Path: utzoo!utgpu!watserv1!watmath!uunet!zaphod.mps.ohio-state.edu!uwm.edu!bionet!VMS3.MACC.WISC.EDU!PIPIAPAN From: PIPIAPAN@VMS3.MACC.WISC.EDU ("Dennis R. Rasmussen") Newsgroups: bionet.general Subject: (none) Message-ID: <21022311174820@vms3.macc.wisc.edu> Date: 23 Feb 91 17:17:00 GMT Sender: kristoff@genbank.bio.net Lines: 1205 An Initial Summary of Work Accomplished and Projected Goals NSF Research Experience for Undergraduates Grant: Social Ecology of stumptail macaques (Macaca arctoides) on Tanaxpillo island, Catemaco, Mexico ------------------------------------------------------------------------------ The following is a an email version of a progress report on an NSF-REU grant entitled "An initial summary of work accomplished and projected goals: NSF research experience for undergraduates grant: Social ecology of stumptail macaques (_Macaca_ _arctoides_) on Tanaxpillo island, Catemaco, Mexico". We developed several innovative, and, I believe, important educational and scientific aspects of the NSF-REU. For example, students continued to work with me and an advisor at their home campus during the year following the research conducted on social ecology in Catemaco, Mexico. This innovation would not have been possible without the continuous use of email for communication between my students, their advisors and myself. The program was also truely multi- national and multi-university in scope, with students from Canada, the USA, and Mexico participating. If after, reading the report, you feel this is an important precident and model to be further developed, I would appreciate it if you would write letters to NSF, your congressmen, senators and other policy makers on the importance of the further development of this research/educational model. At NSF write to: Deputy Director National Science Foundation Washington, D. C. 20550 Via email you can write to: fstollni@nsf.gov.BitNet A hardcopy edition with all supplementary information of nearly 100 pages in length may be obtained by writing to: by Dennis R. Rasmussen, Ph.D. Animal Behavior Research Institute 314 South Randall Street Madison, Wisconsin 53715, USA Phone (608)-255-4367 Computer Mail: pipiapan@vms.macc.wisc.edu (Internet) Please enclose $10.00 to cover costs of photocopying and mailing. I attach a copy of the _Clara_ _Clarion_ # 7, a newsletter I write to keep students and friends informed of our research and educational efforts. ------------------------------------------------------------------------------ ABSTRACT: This is a brief progress report and a statement of projected goals for an innovative multi-university educational and research effort conducted through the auspices of the National Science Foundation. The National Science Foundation awarded two Research Experience for Undergraduates Grants in Primate Social Ecology to the research effort (1988 BBS-8804141; 1989 DIR- 8900880). The first grant was for $44,679 and the second for $39,975. The research, data collection, and initial training occurred during the summers of 1988 and 1989 in Catemaco, Mexico. This phase of the project was conducted as an integral part of School for Field Study Courses. The 18 students supported by the NSF-REU grant were among the 75 members of the 30 day classes. The focus of the research was a group of stumptail macaques housed on a 6750 m} island in Lake Catemaco. Upon completion of the initial phase of the project the 18 students returned to their home colleges and universities where they continued to work on their projects under the guidance of an advisor on their campus and Dr. Rasmussen at the Wisconsin Regional Primate Research Center. This effort has resulted in the production of excellent undergraduate research papers, numerous honors for the students, presentations of results at national and international meetings, publications, and papers submitted for publication. The data collection phase of the research project was successfully completed in 1989. Several students continue to work on the project and another round of scientific presentations are planned for this coming summer. An outline for a book reporting the results of the project is being circulated among publishers. Upon publication, the book will demonstrate the successful outcome of a cooperative research/educational effort by faculty and undergraduates. ------------------------------------------------------------------------------ Contents Introduction Research objectives Directed student projects International cooperation Methods Subjects and study site Observation methods, conditions and schedule Data collection and analysis: computational hardware and software Results Continuation of student research after course completion The email student review Student presentations Student awards Comments on course work, research and student presentations Publications Continued involvement of students References Appendices Appendix 1 Comments on the project by scientists, faculty and students Appendix 2 Dr. Rasmussen's cv ------------------------------------------------------------------------------ Introduction The educational objectives of the primate social ecology classes and the NSF Research Experience for Undergraduates training program are to thoroughly train the students in "state of the art" field study methods in primate social ecology, provide course materials and lectures that give theoretical and empirical depth to these methods, and to have students conduct a directed research project that trains them in all phases of scientific inquiry. The program is founded on the idea that an essential component to learning to conduct scientific projects is to actually assist in these projects. The following stages of scientific inquiry are actively engaged in by every student: (1) question formulation and choice of appropriate methods, (2) collection of accurate data, (3) analyses of data, (4) written and verbal descriptions of the data and the methods used for analyses, (5) presentation of results to local, national, and international scholarly assemblies and (6) submission of written reports for publication. Our long term educational objective is to motivate and inspire American students to enter the field sciences as a career objective. We feel we have met and are meeting these objectives with an exceptional program. The focus of the research is a troop of stumptail macaques housed on Tanaxpillo Island in Catemaco Lake, Mexico. The troop was established in 1974 with the aid of the National Science Foundation and it is maintained by the University of Veracruz. Two 4 week courses were taught during the summers of 1988 and 1989: the first courses were conducted from June 15 to July 14 and the second courses from July 21 to August 19. There were approximately 15 students in each course. Although not funded by the National Science Foundation, a three week course was taught during December 1988 and January 1989. Three NSF-REU scholars returned to Mexico and worked with Dr. Rasmussen during these courses and 2 of these worked as TAs in the courses. The data collection phase of the project was brought to a successful conclusion in 1989. The analyses of the data from the project and the continued participation of students in the project will continue for several years. Research objectives Our research is focused on how patterns of social interactions between stumptail macaques are related to the distribution, abundance and use of environmental factors. The colony of stumptail macaques is provisioned and the macaques' natural habitat is in Asia. Studies of the proximate social ecology of such groups contribute to our knowledge of the influence of proximate environmental factors on patterns of social organization (Rasmussen & Rasmussen, 1979; Rasmussen, 1981; 1988; Fa, 1984; 1986). The analyses have practical applications in the management of nonhuman primates in semi-natural settings since they indicate how resource distribution may be manipulated to regulate patterns of social interactions and, ultimately the differential reproduction of individuals. There were several interconnected foci of the social ecological studies we have conducted. These foci provide the students with ample opportunities to develop research projects that appeal to their own areas of research interest. Areas of research include: (1) The influence of the presence of the observers on behavior. (2) Relationships between the distribution of resources, such as food, shelter, paths, and mates, and the manner in which individual animals use those areas. (3) Relationships between aspects of social organization, such as agonistic rank, age, sex, and reproductive status, and patterns of individuals' use of space. (4) Relationships between differential use of resources and patterns of social interactions. And (5) fine-grained analyses of patterns of social interactions. The first area of research, the influence of the presence of observers on the macaques, is a focus of the research primarily because we plan to statistically control for any systematic changes in the behavior of the subjects across the study that were correlated with the duration of time we have observed the macaques (e.g. Rasmussen, 1979, 1983, 1990). This statistical control permits partial removal of the influence of the presence of the observers on the behavior of the subjects. Directed student projects Student projects were directed so as to contribute to one of the foci of the social ecological study. All students contributed to the collection of a comprehensive focal samples on individual activities, resource use, affiliative, sexual and agonistic behavior. In this way the students cooperated in the production of a much larger data base than any student could possibly have collected by him/herself. In addition, the students were directed to develop projects that would not overlap across courses, thus the NSF students, other ambitious students, and faculty members who continue to analyze and write up their data will conduct their analyses on the entire data base. After the first week of field and course work, the students discussed potential topics of directed research with the faculty. They were then guided to the appropriate literature and subset of data from the data base. The students then wrote a 5 to 15 page proposal in which previous literature was reviewed and in which the tentative format of data analyses were specified. The students also gave an oral project proposal to their class which often turned into a fairly lively discussion of the topic. The analyses conducted by the students during the classes were not on the full data base: The students analyzed only a few days of the data they collected so they could start analyses before the last days of their course. If we waited until all the data were collected only 3 or 4 days would be available to the students for the analyses. By starting the analyses earlier, students had more time to describe the relationships in their data. In addition, when the entire data base is used, personal computers take much longer to process the information: as much as 24 hours of continuous processing is necessary for the calculation of the rate of a single variable for each subject. For this reason, analyses conducted on a fraction of the entire data base has heuristic value in a field course of only 30 days in length. International cooperation Successful conduct of field studies on nonhuman primates by American scientists requires international cooperation: there are no naturally occurring populations of nonhuman primates found within the 50 states. The necessity of working, cooperating and conducting research in a cultural environment different from our own is therefore a necessary component of the education and training of a young primatologist. Our research was conducted in a positive and receptive foreign environment. We could not have asked for a better environment in which our students could learn what it is like to live and work in a different culture. We have been fortunate to have a positive and cooperative relationship with the scientists, students, and workers from the University of Veracruz. In addition we have had Mexican students take the courses and therefore be an integral part of the day to day research effort. The University of Veracruz provided a concrete (literally) example of their hospitality by building our lecture hall, kitchen, computer room and sanitary facilities in Pipiapan. We will present the results of some of our research to the 1991 annual meeting of the American Society of Primatologists held in Veracruz, Mexico. We view this as an excellent opportunity to help repay the receptivity of the Mexicans to our research efforts by giving public presentations that emphasize the high quality research and training environment that they provided to our project. Students who present papers at the meeting will also have the experience of presenting a scientific paper outside of the United States. The students in the program are therefore getting the necessary education in how to accomplish research within a culture different than their own. Methods Subjects and Study Site The troop of stumptail macaques has varied in size between 35 and 39 individuals. The troop lives on two volcanic islands which together comprise Tanaxpillo Island (the most southerly island in Fig. 1 of Estrada & Estrada, 1977). The two islands are connected by a submerged rock bridge of about 15 m in length with a maximum depth below water of about .5 m. Adult troop members could wade between the two islands whereas swimming was necessary for some of the juveniles. Members of the troop would occasionally also swim the 30 m channel to Tanaxpi island, a larger island to the north west on which peripheral adult males spend most of their time (Fig. 1, Estrada & Estrada 1977). Most troop members may not have found this island attractive since it was inhabited by people and dogs. The natural plant and animal food on the islands is enhanced with approximately 11 liters of commercial pellet food and .05 cubic meters of fruits and vegetables every day between 1000 and 1400 hours. The vegetation is a depauperate subsample of natural vegetation in the region due its use for food and as a substrate, and to the thin soil covering the volcanic rock. Trees and cliffs located on several portions of the island's perimeter provide shade. Observations commenced at the end of the dry season and continued through the peak of the annual rains (Estrada & Estrada, 1981). Vegetation grew and flourished during this period. Observation methods, conditions and schedule The macaques were accustomed to the presence of observers and caretakers and therefore allowed us to approach within 1-5 m when we initiated the study. Because of the large number of personnel we were able to collect a representative sample on the behavior of focal subjects throughout the day. Teams of 3 to 6 observers collected the data. Observation teams were composed of undergraduates and a faculty member. Definitions and sampling methods were chosen so they were compatible with the large number of variables assessed and could be used reliably by observation teams. One or two teams of observers collected data during each of three shifts on the island: 0600 to 1000 hours, 1000 hours to 1400 hours and 1400 to 1800 hours. Data were collected 7 days per week. Data were not kept for analysis until all observers had learned to identify subjects and had been tested on variable definitions, codes and data collection techniques. The computerized data collection and analysis system was developed and tested during the preceding year at the Wisconsin Regional Primate Research Center. Data were collected on Tandy 102 lap top computers. The data were uploaded and edited daily on personal computers powered by a portable generator at Pipiapan, a field station maintained by the University of Veracruz. The data were then formed into SPSS/PC+ system files. We could therefore monitor data quality and quantity while in the field and conduct initial analyses. Members of observation teams had defined roles: The principal observer took primary responsibility for keeping the focal subject in sight at all times and called observations entered by a data recorder into a lap top computer. Assistants watched the focal subject from different locations and verified calls made by the principal observer. Data collection roles were rotated to prevent observer fatigue. Faculty members participated in all roles and monitored data accuracy. Video tapes of the observation methods and the troop may be obtained from library of the University of Wisconsin Regional Primate Research Center (Guss, Rasmussen, 1988; Rasmussen et al., 1990). The data base has now grown to over 600 hours of quantitative data. Data collection and analysis: computational hardware and software We set-up a mini 'computer center' at Pipiapan, about an hour walk and boat ride away from Tanaxpillio island in a small building (approximately 10 X 20 feet) built for us by the University of Veracruz. Our computer center had the hardware listed in Table I and the software listed in Table II. Text files could be transferred between all 12 computers so the computer time consuming effort of writing papers could be shunted between computers by the faculty and students. This ability allowed us to most effectively utilize the AT computers for data processing. ---------------------------------------------------------------------------- Table I: Computer hardware used at the "Pipiapan Computer Center" Number Description ---------------------------------------------------------------------------- 2 ---- Northgate 12 megahertz AT-style computers with 60 meg. hard disks 1 ---- AT&T 6300 computer 1 ---- Panasonic daisy-wheel printer 3 ---- Victor 9000 personal computers 5 ---- Tandy 102 computers 1 ---- Kaypro II personal computer 2 ---- Coleman Powermate 2500 watt generator for power 2 ---- Surge protectors ---------------------------------------------------------------------------- ---------------------------------------------------------------------------- Table II: Computer software used at the "Pipiapan Computer Center" ---------------------------------------------------------------------------- SPSS/PC+ 3.0 - Statistical Package for the Social Sciences Word Perfect - Word Processor Peachtree ---- Word Processor PC-Write ----- Word Processor PC-Calc ------ Spread sheet for PCs Comx --------- PC Communication Program Obs5 --------- Tandy data collection Program Crosstalk ---- Victor Communication Program 22dsk -------- CPM to MSDOS conversion for above ---------------------------------------------------------------------------- While our little computer center would not be impressive in a university it was rather extensive and impressive in the rainforest setting of Pipiapan. It added a lot to the students' education at the field site. Perhaps the most immediate advantage of the computerized collection of the data is the deletion of the exceedingly time consuming task of transferring and recoding data from paper forms to machine-readable images. The process of decoding and then key punching data collected may take two or three times the amount of time it actually takes to collect data. As a result of the collection of data on the Tandy lap tops and then editing them and uploading them to PCs, we could actually begin data analyses in the field and bring home a completely edited and computerized data base. This logistic advantage permits the students to focus on data analyses and on their interpretation rather than on the secretarial chore of entering and decoding the data; a chore that may daunt even the most ambitious. For the NSF students the computers are essential, they allow the instruction in the data reduction methods and statistical analyses that are used in their projects. Results Continuation of student research after course completion The NSF-REU students continued in the analysis and write up of their data during the academic year following the course work and data collection in Catemaco. As an essential component to selection for the NSF-REU award, all students were required to obtain a prior written and verbal agreement with an advisor at their home college or university to work with them and Dr. Rasmussen during the following academic year. During the academic year, the students were expected to enroll in independent study or guided research classes and obtain course credit for their work on the analyses and write up of their data. Dr. Rasmussen volunteered to work with any course member during the following academic year in exactly the same way as with the NSF-REU students. Such students were required to fulfill the same requirements as the NSF-REU students. This offer made it possible for any student to have the same opportunity to continue with the project like the NSF-REU students. Some of the students who elected to continue on in this capacity have excelled. The use of computerized mail (Internet, Bitnet, and UUCP) made it possible to orchestrate the research projects of students throughout the United States. This rapid and inexpensive means of communication between campuses permitted Dr. Rasmussen to send references, review notes, send instructions on use of computers, and review manuscripts. Many of the students therefore learned use of an important and developing means of scientific communication, a means of communication now in place permitting national and international discourse amongst scientists. The Wisconsin Regional Primate Center also generously paid for frequent long distance phone calls. At times Dr. Rasmussen would do identical data analyses to those being conducted by a student in another state. Several hours were sometimes spent on the telephone with a student working on the same set of analyses with personal computers and comparing the results of each step of the analysis over the phone. While this process was tedious, it proved an essential step in teaching use of SPSS/PC+ to some of the students. Results were also be double checked. The email student review Professor Harnad at Princeton University has developed an experimental project with the support of the American Psychological Association in which scientists write up their results or a brief article and circulate this to other scientists via computer mail (Harnad, 1990). I have participated in the project and I have also emulated this model for the NSF-REU students. Several students agreed to review manuscripts of other students sent to them via email. This email review has several distinct advantages: Reading others' manuscripts sharpens the awareness of the importance of exact expository writing. For example, while the student may find his or her description of a complex data analysis adequate, it may be ambiguous to another not so familiar with the methods. The email review enables students to compare their progress with those of others in the program. Finally, the student whose paper is criticized can get comments and criticisms within a day or two of the submission of the paper for criticism. A major portion of our NSF Research Experience for Undergraduates Training program in primate social ecology is to have students learn how to write up and submit articles for review in scientific journals. Therefore I handle the student review of manuscripts as would an editor. The manuscripts students send to me are then sent to "anonymous" reviewers (the fellow students who participate in this electronic mail review). Student presentations The public presentation of results is an integral and essential part of the education of a scientist. All students were therefore encouraged to present their analyses to their campus and to regional, national and international scientific meetings. The majority of the students gave presentations to their home campuses. Since the data collection phase of the research project was completed during the summer of 1989, I was able to give full attention to the student presentations in 1990. Weeks are spent with each student developing presentation outlines, using computer graphics programs to develop illustrations for the presentations, and matching the presentations to slides of data collection and macaque behavior. At the meetings the students repeatedly rehearse their presentations in front of each other and give "dress rehearsals" in the room in which the actual presentations take place. A list of the presentations of the results of data analyses from Catemaco so far given at scientific meetings may be found in the Clara Clarion #7. During the coming year another round of presentations are planned at several national and international level meetings. This years' annual meeting of the American Society of Primatologists will be held in Veracruz Mexico. My students and I will present papers in a symposium entitled "Social Ecology of Stumptail Macaques: A Mexican-American Cooperative Research Experience for Undergraduates Project supported by NSF." We are particularly pleased to present this symposium since it will allow us to document the exceptional degree of cooperation provided to us by our Mexican colleagues in helping us to conduct the NSF-REU grants. Student awards Several students have received prestigious awards for the conduct of their research in Catemaco. We hope this trend will be continued. 1989 Tina Kalkstein received the Sigma Xi Grand Prize and First Prize in Anthropology at New York University for research conducted on stumptail macaques. Tina took the first course in 1988 and has continued to work on data from the project to the present. She is one of the students who was not one of the NSF-REU recipients. 1990 Kevin Crooks received an American College Graduate Scholarship. 1990 Sandy Fernandez received the Kluge Scholarship at Columbia University for continuation of her research on stumptails. Sandy was also a research fellow at the 1990 summer research institute in psychobiology at the University of North Carolina at Greensboro. 1990 Juliet Nachman received the Sigma Xi Award for outstanding undergraduate research conducted on stumptail macaques. Comments on course work, research and student presentations Appendix 1 contains comments of NSF-REU students, course members who were not NSF-REU students, and their advisors on the research and educational aspects of the program. The comments of students who have taken the course but not participated in the program are also contained in this appendix. I have also started to solicit the comments of scientists who hear the presentation of students at scientific meetings so as to document the positive comments I have generally received from my colleagues on the students' efforts. These comments are included in Appendix 1. Publications The following is a list of publications that have so far resulted from the project: Rasmussen, D. R. 1988. Studies of food enhanced primate groups: current and potential areas of contribution to primate social ecology. In: Fa, J. E., & Southwick, C. H. (eds.), Ecology and behaviour of food-enhanced primate groups. Alan R. Liss, New York, pp. 313-346. Jolly, D. W. & Rasmussen D. R. (1990). Differences in competitive rates when feeding on natural or provisioned food and when not feeding in the Catemaco troop of stumptail macaques. American Journal of Primatology, 20, 202. Rasmussen, D. R., Biggs, R. & R. Gorena. (1990). Increased area of daily range is associated with more use of natural foods and decreased affiliative interactions within the Catemaco troop of Stumptail Macaques. American Journal of Primatology, 20, 224. Riordan E. & Rasmussen D. (1990). A quantitative measure of peripherality and its association with age and sex in the Catemaco group of Stumptail Macaques. American Journal of Primatology, 20, 227. Rasmussen, D. R. 1990. Observer effects in field studies. Primate Library Report: Audio Visual Acquisitions, 10, 1-3. Most of these publications are abstracts of talks given at meetings. Several full length journal articles are currently being developed. One full length manuscript is in review and copies of this manuscript are available upon request: Rasmussen, D. R., Biggs, R. & Gorena, R.. Dynamic trend analyses of daily patterns of range use of the catemaco troop of stumptail macaques (Macaca arctoides): Relationships to weather, individuals' use of food and affiliative interactions. We hope to eventually gather the student projects and the report of the study as a whole between the covers of an edited book. We have tentative arrangements for our Mexican colleagues to contribute chapters on the history and background of the colony and the plans for its future development. Continued involvement of students After the academic year following the NSF-REU the scholars have no commitment to continue with the project and either do I. However it is my pleasure to report that many of the NSF-REU scholars are now voluntarily entering into their 3rd year of work on the project and several course members who did not receive NSF- REU support are also continuing to work on the project. The students' work is entirely voluntary. They, like I, are fascinated by the results of the data analyses and are exceptionally dedicated to the project. Dedication like this is a hallmark of a good scientist. Several of these students are now contributing to American science and it seems very likely that many will continue to make substantial contributions throughout their careers. Some of the students who have worked with me on this project have entered graduate school. For example, Tina Kalkstein is doing graduate studies in the Department of Anthropology of the University of New York. Michael Platt is doing graduate studies in the Department of Anthropology of the University of Pennsylvania. Kevin Crooks is in the Environmental Studies program at the University of California at Davis. Lisa Kelly is in Medical School at Tulane University. As these and other students continue to work with me they will mature from undergraduates, to graduates, to postdoctoral students, and to medical doctors. As the research is published they will therefore become more capable of making substantial analytic contributions and their careers will be more directly benefitted from the publications. This is the maturational promise of the NSF-REU scholarships. The program was set up to motivate and recruit young Americans to become scientists. As a partial result of completion of their efforts, the students in the project are becoming those scientists. Achknowlegements. This entire report is an acknowedgement to the exceptional dedication and effort made by scientists, faculty, students and members of the public to this educational effort. I thank Professor Alison Richard and Mrs. Mandy Farrington for their comments on an earlier draft of this report. References Estrada, A., & Estrada, R. (1977). Patterns of predation in a free-ranging troop of stumptail macaques (Macaca arctoides): Relations to the Ecology II. Primates, 18, 633-646. Estrada, A., & Estrada, R. (1981). Reproductive seasonality in a free-ranging colony of stumptail macaques (Macaca mulatta): A five year report. Primates, 22, 503-511. Fa, J. E. (ed.) (1984). The barbary macaque - a case study in conservation. Plenum, New York. Fa, J. E. (1986). Use of time and resources by provisioned troops of monkeys: social behaviour, time and energy in the Barbary Macaque (Macaca sylvanus L.) at Gibraltar. Contributions to Primatology, 23, 1-377. Harnad, S. (1990). Scholarly skywriting and the prepublication continuum of scientific inquiry. Psychological Science, 1, 342- 344. Rasmussen, D. R. 1979. Correlates of patterns of range use of a troop of yellow baboons (Papio cynocephalus). I. Sleeping sites, impregnable females, births, and male emigrations and immigrations. Animal Behaviour, 27, 1O98-1112. Rasmussen, D. R. 1981. Communities of baboon troops (Papio cynocephalus) in Mikumi National Park, Tanzania: A preliminary report. (Folia Primatologica), 36, 232-242. Rasmussen, D. R. 1988. Studies of food enhanced primate groups: current and potential areas of contribution to primate social ecology. In: Fa, J. E., & Southwick, C. H. (eds.), Ecology and behaviour of food-enhanced primate groups. Alan R. Liss, New York, pp. 313-346. Rasmussen, D. R. 1990. Observer effects in field studies. Primate Library Report: Audio Visual Acquisitions, 10, 1-3. Rasmussen, D. R., & Rasmussen, K. L. 1979. Social ecology of adult males in a confined troop of Japanese macaques (Macaca fuscata). Animal Behaviour, 27, 434-445. ------------------------------------------------------------------------------ ------------------------------------------------------------------------------ THE CLARA CLARION email edition ------------------------------------------------------------------------------ Newsletter of Social Ecological Studies at Clara and Catemaco Number 7 ------------------------------------------------------------------------------ February 1991 Dennis R. Rasmussen, Ph.D. Editor ANIMAL BEHAVIOR RESEARCH INSTITUTE 314 South Randall Street Madison, Wisconsin 53715, USA Phone (608)-255-4367, Computer Mail: pipiapan@vms.macc.wisc.edu (Internet) Redundancy!: This issue of the Clarion repeats most of the information that was provided in the issues of Clarion #5 and #6. I'm repeating this information since many of you have moved and therefore may have not received these earlier editions. In addition, the mailing list has increased in size so there may be some new readers who did not receive the information provided in the earlier editions. Promulgation of Data: Our research emphasis has now been primarily focused on the phase of presentation of results to national and international scientific meetings and the publication of results. With the help of students and co-workers we have over 500 hours of data from Clara, Panama and over 600 hours of data from Catemaco, Mexico. All the data from Panama have now been entered into computerized records. Because we collected the data from Mexico on laptop computers, all the data from there are in computerized format. By devoting my full attention to the data already collected I can now attend and give papers at the annual meetings which were always in conflict with my field courses since 1985. What we accomplished in Panama and Mexico goes far beyond field courses in primatology. When the work is published I feel we may set a goal towards which undergraduates may aspire. We may also set a new standard for cooperative and serious conduct of science by undergraduates and scientists. Those of you who are still studying in the sciences are welcome to join the analysis, presentation and writing team now working with me. Write to me or give me a call and we can talk it over. In order to work with me the following will be required: (1) a campus advisor who will work with you and me on the analyses and write ups, (2) arrangement for the receipt of course credit from your college or university for your work, and (3) a serious commitment to work with me for at least 1 full academic year. Those of you who do not wish to work on the data analyses and publications but who would like to help can do a lot for our project by contributing articles to local newspapers and student newspapers. Here is a brief summary on my view on why this popular support is useful: In our ideal of scientific excellence, it would be great if the scientist could only focus on the perfection of data and analyses. To a certain extent this is possible in areas with exceptionally defined boundaries, say, for example, current research in DNA. Here the scientist is provided with all the tools etc. and his/her major goal is the accomplishment of stated research objectives. In field research however, we are definitely on the intellectual equivalent of a four-wheel drive only road. There are exceptionally limited funds available and, as yet, there are very few positions within the scientific establishment that allow us to focus only on precision and excellence. At times we are therefore forced to make our own roads. We are now at the stage of writing up, analyzing and publishing our data and we must generate popular support for our efforts. This popular support will also be instrumental in convincing publishers in the market for the eventual book reporting our efforts. Indeed, it may help to create that market. This view is certainly not mine and mine alone. For example, the current president of the Animal Behavior Society writes (Newsletter, Animal Behavior Society, Vol 35 No. 4) that one can help generate support for research in animal behavior by "Work with the news service on campus, if you have one, or with a local newspaper reporter, to develop stories on animal behavior and related topics for the local news media. It is much better to work through a campus news service because you have control over the final product. You cannot expect to see the copy of a newspaper writer prior to publication." This view is also found in the actions of some of the more visible folks who have worked with nonhuman primates such as Jane Goodall, George Schaller, and Dian Fossey. While some may view their popular works as means simply to gain popularity, there is a definite economic and support story here: These authors have often written their books to gain the popular and economic support necessary for the continuation of their research and all of these 3 have certainly put most if not all of their earnings back into their research. I too have plowed my money directly back into the Mexico and Panama research projects. Since I view our efforts in both Panama and Mexico as cooperative projects, your cooperation in the generation of the positive support necessary is very appropriate. By helping the project, you also help yourself. The more successful the projects, and the greater their acceptance, the greater will be the boost for your careers. If you are interested in writing up a description of the projects, I'll be glad to provide you with help and examples. The article can be made timely by noting the planned presentation of the results of both research in Panama and Mexico at scientific meetings this year (see below). You should of course, add personal notes, indicating your role in the project, the positive benefits you have obtained and, undoubtedly, a few human interest items. Those of you who worked in Mexico might, for example, note the environmental clashes between having computers and doing complex statistical analyses while camping in tents and in a tropical rainforest. Publication of the Catemaco Research in a Book: I am currently negotiating for the publication of the results of the research in Mexico in a book with chapters written by students, scientists at the University of Veracruz, co-faculty members, and myself. There will also be a series of articles on the research conducted in Panama. This is a major effort and will take my full attention for at least 2 years. Presentations and Publications: The following is a list of presentations given in 1989 and 1990 and those planned for 1991. In addition, I also provide a list of presentations that have now been scheduled for 1991. All of you have contributed a lot to these projects, I feel a great deal of respect for the efforts students and co-workers put into the projects in Panama, in Mexico and at your home universities and colleges. The talks are the first step towards making public what all of you who have worked on the projects already know: we put together amazing and hard working groups of undergraduates and scientists and collected some excellent data. The talks will help pave the way toward publications. Bailey, H. & Rasmussen, D. R. 1989. The relationship between allogrooming and patterns of range use in a group of free- ranging Panamanian tamarins (Saguinus geoffroyi). Poster presented to the annual meeting of the American Society of Primatology. Abstract: American Journal of Primatology, 18, 132-133. Rasmussen, D. R. 1989. Social ecology and conservation of the Panamanian tamarin. Anthroquest, 40, 12-15. Rasmussen, D. R. 1989. Invited Canadian lecture series March 4 to March 10, 1989. University of Western Ontario: Lecture Presented to the Wildlife Society: Social ecology of nonhuman primates. Lecture presented to the campus: The ecology and conservation of Panamanian tamarins. Guelph University: Lecture presented to the student conservation group: Ecology and conservation of Panamanian tamarins. McMaster University: Lecture presented to the student and faculty: Social ecology of Panamanian tamarins. University of Toronto- St. George: Lecture presented to the Department of Zoology: Social ecology of Panamanian tamarins. University of Toronto-Scarborough Campus: Lecture presented to the faculty and students: The breeding biology and ecology of Panamanian tamarins. Rasmussen, D. R. (1990). Compromises between work and affiliation: daily ranges of the Catemaco troop of stumptailed macaques. Wisconsin Regional Primate Research Center Seminar, March 9, 1990. Gorena, R. L. & Rasmussen, D. R. (1990). Feeding and range use in a stumptail macaque group. Southwestern Psychological Association Annual Convention 12-14 April 1990, Dallas Texas. Rasmussen, D. R. & Biggs R. (1990). Relationships between daily variation of range use and social interactions within semi- free ranging stumptail macaques (Macaca arctoides). Mid- Western Psychological Association Annual Meeting 3-5 May, Chicago. Jolly, D. & Rasmussen, D. R. (1990). Competitive agonistic behavior in a semi-free ranging troop of stumptail macaques: A comparison of provisioned and natural foods. International Society for Research On Aggression, 16 June, Alberta, Canada. Kalkstein, T.,Nash, A., & Rasmussen, D. R. (1990). Video film presentation: The Catemaco Troop of stumptail macaques and methods for the study of their social ecology. American Psychological Society Annual Meeting 7-10 June Dallas, Texas. Rasmussen, D. R. & Riordan, E. C. (1990). Assessment of the central-peripheral spatial structure of the Catemaco troop and its association with age and sex. American Psychological Society Annual Meeting 7-10 June Dallas, Texas. Gorena, R., Rasmussen, D. R. , & Biggs R. (1990). Daily patterns of range use of the Catemaco troop of stumptail macaques: dynamics between use of social and food resources. American Psychological Society Annual Meeting 7-10 June Dallas, Texas. Fernandez, S. & Rasmussen, D. R. (1990). Characteristics of geographical locations where sexual activity occurs at high rates in the Catemaco troop of stumptail macaques: Visibility & intensity of use. American Psychological Society Annual Meeting 7-10 June Dallas, Texas. Fernandez, S. & Rasmussen D. R. (1990). Characteristics of locations with high rates of sexual activity in a semi-free ranging troop of stumptail macaques (Macaca arctoides): Visibility and intensity of use. Animal Behavior Society Annual Meeting 10-15 June Binghamton, New York. Weekes, H. & Rasmussen, D. R. (1990). Play, and its relationship to age and agonistic behavior in a population of stumptail macaques (Macaca arctoides). Rasmussen, D. R. (1990). Differences in affiliative and sexual behaviour between a reproductive and nonreproductive rhesus group: Tests of A Priori hypotheses of function. Animal Behavior Society Annual Meeting 10-15 June Binghamton, New York. Jolly, D. W. & Rasmussen D. R. (1990). Differences in competitive rates when feeding on Natural or provisioned food and when not feeding in the Catemaco troop of stumptail macaques. American Society of Primatology 11-14 July Davis, California. Rasmussen, D. R., Biggs, R. & R. Gorena. (1990). Increased area of daily range is associated with more use of natural Foods and decreased affiliative interactions within the Catemaco troop of stumptail macaques. American Society of Primatology 11-14 July Davis, California. Riordan E. C. & Rasmussen D. R. (1990). A quantitative measure of peripherality and its association with age and sex in the Catemaco group of stumptail macaques. American Society of Primatology 11-14 July Davis, California. Harewood D. & Rasmussen D. R. (1990). Concordance of status orders in the Catemaco troop of stumptail macaques. International Society for Comparative Psychology - Fifth Biennial Conference - Barbados August 16-22, 1990. Harewood D., Rasmussen D. R. & L. Guss (1990). Conduct of a field course in primate social ecology and student assistance in the collection of quantitative data. International Society for Comparative Psychology - Fifth Biennial Conference - Barbados August 16-22, 1990. Gorena, R.L., James-Aldridge, V.G. & Rasmussen, D.R. (1991). Assessing spatial central-peripheral structure in a captive chimpanzee group. Poster presented to the 37th annual convention of the Southwestern Psychological Association, New Orleans, LA. Rasmussen D. R. & Fernandez S. (1991). Social ecological contexts of sex: relationships between rates of sexual activity of stumptail macaques, visibility, and frequency of use of locations. Paper accepted for presentation to the Fourteenth Annual Meeting American Society of Primatologists to be held in Veracruz, Mexico. Crooks K.R. & Rasmussen D. R. (1991). Does affiliation enhance the fitness of the recipient?: indirect evidence from application of kin selection theory. Paper accepted for presentation to the Fourteenth Annual Meeting American Society of Primatologists to be held in Veracruz, Mexico. Farrington M., Riordan E., Churchill A., E. Kelly, R. Gorena, James-Aldridge, V. & Rasmussen D. R. (1991). Composition and measurement of the first circle: the central-peripheral structure of the catemaco troop of stumptail macaques. Paper accepted for presentation to the Fourteenth Annual Meeting American Society of Primatologists to be held in Veracruz, Mexico. Gorena R., Biggs, R. & Rasmussen, D. R. (1991). Does daily variation in the distribution of food have an immediate causal influence on daily patterns of range use? Paper accepted for presentation to the Fourteenth Annual Meeting American Society of Primatologists to be held in Veracruz, Mexico. Menendez D., Guss L., Nash, A. & Rasmussen D. R. (1991). Logistics, set up and operation of a two year research project on the social ecology of stumptail macaques. Paper accepted for presentation to the Fourteenth Annual Meeting American Society of Primatologists to be held in Veracruz, Mexico. Ordonez, D., Guss, L., Nash, A. & Rasmussen D. R. (1991). Observation, sampling, and data collection methods used in a two year research project on the social ecology of stumptail macaques. Paper accepted for presentation to the Fourteenth Annual Meeting American Society of Primatologists to be held in Veracruz, Mexico. Nachman, J., Riordan, E., Churchill, A., Kelly, E., Gorena, R., James-Aldridge, V. & Rasmussen D. R. (1991). Perks on membership in the first circle: use of food and position in the central-peripheral structure of the Catemaco troop of stumptail macaques. Paper accepted for presentation to the Fourteenth Annual Meeting American Society of Primatologists to be held in Veracruz, Mexico. Rasmussen, D. R. (1991). Social ecology of stumptail macaques: a Mexican-American cooperative nsf research experience for undergraduates project. Paper accepted for presentation to the Fourteenth Annual Meeting American Society of Primatologists to be held in Veracruz, Mexico. Jolly, D. W. & Rasmussen, D. R. (1991). Use of islands for propagation of endangered species and ecotourism. Paper accepted for presentation to the Fourteenth Annual Meeting American Society of Primatologists to be held in Veracruz, Mexico. Rasmussen, D. R. (1991). A brief history of the central- peripheral structure of primate groups. Proposed presentation in a seminar to be presented to the American Psychological Society entitled "The first circle: central-peripheral structure in captive groups of nonhuman primates. Participants: Rasmussen, D. R., James-Aldridge V., Nachman J., Farrington M., & Gorena R. Rasmussen, D. R. (1991). PINDEX, A method for the quantitative description of peripherality. Proposed presentation in a seminar to be presented to the American Psychological Society entitled "The first circle: central-peripheral structure in captive groups of nonhuman primates." Participants: Rasmussen, D. R., James-Aldridge V., Nachman J., Farrington M., & Gorena R. Farrington M. & Riordan E. (1991). Application to a group of stumptail macaques:correlation with age, sex and matrilineal relatedness. Proposed presentation in a seminar to be presented to the American Psychological Society entitled "The first circle: central-peripheral structure in captive groups of nonhuman primates." Participants: Rasmussen, D. R., James- Aldridge V., Nachman J., Farrington M., & Gorena R. Nachman J. (1991). The central-peripheral structure and amount of time spent eating provisioned food. Proposed presentation in a seminar to be presented to the American Psychological Society entitled "The first circle: central-peripheral structure in captive groups of nonhuman primates." Participants: Rasmussen, D. R., James-Aldridge V., Nachman J., Farrington M., & Gorena R. James-Aldridge V. & Gorena R. (1991). The central-peripheral structure of a group of captive chimpanzees: description and evaluation of PINDEX. Proposed presentation in a seminar to be presented to the American Psychological Society entitled "The first circle: central-peripheral structure in captive groups of nonhuman primates." Participants: Rasmussen, D. R., James-Aldridge V., Nachman J., Farrington M., & Gorena R. Rasmussen D. R. (1991). A monkey island in Panama: development for research, education and ecotourism. Proposed poster presentation for the American Psychological Society. Manuscripts in Review for 1991 Rasmussen, D. R., Biggs, R. B., & Gorena, R. (1990). Dynamic trend analyses of daily patterns of range use of the Catemaco troop of stumptail macaques (Macaca arctoides): relationships to weather, individuals' use of food and affiliative interactions The E-Mail Student Review: Several students have agreed to review manuscripts I am writing with other students. Hopefully a growing number of students who are working with me will join into this exchange. I think you all found presentation of your research proposals to the classes in Panama and Catemaco a very useful learning experience. This student review of manuscripts should also be a useful learning experience. A major portion of our NSF Research Experience for Undergraduates Training program in primate social ecology is to have students learn how to write up and submit articles for review in scientific journals. The program is founded on the idea that the best way to learn SCIENCE is to DO SCIENCE. Therefore I am handling the student review of manuscripts as would an editor. I send manuscripts students send to me to "anonymous" reviewers (your fellow students who have agreed to participate in this electronic mail review). Once I receive the manuscripts back with their comments I summarize these and then send back copies of the manuscript with the notes made on it by student reviewers. The reviewers will be anonymous in the sense that their names will appear no where on the manuscript that they correct. I think this should be an excellent learning experience for all participants. The more students put into it, the better the experience and the more they will benefit --- either as critics or the person who receives that criticism. However, it will be more than a learning experience, it will give us a chance to polish up our manuscripts before we actually do send them into a scientific journal for review. See the section on CORRESPONDENCE below on how to get in touch via computer mail. Moving: I have returned to the development of the Animal Behavior Research Unit. Those of you who worked with me in 1986 or earlier will remember I was working on the development of this independent nonprofit research institute while in Panama. The name comes from the Animal Behavior Research Unit that I established in Tanzania, East Africa in 1976 and which still continues. I started the Animal Behavior Research Unit while working on my Ph.D. thesis on yellow baboons in Mikumi National Park. Since 1986 I have been on a National Institutes of Health Senior Research Service Award. Scientists get only one of these per lifetime and the primate center let me continue on for a year after the fellowship but that period is now over. There will be several steps required for the development of the Animal Behavior Research Institute. These include gaining official nonprofit status and continuation of publication of scientific articles with this institute. Awards: Several students have received national recognition for the work they have conducted with me in Panama and in Mexico. These include: Michele Gilbert was a finalist in the 1988 Annual Science Talent Search for the Westinghouse Scholarships for her research on Panamanian tamarins. Tina Kalkstein received the Sigma Xi Grand Prize and First Prize in Anthropology at New York University in 1989 for her research on stumptails. Kevin Crooks received a 1989-1990 Phi Kappa Phi Scholarship. Sandy Fernandez received the prestigious Kluge Scholarship at Columbia University for continuation of her research on stumptails with me this summer I've also managed to pick up a few awards for working with you students and on the projects. These include: The School for Field Studies Award for greatest faculty contribution to development of the school (1987). Certificate of Honor as a teacher named in the Annual Science Talent Search for the Westinghouse Scholarships and Awards for Meritorious Work with Science Students (1988). University of Western Ontario Student Chapter of the Wildlife Society Conservation Award (1989) Slide Exchange: I would like to encourage an exchange of slides from Catemaco and Panama. I've some excellent slides from each of these sites. I think a good way of working this would be to exchange each other's 10 best slides. Contact me and I'll send you my 10 best in exchange for your 10 best. If any of the slides are published full credit will be given to the person who took the picture (please print your name on slides). Because I'm so busy in the field I do not have that many slides of data collection and observation of the monkeys. I would therefore particularly value these pictures. I would also like to have a few slides of Pierre from 1988 during the last days of her life. Hopefully with a few of her female friends grooming her and near to her. Questionnaire: If you took one of my courses in Panama or Mexico and you've not yet filled out a questionnaire, I'd appreciate it if you could send me a letter briefly commenting on each of the following points, this will help me to improve the quality of future courses. (1) Looking back at the course what were its best and worst features? (2) Do you feel the course to have been an important part of your undergraduate education? Why? (3) What features would you most like to see in a course you might take in the future? (4) How do you feel I handled the course? (5) How do you feel the other faculty and TAs handled the course? (6) What is your impression on the contribution of SFS to the conduct of the course. Thanks for the input, it is important! American Society of Primatologists meeting in Veracruz! The meeting of the American Society of Primatology will be held this year in Veracruz! For those of you who worked with me in Panama, Veracruz is the city in which all course members for the Mexican research project arrived. It is a lovely gulf coast city and I can't think of a nicer location to get together with past course members. The meeting will be held from June 24-28, 1991 at the Emporio Hotel. Several students and I plan on presenting analyses of our data to the society (see above). Ernesto Rogriguez-Luna and I have gotten together and will be giving a 3 hour symposium in which several students, Ernesto and I will describe the Catemaco troop of stumptail macaques and the results of the analyses of data on the social ecology of the troop. The presence of those of you who are not presenting talks will certainly be appreciated. Attendance of the meetings costs $35. If wish to attend, write and ask for information and registration forms to the following address: Dr. Reinhold J. Hutz, Chair Department of Biological Sciences, University of Wisconsin, 3201 North Maryland Avenue, Milwaukee, Wisconsin, 53201-0413 I'd also appreciate it if you would let me know if you plan to attend. I know that cost will be a consideration for some of you. For those of you in this category, I suggest you look into bus/train fares to Veracruz. The travel could be an adventure. If enough of you choose this option, you could, for the sake of fun and safety, plan your trips so you travel together. Personally, I feel this is a superb opportunity to get together for a reunion in Catemaco. Right now I really feel like sitting at one of those large outdoor tables in the central plaza of Veracruz, chatting with you, and being gently serenaded by one of the groups of musicians. Let's make it happen! If you need telephone numbers and addresses I may be able to help. Staying there is relatively inexpensive and it will also be a great educational experience. If enough of you enterprising types get together, then you might even be able to find less expensive housing for a large group (again, there is safety in numbers so less expensive lodging might become feasible). If one of you who plan to go would like to become a student organizer for the travel and lodging, that would be great. Write to me and let me know so I can direct other students to you. If you plan to attend, call the course members who you remember best and urge them to attend too. I can supply telephone numbers if you need them. For those of you who plan to fly, you might also get together with a travel agent to see if you might qualify for reduced rates (I've got a great agent here in Madison who always seems to know the least expensive flights). Bobb Gorena applies analytic methods from Catemaco to captive chimps: I asked Bobb (2nd course, summer 1989) to write up his current activities. Here is his description of his research efforts: "One goal of scientific research is the testing and refining of theories, hypotheses and statistical techniques by using them on a variety of situations and subjects. As some of us already know, Dr. Dennis Rasmussen has developed a new statistical index, called PINDEX, which quantifies the peripherality of individuals of a group based on the individual's and group's ranging patterns. This index has already proven useful for the analyses of data collected at Tanaxpillo, and, in keeping with scientific tradition, Bobb Gorena (second summer session, 1989), along with Dr. Rasmussen and Dr. Valerie James-Aldridge (Bobb's undergrad advisor) have undertaken the task of testing Pindex's ability to uncover the central-peripheral structure of a group of captive chimpanzees. This test will show PINDEX's sensitivity to spatial structure of very small groups in restricted ranges, and along with results obtained from Tanaxpillo, will demonstrate Pindex's flexibility and usefulness in various types of settings. Preliminary results suggest that PINDEX is in fact useful in captive settings, and final results are slated for formal presentation at the 1991 meetings of Southwest Psychological Association, American Psychological Society and American Society of Primatologists." Juliet Nachman: receives prestigious Sigma Xi Award: Juliet Nachman (2nd course, 1989) received the Sigma Xi award for outstanding undergraduate research at a banquet on Friday, November 16, 1990. Dr. Long at the University of Wisconsin, Steven's Point, nominated Juliet. Juliet is continuing with analyses of the data from Catemaco. Tina Kalkstein to present research to the American Society of Physical Anthropologists: Tina Kalkstein (1st course, 1988) has recently had a paper on her research in Catemaco accepted for presentation to this year's meeting of the American Society of Physical Anthropologists. Graduate Programs in Animal Behavior: The fifth edition of the Animal Behavior Society's directory "Graduate Programs in Animal Behavior in the United States, Canada, and Mexico" is now available. Copies may be obtained for $8.00 from: Larry Williams, Department of Comparative Medicine, University of South Alabama, Mobile, Alabama 36688. This is an essential guide for those of you who wish to pursue a career in animal behavior. The guide provides information on nearly every graduate program offering an advanced degree in animal behavior and the faculty in those programs. Panamanian Friends: I have remained in touch with our Panamanian friends and am pleased to report that all are well. Professor Nunez continues to work at the University of Panama and is president of the important Foundation of National Parks. Raul Concepcion is now married and is working in his father's advertising business. Vielka Garcia has married Antonio and they now have a daughter. Antonio is working with ANCON, an organization devoted to conservation in Panama. Julio Torres managed to keep provisioning the tamarins on Isla Tigre until summer the summer of 1989. At least three were still alive at that time. He is currently working as a preacher in David. Starting Back up the Panama Research Project: During this period of time I will be working towards re-establishing the Clara field site. As those of you who have worked with me at Clara know, this is a superb field site for the study of tamarins. It is my hope that Clara will eventually become an international scientific research site for the study and conservation of Panamanian tamarins. I am currently arranging to return to Panama next summer to start the process of developing Clara as a full time research site and to check on the status of the tamarins we released on Isla Tigre. Our first step will be the development of Isla Tigre for research, education and propagation of Panamanian tamarins. Professor Nunez is currently working to have research on tamarins established as a university-wide project. This will mean that the research will be continued by the University of Panama while I am back in the US. Antonio will also be involved with the project and will help bring in the interest of ANCON, an organization devoted to conservation in Panama. Progress Report on NSF-REU Available: I've gone to considerable effort to write a a nearly 100 page progress report on the NSF-REU conducted in Mexico in 1988 and 1989. Briefly, the report consists of a write-up of accomplishments and goals, letters from scientists and faculty who have attended presentations of the research at international and national level scientific meetings, responses on questionnaires answered by faculty advisors of students and students. If you would like to have a copy of the report please mail me $7.00 to cover photocopy and mailing expenses. Change of Addresses: If you want to keep receiving the Clarion please remember please keep me up to date on your current address.