Classifying chimpanzee (Pan troglodytes) landscapes across large scale environmental gradients in Africa

Primates are sometimes categorized in terms of their habitat. Although such categorization can be over-simplistic, there are scientific benefits from the clarity and consistency that habitat categorization can bring. Chimpanzees (Pan troglodytes) inhabit various environments, but researchers often refer to ‘forest’ or ‘savanna’ chimpanzees. Despite the wide use of this forest-savanna distinction, clear definitions of these landscapes for chimpanzees, based on environmental variables at study sites or determined in relation to existing bioclimatic classifications, are lacking. The robustness of the forest-savanna distinction thus remains to be assessed. We review 43 chimpanzee study sites to assess how the landscape classifications of researchers fit with the environmental characteristics of study sites and with three bioclimatic classifications. We use scatterplots and Principal Components 15 Analysis to assess the distribution of chimpanzee field sites along gradients of environmental 16 variables (temperature, rainfall, precipitation seasonality, forest cover and satellite-derived 17 Hansen tree cover). This revealed an environmental continuum of chimpanzee study sites 18 from savanna to dense forest, with a rarely acknowledged forest mosaic category in between, 19 but with no natural separation into these three classes and inconsistencies with the bioclimatic 20 classifications assessed. The current forest–savanna dichotomy therefore masks a progression 21 of environmental adaptation for chimpanzees, and we propose that recognizing an additional, 22 intermediate ‘forest mosaic’ category is more meaningful than focusing on the ends of this 23 environmental gradient only. Future studies should acknowledge this habitat continuum, place their study sites on the forest–savanna gradient, and include detailed environmental data to support further attempts at quantification

The art, craft & tasks of counselling supervision Part 1 - making the most of supervision; professional development for counsellors, psychotherapists, supervisors and trainees

A workbook and 2 audiotapesAvailable from British Library Document Supply Centre- DSC:Vq95/03060 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

The art, craft & tasks of counselling supervision, part 2 Becoming a supervisor: professional development for counsellors, psychotherapists, supervisors and trainers

In a wallet with 3 cassette tapesAvailable from British Library Document Supply Centre-DSC:V98/00501 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

An alternative training approach to clinical supervision: 2

In this, the second of two articles focusing on the issue of training in clinical supervision, the alleged benefits of training students to be supervisees is highlighted. These are: a substantial reduction in training costs and time; a possible standardization of training; the creation of greater equality and intentionality in the working alliance; an increased student awareness and understanding that supervision is for their benefit; the sharing of values, ground rules, terms and aims between the supervisee/supervisor and the organization; a sense of comradeship between peers in a culture that is often described as having a sense of divide and rule; and a greater sense of team cohesion. The development of basic intrapersonal skills (e.g., reflecting on practice, choosing issues, asking for and using help appropriately) in a non-threatening forum is also of great benefit. The authors conclude that an educational model would include both theoretical and experiential components with the theory preceding the clinical supervision experience. Evaluation of this training could be carried out using a methodology similar to that used by Butterworth et al (1997) in evaluating the impact of receiving supervision

Heavy extinctions of forest avifauna in Singapore: Lessons for biodiversity conservation in Southeast Asia

10.1046/j.1523-1739.2000.99285.xConservation Biology1461870-1880CBIO