proposal
Understanding the challenge
This term our challenge has been extended from creating hypothetical blueprints and designs, to now materialising these "architectural" plans into a prototype form. The task is extremely potentially beneficisl for zoologists and aspirants in this field of work. The task also incorporates archeology, designing and basic programming and coding which lead to majorly successful careers. This will significantly impact the communities through passing the gained knowledge (from this task,) which insspires and interests dedicated or unsure students. Personally, I desire to become a computer programmer and evidently, this task has educated me on the many helpful and problematic events that will occur, and broadened my views on what these occupations can achieve. Conclusively, a multitude of people of a variety of ages will be impacted beneficially through the knowledge shared and gained, though only a school project, this contains the possibility of creating future leaders and successful establishments.
The most valuable resources I discovered were the sources written by professionals in these fields of work. We were able to find vital information that could be applied to our zoology and marine-life topics. The information provided was extremely beneficial and new, interesting knowledge was gained through clear and descriptive terminology relevant to the subject. Though other sources were helpful, they usually only provided basic information that could not be specifically applied to our ocean-themed exhibit and rephrased common knowledge which was occasionally irrelevant and abundant.
Most surprisingly, our group has discovered that the deep-animals we have decided to include in our enclosure require minimum special treatment despite the extremely different environments (temperature, pressure, etc). It has been scientifically proven that deep-sea animals specifically require their relative, natural temperature and can survive in captivity.
Many processes were used in creating our final solution, some of these included: SCAMPER, SWOT analysis, bloom's taxonomy, question webs, Venn diagrams, etc. These were extremely advantageous in generating ideas and noting the characterises of the idea produced (positives and negatives). Once we understood the "pros and cons" of our idea/solution, it was simple task of eliminating or substituting the negative characteristics and refining and polishing our positive attributes. This strategy was constantly in use and has resulted in multiple, significant changes to our initial proposal.
Exectuting The solution
A variety of role assigning, prototyping, material collecting and obviously, constructing was neccesary in executing our solution. Each lesson, each individual team member focussed on completing a segment or category from our exhibit. For instance, this could have been constructing the enlosure's wall from lego, painting the 3D printed animals or simply taking photographs and recording of our construction process. This strategy proved intuitive as we were able to successfully finish construction of our exhibit on time. Overall, the system we chose to abide by proved effective and reliable and is highly recommended for students who must work cooperatively together.
Each lesson we had set a specific objective or goal we wished to complete during that period and had planned each "goal" accordingly so we would eventually complete the final task. This method significantly made the whole task seem easier as we could understand each component and part we needed to complete, which accumulated to the "final solution". Examples of this include: 3D printed animals, constructing enclosures, creating amentities, (etc.) as the components we desired to complete. If we chose the 3D printed animals as our focus for the lesson, we would take appropriate actions and procedures neccesary such as removing filament, sanding the animals and painting them. This would then be one of our "components" of the exhibit completed.
Obstacles faced during is process were very closely related to the obstacles found in the "teamwork" category of my reflection. The main obstacles and difficulties consisted of procrastination, lack of materials and resources and absent teammates however the effects of these detrimental issues are explained in the paragraph below.
The challenges we faced were partially convictable to us indivually, and some challenges were unavoidable. Admittedly, there were several lessons in which we functioned unproductively and consequently, was unable to progress and advance. Many factors were responsible such as distractions, procrasitanation and difficulty in completing the objective. I believe we were equally at fault for the delinquency provided and it was vital that we acknowledged these problems to correct and avoid future mistakes. Other challenges faced were (as stated before,) unavoidable. These consisted of the lack materials, missing resources and unavailable teammates at the present time. For example, our team hoped to apply modelling clay in order to create numerous amentities and animals however, was not avaliable until approximately 3 weeks after our construction phase. Mentioned before was the burdening absence of team mates on certain days, these were from extracurricular activities which clashed with our STEAM lessons and from illnesses and sicknesses. Eventually, we were able to adapt to these "difficulties" and was required to work more efficaciously because of these setbacks.
A diverse variety of skills were utilised in creating our final solution which can be appertaining to multiple real-world applications. The main skills needed were: designing, architecture, circuitry, coding, sketching/drafting, reasoning, justifying, evaluating, artistic skill and many more that have not been mentioned. These few examples relate to or occupy most leading occupations and career paths in modern society. Once understanding the immeasurable potential benefits which can be achieved and implemented in future situations, it is genuinely spectacular at how relevantly assistive this shall be.
I was able to apply many new skills to a variety of subjects and am able to do so for some hypothetical or potential subjects for the future. The tools and strategies STEAM has incorporated (such as blooms taxonomy and SWOT analysis,) can be applied to any task or challenge from virtually any subject. These strategies assist us in analysing the task by breaking it down to smaller, fundamental components and evidently will evaluate the criteria and what is expected/neccesary. Some other skills were more specific and could be applied to particularised subjects. Learning to sand (paper) 3D printed objects or accurately cutting balsa wood would prove to be extremely beneficial if the student was participate in a industrial design course, or learning to code with the "Arduino" program can be applied to information communication technologies courses. The list extends further including: zoology, animal welfare, circuitry, etc.