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Recent advances in understanding the often rapid pace of evolution are reshaping our view of organisms and their capacity to cope with environmental change. Though evolutionary perspectives have gained traction in many fields of conservation, road ecology is not among them. This is surprising because roads are pervasive landscape features that generate intense natural selection. The biological outcomes from these selection pressures – whether adaptive or maladaptive – can have profound consequences for population persistence. We argue that studying evolutionary responses is critical to accurately understand the impacts of roads. Toward that end, we describe the basic tenets and relevance of contemporary evolution and showcase the few examples where it has been documented in road ecology. We outline practical ways that road ecologists can estimate and interpret evolutionary responses in their research. Finally, we suggest priority research topics and discuss how evolutionary insights can inform conservation in landscapes traversed by roads.
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Ecotoxicological studies have provided extensive insights into the lethal and sublethal effects of environmental contaminants. These insights are critical for environmental regulatory frameworks, which rely on knowledge of toxicity for developing policies to manage contaminants. While varied approaches have been applied to ecotoxicological questions, perspectives related to the evolutionary history of focal species or populations have received little consideration. Here, we evaluate chloride toxicity from the perspectives of both macroevolution and contemporary evolution. First, by mapping chloride toxicity values derived from the literature onto a phylogeny of macroinvertebrates, fish, and amphibians, we tested whether macroevolutionary relationships across species and taxa are predictive of chloride tolerance. Next, we conducted chloride exposure tests for two amphibian species to assess whether potential contemporary evolutionary change associated with environmental chloride contamination influences chloride tolerance across local populations. We show that explicitly evaluating both macroevolution and contemporary evolution can provide important and even qualitatively different insights from those obtained via traditional ecotoxicological studies. While macroevolutionary perspectives can help forecast toxicological end points for species with untested sensitivities, contemporary evolutionary perspectives demonstrate the need to consider the environmental context of exposed populations when measuring toxicity. Accounting for divergence among populations of interest can provide more accurate and relevant information related to the sensitivity of populations that may be evolving in response to selection from contaminant exposure. Our data show that approaches accounting for and specifically examining variation among natural populations should become standard practice in ecotoxicology.
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Abstract In North America, the Holarctic genus Parameletus Bengtsson is widely distributed across the northern tier of the continent and parts of the Rocky Mountains. Four species occur in North America (Parameletus chelifer, P. columbiae, P. croesus, and P. midas) with P. chelifer having the greatest range and currently the only species of Parameletus detected broadly across the subarctic of Canada. In this paper, new detailed comparative descriptions are provided for nymphs and imagos. The nymph of P. croesus is described for the first time. A final instar nymph of P. croesus was positively associated with the male imago stage based on the observation of diagnostic characters of the male imago through the cuticle of the last instar nymph. New illustrated keys to male imagos and late instar nymphs are presented. New distribution records are presented and geographic variation in diagnostic characters of species is discussed. New information on the aquatic habitats of nymphs and the biology of species is presented.
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Uniting top academics, researchers, and practitioners, this contributed volume offers new perspectives on the meaning, role, and history of addiction in our society and the construction of illicit drug use as a social problem. This substantially revised second edition provides an authoritative focus on policy issues that will extend and enrich the education and on-going discussion of addiction within the social work community
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Inclusive education has been gaining increasing attention from governments throughout the world. Croatia and Poland, two European Union members that ratified the Convention on the Rights of Persons with Disabilities, have been working on issues related to improving the quality of education of children with special educational needs. The aim of this article was to explore the attitudes of Croatian and Polish elementary education teachers towards inclusion of these children in regular classes. The sample consisted of 98 elementary education teachers from Croatia (N=50) and Poland (N=48). A diagnostic survey based on the Teacher Attitudes Toward Inclusion Scale (TATIS) (Cullen, Gregory, & Noto, 2010) was used. The instrument allows measurement of three main components of attitudes: teacher perceptions of students with mild to moderate disabilities (POS), their beliefs about the efficacy of inclusion (BEI), perceptions of professional roles and functions (PRF), as well as their general attitudes towards inclusion. We found that Polish teachers received significantly higher scores on two subscales: POS and BEI. We also found that age and place of living influenced the attitudes of teachers in the two groups. Implications for practice are discussed. © 2017, University of Zagreb, Faculty of Political Sciences. All rights reserved.
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This paper proposes a model that integrates mindfulness, ego, and mindset as filters of the information available for professional learning. The paper explores connections between mindset, ego, and mindfulness that promote or inhibit an educator’s ability to use feedback for learning. A leader’s commitment to creating spaces for meaningful use of all types of feedback promotes a school climate that encourages risk taking in learning. Mindfulness, the cultivation of the ability to pay attention to the present moment non-judgmentally, is a prerequisite skill to the effective delivery and use of feedback to promote professional learning. The development of mindfulness requires practice of a method and the continual application of mindfulness to remain open to learning from feedback. © 2017, Springer Science+Business Media B.V.
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