Effects of Stormwater Management and an Extended Culvert on Stream Health in Dug Run, Allen County, Ohio, USA

Changes in stream hydrology and habitat—associated with urbanization—have impacted diversity, abundance, and movement of both macroinvertebrates and fish. In 2008 the University of Northwestern Ohio began developing the western half of the campus, incorporating stormwater management practices. This provided an opportunity to examine 3 sections of the Dug Run stream that flows through campus: 1 section on the western half of campus that filters stormwater through the soil, and 2 sections on the eastern half of campus which are affected by both urbanization and a culvert that extends under a building and a road. Significant differences in macroinvertebrate Stream Quality Monitoring (SQM) index scores ( p < 0.001), fish diversity ( p < 0.010), and abundance of Orangethroat Darters (Etheostoma spectabile) ( p < 0.001) were observed between the western and the 2 eastern sections of Dug Run. Lower SQM index scores and lower Orangethroat Darter abundances were found in the urbanized sections of the stream, while lower fish diversity numbers were found upstream of the culvert. The western portion of campus, designed to filter stormwater runoff through the soil, was the only section studied with sensitive macroinvertebrates, a higher SQM index score, and a greater abundance of Orangethroat Darters

Factors affecting the inflow of organisms in the two experimentalwetland basins at the Olentangy River Wetlands

The University Archives has determined that this item is of continuing value to OSU's history

Avian use of planted versus unplanted wetland basins at Olentangy River Wetland Research Park

The University Archives has determined that this item is of continuing value to OSU's history

Conceptualizing leadership perceptions as attitudes:using attitude theory to further the understanding of the relation between leadership and outcomes

Leadership is one of the most examined factors in relation to understanding employee wellbeing and performance. While there are disparate approaches to studying leadership, they share a common assumption that perceptions of a leader's behavior determine reactions to the leader. The concept of leadership perception is poorly understood in most theoretical approaches. To address this, we propose that there are many benefits from examining leadership perceptions as an attitude towards the leader. In this review, we show how research examining a number of aspects of attitudes (content, structure and function) can advance understanding of leadership perceptions and how these affect work-related outcomes. Such a perspective provides a more multi-faceted understanding of leadership perceptions than previously envisaged and this can provide a more detailed understanding of how such perceptions affect outcomes. In addition, we examine some of the main theoretical and methodological implications of viewing leadership perceptions as attitudes to the wider leadership area. The cross-fertilization of research from the attitudes literature to understanding leadership perceptions provides new insights into leadership processes and potential avenues for further research. (C) 2015 Elsevier Inc. All rights reserve

Brown-headed Cowbird\u27s Fatal Attempt to Parasitize a Carolina Chickadee Nest

Volume: 118Start Page: 418End Page: 41

Learning to control ethnic intergroup bias in childhood

The aim of this research was to identify what factors deter explicit intergroup bias in childhood. Two studies were conducted to examine what facilitates the control of ethnic bias amongst 6–9-year-old majority children. In both studies in-group accountability was either low (i.e., only accountable to experimenter) or high (i.e., also accountable to classmates and teachers). Study 1 (n?=?287) found that only 8–9-year-old with low social emotions reduced their bias with increased accountability. Study 2 (n?=?236) showed children with low “Theory of Social Mind” (ToSM: Abrams, Rutland, Ferrell, & Pelletier, 2009), who perceived an anti-prejudice in-group norm, decreased their bias when accountability increased. In both studies children high in social emotion and ToSM showed low bias irrespective of accountability. Together these studies make a novel contribution by showing for the first time affective and social-cognitive factors that influence how children learn to control explicit bias