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LABORATORY PRIMATENEWSLETTERVol. 48, No. 3Ju ly 2009JUDITH E. SCHRIER, EDITORJAMES S. HARPER, GORDON J. HANKINSON AND LARRY HULSEBOS, ASSOCIATE EDITORS MORRIS L. POVAR AND JASON MACHAN, CONSULTING EDITORSELVA MATHIESEN, ASSISTANT EDITORALLAN M. SCHRIER, FOUNDING EDITOR, 1962-1987Published Quarterly by the Schrier Research LaboratoryPsychology Department, Brown UniversityProvidence, Rhode IslandISSN 0023-6861POLICY STATEMENTThe Laboratory Primate Newsletter provides a central source of information about nonhuman primates and related matters to scientists who use these animals in their research and those whose work supports such research. The Newsletter (1) provides information on care and breeding of nonhuman primates for laboratory research, (2) disseminates general information and news about the world of primate research (such as announcements of meetings, research projects, sources of information, nomenclature changes), (3) helps meet the special research needs of individual investigators by publishing requests for research material or for information related to specific research problems, and (4) serves the cause of conservation of nonhuman primates by publishing information on that topic. As a rule, research articles or summaries accepted for the Newsletter have some practical implications or provide general information likely to be of interest to investigators in a variety of areas of primate research. However, special consideration will be given to articles containing data on primates not conveniently publishable elsewhere. General descriptions of current research projects on primates will also be welcome.The Newsletter appears quarterly and is intended primarily for persons doing research with nonhuman primates. Back issues may be purchased for $10.00 each. We are no longer printing paper issues, except those we will send to subscribers who have paid in advance. We will not accept future subscriptions, unless subscribers are willing to pay $100/year. (Please make checks payable to the Brown University Psychology Department.) Readers with access to electronic mail may receive a notice when a new issue is put on the Website by sending the message subscribe LPN-WARN your-own-name to listserv@.(Send the message subscribe LPN-PDF to receive PDF files by e-mail; or the message subscribe LPN-L to receive the nongraphic contents of each issue.) Current and back issues of the Newsletter are available on the World Wide Web at </primate>. Persons who have absolutely no access to the Web, or to the electronic mailing, may ask to have paper copies sent to them.The publication lag is typically no longer than the three months between issues and can be as short as a few weeks. The deadline for inclusion of a note or article in any given issue of the Newsletter has in practice been somewhat flexible, but is technically the tenth of December, March, June, or September, depending on which issue is scheduled to appear next. Reprints will not be supplied under any circumstances, but authors may reproduce their own articles in any quantity.PREPARATION OF ARTICLES FOR THE NEWSLETTER. – Articles, notes, and announcements may be submitted by mail, e-mail, or computer disk, but a printed copy of manuscripts of any length or complexity should also be sent by regular mail.. Articles in the References section should be referred to in the text by author(s) and date of publication, e.g., Smith (1960) or (Smith & Jones, 1962). Names of journals should be spelled out completely in the References section. Latin names of primates should be indicated at least once in each note and article. In general, to avoid inconsistencies within the Newsletter, the Latin names used will be those in Mammal Species of The World: A Taxonomic and Geographic Reference, 2nd Ed. D. E. Wilson & D. M. Reeder (Eds.). Washington, DC: Smithsonian Institution Press, 1993. For an introduction to and review of primate nomenclature see The Pictorial Guide to the Living Primates, by N. Rowe, Pogonias Press, 1996.All correspondence concerning the Newsletter should be addressed to:Judith E. Schrier, Psychology Department, Box 1853, Brown UniversityProvidence, Rhode Island 02912 [401-863-2511; FAX: 401-863-1300]e-mail address: primate@Current and back issues of the Newsletter are available on the World Wide Web at/primateACKNOWLEDGMENTSThe Newsletter is supported by Brown University.Cover photograph of ring-tailed lemurs (Lemur catta),taken at the San Diego Zoo by Paul Wilde, 1997Copyright © 2009 by Brown UniversityThe Effects of Exposure to an Expanded Environmental Enrichment Program onSelect Individual Behaviors in BaboonsAmy K. Goodwin, Susan A. James, Kelly E. Lane, Michael C. McDermott, Rebecca L. Rodgerson, and Nancy A. Ator Johns Hopkins University School of Medicine, Department of Psychiatry and Behavioral Sciences, Division of BehavioralBiologyIn our laboratory, we had often discussed our desire to create an area in which our singly housed, adult male ba-boons could be released to exercise. The opportunity to do so arose when an environmental enrichment grant from the Center for Alternatives to Animal Testing at Johns Hopkins University provided funding for such a project. Thus, the goals of the present study were to cre-ate an area large enough for baboons to safely engage in species-specific behavior (i.e., free movement, explora-tory behavior, foraging) and to learn whether exposure to this environment would be correlated with changes in target behaviors considered indicators of psychological well-being.MethodsSubjects: Six adult male baboons (Papio anubis; Primate Imports, New York, NY, or Southwest Foundation for Biomedical Research, San Antonio, TX) served as sub-jects in the present study. The six baboons (BB, DC, SY, CY, DE and SC) had been in the laboratory for at least three years and had been subjects in behavioral pharma-cology studies. During the present study, the behavioral pharmacology studies in which they participated included acute exposure to psychoactive compounds. Subjects were individually housed in stainless steel primate cages equipped with a bench running along one cage wall. The home cages, which provided 10 square feet of floor space (46.5 cubic feet total space), also served as the experi-mental chambers, so the behavioral pharmacology ex-periments took place in the home cage. Such experiments typically involve the use of one or more levers, stimulus lights, tones, and food pellet delivery. The baboons had visual and auditory access to other baboons.The baboons had continuous access to tap water from a spout at the front of their cages and received a daily ration of Lab Diet (®PMI Nutrition International) or Pri-mate diet (®Harlan Teklad) biscuits, one or two pieces of Amy K. Goodwin, Johns Hopkins Univ. Sch. of Med., Behav-ioral Biology Research Center, 5510 Nathan Shock Dr., Suite 3000, Baltimore, MD 21224 [410-550-2781; fax: 410-550-2780; e-mail: Goodwin@].The establishment of the enrichment room was made possi-ble through an Animal Welfare Enhancement Award made by the Johns Hopkins University Center for Alternatives to Animal Testing. The authors would also like to thank Dan Rodgerson for the technical expertise he lent to the project, and Robert J. Adams, DVM, for helpful comments during the protocol review process and manuscript preparation.fresh fruits or vegetables daily, and children’s chewable multivitamins. Daily feeding occurred in late morning (never prior to time spent in the enrichment room). The enrichment program already established in the colony, which included human interaction, access to three or more toys (forage boxes, puzzle feeders, mirrors, Kong® toys, wood logs), and music continued without change during the present study.The overhead lights in the housing room were on for 13 h/day (6:00-19:00 h) and off for the remaining 11 h/day. Natural light also illuminated the room.Routine physical examinations (under ketamine hy-drochloride anesthesia) occurred every two weeks or ap-proximately once per month, depending on the study in which each subject was serving.All protocols were approved by the Johns Hopkins University Animal Care and Use Committee. Animal care and use and facility maintenance followed the Guide for the Care and Use of Laboratory Animals (1996) and the U. S. Animal Welfare Regulations. Johns Hopkins University is accredited by the Association for Assess-ment and Accreditation of Laboratory Animal Care Inter-national.Room Construction: It was vital that the time and effort required to create the enrichment room space be manage-able and that the expense stay below the $6000 received for the project from the Animal Welfare Enhancement Award. Ultimately, by using resources already available to us, we were able to manage the time and effort required without affecting the normal daily functioning in the labo-ratory.The space designated for the enrichment room had been constructed as an animal housing room (i.e., wall and floor surfaces met Guide standards; air was vented externally), and all environmental aspects (e.g., tempera-ture and humidity) were controllable by laboratory per-sonnel. The space was not needed for housing animals when the project began. The room has 145.8 square feet of floor space (663.5 cubic feet of total space), a fully functional sink, and a steel railing on three walls.A door had to be constructed such that baboons would be able to be safely transferred in and out of the room using the shuttle system described below. In order to accomplish this without permanently altering the room, a door measuring 83.25” by 47.25” was made of aluminumsheets in a frame of 3” x 1.25” 6061 architectural alumi-num, and installed in the existing door frame in front of the existing door (see Figure 1). A sub-frame containing a portion of the front wall of an old baboon cage was mounted in the center of the new aluminum door and welded to the larger door frame such that the shuttle cage could be connected to the embedded guillotine-style door. Once the shuttle is attached, the guillotine-style doors on the shuttle cage and the new “cage front” door are opened and the baboon is able to pass from the shuttle into the room. The cage front door is shut behind the baboon. When a baboon is not in the room, the aluminum door functions as any door would, allowing personnel into theroom so that it may be cleaned between baboons.Figure 1: The door constructed to safely transfer baboons in and out of the enrichment room.A painted wooden structure was also manufactured to block baboon access to the sink and its pipes (see Figure 2).The structure is hinged at the front, allowing easy ac-cess to the sink by personnel; fasteners prevent the baboon from opening the lid to the sink. Electrical outlets were covered with metal plates that were screwed in over them. Experimental Design and Procedures: The psychologi-cal well-being of nonhuman primates must be based on individual needs, thus a single-subject design was used in which each subject served as his own experimental control (Sidman, 1960). A subject’s target behavior was meas-ured before the intervention (i.e., exposure to enrichment room) and then measurements in the home cage continued as baboons were periodically exposed to the enrichment room. Prior to any enrichment room exposure, the fre-quency of the target behavior in the home cage was re-corded using a time-sampling procedure (Martin & Pear, 1992) in which 2-minute observations were conducted every hour for 8 hours (i.e., every hour from 7 a.m. to 3 p.m.) at least three days a week, over at least three weeks (i.e., a minimum of 72 two-minute observations). After subjects began spending time in the enrichment room, the home cage observations occurred once per week on a day when the baboon was not scheduled to be in the enrich-ment room (e.g., eight 2-minute observations on Fridays). Figure 2: A baboon in the enrichment room. The wooden structure on the left is the painted and hinged structure used to block baboon access to a sink located in the enrichment room. Shown in the picture are various types of plastic zoo balls, plas-tic tires, tree branches, mirrors, plastic chains, and cardboard for shredding. In addition, small food items (e.g., raisins, peanuts, cashews, popcorn, sunflower seeds, etc.) are placed throughoutthe room to encourage foraging behavior.The frequency of behaviors was recorded by the ob-server marking a behavioral checklist that included the following behaviors: pacing, rocking, bouncing, circling, self-biting, self-grooming, sleeping, huddled posture, masturbating, aggressive behaviors, playing with toy, lip-smacking, grunting, eating, and drinking. Similar behav-iors have been defined previously in our lab as a part of assessments to examine acute and chronic drug effects (Ator et al., 2000; Goodwin et al., 2005; Goodwin et al., 2006).Three baboons (BB, DC, and SY) were identified as exhibiting behaviors in their home cages for which a de-crease in the frequency may indicate improvement in psy-chological well-being. For baboon BB, the behaviors were pacing and circling in his home cage. For baboons DC and SY, a “huddled” posture, operationally defined assitting with chin on chest and being unresponsive to nor-mal stimuli (e.g., our saying his name or offering food treats), was identified as such a behavior. In addition, baboon SY was identified as engaging in excessive grooming. For all three baboons, manipulating items/toys provided in the home cage was identified as a behavior for which increases in frequency may signal improve-ments in psychological well-being and was also recorded.Periodic cage washes (e.g., every two weeks) require baboons to be transferred out of their home cages and into a temporary cage via a “shuttle”. After the shuttle is at-tached to the front of a baboon’s home cage, the guillo-tine style doors on the cage front and shuttle front are lifted and the baboon is able to enter the shuttle. The doors are then shut, and the baboon is transferred to a temporary cage while his home cage is washed. The same procedures are used to transfer the baboons back to their home cages. Although most baboons readily par-ticipate in this procedure, some baboons consistently re-quire coaxing to enter the shuttle. Typically, veterinary technicians attempt to coax baboons into the shuttle by placing fruit in it, and when this fails, the back wall of the home cage is cranked forward so baboons have no choice but to enter the shuttle. In these extreme situations, ba-boons may experience some level of stress associated with the cage wall being cranked forward.Three baboons (CY, DE, and SC) from the colony were identified as consistently required coaxing and/or cranking of the back wall in their home cage in order to transfer them in the shuttle for routine cage washes. De-creasing the time taken for these baboons to enter the shuttle was presumed to lower the stress levels experi-enced by these baboons when they require such transfer.Exposure to the enrichment room began after pre-intervention data had been collected. Between 7 a.m. and 12 p.m. (i.e., prior to daily feedings), individual baboons were transported from their home cages to the enrichment room in the shuttle 2-3 times per week. Two dependent variables were used to measure the effectiveness of expo-sure to the enrichment room:1.Target Behaviors: For baboons BB, DC, and SY, the frequency of the behavior(s) identified for each baboon as described above (i.e., circling/pacing, huddled posture, excessive grooming, and handling toys) were systemati-cally recorded by a trained observer before any subject entered the room (i.e., in the weeks prior to entering the enrichment room the first time) using checklists described above.2.Shuttle Behavior: For baboons CY, DE and SC, the latency to enter the shuttle for transportation was re-corded in multiple instances before any exposure to the enrichment room; recording continued after exposure to the enrichment began. The maximum latency to enter the shuttle voluntarily was defined as five minutes, after which time the back wall was cranked forward to leave the baboon with no choice but to enter the shuttle.Each baboon spent 30 minutes in the enrichment room where he had access to numerous objects and toys manu-factured or otherwise suggested for nonhuman primates, including tires, various types of plastic balls, trees, mir-rors, wood pieces, knotted ropes, plastic chains, etc. (see Figure 2; Bio-Serv, Frenchtown, NJ; Desert Plastics, Al-buquerque, NM; Otto Environmental, Milwaukee, WI; Primate Products Inc., Woodside, CA; and Steiner Enter-prises, Lafayette, IN). The same objects were kept in the room, but were cleaned and arranged differently between baboon visits. In addition, small food items (e.g., raisins, peanuts, cashews, popcorn, sunflower seeds) were placed throughout the room for each baboon to encourage forag-ing behavior. The objects manipulated and duration spent in the enrichment room were recorded for each baboon.After 30 minutes, the shuttle was pushed up against the guillotine door to the room and the doors on the shut-tle and the cage door were raised for transportation to the home cage. Baboons typically returned readily to the shuttle. If a baboon did not do so, a technician placed a piece of fruit in the shuttle to coax the baboon into it. As noted above, daily feeding (i.e., primate biscuits and fresh produce) was restricted to post-enrichment room partici-pation, to increase the likelihood that baboons resisting entering the shuttle might be coaxed with the fruit.Data Analysis: Data are presented for individual ba-boons. As subjects were also participants in on-going behavioral pharmacology studies, only data collected on days when no drugs were administered were included in this data analysis. As described above, a time-sampling procedure was used to assess the frequency of a specific behavior in the home cage for any given day Martin & Pear,1992).Thus, the total number of episodes across the eight 2-min.observations (one each hour for eight con-secutive hours)that occurred in one 24-hr period was av-eraged across days for the periods before and after en-richment room exposure. In addition, the 2-min. observa-tions were combined within each day by adding the fre-quency of occurrences of any given behavior and then dividing the total frequency by the number of total min-utes spent observing in order to express a rate. In this way, the rate for each day served as an independent ob-servation for comparing frequencies before and during exposure to the enrichment room using Student’s t-test (one-tailed).For the individual latencies to enter the transport shuttle, logarithmic transformation of individual latencies were analyzed using Student’s t-test (one-tailed). Changes in the mean frequency of a specific behavior, or the mean latency to enter the shuttle, were deemed statis-tically significant at the 0.05 level or better for individual baboons after exposure to the enrichment room.The data are also presented in graph form as (1) the mean (±SD) frequency of each measure for each baboon prior to any exposure in the enrichment room (PRE) and (2) the frequency of that measure following each expo-sure to the room. In this way, patterns of change over time as a result of repeated exposure to the enrichment room may be detected.ResultsFor baboon BB, repetitive pacing/circling in the home cage was identified as the target behavior prior to the start of this study. Using the time-sampling procedure de-scribed above, the mean (±SD) frequency of pac-ing/circling episodes in the home cage prior to any visits to the enrichment room was 2.19 (±1.39) (see Figure 3). After exposure to the enrichment room, the mean (±SD) number of pacing/circling episodes significantly de-creased to 0.643 (±0.63) (t=3.948; p=0.0002).Figure 3: The mean frequency of pacing/circling episodes per two-minute interval in the home cage of baboon BB. Data here, and in Figures 4, 5, and 6, are the mean (±SD) frequency ob-tained using a time-sampling procedure before exposure to the enrichment room (PRE), and the frequency observed following exposure to the enrichment room.For baboons DC and SY, a “huddled” posture was identified as a target behavior for which a decrease fol-lowing exposure to the enrichment room may indicate an improvement in psychological well-being (see Figure 4). As noted previously, the “huddled” posture is defined as sitting with chin on chest and being unresponsive to nor-mal stimuli. For baboon DC, the mean (±SD) frequency of the “huddled” posture prior to exposure to the enrich-ment room was 5.25 (±1.29). The mean frequency after exposure decreased to 4.21 (±1.31), a statistically signifi-cant decrease (t=2.02; p=0.03; see Figure 4). For baboon SY, the frequency of “huddled” posture observed in the home cage also decreased after exposure to the enrich-ment room. Prior to the first exposure to the enrichment room, the mean (±SD) frequency of a “huddled” posture for SY was 1.88 (±1.37). This was significantly de-creased to 0.71 (±0.83) (t=2.92; p=0.003).Figure 4: The mean frequency of “huddled” posture per two-minute interval in the home cages of baboons DC and SY.Excessive grooming was also identified as a target behavior for baboon SY for which a decrease in the fre-quency may signal an improvement in his psychological well-being (see Figure 5). The mean (±SD) frequency of grooming episodes prior to exposure to the enrichment room was 3.77 (±1.45). The mean (±SD) frequency of grooming episodes after exposure decreased to 2.36 (±0.74), a statistically significant decrease (t=3.34;p=0.0008).Figure 5: The mean frequency of grooming episodes per two-minute interval in the home cage of baboon SY.Figure 6: The mean frequency of episodes of “playing with toys” per two-minute interval in the home cage of baboon BB.Behaviors for which an increase in frequency might signal improved psychological well-being were also char-acterized. For baboon BB, there was a significant in-crease in the frequency of “playing with toys” in his home cage after exposure to the enrichment room (t=4.48; p<0.0001). As shown in Figure 6, the frequency since exposure to the enrichment room generally increased. Prior to enrichment room exposure, the mean (±SD) fre-quency of baboon BB “playing with toys” in the home cage was 2.27 (±1.91). After the first exposure, the mean (±SD) frequency was 4.9 (±1.54).Figure 7: The mean (±SD) latency (min.) to enter the shuttle from the home cages of baboons DE and CY before (PRE) ex-posure to the enrichment room and after exposure. The maxi-mum latency was five min., after which the back wall of the home cage was cranked forward.Some of SY’s and DC’s behaviors in the home cage that may signal improvement in psychological well-being when increased (i.e., playing with toys, lip smacking, and grunting) were not significantly changed (data not shown) after exposure to the enrichment room.The latency to enter the shuttle for transportation from the home cage to the enrichment room was studied in three baboons (DE, CY, SC) known to require coaxing, and often cranking the back wall of the home cage, to get them into the shuttle. As shown in Figure 7, baboon DE required a mean (±SD) latency of 3.45 (±1.82) minutes to enter the shuttle prior to any exposure in the enrichment room. After the first exposure, the mean latency to enter the shuttle significantly decreased (t=7.4; p<0.0001). For baboon CY, the mean (±SD) latency to enter the shuttle prior to exposure was 0.53 ± 0.57 minutes, a significant decrease after exposure (t=2.1; p=0.023).Despite coaxing with fruit, one baboon (SC) failed to return to the shuttle after entering the enrichment room. Fortunately, the baboon was one who readily pressed his thigh up against the bars for ketamine injections in the home cage and also did so in the enrichment room. While ketamine is routinely used in lab settings for its sedative effects, it is a drug with potential for abuse, and studies have illustrated that nonhuman primates will self-administer ketamine (Lukas et al., 1984; Moreton et al., 1977). Thus, since intramuscular ketamine clearly served as a reinforcer for this baboon, the veterinary technician was able to sedate the animal with ketamine in order to remove him from the room. When this also needed to be done at the end of his second visit to the room, this ba-boon was dropped from the study.DiscussionThe objective of the present study was to improve the quality of life for baboons in our lab through exposure to an expanded environmental enrichment program. We could not simply assume, however, that exposure to the enrichment room would result in an improvement in the psychological well-being of our subjects. Thus, we iden-tified three baboons with maladaptive behaviors in their home cages and compared the frequency of these behav-iors prior to enrichment room exposure to the frequency of the same behaviors after exposure, and found signifi-cant decreases in their frequency.In addition, we found that two baboons would more readily enter the transport shuttle after exposure to the enrichment room. That is, the stress resulting from crank-ing the back wall forward and “forcing” baboons out of the cage and into the shuttle for transport no longer oc-curs for these baboons, since they now readily enter the shuttle. This is important because baboons must be trans-ported out of their home cages for regular cage washes.Thus, our data support the idea that exposure to the enrichment room improved the psychological well-being of the baboons. In addition, while only one of the ba-boons showed an increase in the use of toys in his home cage, it is possible the baboons experienced significant increases in their psychological well-being that were un-detected by our outcome measures. Moreover, by docu-menting the smaller objects manipulated (e.g., Kong® toys, balls made of different materials, plastic chains, mirrors) while the baboons were in the enrichment room, we also were able to identify individual toy preferences for individual baboons. This has resulted in more effec-tive enrichment being provided in the home cages.Another goal was simply to increase the amount of activity in which the baboons were able to engage. Tech-nicians consistently noted in the records that baboons spend a majority of time in the enrichment room moving around and “exploring.”A discussion of promoting the psychological well-being of nonhuman primates in laboratories would not be complete without mentioning possible causes of abnormal cage behaviors. While it is not possible to know why one baboon engages in maladaptive behaviors when others do not, one theory with an abundance of evidence asserts that removing an infant from his mother’s care too soon can result in the formation of abnormal cage behaviors later in life (Altmann, 2001; Bellanca & Crockett, 2002). Neither information about the age at which a baboon was removed from his mother’s care, nor descriptions of early life experiences, are routinely provided with nonhuman primates upon arrival at research facilities. For example, while the actual age of baboon BB is not known, he was a wild-caught baboon who weighed a mere 8.2 kg and was lacking his canine teeth upon arrival, leaving no doubt he arrived as a juvenile. Moreover, when he arrived at quar-antine (and for a period of time after arriving in our facil-ity), BB was housed with a second male baboon that was bigger and dominated BB. Thus, the cage behaviors ex-hibited by BB later in life may have been shaped as a consequence of being taken from his mother too soon and/or being caged with a dominant older male early in life. While many factors certainly influence the formation of maladaptive behaviors, housing and rearing conditions, early life experience, and colony procedures clearly play a role. Indeed, a retrospective analysis in a colony of rhesus macaques concluded that factors influencing the development of stereotypic and self-injurious behaviors in rhesus macaques included intrinsic factors (i.e., males exhibit more maladaptive behaviors than did females), rearing conditions, housing conditions, colony manage-ment practices, and research protocols (Lutz et al., 2003). Regardless of the cause of abnormal cage behaviors, it is important to examine how environmental enrichment may be useful for decreasing these behaviors.Since we ended our data collection, the enrichment room has been available for all baboons in our colony, and we have encountered baboons that do not readily return to the shuttle for transportation back to their home cages. Specifically, we have had three instances, other than the one reported above, when baboons would not readily exit the enrichment room. In these instances, the technicians tried to coax the baboon into the shuttle by placing fruit in it, but found it required considerable time before the baboons would exit. That is, after a period of 1-4 hours baboons eventually returned to the shuttle, and those baboons are not currently visiting the enrichment room. Other methods for encouraging return to the shut-tle, however, are being tried. For example, we have found that turning off the room light was successful with one baboon. Based on our experience during and after the present study, 30-45 minutes seems to be the ideal amount of time in the room after which the majority of baboons will readily exit the room without incident.It is our hope that other laboratories will use an en-richment room for caged nonhuman primates and will find it a valuable tool for increasing their psychological well-being. Facilities that house very large numbers of nonhuman primates may find it difficult to expend the time, space, and money to offer such enrichment to all animals. While it would be wonderful to give all the animals in a lab access to an enrichment room, it would not be as expensive to at least provide it to those animals who need it most. Indeed, our data support the notion that the psychological well-being of nonhuman primates exhibiting maladaptive behaviors can improve by expo-sure to an enrichment room.It should be noted, however, that some unique vari-ables may have contributed to our success. The veteri-nary technicians in the Division of Behavioral Biology are responsible for the daily care of the same animals, and the baboons serve as subjects in behavioral experiments for a number of years (i.e., studies are not terminal). Thus, the baboons are extremely familiar with their vet-erinary technicians. In addition, the baboons have a his-tory of shuttling for cage washes and so the act of moving from their home cages to the enrichment room was famil-iar to them. Nonetheless, exposing baboons with target behaviors indicative of poor psychological well-being to the enrichment room resulted in an apparent improvement in psychological well-being. The ease of replication of the enrichment room in other nonhuman primate colonies is contingent on the availability of space, time, and some financial support.In conclusion, participation in the expanded enrich-ment program enhanced the standard enrichment provided in the home cages, and also appeared to improve the psy-chological well-being of individual baboons with identi-fied maladaptive behaviors in our research program. We。

六年级品社上册必须掌握知识点

品社必须掌握知识点1、英国为什么向中国输出鸦片？P22、鸦片有什么危害？P33、鸦片给中国带来哪些危害？P44、什么是虎门销烟？P45、英国发动鸦片战争的原因是什么？P56、中英《南京条约》的主要内容有哪三条？P57、鸦片战争后，中国发生了哪些变化呢/？P68、中国在鸦片战争中失败的原因有哪四条？P69、英法联军为什么要烧掉圆明园？P810、第二次鸦片战争的经过是怎样的？P911、第二次鸦片战争对中国社会造成的影响有哪三条？P1012、什么是黄海大战？P1213、中日《马关条约》的主要内容有哪四条？P1414、帝国主义列强在中国的租借地和势力范围各有哪些？P1515、观看电影《甲午风云》的观后感。

P1516、中国在甲午战争失败的最根本的原因有哪四条？P1617、1840—1919中国遭受了哪些外国侵略？P1718、从鸦片战争起，中国各阶层民众就开始了反侵略的斗争，但中国政府几乎每战必败，败必签约。

你知道造成这种现象的原因有哪四条？P1819、什么是公车上书？P2120、是么是戊戌变法? P2121、戊戌六君子有那几个人物？P2122、戊戌变法失败的原因有哪五条？P2123、是么是辛亥革命？P22-2324、辛亥革命成功的方面是：P2425、辛亥革命失败的方面是：P2526、为什么说辛亥革命没能从根本上改变中国社会的性质？P2527、中国共产党诞生的意义是什么？P2828、五四运动的历史意义是什么？P2929、你知道党旗上镰刀和锤子的象征意义是什么？P3130、为什么说中国共产党是中华民族的希望？P3131、中国共产党的光辉历程有哪些？P3332、军旗上“八一”的意义是什么？P3433、为什么说解放军是人民的军队？P3434、名词解释：南昌起义。

P3535、名词解释：秋收起义。

P3536、名词解释：井冈山会师。

P3537、红军为什么要长征？P3638、红军长征途中进行了哪些战斗？P3639、有人说：“苦不苦，想想长征两万五。

六年级上册品社复习资料

六年级上册品社复习资料第一单元1、什么是公平？怎样才能做到公平？公平意味着参与社会合作的每一个人既要承担应分担的责任，又能得到应得到的利益。

如果有了公平，就会有蓝天，就会有绿草，就会有美丽的鲜花，就会有美丽的春天。

2、社会生活中，每个人都可能遇到不公平的现象，我们应当学会适应社会，做生活的强者。

3、怎样面对现实生活中的不公平现象？当遇到不公平现象时，我们应该增强维权意识，积极寻找解决途径，通过合法手段运用法律武器维护自身权益。

还要敢于同破坏公平的行为作斗争。

4、什么是正义行为？什么是非正义行为？什么是承担正义的制度？我们都做有正义感的人。

正义是人类的良知。

正义产生于人们的明辨是非之中。

正义与每个人的行为相关。

实现正义是全体社会成员的共同责任。

5、怎样做一个有正义感的人？一个有正义感的人，必须为人正直，遵守制度、规则和程序。

一个没有正义感的人不仅会给自己带来一定的负面影响，还会损害他人和社会。

6、公平和正义是推进社会进步的重要动力。

7、我们同违法犯罪行为作斗争是包括青少年在内的全体公民义不容辞的责任。

8、法律是保障我们权利的法宝。

生活在法治国家里，我们积极践行法治精神，做社会主义法治的忠实崇尚者、自觉遵守者和坚定捍卫者。

第二单元1、我们的生命来之不易，要珍惜自己的生命。

2、生命的意义不在于长短，而在于对社会的贡献。

许许多多的人虽然生命已经结束，但他们对社会的贡献却让后人受益无穷，他们的生命价值得以延伸。

3、每个人的生命都是有价值的。

当我们发现自己能够为他人带来欢乐、为他人减轻痛苦、为家乡和社会做出贡献时，就更能体会自己生命的价值。

4、生命的意义不在于长短，而在于对社会的贡献。

我们实现生命的价值可以通过干轰轰烈烈的大事来实现人生的意义，也可以通过日常中的小事来实现人生的意义。

5、我们应该树立积极的生活态度，生命的质量，勇敢的面对挫折，培养坚强意志和坚定的信念。

6、我们的生命都是宝贵的，世界上只有一个你。

小学六年级品社上册复习教学知识点归纳总结

第八课可怕的物种入侵
一、有关知识点
1．提示：外来物种并非都有害，如马铃薯、西红柿等外来物种对促进物种多
样性，改善人民生活有益。
2、外来有害生物
通常指由于人为或自然因素被引入新的生态环境，
并对新的生态系统、物种及人类健康带来威胁的外来物种。它威胁本地生物
多样性，引起物种的消灭和灭绝，破坏生态系统的功能和稳定性。
罗游记》。
7.
中国古代对外贸易的海上通道又被称为“海上丝绸之路”、“陶瓷
之路”、“香药之路”。
8.
郑和七下西洋增进了我国和亚非许多国家的经济文化交流和友谊。
9.
世界贸易组织，简称 WTO，是致力于监督世界经济贸易和使世界贸
易自由化的国际组织，有人称它是“世界经济联合国”。
10.
我国于 2001 年 12 约 11 日正式加入世界贸易组织（WTO）
答：因为全世界煤炭、石油和天然气大量消耗。
5、
为什么森林面积与全球气候变暖有关？
答：因为森林面积的减少，使大气中的二氧化碳被吸收的能力下降。
6、
二氧化碳的增加为什么会使全球气候变暖？
答：因为地球大气中二氧化碳等气体能吸收太阳发出的部分热量，，并阻碍
地球表面吸收的热量散发出去，使地球大气增温。
7、
什么是“温室效应”？
9.
我国的邻居有 14 个：朝鲜、蒙古、俄罗斯、哈萨克斯坦、吉尔吉斯
斯坦、塔吉克斯坦、阿富汗、巴基斯坦、尼泊尔、不丹、印度、缅甸、老
挝、越南；日本、韩国、菲律宾、马来西亚、印度尼西亚、文莱这六个国
家与我国隔海相望。要求学生会在行政区划图上找出来。
10.
我国已与 160 多个国家建立外交关系，还同 200 多个国家和地区建立

教科版六年级下册品社整理复习背诵

才会奋发图强，才会锐意进取发。

5、竞争对人的发展和社会进步起促进作用。

6、竞争并不是意味着你死我活。

竞争存在合作，合作存在竞争。

7、道德和法律是我们在竞争中必须遵守的基本准则。

8、合作要建立在（尊重）、（理解）的基础上。

在合作中竞争，要尊重竞争对手，向竞争对手学习。

9、大家为了同一个目标，齐心协力做事，这就叫做（合作），合作的最大好处是使合作双方或多方能够“双赢”、“共享”。

10、在合作的过程中，每一个参与者都能享受共同创造的资源，这就是（共享）；每一个参与者都能取长补短，优势互补，从中获得利益，共同成长，这就是（双赢）。

11、生活中合作真好，但是，生活也不能没有竞争。

12、合作成功的秘诀是以大局为重，学会发现别人的长处，体谅别人的难处，倾听不同意见，学会负责，经得起委屈和误解。

议；③、指手画脚，光说不做；④、不理解尊重对方，无真诚合作的态度和行动；⑤、不以大局为重，不体谅别人的难处；⑥、无宽广的胸怀，不接受他人的短处。

这样的人不受大家欢迎。

一、填空1.（大家为了同一个目标，齐心协力做事），就叫合作，合作需要求（同）存（异），要用真诚的（态度）去赢得伙伴的信任。

合作的目的是为了（双赢和共享）。

2.填谚语：一个篱笆三个桩，（一个好汉三个帮）。

人心齐，（泰山移）。

再写两句关于合作的名言警句：（），（）3.在生活中，竞争与合作无处不在。

竞争，可以（促进发展）；合作，更有利于（取长补短，形成合力，使发展更健康，更协调。

）4.当对手成为我们的朋友时，我们得到的不仅仅是多了一个（朋友）；当对手成为我们的敌人时，我们损失的不仅仅是少了一个（朋友）。

5.真诚合作要以（大局为重）。

要学会发现别人的（长处），体谅别人的（难处），善于倾听不同的（意也会冷静的对待，耐心的分析原因，心平气和的讲道理，体谅别人的难处，善于倾听不同意见，学会负责，要经得起委屈和误解。

做到心往一处想，劲往一处使，达到合作成功。

3.竞争对手能成为朋友吗？为什么？答；竞争对手能成为朋友。

山美版四年级品社下册知识点汇总

四年级品社下册知识点汇总第一单元1、为了便于观察，人们制作了地球的模型—（），在这个模型上，蓝色部分代表（），被海洋包围的是（）。

陆地包括（）和（）2、地球的半径是（）多千米，如果步行绕地球一周要走（）年。

3、在地球上，海洋占（），陆地占（），因此人们称地球为（）。

4、地球上有七大洲，包括（）（）（）（）（）（）（），其中最大的是（），最小的是（）。

地球上有四大洋，包括（）（）（）（），其中最大的是（），最小的是（）。

5、穿越赤道的大洲有（）（）（）（）。

6、地球表面的陆地地形有（）（）（）（）（），其中中间低四周高的是（）。

7、世界上最高的高原是（），被称为（）。

这里有世界最高峰（）8、世界上最大的沙漠是（），它位于（）。

9、保护环境的格言：①②③④10、我们伟大的祖国全称是（），简称（），我国位于（）的东部，濒临（），人们常常把它称为（）11、我国东西相距（）千米，南北相距（）千米。

陆上疆界长（）多千米，海岸线长（）千米。

陆地面积（）平方千米，仅次于（）（）。

我国人口（），是世界上人口最多的国家。

12、我国有（）个省级行政区，（）个省，（）个直辖市，（）个自治区，（）个特别行政区，特别行政区是指（）（）。

13、我国临海自北向南依次是（）（）（）（）。

14、与我国相邻的国家列举四个：（）（）（）（）15、与山东省相邻的的省是（）（）（）（），山东省的省会是（）。

16、台湾省时祖国不可分割的一部分，台湾古时称（）（），早在（）时期吴王孙权曾派大将（）到过那里，（）隋炀帝曾两次派人到过台湾，（）设立专门机构管理台湾。

1684年，清政府设置（），隶属（）。

17、曾侵略过台湾的国家是（）（）。

1662年民族英雄（）收复台湾。

18、我国的地形特点是：地势（），呈（）分布。

19、我国的四大高原是（）（）（）（），四大盆地是（）（）（）（），三大平原是（）（）（）。

我们的家乡平度处于（）平原上。

20、我国最大的沙漠是（）。

精选5S教育课程钢要ebn

“5S”活動的3大支柱
營造清潔的工作場所目的﹕1﹑使人﹑設備﹑工作場所變得清潔 2﹑改變人的意識﹑場所的每個角落到要眼到手到具體的活動項目﹕1﹑掃除廢物運動 2﹑泄露發生源對策 3﹑色彩管理 4﹑大掃除 5﹑閃光運動 6﹑周圍除草 7﹑蓋好防護蓋 8﹑設法清除衛生死角 9﹑裝束整潔運動 10﹑增加透明度 11﹑書寫清楚 12﹑張貼物表示方法
不能對運行著的設備進行清潔保養。進行清潔﹑保養設備時﹐一定停進行﹐嚴禁對運行著的設備進行清潔保養。
下班切斷發熱工具的電源。下班時﹐對自己工本位的發熱工具﹔如電烙鐵等﹐要切斷電源。
“5S”活動的3大支柱
營造有規律的工作場所目的﹕1﹑提高管理水平 2﹑是全員是否遵守決定的試金石具體的活動項目﹕1﹑一起搞5S(3分鐘﹑10分鐘) 2﹑個人分擔制 3﹑直線﹑直角運動 4﹑稍微修正運動 5﹑30秒拿進拿出 6﹑綠化運動 7﹑單一清掃 8﹑穿戴工作服 9﹑公用場所管理 10﹑拾垃圾 11﹑全勤周 12﹑我的PM責任 13﹑行動計划表 14﹑異常處置訓練
素養（SHITUSKE）﹕是指人的舉止﹐作風和生活有良好的習慣。
定義:提高素質﹑嚴格遵守規章制度。效果:認真負責﹐說到做到。團結一致。
素養: 1﹑5S活動始于素養,終於素養 2﹑一切活動都靠人,假如缺乏遵守規則的習慣,或者缺乏自動自發的精神,推行5S易於流於形式, 不易持續. 3﹑提高素養主要靠平時經常的教育訓練,認屬企業,參與管理,才能收到效果. 4﹑素養的實踐始自內心,而形於外,由外在的表現再去塑造內心.
實施的要決
把不要用的清理掉,留下的有用物品再加以定點定位放置,除了空間寬敞以外﹐可免除物品使用時的找尋時間,且對於過量的物品也可及時處理.做法如下: 1﹑空間騰出 2﹑規劃放置場所及位置 3﹑規劃放置方法 4﹑放置標示 5﹑擺放整齊,明確

春未来版品社五上《让科技造福人类》ppt课件

它代替了金属材料。它代替了木质材料。它代替了水泥它代替材料。了金属材料。
材料类型塑料与金属塑料与木头塑料与布塑料与岩石
优点更轻便更具韧性更方便更光滑

例子塑料尺塑料板塑料袋塑料假山
•
人造卫星（Manmade Satellite）:环绕地球在空间轨道上运行（至少一圈）的无人航天器。人造卫星基本按照天体力学规律绕地球运动，但因在不同的轨道上受非球形地球引力场、大气阻力、太阳引力、月球引力和光压的影响，实际运动情况非常复杂。人造卫星是发射数量最多、用途最广、发展最快的航天器。人造卫星发射数量约占航天器发射总数的90%以上。
• • • •
科技发明：电灯发明人：托马斯· 阿尔瓦· 爱迪生发明时间：1879年特点：电灯是生活通常称呼，标准学名：白炽灯。用钨丝做灯丝，封入玻璃泡，抽出空气而成。结构简单，价格便宜，没有色差，是日常生活最通用的照明。缺点是发光效率低。常用的功率有：15、 25、40、60、100、150、200W。 • 给人类生活带来的直接好处：明亮、高质量的电灯好处多多，成年人晚上在家可以做更多的事情，学生则可以每天学习更长的时间。蜡烛、煤油灯和酥油灯，除了昏暗和冒烟之外，还很容易被打翻，带来重大的火灾隐患。照明系统使得人们晚上可以有更多的活动，有助于加强邻里关系。节日里各种五光十色的灯光，增添了喜庆的气氛。各种霓虹灯的点亮，显示了大都市的繁华，五颜六色的景观灯，可以把城市点缀的更加靓丽。 • 给人类生活带来的长远影响：持续的灯光照射会导致视力下降，另外，电灯的大面积使用加速了全球能源危机。
•
塑料的主要成分是合成树脂。树脂这一名词最初是由动植物分泌出的脂质而得名，如松香、虫胶等，树脂是指尚未和各种添加剂混合的高聚物。树脂约占塑料总重量的40%～100%。塑料的基本性能主要决定于树脂的本性，但添加剂也起着重要作用。有些塑料基本上是由合成树脂所组成，不含或少含添加剂，如有机玻璃、聚苯乙烯等。所谓塑料，其实它是合成树脂中的一种，形状跟天然树脂中的松树脂相似，但因经过化学手段进行人工合成，而被称之为塑料。

六年级下册品社复习重点归纳

2017年六年级下册品社复习归纳班级_______ 姓名______常错字词：珠穆朗玛峰马里亚纳海沟俄罗斯梵蒂冈摩纳哥瑙鲁狮身人面像滚轴滑撬汉谟拉比法典楔形文字幼发拉底河底格里斯河《摩诃婆罗多》《罗摩衍那》乔达摩·悉达多释迦牟尼印第安人面庞黝黑嘴唇鼻梁厚薄迁徙宗教信仰生活习俗物美价廉创始霸权主义强权政治地区冲突希腊雅典顾拜旦促进维护灾害难民协会贸易卡塔尔多哈WTO 亚太经济合作组织APEC 独裁统治侵略扩张拂晓斯大林格勒战役形势奥斯威辛集中营希特勒屠杀密苏里盟军基于自卫尊严征服压迫掠夺威胁扞卫者肩负测绘支援裁军臂章橄榄枝柬埔寨蓝盔和平永驻靖国神社祭祀东条英机缅甸侵犯干涉内政平等互惠弘扬签署垄断讹诈袭击遏制万隆肥沃富饶新疆昼夜煤炭天然气滥伐濒临废气洛杉矶光化学采矿冶炼拯救环保问题京都马塔伊拒签计划生育污水处理厂无铅汽油无磷勤俭持家老龄化社会基本准则泛滥国际事务公民常考题目备录：一、简答题：1.七大洲，四大洋（牢记东西半球图）2.四大文明古国。

P14 / p83.三大人种体质特征。

P194.斯大林格勒战役的意义。

P315.介绍南京大屠杀。

P326.二战彻底结束的标志。

P357.什么是正义战争？非正义战争？p368.和平共处五项原则。

P469.地球的伤心事？p5610.保护环境，怎样从我做起？p7011.二战爆发的原因。

P3112.什么是可再生资源？什么是不可再生资源？（各自举例4个）p6313.如何看待战争？p3614.为什么说人类生存和发展所需要的一切都来自于地球？p5315.中国为维护世界和平做出了哪些贡献？p41、p4616.为什么生活在非洲的主要是黑种人？p1917.金字塔的石块怎么垒上去的？p918.为什么说尼罗河是古埃及文明的摇篮？p1119.为什么把古巴比伦人发明的文字称为楔形文字？p1420.哪些国家被称为阿拉伯国家？p1621.介绍印第安人。

P1722.如何看待民族文化差异？p2023.为什么我国被称为世界制造工厂？p2224.我国出口的产品有什么特点？我们应该怎么做？/有什么感想？p2225.我国与联合国的关系？p2426.国际奥运会的起源与发展。