A preference for own-subspecies' song guides vocal learning in a song bird

In many song birds, males develop their songs as adults by imitating the songs of one or more tutors, memorized previously during a sensitive phase early in life. Previous work using two assays, the production of imitations by adult males and playback-induced calling by young birds during the sensitive phase for memorization, has shown that song birds can discriminate between their own and other species' songs. Herein I use both assays to show that male mountain white-crowned sparrows, Zonotrichia leucophrys oriantha, must learn to sing but have a genetic predisposition to memorize and learn the songs of their own subspecies. Playback tests to young naive birds before they even begin to sing reveal that birds give begging calls more in response to oriantha song than to songs of another species. After 10 days of tutoring with songs of either their own or another subspecies, birds continue to give stronger call responses to songs of their own subspecies, irrespective of whether they were tutored with them, and are more discriminating in distinguishing between different dialects of their own subspecies. The memory processes that facilitate recognition and discrimination of own-subspecies' song may also mediate the preferential imitation of song of a bird's own subspecies. Such perceptual biases could constrain the direction and rate of cultural evolution of learned songs.

Knowledge spirals, situational leadership and informal learning applied on b-learning methodology

The methodology “b-learning” is a new teaching scenario and it requires the creation, adaptation and application of new learning tools searching the assimilation of new collaborative competences. In this context, it is well known the knowledge spirals, the situational leadership and the informal learning. The knowledge spirals is a basic concept of the knowledge procedure and they are based on that the knowledge increases when a cycle of 4 phases is repeated successively.1) The knowledge is created (for instance, to have an idea); 2) The knowledge is decoded into a format to be easily transmitted; 3) The knowledge is modified to be easily comprehensive and it is used; 4) New knowledge is created. This new knowledge improves the previous one (step 1). Each cycle shows a step of a spiral staircase: by going up the staircase, more knowledge is created. On the other hand, the situational leadership is based on that each person has a maturity degree to develop a specific task and this maturity increases with the experience. Therefore, the teacher (leader) has to adapt the teaching style to the student (subordinate) requirements and in this way, the professional and personal development of the student will increase quickly by improving the results and satisfaction. This educational strategy, finally combined with the informal learning, and in particular the zone of proximal development, and using a learning content management system own in our University, gets a successful and well-evaluated learning activity in Master subjects focused on the collaborative activity of preparation and oral exhibition of short and specific topics affine to these subjects. Therefore, the teacher has a relevant and consultant role of the selected topic and his function is to guide and supervise the work, incorporating many times the previous works done in other courses, as a research tutor or more experienced student. Then, in this work, we show the academic results, grade of interactivity developed in these collaborative tasks, statistics and the satisfaction grade shown by our post-graduate students.

Assessment of University External Internships. Towards a Mixed Model for Measuring the Acquisition of Skills and the Satisfaction of Parties Involved

The continuous improvement of management and assessment processes for curricular external internships has led a group of university teachers specialised in this area to develop a mixed model of measurement that combines the verification of skill acquisition by those students choosing external internships with the satisfaction of the parties involved in that process. They included academics, educational tutors of companies and organisations and administration and services personnel in the latter category. The experience, developed within University of Alicante, has been carried out in the degrees of Business Administration and Management, Business Studies, Economics, Advertising and Public Relations, Sociology and Social Work, all part of the Faculty of Economics and Business. By designing and managing closed standardised interviews and other research tools, validated outside the centre, a system of continuous improvement and quality assurance has been created, clearly contributing to the gradual increase in the number of students with internships in this Faculty, as well as to the improvement in satisfaction, efficiency and efficacy indicators at a global level. As this experience of educational innovation has shown, the acquisition of curricular knowledge, skills, abilities and competences by the students is directly correlated with the satisfaction of those parties involved in a process that takes the student beyond the physical borders of a university campus. Ensuring the latter is a task made easier by the implementation of a mixed assessment method, combining continuous and final assessment, and characterised by its rigorousness and simple management. This report presents that model, subject in turn to a persistent and continuous control, a model all parties involved in the external internships are taking part of. Its short-term results imply an increase, estimated at 15% for the last course, in the number of students choosing curricular internships and, for the medium and long-term, a major interweaving between the academic world and its social and productive environment, both in the business and institutional areas. The potentiality of this assessment model does not lie only in the quality of its measurement tools, but also in the effects from its use in the various groups and in the actions that are carried out as a result of its implementation and which, without any doubt and as it is shown below, are the real guarantee of a continuous improvement.

Book receipt of John Mellen and William Bentley, 1780 June 16

This half-page slip contains receipts for two Harvard College Library books received by Harvard College Tutors John Mellen (1752-1828; Harvard AB 1770) and William Bentley (1759-1819; Harvard AB 1777).

Tutors grants for £77.8.4, 1773

Handwritten receipt signed by Joseph Willard, John Marsh, John Marsh, Andrew Eliot Jr., John Wadsworth, and S. Hall acknowledging money received between August 20th and 23rd, 1773. A handwritten transcription of the Corporation vote on September 7, 1772 that, "the Tutors be allowed in addition to their salary twenty pounds," is signed as a true copy by President Samuel Locke at the beginning of the document.

Vertebrate ecology and systematics : a tribute to Henry S. Fitch / edited by Richard A. Seigel ... [et al.].

no.10 (1984)

Tutors &c N. 2, [1796]

One folio-sized leaf containing a list of Harvard's tutors from 1695 to 1796 and related figures.

Manuscript copy of Joseph Mayhew's complaints against Nathan Prince, Oct. 31, 1740 and Nov. 4, 1740

This is a manuscript copy of meeting minutes concerning fellow Tutor Joseph Mayhew's complaints against Nathan Prince. The minutes are written in a small paper-bound volume whose cover bears these inscriptions: "Oct. 31, 1740. Mr. Mayhew's complaint vs. Mr. Prince to the President and Tutors, Recd 14 Sept. 1741 of a Freshman, seal'd up;" "Acco of Mr. Mayhew's complaint of Mr. Prince contained in the Pres't & Tut's Book;" and "To the Honble Mr. Foxcroft, Chairman of the Committee of the Honble & Revd. the Overseers of Harvard College in Cambridge." Among other complaints, Mayhew was upset that Prince had called him "a Rascall & a rascally Fellow." The minutes also indicate that Prince left two meetings of the President and Tutors without permission, in spite of President Holyoke's having entreated him "Won't you stay?"

List of further "instances of crimes and misdemeanors" allegedly committed by Nathan Prince (3 copies), Nov. 26, 1741

These three copies are not identical. One copy, which appears to be the original, is signed by Edward Holyoke, Henry Flynt, Joseph Mayhew, and Thomas Marsh. A note on the verso of one copy indicates that it was intended for delivery to Prince. Among many other things, the President and Tutors accused Prince of having said "in a Town meeting at Cambridge [...] that [Edmund Trowbridge] had not the manners to give him a pair of gloves at his Uncle's funeral."

Transactions of the Department of Agriculture of the State of Illinois with reports from county and district agricultural organizations for the year ...

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