Asymptomatic infection with highly pathogenic avian influenza H5N1 in wild birds: how sound is the evidence?

BACKGROUND: Widespread deaths of wild birds from which highly pathogenic avian influenza virus H5N1 has been isolated suggest that the virus continues to be lethal to them. However, asymptomatic carriage by some wild birds could allow birds to spread the virus on migration. Confirmation of such carriage is therefore important for the design of mitigation measures for the disease in poultry. DISCUSSION: Two recent papers have reported the isolation of H5N1 from a small number of water birds in China and Russia and have concluded that wild birds can spread the viruses over long distances on migration. However, both papers contain weaknesses in the provision of ornithological and associated data that compromise conclusions that can be reached about the role of wild birds in the spread of H5N1. We describe the weaknesses of these studies and highlight the need for improved methodological description and methodology, where appropriate, and further research. SUMMARY: A rigorous assessment of whether wild birds can carry H5N1 asymptomatically is critical to evaluating the risks of spread by migratory birds on long-distance migration

Are Autonomously Motivated University Instructors More Autonomy-Supportive Teachers?

We extended the research on autonomy-supportive teaching to universities and examined the relationships between autonomous motivation to teach and autonomy-supportive teaching. Autonomously motivated university instructors were more autonomy-supportive instructors. The freedom to make pedagogical decisions was negatively correlated with external motivation towards teaching. Participants indicated that large class sizes, high teaching loads, publication pressures, and a culture that undervalues effective undergraduate teaching undermined both student learning and their feelings of autonomy. Together these results presents a picture of a subset of university instructors who remained autonomously motivated to teach, irrespective of barriers they experienced from university administrators or policies

Are Autonomously Motivated University Instructors More Autonomy-Supportive Teachers?

We extended the research on autonomy-supportive teaching to universities and examined the relationships between autonomous motivation to teach and autonomy-supportive teaching. Autonomously motivated university instructors were more autonomy-supportive instructors. The freedom to make pedagogical decisions was negatively correlated with external motivation towards teaching. Participants indicated that large class sizes, high teaching loads, publication pressures, and a culture that undervalues effective undergraduate teaching undermined both student learning and their feelings of autonomy. Together these results presents a picture of a subset of university instructors who remained autonomously motivated to teach, irrespective of barriers they experienced from university administrators or policies

Generating carbon finance through avoided deforestation and its potential to create climatic, conservation and human development benefits

Recent proposals to compensate developing countries for reducing emissions from deforestation (RED) under forthcoming climate change mitigation regimes are receiving increasing attention. Here we demonstrate that if RED credits were traded on international carbon markets, even moderate decreases in deforestation rates could generate billions of Euros annually for tropical forest conservation. We also discuss the main challenges for a RED mechanism that delivers real climatic benefits. These include providing sufficient incentives while only rewarding deforestation reductions beyond business-as-usual scenarios, addressing risks arising from forest degradation and international leakage, and ensuring permanence of emission reductions. Governance may become a formidable challenge for RED because some countries with the highest RED potentials score poorly on governance indices. In addition to climate mitigation, RED funds could help achieve substantial co-benefits for biodiversity conservation and human development. However, this will probably require targeted additional support because the highest biodiversity threats and human development needs may exist in countries that have limited income potentials from RED. In conclusion, how successfully a market-based RED mechanism can contribute to climate change mitigation, conservation and development will strongly depend on accompanying measures and carefully designed incentive structures involving governments, business, as well as the conservation and development communities

Parental cooperation in a changing climate: fluctuating environments predict shifts in care division

Aim: Parental care improves the survival of offspring and therefore has a major impact on reproductive success. It is increasingly recognized that coordinated biparental care is necessary to ensure the survival of offspring in hostile environments, but little is known about the influence of environmental fluctuations on parental cooperation. Assessing the impacts of environmental stochasticity, however, is essential for understanding how populations will respond to climate change and the associated increasing frequencies of extreme weather events. Here we investigate the influence of environmental stochasticity on biparental incubation in a cosmopolitan ground-nesting avian genus. Location: Global. Methods: We assembled data on biparental care in 36 plover populations (Charadrius spp.) from six continents, collected between 1981 and 2012. Using a space-for-time approach we investigate how average temperature, temperature stochasticity (i.e. year-to-year variation) and seasonal temperature variation during the breeding season influence parental cooperation during incubation. Results: We show that both average ambient temperature and its fluctuations influence parental cooperation during incubation. Male care relative to female care increases with both mean ambient temperature and temperature stochasticity. Local climatic conditions explain within-species population differences in parental cooperation, probably reflecting phenotypic plasticity of behaviour. Main conclusions: The degree of flexibility in parental cooperation is likely to mediate the impacts of climate change on the demography and reproductive behaviour of wild animal populations.</p

Are Autonomously Motivated University Instructors More Autonomy-Supportive Teachers?

We extended the research on autonomy-supportive teaching to universities and examined the relationships between autonomous motivation to teach and autonomy-supportive teaching. Autonomously motivated university instructors were more autonomy-supportive instructors. The freedom to make pedagogical decisions was negatively correlated with external motivation towards teaching. Participants indicated that large class sizes, high teaching loads, publication pressures, and a culture that undervalues effective undergraduate teaching undermined both student learning and their feelings of autonomy. Together these results presents a picture of a subset of university instructors who remained autonomously motivated to teach, irrespective of barriers they experienced from university administrators or policies

The effectiveness of a permaculture education project in Butula, Kenya

In the 1980s, agricultural development organizations began promoting permaculture, an agroecological approach that emphasizes local autonomy, through training programmes in the developing world. Few assessments have measured the effectiveness of such projects. Here we surveyed and interviewed small-scale farmers to assess the perceived impacts of a Canadian permaculture non-governmental organization’s (NGO) project in Butula, Western Kenya. Two types of projects are evaluated and compared: community projects (CPs) at six primary schools, and an intensive two-week permaculture design certification (PDC) programme. Our results suggest that both PDC and CP participants felt that they had benefited from the projects. However, PDC participants developed a more comprehensive understanding of permaculture, felt empowered and frequently related permaculture to their own traditional cultural values whereas CP participants often misunderstood permaculture, felt frustrated by the limited immediate economic benefits and frequently contrasted permaculture against traditional cultural values. These differences may have occurred because CP participants had fewer opportunities to interact directly with the permaculture teachers, to ask questions, or to clarify points of uncertainty. This study emphasizes the importance of direct, reciprocal communication between NGOs and project participants for fostering feelings of autonomy and competence, thereby strengthening resilient agroecological systems

Are Autonomously Motivated University Instructors More Autonomy-Supportive Teachers?

We extended the research on autonomy-supportive teaching to universities and examined the relationships between autonomous motivation to teach and autonomy-supportive teaching. Autonomously motivated university instructors were more autonomy-supportive instructors. The freedom to make pedagogical decisions was negatively correlated with external motivation towards teaching. Participants indicated that large class sizes, high teaching loads, publication pressures, and a culture that undervalues effective undergraduate teaching undermined both student learning and their feelings of autonomy. Together these results presents a picture of a subset of university instructors who remained autonomously motivated to teach, irrespective of barriers they experienced from university administrators or policies