29 research outputs found

    Behavioral responses of terrestrial mammals to COVID-19 lockdowns

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    DATA AND MATERIALS AVAILABILITY : The full dataset used in the final analyses (33) and associated code (34) are available at Dryad. A subset of the spatial coordinate datasets is available at Zenodo (35). Certain datasets of spatial coordinates will be available only through requests made to the authors due to conservation and Indigenous sovereignty concerns (see table S1 for more information on data use restrictions and contact information for data requests). These sensitive data will be made available upon request to qualified researchers for research purposes, provided that the data use will not threaten the study populations, such as by distribution or publication of the coordinates or detailed maps. Some datasets, such as those overseen by government agencies, have additional legal restrictions on data sharing, and researchers may need to formally apply for data access. Collaborations with data holders are generally encouraged, and in cases where data are held by Indigenous groups or institutions from regions that are under-represented in the global science community, collaboration may be required to ensure inclusion.COVID-19 lockdowns in early 2020 reduced human mobility, providing an opportunity to disentangle its effects on animals from those of landscape modifications. Using GPS data, we compared movements and road avoidance of 2300 terrestrial mammals (43 species) during the lockdowns to the same period in 2019. Individual responses were variable with no change in average movements or road avoidance behavior, likely due to variable lockdown conditions. However, under strict lockdowns 10-day 95th percentile displacements increased by 73%, suggesting increased landscape permeability. Animals’ 1-hour 95th percentile displacements declined by 12% and animals were 36% closer to roads in areas of high human footprint, indicating reduced avoidance during lockdowns. Overall, lockdowns rapidly altered some spatial behaviors, highlighting variable but substantial impacts of human mobility on wildlife worldwide.The Radboud Excellence Initiative, the German Federal Ministry of Education and Research, the National Science Foundation, Serbian Ministry of Education, Science and Technological Development, Dutch Research Council NWO program “Advanced Instrumentation for Wildlife Protection”, Fondation SegrĂ©, RZSS, IPE, Greensboro Science Center, Houston Zoo, Jacksonville Zoo and Gardens, Nashville Zoo, Naples Zoo, Reid Park Zoo, Miller Park, WWF, ZCOG, Zoo Miami, Zoo Miami Foundation, Beauval Nature, Greenville Zoo, Riverbanks zoo and garden, SAC Zoo, La Passarelle Conservation, Parc Animalier d’Auvergne, Disney Conservation Fund, Fresno Chaffee zoo, Play for nature, North Florida Wildlife Center, Abilene Zoo, a Liber Ero Fellowship, the Fish and Wildlife Compensation Program, Habitat Conservation Trust Foundation, Teck Coal, and the Grand Teton Association. The collection of Norwegian moose data was funded by the Norwegian Environment Agency, the German Ministry of Education and Research via the SPACES II project ORYCS, the Wyoming Game and Fish Department, Wyoming Game and Fish Commission, Bureau of Land Management, Muley Fanatic Foundation (including Southwest, Kemmerer, Upper Green, and Blue Ridge Chapters), Boone and Crockett Club, Wyoming Wildlife and Natural Resources Trust, Knobloch Family Foundation, Wyoming Animal Damage Management Board, Wyoming Governor’s Big Game License Coalition, Bowhunters of Wyoming, Wyoming Outfitters and Guides Association, Pope and Young Club, US Forest Service, US Fish and Wildlife Service, the Rocky Mountain Elk Foundation, Wyoming Wild Sheep Foundation, Wild Sheep Foundation, Wyoming Wildlife/Livestock Disease Research Partnership, the US National Science Foundation [IOS-1656642 and IOS-1656527, the Spanish Ministry of Economy, Industry and Competitiveness, and by a GRUPIN research grant from the Regional Government of Asturias, Sigrid Rausing Trust, Batubay Özkan, Barbara Watkins, NSERC Discovery Grant, the Federal Aid in Wildlife Restoration act under Pittman-Robertson project, the State University of New York, College of Environmental Science and Forestry, the Ministry of Education, Youth and Sport of the Czech Republic, the Ministry of Agriculture of the Czech Republic, Rufford Foundation, an American Society of Mammalogists African Graduate Student Research Fund, the German Science Foundation, the Israeli Science Foundation, the BSF-NSF, the Ministry of Agriculture, Forestry and Food and Slovenian Research Agency (CRP V1-1626), the Aage V. Jensen Naturfond (project: Kronvildt - viden, vĂŠrdier og vĂŠrktĂžjer), the Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) under Germany’s Excellence Strategy, National Centre for Research and Development in Poland, the Slovenian Research Agency, the David Shepherd Wildlife Foundation, Disney Conservation Fund, Whitley Fund for Nature, Acton Family Giving, Zoo Basel, Columbus, Bioparc de DouĂ©-la-Fontaine, Zoo Dresden, Zoo Idaho, KolmĂ„rden Zoo, Korkeasaari Zoo, La Passarelle, Zoo New England, Tierpark Berlin, Tulsa Zoo, the Ministry of Environment and Tourism, Government of Mongolia, the Mongolian Academy of Sciences, the Federal Aid in Wildlife Restoration act and the Illinois Department of Natural Resources, the National Science Foundation, Parks Canada, Natural Sciences and Engineering Research Council, Alberta Environment and Parks, Rocky Mountain Elk Foundation, Safari Club International and Alberta Conservation Association, the Consejo Nacional de Ciencias y TecnologĂ­a (CONACYT) of Paraguay, the Norwegian Environment Agency and the Swedish Environmental Protection Agency, EU funded Interreg SI-HR 410 Carnivora Dinarica project, Paklenica and Plitvice Lakes National Parks, UK Wolf Conservation Trust, EURONATUR and Bernd Thies Foundation, the Messerli Foundation in Switzerland and WWF Germany, the European Union’s Horizon 2020 research and innovation program under the Marie SkƂodowska-Curie Actions, NASA Ecological Forecasting Program, the Ecotone Telemetry company, the French National Research Agency, LANDTHIRST, grant REPOS awarded by the i-Site MUSE thanks to the “Investissements d’avenir” program, the ANR Mov-It project, the USDA Hatch Act Formula Funding, the Fondation Segre and North American and European Zoos listed at http://www.giantanteater.org/, the Utah Division of Wildlife Resources, the Yellowstone Forever and the National Park Service, Missouri Department of Conservation, Federal Aid in Wildlife Restoration Grant, and State University of New York, various donors to the Botswana Predator Conservation Program, data from collared caribou in the Northwest Territories were made available through funds from the Department of Environment and Natural Resources, Government of the Northwest Territories. The European Research Council Horizon2020, the British Ecological Society, the Paul Jones Family Trust, and the Lord Kelvin Adam Smith fund, the Tanzania Wildlife Research Institute and Tanzania National Parks. The Eastern Shoshone and Northern Arapahoe Fish and Game Department and the Wyoming State Veterinary Laboratory, the Alaska Department of Fish and Game, Kodiak Brown Bear Trust, Rocky Mountain Elk Foundation, Koniag Native Corporation, Old Harbor Native Corporation, Afognak Native Corporation, Ouzinkie Native Corporation, Natives of Kodiak Native Corporation and the State University of New York, College of Environmental Science and Forestry, and the Slovenia Hunters Association and Slovenia Forest Service. F.C. was partly supported by the Resident Visiting Researcher Fellowship, IMĂ©RA/Aix-Marseille UniversitĂ©, Marseille. This work was partially funded by the Center of Advanced Systems Understanding (CASUS), which is financed by Germany’s Federal Ministry of Education and Research (BMBF) and by the Saxon Ministry for Science, Culture and Tourism (SMWK) with tax funds on the basis of the budget approved by the Saxon State Parliament. This article is a contribution of the COVID-19 Bio-Logging Initiative, which is funded in part by the Gordon and Betty Moore Foundation (GBMF9881) and the National Geographic Society.https://www.science.org/journal/sciencehj2023Mammal Research InstituteZoology and Entomolog

    Investigation of student understanding of key concepts in introductory engineering courses at Hamburg University of Technology

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    Mit Hilfe schriftlicher qualitativer Fragen wurde das VerstĂ€ndnis grundlegender Begriffe der Mechanik, Elektrotechnik, und Thermodynamik bei Studierenden verschiedener ingenieurwissenschaftlicher StudiengĂ€nge an der Technischen UniversitĂ€t Hamburg-Harburg untersucht. Eine genaue Betrachtung der Antworten ergab, dass viele Studierende auch nach der Behandlung des Lehrstoffes in der jeweiligen Vorlesung im ersten Studienjahr tiefgehende Schwierigkeiten mit Kernbegriffen wie mechanischem Gleichgewicht, Auftrieb und Beschleunigung, sowie elektrischer Ladung, Strom und Potenzial, bzw. dem ersten und zweiten Hauptsatz der Thermodynamik haben. Unsere Ergebnisse unterstĂŒtzen allgemeine Schlussfolgerungen ĂŒber die Lehre in den Natur- und Ingenieurwissenschaften und geben Anlass zu spezifischen Empfehlungen mit dem Ziel der Verbesserung des Lernerfolgs in den Lehrveranstaltungen im ingenieurwissenschaftlichen Grundstudium.This paper reports on an investigation of student understanding of basic concepts in mechanics, electric circuits, and thermodynamics at Hamburg University of Technology. Written qualitative questions were posed to first-year students of various engineering disciplines after instruction on the respective topics. A detailed analysis of the responses was used to identify prevalent student difficulties with key concepts such as mechanical equilibrium, buoyancy, and acceleration; charge, current, and electric potential; and the first and second law of thermodynamics. On the basis of these results, we suggest some general conclusions about the teaching of science and engineering and give specific recommendations aimed at improving the learning outcomes in large introductory courses

    Tutorien zur Informatik

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    Die Tutorien zur Informatik sind als ergĂ€nzende Lehrmaterialien konzipiert, die traditionelle Vorlesungen, Schulunterricht und klassische LehrbĂŒcher komplementieren. Die Tutorien betonen vor allem das VerstĂ€ndnis der grundlegenden Konzepte der Informatik und Programmierung sowie deren ZusammenhĂ€nge. Durch u. a. das Treffen von Vorhersagen und das Ableiten sich daraus ergebender Konsequenzen, sollen Lernende ihr bisheriges Wissen ĂŒberprĂŒfen und WiedersprĂŒche ihres VerstĂ€ndnisses erkennen. Wie auch die Tutorien zur Physik und die Tutorien zur Elektrotechnik, basieren diese Materialien so weit wie möglich auf fachdidaktischen Untersuchungen zu typischen VerstĂ€ndnisschwierigkeiten und zum Konzeptwandel bei Lernenden. Im Vergleich zur Physik ist in der Informatik bzw. der Programmierung dazu bisher wenig bekannt. Diese Materialien, vor allem die Auswahl der Themen fĂŒr die ArbeitsblĂ€tter, basieren deshalb auf Untersuchungen, die im Rahmen der Erstellung dieser Materialien durchgefĂŒhrt wurden. Hierzu wurden Studierende in einer typischen Informatik 1 Vorlesung an der HAW Hamburg untersucht.The tutorials on computer science are designed as supplementary teaching materials, which use traditional Lectures, school lessons and classical textbooks complement each other. The tutorials emphasize the understanding of the basic concepts of computer science and programming as well as their interrelations. Through, among other things, the making of predictions and the derivation of resulting consequences, learners should review their previous knowledge and recognize contradictions in their understanding. Like the tutorials on physics and the tutorials on electrical engineering, these materials are, as far as possible, based on didactic studies on typical difficulties in understanding and on concept changes in learners. Compared to physics, little is known about this in computer science or programming. These materials, especially the selection of topics for the worksheets, are therefore based on investigations that were carried out in the course of preparing these materials. For this purpose, students were examined in a typical computer science 1 lecture at the HAW Hamburg

    Cross-disciplinary communication among Ph.D. candidates : how to make it work

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    Cross-disciplinary research settings are highly challenging for young scientists. In our research centre, Ph.D. candidates with various disciplinary backgrounds are expected to cooperate. To support cooperation, we designed a Ph.D. programme that fosters cross-disciplinary communication. The programme uses an innovative teaching format that aims to broaden the participants’ understanding of technical basics and to improve their academic teaching skills. Being faced with dissatisfaction among the Ph.D. candidates at first, we introduced a targeted feedback process that paved the way for successful cross-disciplinary communication and cooperation

    Preference and Artifact Analysis for Video Transitions of Places

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    Emerging interfaces for video collections of places attempt to link similar content with seamless transitions. However, the automatic computer vision techniques that enable these transitions have many failure cases which lead to artifacts in the final rendered transition. Under these conditions, which transitions are preferred by participants and which artifacts are most objectionable? We perform an experiment with participants comparing seven transition types, from movie cuts and dissolves to image-based warps and virtual camera transitions, across five scenes in a city. This document describes how we condition this experiment on slight and considerable view change cases, and how we analyze the feedback from participants to find their preference for transition types and artifacts. We discover that transition preference varies with view change, that automatic rendered transitions are significantly preferred even with some artifacts, and that dissolve transitions are comparable to less-sophisticated rendered transitions. This leads to insights into what visual features are important to maintain in a rendered transition, and to an artifact ordering within our transitions

    Preference and artifact analysis for video transitions of places

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    Using tutorials in introductory physics on circuits in a German university course: observations and experiences

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    We describe the implementation of Tutorials in Introductory Physics in a German university course. In particular, we investigate if the conceptual challenges that gave rise to the development of Tutorials are also found among German students, which hurdles to the implementation of Tutorials are encountered in a German context, and how Tutorials are perceived in this different context. To that end, video recordings from workgroup sessions and guided group discussions with students and teaching assistants, as well as interviews with faculty are analysed. It was found that German students enter introductory physics courses with a different set of prior knowledge than their US-American counterparts, which together with implementation hurdles and negative perceptions by students, teaching assistants, and faculty led to the discontinuation of Tutorials after only one semester

    E-learning Development Plan of the Hamburg University of Technology (TUHH)

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    Aus den GrundsĂ€tzen fĂŒr das Lehren und Lernen an der TUHH verbunden mit der didaktischen, technischen, organisatorischen, ökonomischen und sozio-kulturellen Dimension des eLearning ergeben sich die Ziele der eLearning AktivitĂ€ten an der TUHH
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