Translocation of nine-banded armadillos

During the last 150 years, nine-banded armadillos (Dasypus novemcinctus) have increased their range and abundance in the southeastern United States. When foraging, armadillos cause damage to agricultural crops as, as well as cause structural damage to driveways and foundations. Homeowners frequently use translocation to reduce local armadillo abundance. Despite its popularity with the general public, however, the appropriateness of nuisance wildlife translocation presents concerns for biologists. Our objective was to address some of these concerns by examining survival and movements of translocated armadillos. We translocated 12 armadillos (9 male, 3 female) equipped with radio-transmitters and compared their survival and movements to that of 29 (11 male, 18 female) resident armadillos. Most (92%) of the translocated animals dispersed from their release site within the fi rst few days after release. Resident armadillos generally maintained stable home ranges. We found evidence that translocated animals were abl to return to their original capture sites. We, therefore, recommend against translocating nuisance armadillos.

Evaluation of Attractants for Live-Trapping Nine-Banded Armadillos

In the past 50 years, the range of the nine-banded armadillo (Dasypus novemcinctus) in the south has been rapidly expanding. As their range expands, armadillos increasingly come into conflict with suburban landowners. When foraging, armadillos often uproot ornamental plants. Their rooting also destroys gardens, lawns, and flower beds. Their burrowing can damage tree roots and building foundations. Most armadillo damage is a result of their feeding habits. Armadillos dig shallow holes, 1- 3 inches deep and 3-5 inches long, as they search for soil invertebrates. A recent survey of Georgia county extension agents by scientists at the University of Georgia found that 77.6% of all agents reported receiving complaints or requests for information on armadillos. Armadillo related inquiries made up 10.1 % all inquiries for all agents across the state, surpassing even the white-tail deer (Odocoileus virginianus). Armadillos are often assumed to destroy nests of ground-nesting birds. Armadillo diets have been studied in several states including Alabama, Louisiana, Texas, Georgia, Arkansas, and Florida. According to these studies, vertebrate matter, especially bird eggs, made up an minor portion of their diet. The armadillo’s diet often consists of more than 90% insects, grubs and earthworms. Based on these studies, it seems that claims of armadillos being significant nest predators are unfounded.

Traces, Patterns, Texture: In Search of Aesthetic Teaching/Learning Encounters

This inquiry reveals the crucial guidance of teachers toward surveying the capacity and needs of students, the formation of ideas, acting upon ideas, fostering connections, seeing potential, making judgments, and arranging conditions. Each aesthetic trace causes me to wonder how teachers learn to create experiences that foster student participation in the world aesthetically. The following considerations surface: • Given the emphasis in schools on outcomes and results, how do we encourage teachers to focus on acts of mind instead of end products in their work with students? • Given the orientations toward technical rationality, to fixed sequence, how do we help teachers experience fluid, purposeful learning adventures with students in which the imagi¬nation is given room to play? • Given the tendency to conceive of planning in teaching as the deciding of everything in advance, how do we help teachers and students become attuned to making good judgments derived from within learning experiences? • How do we help teachers build dialogical multivoiced conversations instead of monolithic curriculum? • What do we do to recover the pleasure dwelling in subject matter? How do we get teachers and students to engage thoughtfully in meaningful learning as opposed to covering curriculum7 • A capacity to attend sensitively, to perceive the complexity of relationships coming together in any teaching/learning experience seems critical. How do we help teachers and students attend to the unity of a learning experience and the play of meanings that arises from such undergoing and doing? The traces, patterns, and texture evidenced locate tremendous hope and wondrous possibilities alive within aesthetic teaching/learning encounters. It is such aliveness I encountered in the grade 4 art classroom that opened this account and continues to compel my attention. Possibilities for teaching, learning, and teacher education emerge. I am convinced they are most worthy of continued pursuit.