Final Report Presentation of the Grant Cláudia …langint.pri.kyoto-u.ac.jp/ai/photos/claudia/Raquel/...Final Report Presentation of the Grant Cláudia Sousa Memorial Fund 2015 Grant

Final Report

Presentation of the Grant

Cláudia Sousa Memorial Fund

2015

Grant by: Prof. Tetsuro Matsuzawa

Supervisor: Prof. Misato Hayashi

Tutor: Renata Mendonça

Recipient: Raquel Costa

i

Acknowledgements

I wish to express my gratitude to Prof. Tetsuro Matsuzawa, Prof. Misato Hayashi and

Renata Mendonça for their guidance and patience; to my colleagues for their valuable

help during my stay. I’m very thankful to Japan Society for the Promotion of Science

for supporting this training. I’m also grateful to the PWS program, for allowing me to

participate in the field courses and all people I had the pleasure and luck to work with in

Japan.

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Table of contents

1. Cláudia: the person and the primatologist ............................................................. 1

2. Application process to the “Cláudia Sousa Memorial Fund” ................................ 3

3. Primate Research Institute and Primatology in Japan ........................................... 4

4. Research and other activities in PRI ...................................................................... 6

a. PRI Seminars ............................................................................................. 6

b. Research Project: The impact of the change of facilities on a group of

chimpanzees at the Primate Research Institute of Kyoto University ....... 7

c. Genome Course ....................................................................................... 14

5. Zoological Parks in Aichi and Kyoto Prefectures ............................................... 16

a. Japan Monkey Centre .............................................................................. 16

b. Higashiyama Zoo and Botanical Gardens ............................................... 17

c. Kyoto City Zoo ........................................................................................ 18

6. Travelling ............................................................................................................ 20

a. Kumamoto Sanctuary .............................................................................. 20

b. Primate and Wildlife Science (PWS) Courses ........................................ 21

c. Iriomote Islands Tour .............................................................................. 28

d. Uganda, the “Pearl of Africa”.................................................................. 31

7. Conference: SAGA 18 Kyoto .............................................................................. 37

8. Sites of reference ................................................................................................. 38

9. References ........................................................................................................... 39

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Figures’ Index

Figure 1. Cláudia Sousa (1975-2014). .............................................................................. 1

Figure 2. Dr. Imanishi and his students. Itani Junichiro Archives ................................... 4

Table 1. List of PRI’s seminars, which student’s can attend ............................................. 6

Figure 3. Comparison between enclosures of the behaviours which presented a

significant change ............................................................................................................ 10

Table 2. Number of sessions per individual per enclosure ............................................. 10

Figure 4. Ai’s activity budget in the green cage ............................................................. 11

Figure 5. Akira’s activity budget in the green cage ........................................................ 11

Figure 6. Ayumo’s activity budget in the green cage...................................................... 11

Figure 7. Chloe’s activity budget in the green cage ........................................................ 11

Figure 8. Cleo’s activity budget in the green cage .......................................................... 12

Figure 9. Mary’s activity budget in the green cage ........................................................ 12

Figure 10. Pan’s activity budget in the green cage ......................................................... 12

Figure 11. Pendesa’s activity budget in the green cage .................................................. 12

Figure 12. Space use in the green cage, frequency distributed by floors ....................... 12

Figure 13. Preparation of samples .................................................................................. 14

Figure 14. Electrophoresis .............................................................................................. 15

Figure 15. Assay procedure ............................................................................................ 15

Figure 16. JMC entrance in 1957. From the left: Mr. Hirose Shin, Dr. Itani and three

visitors. Itani Junichiro Archives ..................................................................................... 16

Figure 17. First edition of Primates journal. Itani Junichiro Archives ........................... 17

Figure 18. Chimpanzees playing at Hagashiyama Zoo .................................................. 17

Figure 19. Infant gorilla at Hagashiyama Zoo ................................................................ 17

Figure 20. Bush dog enrichment at Hagashiyama Zoo ................................................... 18

Figure 21. Marmoset feeding at Hagashiyama Zoo ........................................................ 18

Figure 22. Green frog at Hagashiyama Zoo. .................................................................. 18

Figure 23. Gorillas’ family at Hagashiyama Zoo ........................................................... 18

Figure 24, 25, 26. Early photos of Kyoto City Zoo (Kyoto City Zoo Website) ............. 18

Figure 27. White handed gibbons at Kyoto Zoo ............................................................. 19

Figure 28. Elephants bathing at Kyoto Zoo .................................................................... 19

Figure 29. Vijay, male bonobos at KS. ........................................................................... 20

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Figure 30. Louise, female bonobo at KS ........................................................................ 20

Figure 31. Enrichment structure at KS.. ......................................................................... 20

Figure 32. Enrichment structure at KS. .......................................................................... 21

Figure 33. Researchers, students and keepers in KS ...................................................... 21

Figure 34. Enrichment structure at KS ........................................................................... 21

Figure 35. Sunset at KS. ................................................................................................. 21

Figure 36. Dinner at the Sasagamine Hütte .................................................................... 22

Figure 37. Kyoto University Sasagamine Hütte (cabin) in Myoko-kogen, Nigata

Prefecture. ........................................................................................................................ 22

Figure 38. Small stream in Sasagamine .......................................................................... 22

Figure 39. A grasshopper found near Sasagamine Hütte ................................................ 23

Figure 40. Students in the second day of the field course .............................................. 23

Figure 41. Mountain view from the Sasagamine Hütte .................................................. 23

Figure 42. Mountain view from near the top of Mount Hiuchi ...................................... 23

Figure 43. Water drinking fountain in a small stream in Sasagamine ............................ 23

Figure 44. Ancient monument in Sasagamine ................................................................ 23

Figure 45. Mountain view in Sasagamine ...................................................................... 24

Figure 46. River stream view in Sasagamine ................................................................. 24

Figure 47. Domestic cows grazing ................................................................................. 24

Figure 48. Japanese four-lined rat snake ........................................................................ 24

Figure 49. Changing of the season in Sasagamine ......................................................... 24

Figure 50. A male Japanese macaque feeding of insects ................................................ 24

Figure 51. Mountain view from of the Mount Hiuchi’s summit .................................... 25

Figure 52. Students in the summit of Mount Hiuchi. ..................................................... 25

Figure 53. Lecture on bivouac uses and functioning ...................................................... 25

Figure 54, 55. Lecture on rope work. ............................................................................. 25

Figure 56. Japanese macaques grooming in the road in Yakushima Island (Seibu

Rindo). ............................................................................................................................. 26

Figure 57. Japanese macaque in Yakushima Island (Seibu Rindo) ................................ 26

Figure 58. Japanese macaques grooming of Seibu Rindo, Yakushima Island ................ 27

Figure 59. An infant Yaku deer in Seibu Rindo, Yakushima Island ............................... 27

Figure 60. Adult and infant Japanese macaques in the road of Seibu Rindo, Yakushima

Island. .............................................................................................................................. 27

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Figure 61. A group of Japanese macaques in the road of Seibu Rindo, Yakushima

Island. .............................................................................................................................. 27

Figure 62. A Yaku cedar in Shiratani Unsuiko Park, Yakushima ................................... 27

Figure 63. Senpironotaki Waterfall view in Shiratani Unsuiko Park, Yakushima

Island… ........................................................................................................................... 27

Figure 64. Okonotaki Waterfall, Yakushima ................................................................... 27

Figure 65. A small waterfall in the forest of Shiratani Unsuiko Park, Yakushima

Island… ........................................................................................................................... 28

Figure 66. A male Japanese macaque feeding in Seibu Rindo, Yakushima Island ......... 28

Figure 67. Flora in Iriomote-Ishigaki National Park ...................................................... 29

Figure 68. Urauchi River Cruise ..................................................................................... 29

Figure 69. Specimen of Iriomote Cat (taxidermy) in Iriomote Wildlife Conservation

Center .............................................................................................................................. 29

Figure 70. Mariyudō-no-taki: Waterfall on the Urauchi River, Iriomote ....................... 29

Figure 71. Specimen of several species found in Iriomote Island (taxidermy) in

Iriomote Wildlife Conservation Center ........................................................................... 29

Figure 72. Iriomote landscape. ....................................................................................... 29

Figure 73. Mangrove, Iriomote ....................................................................................... 30

Figure 74. Coral reef in Hoshizuna-no-hama, Iriomote ................................................. 30

Figure 75. Dinner at a local dinner ................................................................................. 30

Figure 76. Sunset harbor scene, Iriomote ....................................................................... 30

Figure 77. Lantana flower, Iriomote. .............................................................................. 30

Figure 78. Traditional house at Ishigaki Yaima Village, Ishigaki ................................... 30

Figure 79. Infant squirrel monkey (Saimiri boliviensis) at Ishigaki Yaima Village,

Ishigaki ............................................................................................................................ 31

Figure 80. Mangrove at Ishigaki Yaima Village, Ishigaki .............................................. 31

Figure 81. Life representation at Ishigaki Yaima Village, Ishigaki ................................ 31

Figure 82. Life representation at Ishigaki Yaima Village, Ishigaki ................................ 31

Figure 83. Infant chimpanzee at Ngamba Island ............................................................ 32

Figure 84. Female chimpanzee at Ngamba Island .......................................................... 32

Figure 85. Spur-Winged Lapwing at Ngamba Island ..................................................... 33

Figure 86. Lake Victoria view at Ngamba Island ........................................................... 33

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Figure 87. Habiyanja silver-back, Bwindi ...................................................................... 34

Figure 88. Habiyanja black-back and infant, Bwindi ..................................................... 34

Figure 89. Local children, Bwindi .................................................................................. 34

Figure 90. Infant in Habiyanja’s group, Bwindi ............................................................. 34

Figure 91. Local children, Bwindi .................................................................................. 34

Figure 92. Mother and infant in Mubare’s group, Bwindi .............................................. 34

Figure 93. Male lion, Queen Elizabeth NP ..................................................................... 35

Figure 94. Ugandan buck, Queen Elizabeth NP ............................................................. 35

Figure 95. Infant baboon, Queen Elizabeth NP .............................................................. 35

Figure 96. Elephant Queen Elizabeth NP ....................................................................... 35

Figure 97. Group photo at Bwindi NP ............................................................................ 35

Figure 98. Infant hippo, Queen Elizabeth NP ................................................................. 35

Figure 99. Male leopard at Uganda Wildlife Education Centre, Entebbe ...................... 36

Figure 100. Male lion at Uganda Wildlife Education Centre, Entebbe .......................... 36

Figure 101. Shoebill crane at Uganda Wildlife Education Centre, Entebbe .................. 36

Figure 102. Chimpanzees’ group at Uganda Wildlife Education Centre, Entebbe ......... 36

Figure 103. SAGA 18 advertising poster. ....................................................................... 37

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1. Cláudia: the person and the primatologist

Even before the first class I attended

lectured by Prof. Claudia Sousa in 2011, I was well

aware of her work and her scientific reputation.

Actually, both Professors Claudia and Susana

Carvalho, were the reasons for my master

application at University of Coimbra. During those

academics years, Prof. Claudia an inspiring figure.

She had an outstanding career, pioneering several

topics in primate behaviour research. She was

committed, as well as passionate about her work

and she had a unique approach to primate

conservation.

Her will to take risks took her to Japan

where, in the very first years of her career, she

developed brand new theories about the use of tokens as reward and as tools in

captivity. She described tokens as “symbolic tools” (pp. 413) with exchangeability

characteristic, aiming to infer cognitive skills and food preferences and preference for

non food items, demonstrating that chimpanzees “can evaluate the costs and benefits of

their actions, maximizing their choices” (pp 429) “and adjusting their behaviour

accordingly” (pp. 434) (Sousa and Matsuzawa, 2006). This token system method

allowed further analysis of social learning, in particular the social transmission of skills

from mother to infant and the intrinsic motivation to copy (Sousa et al., 2003). But Prof.

Claudia also studied tool use in wild chimpanzees of Bossou. She focused on the use of

leaves to drink water, assembling important knowledge about laterality and social

learning and, as a result, revalidating the idea of culture transmission across generations

and communities in chimpanzees (Sousa, 2011; Sousa et al., 2009; Biro et al., 2006).

She also wrote about the role of emotion and social cognition of emotion (Bard et al.,

2004) and later in her career, she focused on human impact over wild chimpanzees

populations, in particular in Guinea Bissau (e.g. Hockings and Sousa, 2012, 2013;

Sousa et al., 2014; Sousa and Frazão-Moreira, 2010), developing conflict-mitigation

Fig. 1. Cláudia Sousa (1975-2014)

(CRIA).

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strategies in support of both wildlife and local people, integrating sustainable managing

of protected areas and local socioeconomic development. For instance, some of her

latest work, focused on chimpanzee nesting behaviour and ecology, an effort to

underline deforestation as major concern to this species conservation.

Her reputation was even reflected in the several scientific associations and

societies she was part of (APP (president), CRIA (founding member), APA, SPE, IPS,

APE, ISE). In the meantime, she took the time to lecture at the Nova University of

Lisbon and at University of Coimbra. I meet her in the later, attended classes and I first

told her about my wish of becoming a primatologist. She was committed to help

Portuguese students pursuing international careers within the field. She knew of the

limitations that existed in Portugal but she had hope that a joint education and training

with the Kyoto University could help the Portuguese students to continue their studies

and, perhaps, make a bridge between the two countries.

However, in my case, I took some failed attempts to finally reach Japan. After

some difficulties with my first Master thesis proposal, Prof. Claudia immediately helped

me with a second research plan, with the same energy - no matter what personal

problems she had, she didn’t let those problems influence her work and consequently I

felt always secure and well guided. When I concluded my Master dissertation (in

Portugal), Prof. Claudia continued to push me further – she suggested and guided me

through the Monbukagakusho (MEXT) scholarship application for a PhD in Japan.

Unfortunately, I didn’t get the scholarship and my dream had to be delayed once more.

But Prof. Claudia did not give up on me and kept offering invaluable help. Sadly, our

projects were interrupted. Too soon.

This Fund in her memory, it is more than just to honour her career. This is the

continuation of her work and efforts. She lives through her students who admired her

and were inspired by her. And miss her very much.

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2. Application process to the “Cláudia Sousa Memorial Fund”

This section aims to help the next students through the application process.

This fund intends to encourage and inspire Portuguese students to engage in

Primatology. It targets students and junior researchers in an early stage of their career,

looking for the opportunity to carry out an internship in one of the most important

Primate’s research laboratories in the world. One student, interested in pursuing a

scientific career in Primatology, will be given the chance to engage in the Primate

Research Institute’s activities (Inuyama, Japan) and at the same time, experience the

Japanese culture. Portuguese graduate and under-graduate students may apply to this

grant, with the permission from their course lead or supervisor.

A grant will cover one round-trip, travel expenses in Japan, accommodation and

a stipend. Students may chose to stay 1 and 3 months in Japan, and during the stay, are

expected to participate in the ongoing research activities, attend seminars and visit key

places for the study of primates in Japan.

Applicant should submit in one single file (English) with:

applicant’s name, affiliation, career stage, two names of referees

(with affiliation and e-mail) and proposed duration and schedule of the grant;

cover letter directed to the selection panel, describing Prof.

Cláudia career and how her work have inspired the applicant,

updated CV.

For further information, please visit: http://langint.pri.kyoto-

u.ac.jp/ai/en/claudia/

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3. Primate Research Institute and Primatology in Japan

Primatology in Japan had an

early start by the hand of Dr. Kinji

Imanishi in the 1940s. Unlike other

industrialized countries, Japan has a

combination of two vital factors for

the study of primates: an important

part of its territory is evergreen and

its natural fauna includes an endemic

primate species, the Japanese monkey

(Macaca fuscata). Research in Japanese monkeys started in 1948 by command of Kyoto

University who is until today one of the most highly regard and dynamic institution for

Primatological research (Huffman et al. 2013). In these very first years of development

of Primatology in the country, a pioneering research team from Kyoto University, made

their first outstanding discovery in Koshima Island, one that would change the way that

humans see other primates and would be the centre of discussion until our days. This

team was leaded by Dr. Imanishi, composed by Dr. Masao Kawai, Dr. Shunzo

Kawamura, and Dr. Junichiro Itani (Huffman et al. 2013). Researchers were at that time

provisioning the macaques for a closer observation of their behaviour when, in 1953, a

young female started to wash the sand off the sweet potatoes given by the researchers

and later, washing it with seawater for a saltier taste (Kawai, 1965). This amazing

behaviour soon spread to the others group members and latter through generations, and

being now performed by all individuals of the group. For the first time, the term

‘culture’ was associated with other species beside the human species. In fact, the debate

over the phenomena of “pre-culture” (used by Kawai) or “sub-culture” (used by

Kawamura and Imanishi) in macaques were the starting point for the subsequent

international massive research on social learning and traditions in primates (Kawai,

1965).

Back in Inuyama, due to the effort and dedication of Dr. Imanishi and

colleagues, the Primate Research Institute of Kyoto University (KUPRI) was

established in 1967. This institute is one of the most prominent centres for

Primatological research in the world, covering several areas of the field, such as

Fig. 2. Dr. Imanishi and his students (Itani Junichiro

Archives).

5

biology, behaviour, cognitive and socio-ecological features of primates, aiming also to

uncover the human mind and its evolution. This institute played a vital role for the

development of comparative cognitive science. The main subject of this discipline is our

closest living relative, the chimpanzee. With this purpose, Dr. Kiyoko Murofushi, Dr.

Toshio Asano, Dr. Tetsuya Kojima and Dr. Tetsuro Matsuzawa founded in 1978 the Ai

Project. For the first time researchers focus was not simply on teaching symbols to

chimpanzees, but instead, they were trying to understand the actual learning process –

“the perceptual and cognitive basis of language-like skills” (Matsuzawa, 2003: 5). In

other words, understand how animals see the world.

But overseas, Japanese researchers were also pioneers regarding wild habitat

primate research. In the 1958, Dr. Imanishi and Dr. Itani went for the first time to

equatorial Africa to conduct a pilot survey of gorillas, funded by Japan Monkey Centre

Institute and Museum of Primatology (Itani Junichiro arquives web). Ever since,

Japanese research teams have conducted long-term research in several points of Africa.

In one of the first crusades, in 1960s, Dr. Toshisada Nishida succeeded in habituating

chimpanzees to close human presence in Kasogue, Mahale Mountains (Tanzania). Later

he came to report that different chimpanzee’ communities presented differences in tool-

use such as ant fishing (Nishida, 1973). More recently, major findings on tool use

behaviour were made in a habituated chimpanzee community in Bossou, where Dr.

Yukimaru Sugiyama arrived for the first time in 1976 (Matsuzawa, 2003).

In sum, several long term research sites in Africa territory are being run by

Japanese teams such as Bossou, Mahale, Wamba, Kalinzu and Kahuzi. Comparing

studies of both “indoor laboratory” and “outdoor laboratory” presents a unique and real

opportunity to test preconceived theories and to understand the processes underlying

behavioural processes. This may well be the best way to shed light on some current

scientific questions and launch the discussion of several others. In that line, KUPRI has

now two new centers aiming to break boundaries and bring together young and senior

researchers for all over the world. Both CICASP (International Course in Primatology

and Wildlife Research, 2009) and PWS (Leading Graduate Program in Primatology and

Wildlife Science, 2013) aim to boost international collaboration and to grew a new

generation of skilled experts in wildlife, conservation, welfare and education.

6

4. Research and other activities in PRI

a. Seminars in PRI

In PRI, students and interns have the opportunity to attend several seminars,

both from senior researchers and students. Seminars aim to launch discussion and

debate over the ongoing research being conducted in PRI. These events are also a great

opportunity to students to have some feedback and comments on their research.

Seminars schedule is:

Table 1. List of PRI’s seminars, which student’s can attend.

Section Day

Cellular and Molecular Biology Monday

Journal reading club Monday

Ecology Tuesday (1-3 pm)

Psychology Tuesday (5-6 pm)

CICASP Wednesday

Some examples of seminars I’ve attended during my stay in PRI:

1. “Secondary sexual traits, sexual selection and parasites” by Lucie Rigaill;

2. “Underlying drivers of deforestation and forest transition” by Nobuo Imai;

3. “Pied-tamarin, common squirrel monkey and gold-faced saki: comparison of

their diets and the potential as primary seed disperser” by Makiko Take;

4. “Evaluating stress in male Japanese macaques living under two different types

of outdoor enclosures: vegetated vs. non-vegetated” by Josué Pastrano;

5. “Object and color categorization in chimpanzees: progress report” by Gabriela

Melo;

6. “Preserving migratory species and their habitats in Mexico: opportunities and

challenges of International cooperation” by Laura Martinez;

7. “Wildlife DNA forensics” by Dr. Rob Ogden;

7

8. “Endocrinology of pregnancy and fetal loss in nonhuman primates” by Rafaela

Sayuri;

9. Presbyopia in old wild bonobos (Pan paniscus) by Heungjin Ryu;

10. “Who is doing what to whom? Japanese macaques detect coherent chaser and

chased from an ambiguous display” By Takashi Atsumi;

11. “Eco-genomics in Primates” by Takashi Hayakawa;

12. “Mother-offspring interactions and immature behaviour in wild Borneo

orangutans in Malaysian Borneo: implications for orangutan development” by

Renata Mendonça;

13. “Enrichment and welfare of captive non-human primates” by John Sha.

b. Research Project: The impact of the change of facilities on a

group of chimpanzees at the Primate Research Institute of

Kyoto University

Introduction

Captive environments impose limitations to the behavioural opportunities

available to their inhabitants (Hosey, 2005). Adequate conditions demand complex

environments which are related to the expression of natural behaviour repertoire

(Mallapur, 2008). Although historically the amount of space provided has been

emphasized, more recently the importance of the quality of space has been realized. In

fact, understanding how animals integrate their surroundings and how they use the

available space is critical to improve the existing captive management practices,

enclosure design and ultimately, animal welfare (Estevez and Christman, 2006; Ross et

al., 2011). However, few studies quantify captive animals’ space use (e.g. Jensvold et

al., 2001 for chimpanzees, Ross et al. 2011 for chimpanzees and gorillas; Stoinski et al.,

2001 for gorillas). In the case of the chimpanzee, this knowledge acquires even more

significance as chimpanzees are characterized by a fusion-fission social system,

meaning that opportunity to group division may play a role on social dynamic, health

and welfare of individuals. This study aims to document the behaviour of 8 captive

chimpanzees at Primate Research Institute to the new enclosure (Green cage) compared

to the old facilities (Grey cages). We wish to assess the changes on the space occupation

8

and activities of the different individuals of the chimpanzee group.

We are presenting the preliminary results of our ongoing research, focusing on

the green cage.

Study site and methods

The present study was conducted at Primate Research Institute. The captive

group of resident chimpanzees at PRI include, at the moment, 9 females and 3 males,

divided by two subgroups: Akira (8 individuals), Gon’s group (3 individuals) and one

individual isolated for rehabilitation purposes.

The old facilities include two Grey cages (an East Sunroom, W9.9m x D13.3m x

H10.0m, and a West Sunroom, W9.8m x D13.3m x H10.0m), an Open-air enclosure and

the new Green cage (W14.2m x D19.5m x H15.7m).

Each group has daily access to one of the grey cages. Akira’s group may also

occupy the green cage. However concerning the access to the open air enclosure, and

because the two groups cannot share that space simultaneously, a schedule for accessing

the open-air enclosure was designed as follows:

Akira’s group: Tuesday and Thursday,

Gon’s group: Monday, Wednesday and Friday.

The behavioural data was collected 1 to 3 times per day by three researchers

(Anne-Claire, Prof. Misato Hayashi and Raquel Costa) in the possession of a Certificate

of Husbandry and Experiments on Primates. Baseline was collected for both groups by

Anne-Claire during the summer of 2015. After the opening of the green cage (October,

8th, 2015), data was collected by Prof. Misato Hayashi and Raquel Costa focusing only

on Akira’s group until December the 9th. Data was coded, with the support of a cam-

corder, using instantaneous scan sampling every 15 seconds (10 minutes focal per

session) of all animals visible to the researcher, based on a behavioural catalogue of 20

behaviours and the facilities mapping. The focus period to collect data was 12-13h

because during this time chimpanzees were not occupied by the ongoing cognitive

experiments.

Statistical analysis

To verify or disconfirm significant differences between the two conditions and

individuals’ behaviours throughout the experiment, the software SPSS version 20 was

9

used for the statistical analysis.

We have calculated a general rate of recurrence per animal per behaviour. We

looked for significant changes in each behaviour. As data is non-normally distributed,

we used non-parametric methods of analysis. We first used a Kruskal-Wallis test

(comparing multiple independent samples) when comparing data collected in the

summer (before the green cage) and data collected during the fall (including the green

cage) concerning only the lunch time period. The same method was applied to explore

data collected during the fall, including the tree cages and including all daily sessions.

Because fall data base was collected by the author of this report, we will focus on this

last. The significant differences (P< 0,005) given by this test were then explored by

Mann-Whitney U test (comparing two enclosures at the time) in order to verify

enrichment influence over animals’ behaviour.

Preliminary results

A. Brief comparison between summer and fall observations during

lunch time period

When comparing behavioural data from last summer to data collected in the fall

focusing on lunch time period, statistical analysis revealed significant differences

(p<0.05): “interaction” (p=0.006) increased in the green cage as well as “move”

(p=0.036) and “non-visible” (p=0.000). Moreover, “lay” behaviour showed the

tendency to decrease in the green cage (p=0.005).

B. Analysis within the Green Cage Condition: Fall 2015

When we compare the behaviours occurred in the green and the grey cages

during the fall observation period and considering the three sessions per day (morning,

lunch time and afternoon), data showed that “chase” (p=0,01), “coprophagy” (p=0,011),

“interaction” (p=0,024), “lay” (p=0.014) and “stand” (p=0,035) had a significant

change. “Chase” (mean=0,004; SD=0,007) and “coprophagy” (mean=0,002; SD=0,003)

occurred only during the green cage period. “Interaction” (mean=0,005; SD=0,012), lay

(mean=0,196; SD=0,153) and “stand” (mean=0,003; SD=0,005) were higher in the

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green cage and lower in the grey cage.

Figure 3. Comparison between enclosures of the behaviours which presented a significant change.

C. Individual differences in Activity, Inactivity, Interaction and

Abnormal behaviour

This section aims to document the individual changes in activity, inactivity,

interaction and abnormal behaviour in the green cage. Individual differences in the grey

cage and in the open air enclosure will not be presented as data collected per individual,

since they are not enough to establish a fair comparison. For example, there is almost no

data collected in the grey cage for Pendesa and very little data was collected for Pan in

the open air enclosure - the following table shows the number of sessions per individual

and per enclosure.

Table. 2. Number of sessions per individual per enclosure.

Green cage Grey cage Open air enclosure Total

Ai 47 + ½* 3 + ½* 16 67

Akira 49 + 2(½)* 2 + 2(½)* 13 66

Ayumo 37 + 2(½)* 2 + 2(½)* 11 52

Chloe 28 + ½* 4 + ½* 11 44

Cleo 27 + 3(½)* 4 + 3(½)* 14 48

11

Mary 15 + ½* 4 12 + ½* 32

Pan 26 6 2 34

Pendesa 45 1 8 54

*Individuals would transfer between enclosures and so, sessions collected between two

enclosures are counted as ½.

Instead, individual differences in the activity budget will be presented focusing

on the green cage enclosure. However, when interpreting our preliminary results,

caution should be taken due to the difference in the number of sessions between

individuals.

“Inactivity” was the predominant behaviour in almost all individuals, with

stronger effect in Ai and Akira. Ayumo was the individual presenting higher levels of

abnormal behaviours, followed by Pendesa, while Mary, Pan and Ai were never

observed doing such behaviours. “Interaction” levels were greater in Chloe, Cleo and

Mary. Cleo was also the most active individual in the group and she was actually more

active and interactive than inactive during her sessions in the green cage.

Fig. 4. Ai’s activity budget in the green cage. Fig. 5. Akira’s activity budget in the green cage.

Fig. 6. Ayumo’s activity budget in the green cage. Fig. 7. Chloe’s activity budget in the green cage.

12

D. Space use preliminary analysis

Data collected about the environmental features used by the chimpanzees show

that all floors were used, inclusive ground floor and the tunnel to access others

enclosures. However, the 4th

floor is widely preferred. Note that the tunnel entrance is

located in the 4th

floor.

Fig. 12. Space use in the green cage, frequency distributed by floors.

Fig. 8. Cleo’s activity budget in the green cage. Fig. 9. Mary’s activity budget in the green cage.

Fig. 10. Pan’s activity budget in the green cage. Fig. 11. Pendesa’s activity budget in the green

cage.

13

Discussion

This study aims to identify the patterns of chimpanzee’ behaviour and space use

in the new enclosure, designed to increase space availability and complexity, in an

attempt to improve animal’s welfare in PRI. Our preliminary results show that the new

facility did indeed have an effect on chimpanzees’ behaviour. When comparing Akira’s

group behaviour in the grey cage during summer, to data collected in green cage in the

fall - and focusing on lunch time period - statistical analysis revealed that moving

behaviour increased in the green cage while “lay” behaviour decreased. These

tendencies reveal that animals were more active in the green cage, maybe because they

were more prone to explore the new facility. On the other hand, “interaction” also

increased in the green cage which is an indicator of an increase in group social dynamic.

When we compare the behaviours occurred in the green and in the grey cages

during the fall observation period, and considering the three sessions per day – meaning

that the both enclosures are available simultaneously -, data show an increase in

“interaction” behaviour and “chasing” behaviour in the green cage, matching with the

previous comparison between summer and fall. However, data also show an increase in

“lay” and “stand” behaviour (inactivity) and the emergence of “coprophagy” (abnormal

behaviour). Caution should be taken when comparing these results as our data is biased

towards the green cage – when presented with the opportunity to choose between grey

and green cage, animals would normally prefer to stay in the green cage, unless it was

too cold or raining. Consequently, we have more data in the green cage as shown in

table 2.

Individual analysis in the green cage reveals that individuals have different

activity budgets. Particularly, Ai and Akira who were very inactive, Ayumo and Pendesa

who presented abnormal behaviours (such as hair pulling and regurgitation), and Cleo

and Chloe who interacted greatly by grooming (with each other and by providing

grooming towards others). The fact that Chloe and Cleo were more prone to interact

with others may be related with the hormonal changes (uninterrupted estrus cycle) that

both individuals were experiencing. However Pan, enduring the same hormonal

changes, did not present the same increase in interaction, which may be related to her

low ranking position.

Space analysis shows that chimpanzees used all floors but preferred the highest

floors, a similar result to that of Jensvold et al., 2001 study. This was an expected result

14

related to the chimpanzees’ natural motivation for climbing. On the other hand, the fact

that the 4th

floor was the preferred place to be, may also be related to: 1) being the same

floor connecting to the grey cage (and so, it’s closer to return to another space in case of

disturbance in the green cage) and 2) possibly presenting a better view of the outside

(the rhesus monkeys enclosure or the human passages and accesses). Another study, of

Ross and colleagues 2011, found that apes (chimpanzees and gorillas) used small

fractions of the available space in the enclosures, which is also in agreement with our

results. However, this outcome does not suggest that captive chimpanzees do not need

larger enclosures. In contrast, the freedom to chose where to stay and with whom,

granted by larger and more complex environments, may play an important role in

individual welfare. In the present case, the difference between the number of sessions of

each individual (and authors’ personal observation) relates to the division of Akira’s

group into sub-groups – in each observation period, some individuals were present in

the green cage and therefore observed while others were not. So, it’s clear that

individuals chose to be in the green cage depending on: 1) their preferred spot in the

green cage; 2) the individuals that are already inside the enclosure. In that sense, even

not fully used, the new space availability seems to have contributed greatly to the

performance of chimpanzee’s natural fission-fusion system. In fact, as mentioned

before, our data show an increase of “interaction” in the green cage compared to the

grey cage, which suggest a more peaceful social dynamic within the group. Further

research may clarify the details of these grouping patterns, correlating as well with

social rank and estrus cycle. More data should be collected in the grey cage and the

open air enclosure to complete our data base.

c. Genome Course (October, 26-30th

, 2015)

The main focus of this genome

course was to identify gender of Sika

deers via DNA analysis. More

specifically, we had to compare our

results from the molecular analysis to

our field observations of the animal’s

Fig. 13. Preparation of samples.

Raquel Costa

15

gender. During this genome course, we first extracted DNA from the samples we

collected in the field (Yakushima Field Course). Next we purified the sample and

quantified its DNA, using the Qlamp Fast DNA Stool Mini Kit. However, our

quantification showed a very low DNA concentration. Subsequently, we performed a

PCR (Polymerase Chain Reaction) using primers SRY (to determine the Y autosome)

and ZFXY (to determine X and Y autosomes) followed by an Electrophoresis. The

results showed that DNA ws in fact a good tool to determine gender. Nevertheless, some

points have to be considered in the

future: DNA preservation is difficult and

PCR is not stable. In order to address

these problems, we should improve

extraction methods and adapt the PCR

conditions to the samples.

The second part of this course was

sex identification by hormonal analysis.

Our aim in this part of the course was to

identify deer gender via hormonal

analysis, by comparing concentration

levels between sexes and also between

breeding season (our sample) and non-

breeding season (a previous sample

collected in August). In order to do that,

we used a spectrometer to measure the concentrations of hormones in our samples.

Results showed no difference between males and females in each season, but showed a

significant difference of Estradiol-17B between seasons (with higher level during the

non-breeding season). Our results may be explained by the high standard deviation,

from the inefficient data collection method and for contamination in the lab.

To summarize, we came to the conclusion that the three methods (direct

observation in the field, DNA and hormonal analysis) are together an effective tool to

determine the gender of deers. This knowledge is of the outmost importance for animal

management’s policies, and in this particular case, for the development of an

appropriate hunting policy, concerning the Yakushima panorama. I used this opportunity

to learn basic methods in of DNA and hormonal analysis.

Fig. 15. Assay procedure.

Fig. 15. Electrophoresis.

Fig. 14. Electroforesis.

Raquel Costa

Raquel Costa

16

5. Zoological Parks in Aichi and Kyoto Prefectures

a. Japan Monkey Centre (Inuyama)

Japan Monkey Centre

(JMC) was established in October,

17th

, 1956 by the same team of

primatologists who “invented”

Primatology in Japan. JMC has

proved to be more than a zoo. Since

the opening, JMC has been a

popular centre for public education

and awareness, promoting research,

conservation and welfare.

Thousands have visited JMC, from

a wide range of ages, including schools (from elementary to high schools) and academic

researchers. As previously mentioned, JMC funded the first expedition to Africa in

1958, taking Dr. Imanishi to see wild gorillas. In addition, JMC funded in 1960 Dr. Itani

expedition to Gombe and in 1971 the first Japanese expedition to Amazon by Dr. Izawa.

JMC is home to more than 1000 primates of 66 different species, from lemurs to

great apes. It is divided into several sectors, including a visitor centre, a Madagascar

house (open air enclosure with brown lemurs, black lemurs, and ruffed lemurs), a South

American House (Callitrichidae monkeys and nocturnal monkeys), an Asian House (e.g.

rhesus macaques), a Wao Land (an open air enclosure in which the visitor can enter to

observe closer the free-moving ring-tailed lemurs), an African Centre (with great apes

and nocturnal monkeys), an African House (e.g. hamandryas baboons and colobus

monkeys), a Castle of Baboons (Anubis baboons), a Monkey valley (Japanese

macaques), a Monkey scramble (siamangs, spider monkeys and squirrel monkeys), a

Gibbon’s House (agile gibbons, capped gibbons, white-handed gibbons, and muller's

gibbons) and a Petting zoo for kids with small mammals and reptiles.

It incorporates also a museum directed by Prof. Yamagiwa. The museum has a

database (Captive Primate Collection, CAPriCo) of more than 6,300 specimens’ remains

(skeletal, formalin-preserved brains, organs and parasites). The JMC museum published

Fig. 16. JMC entrance in 1957. From the left: Mr.

Hirose Shin, Dr. Itani and three visitors (Itani Junichiro

Archives).

17

“Primates” for the first time in 1957 –

it’s the oldest scientific journal focused

on Primatology written in English.

This journal is currently published by

Springer in collaboration with Primate

Society of Japan.

JMC became a “Public Interest

Incorporated Foundation” in April

2014. Prof. Matsuzawa is the General

Director and Prof. Oike is the

President.

b. Higashiyama Zoo and Botanical Gardens (Nagoya)

Higashiyama Zoo and Botanical Gardens first opened to public in 1937 and

survived the air raids of 1944. It is home for more than 500 species of animals and you

can find more than 7000 plant species in their Botanical Gardens and Green House. The

park includes an amusement park and the Higashiyama Sky tower. It was considered

one of Japan’s largest zoos and the second most popular Zoo after Ueno Zoo (Japan

visitor website) with more than 2 million visitors per year (Japan365days website).

Fig. 17. First edition of Primates journal (Itani

Junichiro Archives).

Fig. 18. Chimpanzees playing at Hagashiyama

Zoo. Fig. 19. Infant gorilla at Hagashiyama Zoo.

Raquel Costa Raquel Costa Raquel Costa

18

c. Kyoto City Zoo

Kyoto City Zoo was the second zoo established in Japan. We were in April 1903,

no special ceremony was held but many people attended its opening. At that time, the

zoo sheltered 238 animals of 61 species. On February 1910, the Zoo succeded in

breeding lions for the first time in Japan. By its 10th

birthday, the zoo had doubled the

number of species. In the following years there were more species, more animals and

Fig. 24, 25, 26. Early photos of Kyoto City Zoo (Kyoto City Zoo Website).

Fig. 20. Fig. 22. Green frog at Hagashiyama Zoo.

Fig. 21. Marmoset feeding at Hagashiyama Zoo

Raquel Costa

Raquel Costa

Raquel Costa

Raquel Costa Raquel Costa

Fig. 23. Gorillas’ family at Hagashiyama Zoo.

Fig. 20. Bush dog enrichment at Hagashiyama

Zoo

Raquel Costa

Raquel Costa

Fig. 24, 25, 26. Early photos of Kyoto City Zoo (Kyoto City Zoo Website)

19

more space. But during the WWII, the number of species decreased to 72. The crisis in

Japan during the war took its toll on the Zoo and its animals. Several animals died of

malnutrition and from the cold. The most dangerous animals had to be killed under

military’s commands as a precausion regarding air raids. Part of the zoo land was even

occupied by the Japanese army from 1956 to 1950. After that crisis, the zoo recovered

and at 1953, three trigres were born as well as one ostrich by artificial incubation, both

events were the first of it’s kind in the country. In the following years, the zoo continued

to be the first to succed in several species’ breeding programs and received te first

“Koga Prize” in 1987. It has also began to held educative training and workshops for

young students and built a library. By the time of its 100th

aniversary, Kyoto City Zoo

had its record of animals: 721 animals of 175 species. After that, the zoo continued to be

award for breeding programs and in April 2008 concluded the agreement with Kyoto

University for a joint cooperation.

Fig. 28. Elephants bathing at Kyoto Zoo. Fig. 27. White handed gibbons at Kyoto Zoo.


20

6. Travelling

a. Kumamoto Sanctuary

In April, 2007, the first Chimpanzee Sanctuary in Japan was created under the

name of Chimpanzee Sanctuary Uto. Its purpose was to rehabilitate almost 100

chimpanzees that had been subject to invasive biomedical research for several decades.

The pharmaceutical company responsible for the animals, agreed to relinquish their

work and yield the infrastructures and animals to Kyoto University. Later the sanctuary

changed its name to Kumamoto Sanctuary (KS). KS aims to rehabilitate the same

animals who participated in those same invasive experiments and several others

(including 6 bonobos) coming from other captive settings in Japan, who also joined the

safety of this sanctuary. Some animals have deceased and some others were sent to

zoological parks around Japan. For the time being, KS is home to 57 chimpanzees and 6

bonobos. Its building structure resembles that of a puzzle, setting an environment

allowing fission-fusion social dynamics. In addition, manipulative enrichment is given

to the animals, aiming to improve their welfare.

The large number of individuals, the proper captive settings (with individuals

booths and empty large rooms for behavioural experiences) and the close interaction

between human keepers and animals, provide researches the opportunity to conduct

unique and pioneer behavioural research in KS. Currently, ongoing research in KS

focuses on gazing, memory and social interactions.

Fig. 29. Vijay, male bonobos at KS. Fig. 30. Louise, female bonobo at KS.



Raquel Costa

21

b. Primate and Wildlife Science (PWS) Courses

Sasagamine (October, 1-4 th

, 2015)

The main focus of this training course was to learn survival techniques and

climb the Mount Hiuchi. In the first day we learnt some basic characteristics of local

vegetation (for example, distinguish some toxic plants) while collecting wild berries.

Afterwards Prof. Sugiyama held a lecture on local fauna. He showed us video montages

of wild foxes and badgers. Specifically, he showed us some individuals known to live

and forage near the lodge. Although in the following days we tried to observe them, we

missed that opportunity. On the other hand, we did observed wild Japanese macaques

closely, in the second day while walking near the lodge. We also caught a Japanese four-

lined rat snake, which we examined and photographed before release. But this encounter

Fig. 35. Chimpanzee

cage used in past

invasive experiments.

Fig. 33. Researchers, students and keepers in KS. Fig. 32. Enrichment

structure at KS.

Raquel Costa

Raquel Costa

Raquel Costa

Raquel Costa


Fig. 31. Enrichment

structure at KS.

Fig. 34. Enrichment structure at KS. Fig. 35. Sunset at KS.

Raquel Costa

Raquel Costa Raquel Costa Raquel Costa Raquel Costa

22

also had me realize that we should always pay attention, not only to the floor, but also to

the tree branches as some species of snakes (like that one) can climb and move around

trees. Another great skill we learnt was how to read a map, a lecture given by Prof.

Yamamoto in the second night – this is very important and helpful and I’ll apply this

knowledge in my future field work. Prof. Yamamoto also gave us details about the

hiking trail in Mount Hiuchi, precise instructions and advices. In the next day, we set to

the Mount Hiuchi as scheduled, with a perfect weather. We started at around 1300

meters (from the lodge) at 6 am and reached the summit (2496 meters) at 1130 am. We

included regular rest stops throughout the duration of the climb and we walked in an

appropriate speed in order to maintain our strength and also to enjoy the beautiful view.

In the summit we could see the other mountains, including Mount Fuji. We returned at

the lodge at 1700 pm - exhausted but in high spirits and so, in that night, we had a

bonfire near the lodge. In the last day, Professor Yamamoto gave us a lecture on rope

work, exemplifying with several types of knots with different functions, which may be

used in numerous situations. On the other hand, Professor Koshima lectured us in the

uses and functions of bivouac, a very useful item for camping. Such equipment may

actually be life-saving in case of emergency as it may keep us dry and warm in harsh

conditions or it even may serve to carry an injured companion.

Through this experience, I acquired some survival and climbing skills which will

be of great help in my future field work. More than theoretical lecture, this course

provided students the real applications of several techniques. It had also demonstrated

the importance of team cooperation, adaptation and flexibility in the field. In the end, I

was left with the desire to return to the “hűtte” and to explore more its surroundings.

Fig. 37. Kyoto University Sasagamine Hütte (cabin)

in Myoko-kogen, Nigata Prefecture.

Fig. 36. Dinner at the

Sasagamine Hütte.

Fig. 38. Small stream

in Sasagamine.


23

Fig. 43. A grasshopper found near Sasagamine

Hütte.

Fig. 44. Students in the second day of the field

course.

Fig. 43. Water drinking fountain in a small

stream in Sasagamine.

Fig. 44. Ancient monument in Sasagamine.

Fig. 41. Mountain view from the Sasagamine

Hütte. Fig. 42. Mountain view from near the top of

Mount Hiuchi.




Fig. 39. A grasshopper found near Sasagamine

Hütte. Fig. 40. Students in the second day of the field

course

24

Fig. 49. Mountain view in Sasagamine. Fig. 50. River stream view in Sasagamine.

Fig. 47. Domestic cows grazing. Fig. 48. Japanese four-lined rat snake.

Fig.49. Changing of the season in Sasagamine. Fig. 50. A male Japanese macaque feeding of

insects.




Fig. 45. Mountain view in Sasagamine Fig. 46. River stream view in Sasagamine

25

Yakushima Field Course (October, 18-24th

, 2015)

The main focus of this training course was to understand the relationship

between body size, age and faecal pellet in Sika deers (Cervus nippon yakushimae) in

Yakushima Island. Current populations of Sika deer are increasing continuously since

1950, leading to some researchers to believe that damage to the vegetation caused by

bark stripping, grazing and browsing by these animals, will soon raise to a serious

ecological problem in the island. In order to contribute to the control and management

to this species, our research aimed to prove the correlation between pellet size, age and

sex in Sika deer, using a non-invasive method of data collection. In fact, the last official

census of the Sika deers in Yakushima dates from 2011 and currently pellet counting

methods have became a vital tool for wildlife population census, granting additional

knowledge of sex and age structure, growth, mortality and reproductive status of the

Fig. 51. Mountain view from of the Mount

Hiuchi’s summit. Fig. 52. Students in the summit of Mount Hiuchi.

Fig. 53. Lecture on bivouac uses and functioning. Fig. 54 and 55. Lecture on rope

work.



26

population. Our data collection consisted in tracking the deers (from 745am to 1500pm,

day 19, 20 and 21) on the western shore of Yakushima Island, in Seibu Rindo, between

road and low-land (secondary and primary forests). After encountering one deer (or a

group), the researchers followed and wait for the animal to defecate. The faeces were

then swabbed for DNA analysis and collected in marked plastic bags. A camera was

used to record a video of the animal and a video of the researcher holding a measure, to

latter estimate the animal’s high. In the lab, pellets from each sample were counted and

measured (longer and shorter axis) as well as conducted the video analysis to calculate

the deer’s body size. Concerning the statistical analysis, we found no correlation

between the body size and the size of the pellet but we did find a significant relationship

between adults and juveniles for both long and short axis, suggesting that pellet size is

affected by age. However, our study faced some limitations: small sample size (biased

to females), inaccurate method of the animals’ body size estimation, possible

contamination. To overcome these limitations, we suggest that future research should

use more age classes, should compare several sites and between low-land and high-land

populations. In conclusion we suggest that the pellet method can indeed be used to

census Sika deers populations. Our results were presented to Professors and other team

in the day before leaving the site.

Personally, I used this opportunity to observe wildlife (Japanese macaques

(Macaca fuscata), deers and their inter-specific interaction). I’ve learned how to

integrate methods (observation data collection, physical data collection and their

consequent analysis), analyzing and discussing results critically. Through this

experience, I have developed the notion of team cooperation and how to overcome

problems and obstacles related to research. Finally, this course granted me the basic

information of some methods that I’ll use in the future.

Fig. 56. Japanese macaques grooming in the

road in Yakushima Island (Seibu Rindo).

Fig. 57. Japanese macaque in Yakushima Island

(Seibu Rindo).


27

Fig. 58. Japanese macaques grooming of Seibu

Rindo, Yakushima Island.

Fig. 59. An infant Yaku deer in Seibu Rindo,

Yakushima Island.

Fig. 60. Adult and infant Japanese macaques in

the road of Seibu Rindo, Yakushima Island.

Fig. 61. A group of japanese macaques in the

road of Seibu Rindo, Yakushima Island.

Fig. 66. A Yaku cedar

in Shiratani Unsuiko

Park, Yakushima,

photo by Raquel

Costa.

Fig. 63. Senpironotaki Waterfall view in Shiratani

Unsuiko Park, Yakushima Island.

Fig. 64. Okonotaki

Waterfall,

Yakushima.

Fig. 62. Okonotaki

Waterfall,

Yakushima.




28

b. Iriomote Islands Tour

Iriomote is the second largest island in Okinawa and it’s famous for its

biodiversity. The most celebrated endemic species is the Iriomote Cat, classified as

Critically Endangered (IUCN), with a population estimated in 100 individuals. Another

special feature of Iriomote is the mangroves. A mangrove is a self-sustaining system,

with salt tolerant trees presenting a complex root system. It’s also home to many aquatic

organisms, such as fish, crustaceous and molluscs. It plays an important ecological role

and is vital for the protection of coast areas. We could observe several species of

mangroves from very close distance by kayak at the same time we enjoyed the beautiful

landscape. In Hoshizuna-no-hama paradise beach, we walked on “little stars”- calcium-

carbonate foraminifera grinded from the coral reefs, which we had also the opportunity

to visit by snorkelling. We also visited several waterfalls (Mariyodo-no-taki, Kampire-

no-taki and Pinaisara-no-taki) and by night we walked surrounded by fireflies.

Before returning to Inuyama, we were presented the chance to visit the Ishigaki

Yaima Village, Japan Registered Cultural Heritage. In Yaima Village, we walked

through a Japanese traditional village with relocated private houses and replicas of

traditional fishermen and farmers’ homes. Yaima also included a Squirrel Monkey

Garden and a mangrove forest, protected under the Ramsar Convention.

This tour gave students the opportunity to survey and explore this subtropical

island, with special note for Iriomote-Ishigaki National Park which comprises both

mountain and mangrove forests. Personally, I used this opportunity to observe wildlife

in a subtropical habitat. I was mostly impressed by the flying foxes, the crested serpent

Fig. 65. A small waterfall in the forest of

Shiratani Unsuiko Park, Yakushima Island. Fig. 66. A male Japanese macaque feeding in Seibu

Rindo, Yakushima Island.



29

eagle and the beauty of the coral reef.

I left Iriomote with a serene and happy feeling and the desire to return and to

explore the island further.

Fig. 67. Flora in Iriomote-Ishigaki National

Park.

Fig. 70. Mariyudō-no-taki: Waterfall on the

Urauchi River, Iriomote.

Fig. 68. Urauchi River Cruise.

Fig. 69. Specimen of Iriomote Cat (taxidermy)

in Iriomote Wildlife Conservation Center.

Fig. 71. Specimen of several species found in

Iriomote Island (taxidermy) in Iriomote Wildlife

Conservation Center.

Fig. 72. Iriomote landscape.




30

Fig. 77. Lantana flower, Iriomote

Fig. 73. Mangrove, Iriomote. Fig. 74. Coral reef in Hoshizuna-no-hama,

Iriomote.

Fig. 75. Dinner at a local dinner. Fig. 76. Sunset harbor scene, Iriomote.

Fig. 78. Traditional house at Ishigaki Yaima

Village, Ishigaki.




31

c. Uganda, the “Pearl of Africa”

Uganda is an east-central African country, known it’s natural treasures such as

Bwindi Impenetrable National Park (NP), Rwenzori Mountains NP (both UNESCO

World Heritage Sites), Kibale NP and Queen Elizabeth NP, between others. Impressed

by its landscapes, wildlife and cultural traditions, Winston Churchill, during a

diplomatic visit to the country in the beginning of the XX century, described Uganda as

the “Pearl of Africa”. In fact, Uganda is ranked in the top ten countries in the world for

biodiversity by the Convention of Biological Diversity. Uganda encloses a great variety

of habitats, including tropical, mountain, savannahs and wetlands.

My journey through Uganda started with the African Primatological Consortium

(APC) conference in the Makarere University, Kampala. The theme of this conference

was “Building African Primate Research and Conservation networks”. This meeting

Fig. 79. Infant squirrel monkey (Saimiri

boliviensis) at Ishigaki Yaima Village, Ishigaki.

Fig. 80. Mangrove at Ishigaki Yaima Village,

Ishigaki.

Fig. 82. Life representation at Ishigaki Yaima

Village, Ishigaki.

Fig. 81. Life representation at Ishigaki Yaima

Village, Ishigaki.



32

brought together Japanese and African researchers in an attempt to coordinate a

collaborative research plan that will integrate academic and conservation efforts as well

as the support for young African primatologists.

The second step in my journey was visiting the Ngamba Island Chimpanzee

Sanctuary. Located in Lake Victoria, Ngamba is home to 48 chimpanzees, rescued from

illegal and tragic situations throughout the country. The animals find in Ngamba Island

an ideal setting for rehabilitation – 100 acres of secondary forest habitat of which, 98

are reserved for chimpanzees, in a wonderful landscape which mimics perfectly their

natural habitat. To help further their recovery, chimpanzees at Ngamba can count on the

care, devotion and affection of the very enthusiastic care keepers. People like Dr. Titus

Mukungu (sanctuary manager) Phillip Sekulya (assistant sanctuary manager in charge

of administration), Innocent Ampeire (assistant sanctuary manager in charge of

animals), Paul Nyenje, Amos Okello, Byron Ssemambo, Enos Sebina Kiwagalo, Joseph

Masereka, Kyama Stanly, Betty Angucia (keepers), Erina Kansiime, Richard Kaahwa,

Harriet Namuli (volunteers), Moses Bageya, Hategeka Stanly, Ronald Bataze, John

Mutambo, Samuel Wenwa (Chefs), Grace Namatovu (house keeper), Simon Nuwagira

(gardener), Ojok Borneface (maintainance), Silver Birungi James(education officer),

Hanifa Chandiru (Volunteer in administration), Dr. Joshua Rukundo (Conservation

Programs Director) and Lilly Arajova (Executive Director) to whom I wish to extend

my deepest gratitude and respect. In addition to animal welfare, public awareness is also

one mission of Chimpanzee Trust’s as local and foreigner communities play a vital role

in the species’ conservation and their natural habitats. During my stay in Ngamba, I was

told the chimpanzee’s backgrounds, I’ve learn the husbandry methods and more

importantly, I was told the future steps and the needs to sustain the current work.

Fig. 83. Infant chimpanzee at Ngamba Island.

Fig. 84. Female chimpanzee at Ngamba Island.

33

Saying goodbye to Ngamba, I headed to Kampala, where I joined the team I’d

travel with to Bwindi and Queen Elizabeth NPs.

Bwindi, located in the south-western Uganda and border with Virunga National

Park, is most celebrated for the approximately 350 mountain gorillas (half of the

world’s population). Mountain gorilla (gorilla beringei beringei) is classified as

Critically Endangered (IUCN), with a population estimated in 650 individuals. The park

is owned by the Uganda Wildlife Authority and fully protected. In Bwindi, four groups

are habituated to human presence: three for eco-tourism and one for research. During

the two days I stayed in Bwindi, I visited Mubare’s group and Habinyanja’s group. Both

groups have one or more infants, meaning that population is recovering. However

poaching is still a threat and rangers continue to patrol the park. Neighbouring the park,

population density is very high and very poor. A well planed eco-tourism (with strict

rules to protect both animals and people) is therefore a vital source of income to local

communities. In fact, near the Buhoma entrance gate, several stores, lodges and markets

are placed to sustain tourism as the gorilla tracking is the park’s main source of revenue.

A good example of how tourism may help local populations is the Bwindi Community

Hospital (the best Hospital within 70 kms).

Fig. 85. Spur-Winged Lapwing at Ngamba

Island.

Fig. 86. Lake Victoria view at Ngamba Island.

34

Next adventure was Queen Elizabeth Park. We had the opportunity to do a Safari

and a boat cruise. I was mostly impressed by the diversity of mammals and birds. We

waited 2 hours but we managed to observe and photograph a male lion and 3 females,

which is a rare event. In the end of the day, we visited a salt mine and learnt more about

the local community life in that area.

Fig. 87. Habiyanja silver-back, Bwindi. Fig. 88. Habiyanja black-back and infant,

Bwindi.

Fig. 90. Infant in Habiyanja’s group, Bwindi. Fig. 89. Local children, Bwindi.

Fig. 91. Local children, Bwindi. Fig. 92. Mother and infant in Mubare’s group,

Bwindi.

35

At last, my final experience in Uganda was Uganda Wildlife Education Centre in

Entebbe. In here, I watch some animals I was hoping to see in Queen Elizabeth NP, such

as the leopard and the shoebill crane.

Fig. 93. Male lion, Queen Elizabeth NP. Fig. 94. Ugandan buck, Queen Elizabeth NP.

Fig. 95. Infant baboon, Queen Elizabeth NP. Fig. 96. Elephant Queen Elizabeth NP.

Fig. 97. Group photo at Bwindi NP. Fig. 98. Infant hippo, Queen Elizabeth NP.

36

This experience was both a dream and a preparation for my future research

project. I left Uganda with the certainty that I will return. It was the perfect motivation

and inspiration to the beginning of my own research.

Fig. 99. Male leopard at Uganda Wildlife

Education Centre, Entebbe.

Fig. 100. Male lion at Uganda Wildlife


Fig. 101. Shoebill crane at Uganda Wildlife


Fig. 102. Chimpanzees’ group at Uganda

Wildlife Education Centre, Entebbe.



37

7. Conference

SAGA 18 Kyoto

SAGA is the acronym for Support for African/Asian Great Apes, established in

1998, with the main objective to gather researchers, keepers, conservationists and

general public all over Japan, to discuss ongoing studies, conservation and welfare of

captive apes. SAGA three principles are: support of species conservation in-situ,

improvement of captives individual’s welfare and reduction of invasive research on

great apes. Last SAGA meeting was held in

Kyoto Zoo in November, 14-15th

, 2015.

Students were given the opportunity to learn

from wildlife experts talks (i.e. Prof.

Matsuzawa and Prof. Yamagiwa (Kyoto

University) and Dr. Ross (Lincon Zoo)) and to

present their own work in a poster presentation

open to general public. This year, 55 posters

were presented in SAGA 18. Next meeting,

SAGA 19, will be held on November, 19-20th

,

2016.

Fig. 103. SAGA 18 advertising poster

38

8. Sites of reference:

http://www.pri.kyoto-u.ac.jp/

http://langint.pri.kyoto-u.ac.jp/

http://www.wildlife-science.org/

http://www.cicasp.pri.kyoto-u.ac.jp/

http://primate-society.com/

http://www.wrc.kyoto-u.ac.jp/

http://www.shigen.nig.ac.jp/gain/

http://www.greencorridor.info/

http://www.springer.com/life+sciences/animal+sciences/journal/10329

www.japanmonkeycentre.org

http://www.j-monkey.jp/caprico/index_e.php

http://www.higashiyama.city.nagoya.jp/

http://www5.city.kyoto.jp/

http://www.wrc.kyoto-u.ac.jp/kumasan/indexE.html

http://www.saga-jp.org/

39

9. References

Bard K, Leavens D, Custance D, Vancatova M, Keller H, Benga O, Sousa C. (2004)

Emotion cognition: comparative perspectives on the social cognition of

emotion. Cognition, Brain, Behavior VIII (3-4): 351-362.

Biro D, Sousa C, Matsuzawa T (2006) Ontogeny and Cultural Propagation of Tool Use

by Wild Chimpanzees at Bossou, Guinea: Case studies in nut cracking and leaf folding.

In: Matsuzawa T, Tomonaga M, Tanaka M. (eds) Cognitive Development in

Chimpanzees. Springer Verlag, Tokyo, pp 476-508.

CAPriCo. Database of Captive Primate Collection (2013) [Accessed in 20-11-2015].

Available from: http://www.j-monkey.jp/caprico/index_e.php

Centro em Rede de Investigação em Antropologia (2012) [Accessed in 11-1-2016].

Available from: http://cria.org.pt/site/cria/noticias/747-fundo-memorial-claudia-sousa-

para-o-avanco-da-primatologia-em-portugal.html

City of Kyoto (2015) [Accessed in 25-11-2015]. Available from:

http://www5.city.kyoto.jp/zoo/lang/en/about/outline

Estevez I, Christman MC (2006) Analysis of the movement and use of space of animals

in confinement: The effect of sampling effort. Applied Animal Behaviour Science 97:

221-240.

Higashiyama Zoo and Botanical Gardens [Accessed in 23-11-2015]. Available from:

http://www.higashiyama.city.nagoya.jp/16_evolution/index.php

Hockings KJ, Sousa C (2012) Differential exploitation of cashew - a low conflict crop -

by sympatric humans and chimpanzees. Oryx 46: 375-381.

Hockings KJ, Sousa C (2013) Human-Chimpanzee sympatry and interactions in

Cantanhez National Park, Guinea-Bissau: current research and future

directions. Primate Conservation 26: 57-65.

Hosey GR (2005) How does the zoo environment affect the behaviour of captive

40

primates? Applied Animal Behaviour Science 90: 107-129.

Huffman MA, Nakagawa N, Go Y, Imai H, Tomonaga M (2013) Monkeys, Apes, and

Humans: Primatology in Japan. Springer, Tokyo.

Itani Junichiro arquives (2001) [Accessed in 19-11-2015]. Available from:

https://www.pri.kyoto-u.ac.jp/archives/index.html

Japan Monkey Centre. Museum and Zoo for Nonhuman Primates (2014) [Accessed in

20-11-2015]. Available from: http://www.japanmonkeycentre.org/

Japan Tourist Info (2015) [Accessed in 24-11-2015]. Available from:

http://www.japanvisitor.com/japan-parks-gardens/nagoya-zoo-botanical-garden.

Japan365days (2015) [Accessed in 24-11-2015]. Available from:

http://www.japan365days.com/nagoya_higashiyama_sky_tower.php (23-24 November)

Jensvold MLA, Sanz CM, Fouts RS, Fouts DH (2001) Effect of Enclosure Size and

Complexity on the Behaviors of Captive Chimpanzees (Pan troglodytes). Journal of

Applied Animal Welfare Science 4(1): 53-69.

Kawai M (1965) Newly acquired pre-cultural behavior of the natural troop of Japanese

monkeys on Koshima Islet. Primates 6: 1–30.

Kumamoto Sanctuary, WRC, Kyoto Univeristy (2015) [Accessed in 23-11-2015].

Available from: http://www.wrc.kyoto-u.ac.jp/kumasan/indexE.html

Mallapur A (2008) Animal Welfare research and its implications to non-human primate

breeding programs: A Case Study of the Lion-tailed macaque conservation breeding

program from India. REDVET IX 9B: 1-21.

Matsuzawa T (2003) The Ai project: historical and ecological contexts. Anim. Cogn 6:

199–211.

Nishida T (1973) The ant-gathering behavior by the use of tools among wild

chimpanzees of the Mahale Mountains. Journal of Human Evolution 2: 357–370.

41

Ross SR, Calcutt S, Schapiro SJ, Hau J (2011) Space Use Selectivity by Chimpanzees

and Gorillas in an Indoor–Outdoor Enclosure. American Journal of Primatology

73:197–208

Sousa C, Matsuzawa T (2006) Token use by chimpanzees (Pan troglodytes): Choice,

Metatool, and Cost. In: Matsuzawa T, Tomonaga M, Tanaka M (eds) Cognitive

Development in Chimpanzees. Springer Verlag, Tokyo, pp 411-438.

Sousa C, Okamoto S, Matsuzawa T (2003) Behavioural development in a matching-to-

sample task and token use by an infant chimpanzee reared by his mother. Anim Cogn 6:

259–267.

Sousa J, Barata A, Sousa C, Casanova C, Vicente L (2011) Chimpanzee oil palm use in

southern Cantanhez National Park, Guinea-Bissau. Am. J. Primatol. 73: 485–497.

Sousa C, Biro D, Matsuzawa T (2009) Leaf-tool use for drinking water by wild

chimpanzees (Pan troglodytes): acquisition patterns and handedness. Animal Cognition

12(1): 115-125.

Sousa C, Frazão-Moreira A (2010) Etnoprimatologia ao serviço da conservação na

Guiné-Bissau: o chimpanzé como exemplo. In: Alves A, Souto F, Peroni N (eds)

Etnoecologia em Perspectiva: Natureza, Cultura e Conservação. NUPEEA, Recife,

Brazil, pp.187–200.

Stoinski TS, Hoff MP, Maple TL (2001) Habitat use and structural preferences of

captive western lowland gorillas (Gorilla gorilla gorilla): effects of environmental and

social variables. International Journal of Primatology 22:431–447.

Support for African/Asian Great Apes (2015) [Accessed in 2-12-2015]. Available from:

http://www.saga-jp.org/index.html

Documents

Final Report Presentation of the Grant Cláudia …langint.pri.kyoto-u.ac.jp/ai/photos/claudia/Raquel/...Final Report Presentation of the Grant Cláudia Sousa Memorial Fund 2015 Grant