Avian trait-mediated vulnerability to road traffic collisions

Collision with vehicles is an important source of bird mortality, but it is uncertain why some species are killed more often than others. Focusing on passerines,we testedwhether mortality is associated with bird abundances, and with traits reflecting flight manoeuvrability, habitat, diet, and foraging and social behaviours. We also tested whether the species most vulnerable to road-killing were scarcer near (b500 m) or far (N500–5000 m) from roads. During the breeding seasons of 2009–2011,we surveyed roadkills daily along 50 km of roads, and estimated bird abundances from 74 point counts. After correcting for phylogenetic relatedness, there was strong correlation between roadkill numbers and the abundances of 28 species counted near roads. However, selectivity indices indicated that Blue tit (Parus caeruleus), Blackcap (Sylvia atricapilla) and European goldfinch (Carduelis carduelis) were significantly more road-killed than expected from their abundances, while the inverse was found for seven species. Using phylogenetic generalised estimating equations, we found that selectivity indexes were strongly related to foraging behaviour and habitat type, and weakly so to body size, wing load, diet and social behaviour. The most vulnerable passerines were foliage/bark and swoop foragers, inhabiting woodlands, with small body size and low wing load. The species most vulnerable to road collisions were not scarcer close to roads. Overall, our study suggests that traits provide a basis to identify the passerine species most vulnerable to road collisions, which may be priority targets for future research on the population-level effects of roadkills.

An intervention program for children with school failure problems.

School failure is a chronic problem in many developing countries and in some developed as Portugal due to factors like cognitive deficiencies of children, an inadequate family environment, low SES and bad teaching methods or school organization. It is important to develop effective and simple intervention strategies able to cope with the problem at an individual level independently of the cause. The general objective of the following study is to develop behavioral training techniques to help children with problems of school failure. 6 - 12 years old children attending ISCED 1, with academic difficulties because of family problems, social exclusion (living in poverty or belonging to an ethnic minority) or poor schooling were trained. Cognitive-behavioral techniques that have been widely used to train persons with intellectual, sensorial, physical or social deficiencies were applied. Results are evaluated in terms of % of attained objectives, time, and (subjective) teacher satisfaction. Some results of individual children are shown. Training programs seem to be successful independently of the (mostly unknown) cause of failure of the trained subject.