Killer whales (Orcinus orca) were found to use different physiographic regions of their habitat in unique ways. Resident whales fed more in areas of high relief subsurface topography along salmon migratory routes, and may use these geographic features to increase feeding efficiency. Transient whales fed in shallow protected areas around concentrations of their prey, harbor seals (Phoca vitulina). Whales traveled across deep, featureless areas in moving from one feeding area to another. Whales rested depending on the previous sequence of behaviors and played in open water areas or adjacent to feeding areas. The location of food resources and habitats suitable for prey capture appears to be the prime determining factor in the behavioral ecology of these whales. These patterns of behavior most likely represent cultural mechanisms that have been learned through trial and error experiences leading to successful foraging strategies.
Recent government-led initiatives are changing the nature of the UK PhD to support the greater development of transferable skills. There are similar initiatives internationally. A key requirement and challenge is to effectively assess the `baseline' skills of a cohort on entry to a research programme and then monitor their progress in personal development. This article describes an innovative methodology that combines competence model and training needs analysis theory to create an effective self-assessment tool: the Development Needs Analysis (DNA), for collection of baseline data. The DNA provides a means for effective self-assessment of skills, and is capable of highlighting particular needs of students grouped by, for example, date of birth and home vs. overseas status. The methodology is broadly applicable in determination of the baseline skills of students and allows practitioners to tailor learning and teaching to the requirements of a cohort
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