The effect of environmental enrichment on the behavior and welfare in captivity of reptiles and of freshwater turtles in particular, which are popular aquarium and pet species, is very little studied compared to other taxa. We carried out a small scale case‐study on the effect of colored object enrichment, with and without fish scent, on the behavior of a group of 15 cooters (Pseudemys sp.) and sliders (Trachemys scripta ssp.) on display at a public aquarium. The new enrichment aimed to reduce the escape behavior (interaction with transparent boundaries) and increase exploration and random swimming. We used simultaneous recording of behavior at whole group level and for focal individually‐marked turtles. The escape behavior decreased on days with new enrichment before feeding at whole group level and for the focal turtles overall, in spite of the relatively low interest in the colored objects. Fish‐scented objects attracted significantly more interest. Random swimming, enrichment focus, aggression and submission increased significantly, and basking decreased significantly at whole group level before feeding, with smaller differences after feeding. There were large differences between individual turtles with respect to activity budgets and changes in behavior on days with new enrichment, with both increases and decreases seen in escape behavior, aggression, and levels of activity. Our outcomes suggested that introducing new colored objects with food scent may be beneficial for reducing escape behavior in captive freshwater turtles. However, careful monitoring of effects at individual level and much larger scale investigations, including postenrichment periods, are needed.
The Effective Life-long Learning Inventory (ELLI) has been designed to raise students' awareness of their own learning power, summarised in seven key dimensions. This study used ELLI with level 4 and level 6 cohorts in Biosciences programmes at Northumbria University as an indicator of academic performance.The dimension with the highest mean score for level 4 students was 'Meaning Making', followed by 'Changing and Learning'. 'Creativity' had the lowest mean score. Students were divided into two groups with respect to their academic achievement: the 'successful' and the 'satisfactory' group. The successful group scored higher in all dimensions, compared to the satisfactory group. The differences in the scores for 'Meaning Making' and 'Creativity' were statistically significant. Large differences were also found for 'Changing and Learning', 'Strategic Awareness', and 'Resilence'. Interestingly, all of these, with the exception of 'Meaning Making', were also the dimensions in which level 6 students scored higher than level 4 students, but the differences were not statistically significant.Results indicate that ELLI is a useful tool to identify key dispositions in successful learners, which could inform interventions to improve learning within a cohort.
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