American Black Bear Population Fragmentation Determined Through Pedigrees in the Trans-Border Canada-United States Region

Fragmentation of species with large numbers of individuals in adjacent areas can be challenging to detect using genetic tools as there often is no differentiation because genetic drift occurs very slowly. We used a genetic-based pedigree analysis to detect fragmentation in the American black bear (Ursus americanus) across 2 highways with large adjacent populations. We used 20 locus microsatellite genotypes to detect parent-offspring and full sibling pairs within a sample of 388 black bears. We used the spatial patterns of capture locations of these first order relatives relative to US Highway 2 in northwest Montana and Highway 3 in southeast British Columbia to estimate the number of close relatives sampled across the highways (migrants/km of highway length) as an index of fragmentation. We compared these values to an expected migrant/km rate derived from the mean values of simulated fractures in the Highway 2 and Highway 3 region. We found evidence that these highway corridors were fragmenting black bear populations, but not completely. The observed migrant/km rate for Highway 2 was 0.05, while the expected rate was 0.21 migrants/km. Highway 3 had an observed migrant/km rate of 0.09 compared to the expected rate of 0.26. None of the 16 bears carrying GPS radio collars for 1 year crossed Highway 2, yet 6 of 18 crossed Highway 3. Pedigree and telemetry results were more closely aligned in the Highway 2 system evidencing more intense fragmentation than we found along Highway 3. Our results demonstrate that pedigree analysis may be a useful tool for investigating population fragmentation in situations where genetic signals of differentiation are too weak to determine migration rates using individual-based methods, such as population assignment

Nurses' perceptions of online continuing education

<p>Abstract</p> <p>Background</p> <p>There is increasing attention to online learning as a convenient way of getting professional training. The number and popularity of online nursing continuing education programs are increasing rapidly in many countries. Understanding these may contribute to designing these programs to maximize success. Also, knowing the perceptions and preferences in online learning aids development and orientation of online programs. The aims of this study are to show nurses' perceptions of online continuing education and to determine perceptions of various groups; area groups, working companies, frequency of computer usage and age.</p> <p>Methods</p> <p>The survey method was used in this quantitative study to reveal perception levels and relationship with related variables. Data were collected through an online instrument from a convenience sample of 1041 Registered Nurses (RNs) at an online bachelor's degree program. Descriptive and inferential analysis techniques were performed.</p> <p>Results</p> <p>Nurses generally have positive perceptions about online learning (<it>X </it>= 3.86; SD = 0.48). A significant difference was seen between nurses who used computers least and those with the highest computer usage [<it>F </it>(3, 1033) = 3.040; <it>P </it>< .05]. Neither nurses' ages nor lengths of working experience are significantly related to perceptions of online programs (<it>r </it>= -.013; <it>P </it>> .05 and <it>r </it>= -.036; <it>P </it>> .05, respectively). Nurses' perceptions are significantly different depending on the settings where they work [<it>F </it>(3,989) = 3.193; <it>P </it>< .05]. The difference between perceptions of nurses living in urban areas (<it>X </it>= 3.82; SD = .51) and those living in rural areas (<it>X </it>= 3.88; SD = .47) was not significant [<it>t </it>(994) = -1.570, <it>P </it>> .05].</p> <p>Conclusions</p> <p>We found that nurses regard online learning opportunities as suitable for their working conditions and needs. Nurses should be provided with continued training through online learning alternatives, regardless of age, working experience or area of residence.</p

Unfitting, uncomfortable, unacademic: a sociological reading of an interactive mobile phone app in university lectures

Abstract Scholarly literature on education technology uptake has been dominated by technological determinist readings of students’ technology use. However, in recent years there has been a move by sociologists of education to highlight how the contexts in which educational technologies are introduced are not tabula rasa but socially and culturally complex. This study approaches technology as a social construct, arguing that students construct discursive meaning of, rather than simply respond to, technologies for learning. The study explores students’ constructions of a mobile learning app that was introduced into lectures during a year-long university course. Students largely rejected the app, constructing it as unfitting for the context, a socially uncomfortable experience and an unacademic way of learning. The paper highlights the limitations of technological determinism and closes by arguing for readings of educational technologies that pay close attention to students’ voices