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The grey wolf (Canis lupus) was the first species to give rise to a domestic population, and they remained widespread throughout the last Ice Age when many other large mammal species went extinct. Little is known, however, about the history and possible extinction of past wolf populations or when and where the wolf progenitors of the present-day dog lineage (Canis familiaris) lived1-8. Here we analysed 72 ancient wolf genomes spanning the last 100,000 years from Europe, Siberia and North America. We found that wolf populations were highly connected throughout the Late Pleistocene, with levels of differentiation an order of magnitude lower than they are today. This population connectivity allowed us to detect natural selection across the time series, including rapid fixation of mutations in the gene IFT88 40,000-30,000 years ago. We show that dogs are overall more closely related to ancient wolves from eastern Eurasia than to those from western Eurasia, suggesting a domestication process in the east. However, we also found that dogs in the Near East and Africa derive up to half of their ancestry from a distinct population related to modern southwest Eurasian wolves, reflecting either an independent domestication process or admixture from local wolves. None of the analysed ancient wolf genomes is a direct match for either of these dog ancestries, meaning that the exact progenitor populations remain to be located.

The spotted hyena (Crocuta crocuta) was an important large carnivore of Pleistocene ecosystems in Africa and Eurasia. Like its modern relatives, this obligate carnivore was adapted to crush and digest bones of its prey and absorb organic matter from bones more efficiently than any other carnivore. This difference in the nutrient resource use between hyenas and most other carnivores led to differences in the isotope flux and variation in the carbon and nitrogen isotopic composition. In our paper, we assess the prey-to-hyena collagen-to-collagen Δ 13C and Δ 15N trophic discrimination factor (TDF), a key parameter needed in mixing models used for quantitative reconstruction of diet. We analyzed a Pleistocene hyena den bone accumulation in Perspektywiczna Cave (Poland), with a preserved assemblage of remains containing both hyenas and a wide spectrum of their prey represented by digested bones. With the use of proteomics-based taxonomic identification (ZooMS), we estimated the proportion of prey species in the hyena diet. The modeled collagen-to-collagen TDFs are around +1.6‰ to +1.7‰ for δ 13C and around +3.4‰ to +3.5‰ for δ 15N. This study provides new data on the dietary habits of this large carnivore and allows for a more accurate use of isotopic signals in modeling past hyena diets. [ABSTRACT FROM AUTHOR]

The novel variable of competitiveness is explored to determine whether it has a role in differentiating high performing students from others. While the Big Five personality traits and motivation have been well-researched in relation to academic performance, the concept of competitiveness has yet to receive such attention. The competitiveness of business students (n = 226) was investigated in tandem with personality traits and motivation. Four academic performance tiers emerged from the analysis. These results unambiguously reveal that the Tier one cohort, which was comprised of a homogenous subset -- i.e. the students attaining a high distinction grade -- was statistically unique. The distinct point of differentiation is that these students were competitive as well as conscientious and intrinsically motivated. The implications of this finding open opportunities for future research, and potentially for learning and teaching strategies that acknowledge competitiveness in student learning.

Reflective practice can support student learning by enabling praxis: the bridging of the theory of the classroom with the students' learning experience. Students' written reflections are the most common mode for practising and documenting reflection. Available typologies for coding the level of student written reflections focus on the cognitive domain. The coding of student reflection data from four locations (Australia, Denmark, Hong Kong and South Korea; n = 760) revealed that the focus on the cognitive domain could not capture the role and contribution of the affective domain of reflection for learning. This study conceptualises and presents our new two-domain emo-cog taxonomy, together with empirical evidence to substantiate a new way of thinking about reflection for learning. Emo-cog identifies multiple levels of affective responses along with traditional cognitive reflections. Emotions are found to make a significant contribution to student reflections. Learning is clearly a matter of head and heart.

Purpose: The purpose of this paper is to build on the foundational theories of personality and motivation to explore the role of competitiveness and of ethnicity in relation to student academic performance. Survey data from 328 students across four sites (Australia, Denmark, Hong Kong and Korea) provided self-rated responses to items measuring personality, motivation, competitiveness and ethnicity. Design/methodology/approach: Stepwise multiple regression was used to identify the variables that predicated student academic performance, including testing for interaction effect of ethnicity. Both student self-reported data and independently assessed performance measures were used to avoid common method variance. Findings: This study affirmed that both intrinsic and extrinsic motivation are significantly associated with academic performance. The personality traits of conscientiousness, agreeableness, extraversion and neuroticism are significantly associated with a student's competitiveness. The interaction of competitiveness and ethnicity is significantly and positively associated with performance. Research limitations/implications: The variable of student competitiveness requires further research to better understand its role in academic performance. Researching ethnicity at the micro level allows the acknowledgement and investigation of "intra-national diversity" (Tung, 2008; Tung and Baumann, 2009). Originality/value: This study is original in its approach in that it combines the concepts of motivation, personality, competitiveness and ethnicity in relation to student academic performance. While previous studies have explored these concepts individually and often at the macro level, a crucial contribution of this study is that competitiveness and ethnicity (as opposed to national culture) are examined at a micro level. The authors demonstrate the combined importance of intrinsic and extrinsic motivation (carrot and stick) in driving performance and introduce the new motivation, competitiveness and performance model which recognises that competitiveness, as a driver of performance, is moderated by the learners' ethnicity.