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Abstract Effective wildlife monitoring and management are reliant on unbiased estimators of population parameters. Most standard survey approaches ignore spatial pattern in the data although spatial relationships can be leveraged to produce more efficient designs for future surveys, thereby reducing project cost. Landscape‐scale surveys for brown bears are notoriously expensive and difficult to complete, leading to the development of a non‐invasive mark–resight aerial survey approach as a practical alternative to more commonly employed approaches for estimating brown bear density across large areas. Here we extend that model to accommodate spatial covariate information and explicitly model residual spatial autocorrelation. Using brown bear survey data from northwestern Alaska, USA from 2015 to 2021, we demonstrate how our extension can be useful in exploring ecological factors related to spatial variation in bear density and detection probability. We found that detection probability was higher in more rugged terrain, and occurrence probability was higher at mid‐elevations where denning habitat was more prevalent and in areas with more salmon streams. The descriptive model of residual autocorrelation confirmed that additional unmeasured factors were associated with bear distribution. While these findings were not unexpected, they are very useful when considering future survey effort. Using this information, we explored a hypothetical redesign of the 2021 brown bear survey that removed 50% of the survey subunits with elevation values below the mean, where bears were least likely to occur. We demonstrated that the resulting estimates were unbiased, suggesting that adopting the spatial approach to analysis could reduce overall project costs by ~20%–30% going forward. Overall, our work indicates that directly accounting for spatial pattern within the non‐invasive mark–resight framework has substantive advantages over the original non‐spatial approach and may be useful in increasing the amount of information available for brown bear populations.

Inconsistent performance by gifted students has been a source of frustration for both parents and educators for decades. Several studies on gifted under achievement point to a connection between student learning styles and classroom performance.This study examined the learning styles of gifted middle school students, student perceptions of the classroom environment, and possible connections between learning style, classroom environment, and achievement levels. Eighty gifted students from grades 6, 7 & 8 were administered the Learning Style Inventory (LSI) to identify student learning style preferences. They were also administered the Student Perception Inventory (SPI), developed for the study, in order to determine perceptions of these learning style elements in their classroom environments. Results indicated that the LSI elements of persistence and lighting correlated with achievement in all content areas. Additionally, correlations between higher grade point averages (GPA) and LSI preferences for responsibility and teacher motivation were found in science and math classes. Results of the SPI revealed a correlation between higher grade point averages in social studies and science classrooms and the following items: persistence; motivation; and auditory, tactile, and kinesthetic modalities. All subject areas showed a correlation between higher GPA and the students' perceived level of persistence. Putting the research to use: This study suggests that gifted middle school students should participate in many hands-on activities dealing with real-world problems. Because they have a high preference for tactile and kinesthetic learning activities, these students are more likely to remain motivated and engaged when they are active participants in the discovery process. Gifted students in this study also expressed preference for an informal seating design, which indicates a need for an environment that is flexible and allows students to change their seating based on the nature of the learning activity. These learning style preferences should be taken into consideration when designing programs for gifted students. This is especially true for gifted learners who are performing below their potential. This study also suggests that gifted students will achieve at higher levels when taught by informed teachers who are aware of their learning characteristics and needs. Teachers also need to look at their classrooms and determine how to alter the environment so that students will be more inclined to engage in the learning process. Administering a learning style inventory can provide teachers with valuable information so that learning can be maximized. While most gifted students achieve satisfactorily, many of them will not reach their potential unless the curriculum responds to their needs and stimulates their thinking.

Students learn new or difficult information most effectively when the classroom environment is compatible with their learning style preferences. Determining learning style preferences can be accomplished by administering the Learning Style Inventory (LSI). However, to understand compatibility with the classroom, an instrument that quantifies student perceptions of elements within the environment is essential. This paper describes development and field-testing of such an instrument--the Student Perception Inventory (SPI). The SPI was administered to 80 gifted middle school students and was found to provide useful student perception data. Information needed to improve learning environments for gifted learners, especially underachieving gifted students, was found when using the LSI in conjunction with the SPI.

A study involving 62 gifted students (grades 6-8) found many low-achievers (n=16) showed a strong need for tactile and kinesthetic modalities; intake of food, drinks, or both; sound in the learning environment; informal seating design; and dim lighting. The low achievers did not perceive themselves to be persistent. (Contains references.) (Author/CR)

El aprendizaje del inglés, por su importancia desde el punto de vista cultural y su utilidad en la materialización de las más diversas relaciones que se establecen a nivel mundial, es una prioridad, por ello el presente artículo tiene como objetivo profundizar conceptualmente en la utilización de las tecnologías y las clases online, para desarrollar una propuesta que contribuya de una forma amena, motivadora y actualizada a la comunicación en idioma inglés. Fueron utilizados diferentes métodos, como el análisis, la síntesis, la revisión de documentos, observación, entrevistas, que permitieron arribar a conclusiones como la necesidad de estructuración de un proceso que atienda al aprendizaje del idioma inglés desde una perspectiva integral, con el soporte de las nuevas tecnologías y las clases online, para lograr una lógica en la enseñanza-aprendizaje de la expresión oral y al contexto, ideal para recibir y ofrecer ayudas y transitar gradualmente hacia una independencia lingüística y comunicativa.

The article discusses a study published in the Volume 36.3 issue of the journal "Animal Biodiversity and Conservation" that examined the restocking procedures for European rabbits (Oryctolagus cuniculus) according to the International Union for Conservation of Nature. The researchers stated the factors affecting the translocation include risk of disease, release timing, and sex ratio. An overview of the phases implemented by the organization, and its success traits is also presented.

Serological data on myxoma virus, rabbit haemorrhagic disease (RHD) virus and RHD-like viruses in juvenile rabbits (Oryctologus cuniculus) trapped in 1995, 1996 and 1997 in two areas of France were analysed. For each disease, the effects of bodyweight, year, month and seropositivity for the other disease were modelled by using logistic regressions. In one area, a model including RHD seropositivity was selected to explain the myxoma virus seropositivity. Models including myxoma virus seropositivity were selected to explain the RHD seropositivity in both areas, and the odds of a rabbit being seropositive to both viruses were 5.1 and 8.4 times higher than the odds of a rabbit being seronegative to myxoma virus and seropositive to RHD. The year and bodyweight had significant effects for myxomatosis in one area and for RHD in both areas. [ABSTRACT FROM AUTHOR]