Neo Tropical Animal The Red Brocket Deer

The University of Trinidad and TobagoOld Southern Main Road, Graver Road, Valsayn.An Assignment presented in partial fulfilment of the course AGSC3002 - Agricultural Science II

Lecturer: Mr. Ricardo Hospedales

Student Names and IDs:Gayatri Dabideen59730Ashanna Dookran59681Ernesia Guy59673Nerissa Ragoobarsingh50603Arana Rampersad50536Reshma Rampersad50553

GROUP NUMBRER 5: The Red Brocket Deer (Mazama americana)Date: September 26th, 2013.TABLE OF CONTENTSTopicPageAbstractIntroductionObjectivesRationalContent/FindingsDiscussionConclusionRecommendationsAcknowledgementReferencesAppendices

AbstractSix prospective female teachers were given an assignment on the Neo-Tropical animal (Red Brocket Deer). The prospective teachers were given an opportunity to create a group display entitled The Red Brocket Deer and a nature corner which was in the form of an open day. The open day allowed us to use our imagination in a collaborative manner to produce various charts, posters, collages, etc to share with fellow classmates based on the information gathered about the Red Brocket Deer. In addition we also exchanged ideas to our fellow classmates and gained new knowledge on other named Neo-Tropical animals that were displayed. The following portfolio consists of the five factors affecting livestock production of the Neo-Tropical Specie Red Brocket Deer: housing and environment, breeding and genetics, nutrition and feeding, health and diseases and socio-economic, its content and how other curriculum areas were integrated and the significant nature corner. The information gathered from various sources such as: SFC (Sugarcane Feeds Centre), the Emperor Valley Zoo, and extra information given to us from our AGSC lecturer were used as the content which was later formulated as Topics for a number of subject areas emphasizing on the standard 4 level. Furthermore, the nature corner facilitated the prospective teachers tremendously which was used as a resource for a number of subjects at different levels of the primary school. Emphasis was placed on the integration of Agricultural Science with other curriculum areas; Mathematics, Language Arts, VAPA, Science and Spanish which truly enhanced our display. This portfolio will foster creativity and appreciation of Agricultural Science for all children at the primary school level.

Introduction The Red Brocket is a species of deer that has a characteristic small to medium size. They are the largest of their genus and there morphology consists of and arched back, stout body, relatively short tails and average size ears. They have elongated faces and their legs are slim, providing great agility. The males (stag) can reach to a shoulder height of 30 inches and weigh between 60-75 pounds and their body length ranges from 41-57 inches. The females (does) are almost the same size as the males. Their bodies are covered in a reddish brown fur with the underside of the coat, inclusive of the inner thighs and underside of the tail, being white. The head and neck are grey-brown colour and legs (near the joints) are darker, having a shade of brown-black. The young (fawns) are typically light brown in colour with white spots and lack the dark brown pigmentation. Only the adult males have antlers, which are spikes that grow from a short swollen pedicel and reach almost 4-5 inches for its maximum length. Occasionally there are older males that grow one or many brow tines. The female have mammae (teats). This portfolio will therefore explore the Red Brocket Deer and the five factors affecting livestock production. It also will provide numerous ideas for utilizing the five factors as content for varied curriculum areas of the primary school. It also entails innovative ways in which primary school teachers can execute exciting lessons for their students. The five factors were used as the content to integrate a number of subjects across the primary school curriculum. Prospective teachers will have the opportunity to use this portfolio as a tool which will guide them in delivering culturally relevant lessons in the classroom. Furthermore this portfolio will help primary school teachers to capture the attention of students and help develop meaningful qualities in them. The nature corner will aide as a major resource for not just Agricultural Science but for many other subject areas for the primary school curriculum. Objectives

The following are the objectives for the portfolio:-1) Describe the five primary factors affecting livestock production the Neo- Tropical specie Red Brocket Deer. Housing and the Environment Breeding and genetics Nutrition and feeding Health and diseases Socio-economic2) Develop a business approach to agriculture.3) Use the nature corner constructed to teach the concepts as outlined on the agricultural science syllabus. 4) Utilize the knowledge gained from the red brocket deer research and integrate other curriculum subject areas, emphasizing the standard 4 level.

RationalThe purpose of this portfolio is to allow prospective teachers opportunities to explore the concepts of agricultural science at the primary school level. It is also geared for teachers to appreciate the importance of agriculture in todays society. Additionally, this portfolio focuses to change the negative attitudes to agriculture in order to be successful in any future endeavor. Furthermore, prospective teachers are enlightened with innovative ideas, new knowledge about the Neo-Tropical animal (Red Brocket Deer) and how to integrate its content with other curriculum subjects emphasizing the standard 4 level. The nature corner of the Red Brocket Deer will allow teachers and especially students to explore science and other curriculum areas in a significant, exciting and purposeful way. Our nature corner, displayed non-living organisms which will definitely assist teachers to help develop the inquisitive qualities in children.

Content/FindingsHousing and EnvironmentThe Red Brocket Deer enclosures are usually constituted of square or simple rectangle-shaded fenced areas. The enclosure design is normally acceptable; however in the majority of the cases where this design is used, the handling and controlling of the animal is different. Fences- it is important that there is a visual barrier in the fence. The visual barrier can be obtained using vegetation close to the fence, masonry, wood, or even the use of canvas, bamboo, or some other semi-opaque material. The vegetation at the fences is the most viable option for Zoos, as is bears a low cost and natural aspect for the enclosures. The enclosure should be rounded so the Red Brocket can refrain from getting shocked by the fences. Rounding the corners of the enclosure will reduce this problem. The post of the fence should be on the outside so accidents and injuries can be prevented. Additionally, the fence mesh must be on the deers side of the enclosure to provide a smooth surface that minimizes potential trauma to the running animal. The fences should be at least two meters high since Red Brocket Deer likes to jump.Floor- a paddock is another word for field or meadow. The floor of the paddocks should be made of soil with vegetable covering it, thus providing a natural aspect to the enclosure.Enhancements- since Red Brocket Deer are shy in nature; logs are placed in the yards so that they can hide from stranger. Also, spare tree trunks on the ground can be a good visual option but special care should be taken in selection and placement of trunks as they may be the cause of accidents. The trunks/ logs are always placed in the center of the paddock; the animal generally avoid the central area during stressful situations. As well, they should have areas in the paddock where thermoregulation occurs; building shallow ponds, tanks or lakes. Grass thickets or shrub species should be carefully placed in a Zoo as cervids will tend to hide themselves all day, hindering the visitors ability to see the animals.Equipment For Red Brocket Deer housing the following can be used : mesh, fencing, visual barriers; masonry, canvas woods, semi-opaque tennis court netting or even bamboo.Feed and Water Delivery- the food and watering trough should be placed at the stall corners and must have an external access for keepers through a small door so that it is not necessary to enter the stall to feed the deer. In general, a plastic pail/ tray is the safest system to offer water and foods for the animals.General Maintenance- keepers manually remove stool and uneaten food from the yards (to further used as manure), however Red Brocket Deer clean/ groom themselves.Natural Habitat The animal tends to stay near marshes, swamps, streams and along thick vegetation as there is easy access to food and water. Forest/ woodlandsmust be the furthest 5000 meters away from the sea or river. Open space for grazingthey obtain food from forages in the forest, agricultural fields and gardens. However, during the dry season they avoid sun as they may be seen if predators are around. They also shade from the sun by going into thick forages, behind logs, and under trees.Nocturnal (active at night) animals; active at dusk and during the nocturnal period. The doe takes care of her young by hiding her fawns from predators in dense covered and returning only to suckle (hind behaviour). This is only for the period of the fawns first six months of life until weaning. Additionally, does teach fawns protection strategies which will assist them significantly in protecting themselves in the future like hiding in thick bushes and forages animal predators and hunters.(See Appendix A)

Genetics and BreedingFamily: Cervidae (Deer)Order: Artiodactyla (Even-toed Ungulates)Class: Mammalia (Mammals)Species and Family: Red Brocket (Mazama Americana) the most common and widespread, found from Mexico to Argentina. It is the largest of its species with a mature weight of about 20kg.Gray (brown) Brocket (Mazama Gouazoubira) found throughout Latin America. It is lightly smaller and weighs about 17kg.Lesser Brocket (Mazama Rufina) resides in small and scattered locations in Venezuela, Ecuador, Peru, Bolivia, Brazil, Argentina, and Paraguay. It weighs about 10-20kg.Dwarf Brocket (Mazama Chunyi) found only in the pockets of forests and bush in certain mountains in Venezuela, Colombia, Ecuador, and northern Peru. The smallest brocket, it weighs only 8 -12kg.Litter Size/Clutch: 1 offspring a yearMode of Reproduction: Viviparous animal as it brings forth live young which have developed inside the body of the parent.Mating: Monogamy does occur in mated pairs; however, single male deer will exhibit polygamy where he mates with nearby females. In such situations, there is competition for females whereby fighting with horns and biting are done in order to establish a dominant male who is ultimately the one chosen to mate with the female. Red brocket deer do not have a fixed mating season and it can occur anytime. Upon the birth of a fawn, the doe caters to the needs of the fawn until the weaning period is reached which is at 6 months. Even in the mated pair situations, paternal care is not carried out and the fawn is taken care of by the doe alone.Gestation/Incubation Period: 200-225 days, breeding an average of once per year.Time to Sexual Maturity: Does attain sexual maturity after they have passed 13 months and stags attain maturity at 12 months.Weaning: New born deer suckle their mother milk until the weaning period (6 months). During the weaning stage, the young stays with the mother and obtains all food from the mother foraging as it makes its transition from milk to a different nutrient source. The young are hid in thick vegetation to conceal them from predators while the mother forages. When the fawn is able to walk and move about without the aid of the mother, the fawn learns the foraging strategies from the mother and is able to get its own source of food while accompanying the mother.Description of Animal:The red brocket is a species of deer that has a characteristic small to medium size. They are the largest of their genus (brocket deer) and their morphology consists of an arched back, stout body, relatively short tails and average sized ears. They have elongated faces and their legs are slender, providing agility. The males can reach to a shoulder height of 30 inches and weigh between 60-75 pounds. However, there have been some records where the weight is found to be up to 140 pounds in males in Suriname. Their body length ranges from 41-57 inches. The females are approximately the same size as the males. Their bodies are covered in a reddish brown fur with the underside of the coat, inclusive of the inner thighs and underside of the tail, being white. The head and neck are a grey brown colour and legs (near the joints) are darker, having a shade of brown-black. This brown black pigmentation on the fur also occurs at the back of the neck as well as the dorsal line. Fawns are typically light brown in colour with white spots , and lack the dark brown pigmentation. Only the adult males have antlers, which are spikes that grow from a short swollen pedicel and reach to approximately 4-5 inches for its maximum length. Occasionally there are older males that grow one or many brow tines (branches of antlers). The females have 4 mammae (teats).(See Appendix B)

Nutrition and FeedingNutrition is: the study of nutrients in food, how the body uses nutrients, and the relationship between diet, health and disease. Or, the process of providing or obtaining the food necessary for health and growth.Feeding: Feeding is a term used to provide a person or animal with food, to aid in their development considering their nutritional requirements. The red brocket deer can be considered a concentrate selector, it gets energy from simple carbohydrates like sugars and starchesType of feed: The Red Brocket Deer is considered an herbivore and its diet comprises of grass, tender green roots, fruits and seeds and they tend to damage much of the edible flora they live in. Form in which the animal acquires or is provided with food:The red brocket deer eats food from the trees or grasses in its habitat, or they are provided with food from caregivers (those that are found on a farm). They have been seen consuming fungi in the wet season, when food availability is low. The Red Brocket Deer is a wild ruminant animal that has a complex stomach that allows them to digest plant material via the use of symbiotic bacteria. How this is accomplished is via regurgitation (expulsion of food from stomach to the mouth).In extreme cases where fruit and fungi becomes scarce, it may eat stems, bark, petioles, leaves, and animal matter instead.Plant foods: leaves, roots and tubers, wood, bark or stems, seeds, grains, and nuts, fruit, flowers, other foods and fungus.Mode of Ingestion:Ingestion occurs when an animal takes food into its digestive tract. The red brocket deer breaks down food molecules into smaller pieces, so the food circulates around their bodies to their cells by chewing. Frequency:The red brocket deer is fed two times a day by care givers, but it is seen chewing for the majority of the day because they regurgitate the grasses eaten to obtain the full nutritional value. Special nutritional requirements:The animals are given medication when ill by a veterinarian. They are also given vitamins and antibiotics, to ensure they are healthy. (See Appendix C)

Health and DiseasesPrevention is better than cure:The Red Brocket Deer is a very shy deer, it prefers to stay in its natural habitat. If held in captivity in a caged structure which it is not accustomed to, it may have lesions due to shock against the enclosed fence. The deer may try to escape and can even harm or kill itself .Signs of a healthy animal: The Red Brocket Deer has a glossy coat, stool is firm and eyes are clear and clean, animal eats well and display agile abilities. Specific diseases: The Red Brocket Deer can acquire a disease called salmonella which is a result of other animals having a disease which be transmitted to the deer. Bloat is another disease which is caused by giving the deer to much prepared food and not enough food from the natural environment.Mode of transmission: Through other animals.Symptoms: Running nose, watery stool and looses appetite.Handling and Treatment. The deer is placed into isolation to avoid transmission to other animals that may be in the same cage. Medication is given to the deer in extreme cases. Prevention measures: Ensuring the animal stays in its natural habitat. The Red Brocket Deer held in captivity should have foot baths at the entrance of the cage so zoo attendances can cleanse the sole of their shoes to prevent any diseases that may be transmitted to the deer.Animal safety concerns: In Trinidad and Tobago there is a ban on hunting of these neo-tropical animals. Anyone found hunting the animal can be fined up to $100, 000 or be given 12 months imprisonment. General pet health and care: The Red Brocket Deer loves its environment. Once the animal is placed it natural habitat and allowed to consume its natural food, the health of the animal should be maintained. The Red Brocket Deer grooms itself. Because of their diet, they pretty much take care of themselves.(See Appendix D)

Socio Economic FactorsThe Neo-Tropical AnimalThe male and female deer only come together when its time to mate. After they have mated the male goes on its own away from the female. Once the female gives birth, she will hide her young and leave it for an unknown period of time before coming back to nurse. She stays with the fawn until it has reached sexual maturity as the fawn becomes an independent animal.Social Benefits of animal human interactions.The Red Brockets are very skittish animals and they tend to get frightened easily, so there is hardly any major interaction with humans. There are farmers though who raise the deer as pets or for the meat.Human economic benefits.Farmers who rear deer sell the meat. Deer fetches a very high price per lb. There are also people who hunt the Red Brocket Deer. These people also sell the deer meat. This is how some people make a living.The Ecosystem.Red Brockets play an essential role within the Amazonian ecosystem. They alter plant communities and the overall structure of the forest by grazing and dispersing seeds. Without Red Brockets, certain plant seeds would not be dispersed and might become endangered or face extinction. Red Brockets are known to hide their food by burying them in the wild. They often forget it and seeds from their food fruit grow into trees. Red Brockets are also the main source of food forjaguar, ocelots and pumas.(See Appendix E)

FIVE FACTORS OF ANIMAL PRODUCTION CONTENTSUBJECTSSECTION OF SYALLABUSOBJECTIVESTO BE ACHIEVEDAt the end of this lesson students will be able to:RESOURCE AND HOW USEDEVALUATION

HOUSING AND THE ENVIRONMENT

Mathematics3.1.3Solve problems involving linear measurements.Solve word problems involving linear measurements.(metric units: cm, m)*Nature Corner*Meter rule*RulerTeacher along with students visit the nature corner. Teacher tells the students to look at the nature corner carefully. Teacher uses her meter rule to measure the length of the nature corner. In small groups students measure using the meter rule and ruler.*Observation*Oral questioning based on measuring the lengths and widths of the nature corner.

Science5.1.1Differentiate between weather and climate.Distinguish between weather and climate. *Personalize weather charts*Pictures of deerTeacher will provide personalized weather charts for students. Teacher demonstrate how to fill chart.Students fill charts.*Oral questioning*ObservationExercise;Students will place pictures of deer (given by teachers) in the most appropriate climate.

Language Arts1.1.1 Know ways of interacting with a range of aural aesthetic stimuli for enjoyment.Demonstrate listening skills and speaking conventions when communicating.*Story- Red brocket deer.*group storiesTeacher reads aloud the story. She questions before, during and after reading the story. Students respond to questions orally. The students share their thought and ideas.*observation during read aloud.Students in small groups are given their own stories to read aloud. Teacher will question the groups while engaging in the reading

VAPA1.1.1Become aware of the variation of line, shape, texture, color, and tone in 3D shapes.Create an exhibit in the form of a nature corner showing the five primary factors of animal production as they relate to the red brocket deer.*cardboard*prints of red brocket deer*pallet sticks*glue*kite paper*glitter glue/dust*observatoion*checklistEg. Appropriate Colours for deerStructure of nature corner

BREEDING AND GENETICSMathematics3.1.6Solve problems involving mass/weight

Solve word problems involving mass/ weight of the red brocket deer. (kg)*Word problem cards.Teacher would read aloud one word problem card and solve it for students on the board. Students will provide the steps in solving the word problem.Teacher would distribute word cards to students and now students solve word problems in pairs and individually.Exercise involving word/mass weight problems.Example: If a zoo has 5 red brocket deer, 3 stags, 1 doe and 1 fawn. All the stags are 18 kgs, the doe is 16kgs and fawn is 10kgs. What is the total mass of all the red brocket deer at the zoo?

Language Arts11.1Know how to expand the basic sentence type by adding nouns, adjectives, and adverbs (single word/phrase) to enrich sentences.Use the named parts of speech to enhance sentences.*Sentence strips*Markers*Copies of storiesTeacher demonstrates how to use named parts of speech to complete the beginning or ending of sentences.Students observe teacher.Teacher provides short stories with missing beginnings and endings.Students fill in the missing beginnings and endings of short stories given.

*Worksheet; table with named parts of speech.*short story used to select the main parts of speech to complete table.

HEALTH ANDDISEASESMathematics3.1.8Solve problems in real-life situations involving time.Solve practical problems involving time. (administering medicine)*Clock*Record sheets(to record times)Teacher gives word problems about ill-deer and the time medicine was administered.Teacher distributes records sheets to groups.Students analyze word problems, then answer questions and make records.*Record sheetEg. Students record answers on the record sheet provided.

NUTRITION AND FEEDINGMathematics3.1.7 Understand that time can be quantified.Solve practical problems involving time (feeding times of red brocket deer)*Classroom Clock*pictures of analog clocks.*worksheets.Teacher will say the red brocket deer were feed at 7:45 am. They are to be fed every two hours and fifteen minutes. What time will be their second feeding? Teacher will ask students to assist in finding out when will be the next feeding time. Students will share their thoughts and ideas aloud.

A word exercise involving the feeding times of the red brocket deer with pictures of analog clocks.

Science 2.1.1Justify the need for eating healthy foods.Justify eating choices similar to the red brocket deers diet.*Pictures of healthy foods*Nature corner fruits and vegetables eaten by the red brocket deer)An open discussion between teacher and students.Teacher shows pictures of healthy/unhealthy foods to students.Students carefully observe pictures.Teacher asks questions about pictures shown.Student respond to teacher.*Observation*Oral questioning throughout the lesson.Eg. Is eating pumpkin healthy? Give reason for your answer.

SOCIO- ECONOMICFACTORSMathematics3.1.6Solve problems involving mass/weight.Solve problems involving mass/weight when feeding red brocket deer.*Nature Corner*Scale*Record sheetTeacher asks students to guess the weight of items.Students guess the weight of items.Teacher will demonstrate how to weigh items from nature corner used to feed red brocket deer.Students weigh items in groups.Performance task; weighing the items

Language Arts2.1.2Know how to use the 5Ws + H to gain meaning from aural text.Create questions using the 5Ws + H after listening to teachers aural text.*Aural Texts*CD*CD playerTeacher plays text for students.Students listen to aural texts.Teacher asks questions about text played.Students respond to teacher.*Students create questions and record on a sheet in a group.Eg. How does red brocket protect itself?Where do red brocket deer live?What do they eat?

VAPA1.1.1Gain an understanding of the elements of a production. (presentation, costume, characterization, dance, music and staging)Create a dance performance characterizing the red brocket deer and the hunter.*music*costumes*propsTeacher guides students while creating their dance performance.Students create a dance performance.*Performance task; students performs their dance performance in groups of fours.*Checklist;Costumes(various colors incorporated, materials)Dance skills used in performances.

DiscussionDuring the course of this semester we conducted extensive research on the Red Brocket Deer. Our main goals were to focus on the five factors of animal production, preparation of a schematic unit using the five factors of animal production, an open day presentation and a nature corner. In this open day presentation, we displayed all the research that we gathered. We showcased our schematic unit plan along with resources for each topic and the five factors of animal production.The five major factors of animal production are housing and the environment, breeding and genetics, nutrition and feeding, health and diseases and socio- economic factors. Each factor was used separately and a thematic unit plan was developed for each factor. At heart of these lessons, was the nature corner that was made especially for the open day. The nature corner was used as a resource in nearly every single lesson that was planned. Since children need to be exposed to real world experiences, the nature corner would have been the next suitable avenue if the children were not able to visit the zoo or farms.The subject of mathematics is one example that is taken from the unit plan under housing and the environment. The objective of the lesson is to solve word problems involving linear measurements (metric units: cm, m). The nature corner was used as the major resource. The students would be able to go with their rulers and measure the length and width of the nature corner. This would be providing the children with hands on activities and supplying them with real word problems and concrete resources where they are able to see, touch and feel.Our research lead us to acquire new knowledge. We can utilize this new knowledge to our advantage and use it to develop the students. The five factors of animal production can be used to develop caring, respectful and socially conscious citizens. The students can learn to appreciate the animal because it provides us with food and its indigenous to this part of the world. They can understand their history and know that these animals were reared by our ancestors. They will also be educated on the socio-economic aspect, where there are people who hunt these animals and sell them to make a living. The knowledge acquired by us future teachers during this research process will be passed on to the students to help develop them so that later on in life they can competently lead our country on the world stage. Trinidad and Tobago has a very high food importation bill and we will hope that these students who are going to be the future leaders will help farmers to develop the local animal production industry. They will also gain insight into how useful the red brocket deer is to the eco- system, given that there are a lot of trees being cut down or going into extinction. Information about the five major factors of animal production will be passed on to the students so they themselves can learn how to rear animals and with that knowledge in hand some of them can start their own businesses.

ConclusionIn closing, the usefulness of Agricultural Science along with other curriculum areas will surely be beneficial to the students of the nation. They will be able to gain an appreciation for Agricultural Science through innovative teaching methods and the use of the various resources. Definitely, they will be equipped with the knowledge and skills necessary to pursue future careers of their choice.

RecommendationsUpon a number of lengthy discussions about our assignment on the Neo-Tropical animal (Red Brocket Deer) amongst ourselves we recommend the following:- Primary school teachers should utilize this powerful thematic approach when preparing and planning lessons. Teachers should use themes across the curriculum which will allow them to be good time managers and classroom managers. Teachers should use innovative ways (as mentioned in this portfolio) to deliver effective Agricultural Science and other lessons. The nature corner should be used to teach concepts on the Agricultural Science syllabus and other syllabi of the primary school in purposeful ways. Teachers should promote the value of Agriculture in many interesting ways and its significance in promoting a better nation for the upcoming generation.

AcknowledgementThe Agricultural Science students of The University of Trinidad and Tobago (Valsayn Campus) wish to thank the Emperor Valley Zoo staff members and the curator of the Zoo Mr. Biptah, for allowing us to conduct an informal interview on our selected neo-tropical animal and for granting us sufficient time to observe the Red Brocket Deer (female) in captivity .

Additionally, we wish to extend our thanks to our dedicated lecturer Mr. Hospedales for his patience and pedagogical knowledge throughout our Agricultural Science journey. And, the Sugarcane Feeds Centre for accommodating us to observe the Red Brocket Deer in a captive environment and a farm representative who, enlightened us on his knowledge regarding this neo-tropical animal. Thank you!ReferencesChebez,J.C. & A. Johnson. (1984). Las Cozuclas. Fauna Argentina No. 77. Centro Editor de America Latina. 33pp. Gayot, M, Henry, O. Dubost G. and Sabatier, D. (2004). comparative diet of the two forest cervids of the genus Mazamain French Guiana. Journal of Tropical Ecology . CambridgeUniversity Press. 20: 31-43 Durate, J.M.B., Vogliotti, A. & Barbanti, M. 2008. Mazama americana. The IUCN Red List of Threatened Species. Version 2014.3. . Retrieved: 2nd February, 2015.Giacalone,J., Willis, G.E. (1997). Brocket Deer (Mazama Americana). Mammal Directory Montclair State University. . Retrieved: 14th February, 2015.Huffman,B. (2004). Red Brocket: Mazama americana. The Ultimate Ungulate. Factsheet.Retrieved: 1st March, 2015.International Union for Conservation of Nature and Natural Resources, (2000), http://www.inaturalist.org/taxa/42176-Mazama-americana Retrieved: 23rd Fenbruary, 2015.IUCN Red List, The Red Brocket Deer http://www.iucnredlist.org Retrieved: 10th March, 2015. Jansa, S. (1999). Mazama Americana. Animal Dicersity Web. http://animaldiversity.ummz.umich.edu/accounts/Mazama_americana/. Retrieved: 16th February, 2015.Mauricio, J, Durate, B: Dixon & Captive Management (in class handout)Pitchlake Multimedia, Trini Planet (2003, 2006) http://www.eco.triniplanet.com/wild-tnt/trinidad-tobago-eco-conservation-endangered-wild-tnt-mammals.php Retrieved: 10th March, 2015.Singh, R (2012), The Online Guide to Animals in Trinidad and Tobago. The University of the West Indies. http://sta.uwi.edu/fst/lifesciences/documents/Mazama_americana.pdf Retrieved: 9th February, 2015.Valera, D. Trovati, R. & Durate, K (Erxleben 1777) The Red Brocket Deer Mazama Americana. (in class handout)

AppendicesAppendix A Housing and Environment

Appendix B Genetics and Breeding

Appendix C Nutrition and Feeding

Appendix D Health and Diseases

Appendix E Socio Economic Factors

Appendix F Display

Appendix G Nature Corner

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