Could relatedness help explain why individuals lead in bottlenose dolphin groups?

In many species, particular individuals consistently lead group travel. While benefits to followers often are relatively obvious, including access to resources, benefits to leaders are often less obvious. This is especially true for species that feed on patchy mobile resources where all group members may locate prey simultaneously and food intake likely decreases with increasing group size. Leaders in highly complex habitats, however, could provide access to foraging resources for less informed relatives, thereby gaining indirect benefits by helping kin. Recently, leadership has been documented in a population of bottlenose dolphins (Tursiops truncatus) where direct benefits to leaders appear unlikely. To test whether leaders could benefit indirectly we examined relatedness between leader-follower pairs and compared these levels to pairs who associated but did not have leader-follower relationship (neither ever led the other). We found the average relatedness value for leader-follower pairs was greater than expected based on chance. The same was not found when examining non leader-follower pairs. Additionally, relatedness for leader-follower pairs was positively correlated with association index values, but no correlation was found for this measure in non leader-follower pairs. Interestingly, haplotypes were not frequently shared between leader-follower pairs (25%). Together, these results suggest that bottlenose dolphin leaders have the opportunity to gain indirect benefits by leading relatives. These findings provide a potential mechanism for the maintenance of leadership in a highly dynamic fission-fusion population with few obvious direct benefits to leaders

Distinct genetic architectures for phenotype means and plasticities in Zea mays

Phenotypic plasticity describes the phenotypic variation of a trait when a genotype is exposed to different environments. Understanding the genetic control of phenotypic plasticity in crops such as maize is of paramount importance for maintaining and increasing yields in a world experiencing climate change. Here, we report the results of genome-wide association analyses of multiple phenotypes and two measures of phenotypic plasticity in a maize nested association mapping (US-NAM) population grown in multiple environments and genotyped with ~2.5 million single-nucleotide polymorphisms. We show that across all traits the candidate genes for mean phenotype values and plasticity measures form structurally and functionally distinct groups. Such independent genetic control suggests that breeders will be able to select semi-independently for mean phenotype values and plasticity, thereby generating varieties with both high mean phenotype values and levels of plasticity that are appropriate for the target performance environments.This is a manuscript of an article published as Kusmec, Aaron, Srikant Srinivasan, Dan Nettleton, and Patrick S. Schnable. "Distinct genetic architectures for phenotype means and plasticities in Zea mays." Nature plants 3, no. 9 (2017): 715. doi: 10.1038/s41477-017-0007-7. Posted with permission.</p

Hitting the Ground Running: Group Simulations within Business School Cohorts

Within an ever more marketised Higher Education (HE) landscape, business students are focusing increasingly on the Graduate Premium, balancing the costs of their programmes against expected benefits such as facilitated entry into, and progression within, fulfilling and well remunerated business careers. As such, educators are charged with differentiating their programmes from those of other institutions, not only to attract more applicants, but also to give their graduates a competitive advantage in the marketplace. The use of simulations as a learning and assessment strategy within business schools is widespread and growing. The purpose of this chapter is to analyse the debate surrounding the use of such technology, identifying pedagogical benefits and potential limitations, and to critique how such technology may be harnessed to provide more transparent pathways to professionalism for today’s diverse and demanding students. In particular, it considers some of the key challenges experienced by students in using simulations, as they adapt to the new social and learning cultures