Genomic Underpinnings of Population Persistence in Isle Royale Moose

Island ecosystems provide natural laboratories to assess the impacts of isolation on population persistence. However, most studies of persistence have focused on a single species, without comparisons to other organisms they interact with in the ecosystem. The case study of moose and gray wolves on Isle Royale allows for a direct contrast of genetic variation in isolated populations that have experienced dramatically differing population trajectories over the past decade. Whereas the Isle Royale wolf population recently declined nearly to extinction due to severe inbreeding depression, the moose population has thrived and continues to persist, despite having low genetic diversity and being isolated for ∼120 years. Here, we examine the patterns of genomic variation underlying the continued persistence of the Isle Royale moose population. We document high levels of inbreeding in the population, roughly as high as the wolf population at the time of its decline. However, inbreeding in the moose population manifests in the form of intermediate-length runs of homozygosity suggestive of historical inbreeding and purging, contrasting with the long runs of homozygosity observed in the smaller wolf population. Using simulations, we confirm that substantial purging has likely occurred in the moose population. However, we also document notable increases in genetic load, which could eventually threaten population viability over the long term. Overall, our results demonstrate a complex relationship between inbreeding, genetic diversity, and population viability that highlights the use of genomic datasets and computational simulation tools for understanding the factors enabling persistence in isolated populations

A Comparative Risk Assessment Of Burden Of Disease And Injury Attributable To 67 Risk Factors And Risk Factor Clusters In 21 Regions, 1990–2010: A Systematic Analysis For The Global Burden Of Disease Study 2010

Background Quantification of the disease burden caused by different risks informs prevention by providing an account of health loss different to that provided by a disease-by-disease analysis. No complete revision of global disease burden caused by risk factors has been done since a comparative risk assessment in 2000, and no previous analysis has assessed changes in burden attributable to risk factors over time

Educational administration

Educational Administration uses a systems perspective to synthesize the relevant theory and research on organizational behavior and focuses on understanding and applying theory to solve problems of practice. With each new edition, the latest research and theory are incorporated into the analysis of teaching, learning, and leading. Educational Administration helps future administrators understand the content and context of schools, remember key ideas and principles, and apply and practice those principles as they lead

Administrasi Pendidikan Teori,Riset,dan Praktik

24cm;839ha

1 Teacher Efficacy: Its Meaning and Measure

This article was published in the Review of Educational Research (RER), and copyright is retained by the American Educational Research Association, which publishes RER. Academic publishers allow authors to post material on web servers without permission, but users are asked not to copy or repost the material without permission from the appropriate publishe

Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions

The authors wish to dedicate this article to the memory of their friend and colleague Dr. Paul Pintrich of the University of Michigan. This analysis synthesizes existing research to discuss how teachers’ practice and student learning are affected by perceptions of collective efficacy. Social cognitive theory is employed to explain that the choices teachers make—the ways in which they exercise personal agency—are strongly influenced by collective efficacy beliefs. Although empirically related, teacher and collective efficacy perceptions are theoretically distinct constructs, each having unique effects on educational decisions and student achievement. Our purpose is to advance awareness about perceived collective efficacy and develop a conceptual model to explain the formation and influence of perceived collective efficacy in schools. We also examine the relevance of efficacy beliefs to teachers ’ professional work and outline future research possibilities. Over a quarter century ago, Albert Bandura (1977) introduced the concept of self-efficacy perceptions or “beliefs in one’s capacity to organize and execute the courses of action required to produce given attainments ” (Bandura, 1997, p. 3). Since that time, research in many arenas has demonstrated the power of efficacy judgments in human learning, performance, and motivation. For example, efficacy beliefs are related to smoking cessation, adherence to exercise and diet programs, performance in sports, political participation, and academic achievement (Bandura, 1997). The last arena is of particular importance to educators. In the past two decades, researchers have found links between student achievement and three kinds of efficacy beliefs—the self-efficacy judgments of students (cf. Pajares, 1994, 1997), teachers ’ beliefs in their own instructional efficacy (cf. Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998), and teachers ’ beliefs about the collective efficacy of their school (Goddard, Hoy, & Woolfolk Hoy, 2000). Of the three, perceived collective efficacy is the most recent construct developed and has received the least attention from educational researchers. The purpose of this inquiry is to advance awareness about collective efficacy beliefs and de