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445 results for “data constraint”

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dryad40/100

Data from: Designing eco-evolutionary experiments for restoration projects: Opportunities and constraints revealed during Stickleback introductions

Eco-evolutionary experiments are typically conducted in semi-unnatural controlled settings, such as mesocosms; yet inferences about how evolution and ecology interact in the real world would surely benefit from experiments in natural uncontrolled settings. Opportunities for such experiments are rare but do arise in the context of restoration ecology – where different "types" of a given species can be introduced into different "replicate" locations. Designing such experiments requires wrestling with consequential questions. Q1. Which specific "types" of a focal species should be introduced to the restoration location? Q2. How many sources of each type should be used – and should they be mixed together? Q3. Which specific source populations should be used? Q4. Which type or population(s) should be introduced into which restoration sites? We recently grappled with these questions when designing an eco-evolutionary experiment with threespine stickleback (Gasterosteus aculeatus) introduced into nine small lakes and ponds on the Kenai Peninsula in Alaska that required restoration. After considering the options at length, we decided to use benthic versus limnetic ecotypes (Q1) from a mixture of four source populations of each ecotype (Q2) selected based on trophic morphology (Q3), and introduced into restoration lakes in a paired design (Q4). We hope that the present paper outlining the alternatives and resulting choices will provide the rationales clear for future studies leveraging our experiment, while also proving useful for investigators considering similar experiments in the future.

opencc-zeroJun 2024View details →

zenodo40/100

Supplementary Data: Combined collider constraints on neutralinos and charginos

Supplementary Data Combined collider constraints on neutralinos and charginos. The files in this record contain data for the EWMSSM model considered in the <a href="http://gambit.hepforge.org">GAMBIT</a> paper on constraints on electroweakinos.

opencc-by-4.0Sep 2018View details →

zenodo40/100

Dataset for: "Big data suggest strong constraints of linguistic similarity on adult language learning"

This dataset is adapted from raw data with fully anonymized results on the State Examination of Dutch as a Second Language. This exam is officially administred by the Board of Tests and Examinations (College voor Toetsen en Examens, or CvTE). See cvte.nl/about-cvte. The Board of Tests and Examinations is mandated by the Dutch government. The article accompanying the dataset: Schepens, Job, Roeland van Hout, and T. Florian Jaeger. “Big Data Suggest Strong Constraints of Linguistic Similarity on Adult Language Learning.” Cognition 194 (January 1, 2020): 104056. <a href="https://doi.org/10.1016/j.cognition.2019.104056">https://doi.org/10.1016/j.cognition.2019.104056</a>. Every row in the dataset represents the first official testing score of a unique learner. The columns contain the following information as based on questionnaires filled in at the time of the exam: "L1" - The first language of the learner "C" - The country of birth "L1L2" - The combination of first and best additional language besides Dutch "L2" - The best additional language besides Dutch "AaA" - Age at Arrival in the Netherlands in years (starting date of residence) "LoR" - Length of residence in the Netherlands in years "Edu.day" - Duration of daily education (1 low, 2 middle, 3 high, 4 very high). From 1992 until 2006, learners' education has been measured by means of a side-by-side matrix question in a learner's questionnaire. Learners were asked to mark which type of education they have had (elementary, secondary, or tertiary schooling) by means of filling in for how many years they have been enrolled, in which country, and whether or not they have graduated. Based on this information we were able to estimate how many years learners have had education on a daily basis from six years of age onwards. Since 2006, the question about learners' education has been altered and it is asked directly how many years learners have had formal education on a daily basis from six years of age onwards. Possible answering categories are: 1) 0 thru 5 years; 2) 6 thru 10 years; 3) 11 thru 15 years; 4) 16 years or more. The answers have been merged into the categorical answer. "Sex" - Gender "Family" - Language Family "ISO639.3" - Language ID code according to Ethnologue "Enroll" - Proportion of school-aged youth enrolled in secondary education according to the World Bank. The World Bank reports on education data in a wide number of countries around the world on a regular basis. We took the gross enrollment rate in secondary schooling per country in the year the learner has arrived in the Netherlands as an indicator for a country's educational accessibility at the time learners have left their country of origin. "STEX_speaking_score" - The STEX test score for speaking proficiency. "Dissimilarity_morphological" - Morphological similarity "Dissimilarity_lexical" - Lexical similarity "Dissimilarity_phonological_new_features" - Phonological similarity (in terms of new features) "Dissimilarity_phonological_new_categories" - Phonological similarity (in terms of new sounds) A few rows of the data: "L1","C","L1L2","L2","AaA","LoR","Edu.day","Sex","Family","ISO639.3","Enroll","STEX_speaking_score","Dissimilarity_morphological","Dissimilarity_lexical","Dissimilarity_phonological_new_features","Dissimilarity_phonological_new_categories" "English","UnitedStates","EnglishMonolingual","Monolingual",34,0,4,"Female","Indo-European","eng ",94,541,0.0094,0.083191,11,19 "English","UnitedStates","EnglishGerman","German",25,16,3,"Female","Indo-European","eng ",94,603,0.0094,0.083191,11,19 "English","UnitedStates","EnglishFrench","French",32,3,4,"Male","Indo-European","eng ",94,562,0.0094,0.083191,11,19 "English","UnitedStates","EnglishSpanish","Spanish",27,8,4,"Male","Indo-European","eng ",94,537,0.0094,0.083191,11,19 "English","UnitedStates","EnglishMonolingual","Monolingual",47,5,3,"Male","Indo-European","eng ",94,505,0.0094,0.083191,11,19

opencc-by-4.0Aug 2019View details →

zenodo40/100

Text-fig. 6. Most parsimonious tree obtained after addition of Acaciaephyllum to the data set of Doyle (2008), with modifications discussed in the text, and with relationships of other taxa fixed with a backbone constraint tree based on results of Doyle (2008). Relative parsimony of alternative positions of Acaciaephyllum is indicated as in Text-fig. 2. Gnet = Gnetales. in Early Cretaceous Monocots: A Phylogenetic Evaluation

Text-fig. 6. Most parsimonious tree obtained after addition of Acaciaephyllum to the data set of Doyle (2008), with modifications discussed in the text, and with relationships of other taxa fixed with a backbone constraint tree based on results of Doyle (2008). Relative parsimony of alternative positions of Acaciaephyllum is indicated as in Text-fig. 2. Gnet = Gnetales.

opencc-by-4.0Dec 2008View details →

dryad40/100

Data from: How important are functional and developmental constraints on phenotypic evolution? An empirical test with the stomatal anatomy of flowering plants

Quantifying the relative contribution of functional and developmental constraints on phenotypic variation is a longstanding goal of macroevolution, but it is often difficult to distinguish different types of constraints. Alternatively, selection can limit phenotypic (co)variation if some trait combinations are generally maladaptive. The anatomy of leaves with stomata on both surfaces (amphistomatous) presents a unique opportunity to test the importance of functional and developmental constraints on phenotypyic evolution. The key insight is that stomata on each leaf surface encounter the same functional and developmental constraints, but potentially different selective pressures because of leaf asymmetry in light capture, gas exchange, and other features. Independent evolution of stomatal traits on each surface implies that functional and developmental constraints alone likely do not explain trait covariance. Packing limits on how many stomata can fit into a finite epidermis and cell-size-mediated developmental integration are hypothesized to constrain variation in stomatal anatomy. The simple geometry of the planar leaf surface and knowledge of stomatal development makes it possible to derive equations for phenotypic (co)variance caused by these constraints and compare them with data. We analyzed evolutionary covariance between stomatal density and length in amphistomatous leaves from 236 phylogenetically independent contrasts using a robust Bayesian model. Stomatal anatomy on each surface diverges partially independently, meaning that packing limits and developmental integration are not sufficient to explain phenotypic (co)variation. Hence, (co)variation in ecologically important traits like stomata arises in part because there is a limited range of evolutionary optima. We show how it is possible to evaluate the contribution of different constraints by deriving expected patterns of (co)variance and testing them using similar but separate tissues, organs, or sexes.

opencc-zeroApr 2023View details →

dryad40/100

Data from: Understanding constraints to adaptation using a community-centered toolkit

These data are part of a data portal that accompanies the special issue 'Climate change adaptation needs a science of culture,' published in Philosophical Transactions of the Royal Society B in 2023. To access the data portal, please visit <a href="https://doi.org/10.5061/dryad.bnzs7h4h4">10.5061/dryad.bnzs7h4h4</a>. We worked with community leaders and local researchers in Andavadoaka, Madagascar, to develop the two focus group discussion guides and the survey that form this toolkit. Each is rooted in the central question, "What do you wish that conservationists and scientists asked you before suggesting changes for your community as you confront climate change and biodiversity loss?". This toolkit is designed to guide interviewers through assessing either 1) a community-produced project idea or 2) an external-generated prospective project idea or ongoing project (to assess if and how community and collaborator goals for this project could align). In our case, community leaders involved with the development of this toolkit used it to solicit problems and solutions from the community and explore a novel, community-selected project idea, rather than to collect feedback on an ongoing intervention. We then piloted the toolkit implementation process and present here the results alongside suggestions for the future use of these materials. The Agency Toolkit module is designed to be self-contained and assist the collaborator through each step of the process within a two-week period. We detail a suggested schedule in Supplementary Materials 5. Before the project, authors met with community leaders to introduce the project and ask for their input in creating a tool to guide conversations on conservation and climate change adaptation initiatives. We explained both our desire for and ability to incorporate their feedback directly into the tool itself, as well as the desire to pilot the tool in the community. After gaining initial feedback and approval, we introduced these same study aims to all members of the focus group, who acted to disseminate this information to the broader community. Tools were translated into the local Vezo dialect of Malagasy, and back-translated to ensure correct meanings and cultural relevance of all questions. For focus groups, G.M. and R.S. extended invitations to men and women in the community by visiting every household in Andavadoaka. Upon invitation, we informed participants that attendance was fully voluntary and that declining engagement in the study would not affect their relationship with the Morombe Archaeological Project or any of its affiliates. Every person who was willing to participate was selected for the focus groups. At the start of each focus group, we obtained informed oral consent and communicated to participants that they could withdraw at any point during the study, leave a discussion or interview early, or skip any questions they did not feel comfortable answering without affecting the compensation for their time or their relationship with the researchers. We received consent to audio-record focus groups. Members were provided with refreshments and compensation equivalent to USD 7 (based on a local average wage of 30,000 Ariary per day, yielding approximately $1 per hour of engagement with this project). Similarly, we documented oral consent for all participants who agreed to individual interviews. Participants did not receive compensation for participating in individual interviews. To ensure the survey respondents' anonymity, we removed names and identifying information from data made accessible for open-source access. The Columbia University Internal Review Board reviewed and deemed this research exempt from approval (Columbia IRB #AAAU3639; PSU IRB #00021067). We conducted this research with the requisite permits and approval from the Centre de Documentation et de Recherche sur l'Art et les Traditions Orales à Madagascar and l'Université de Toliara.

opencc-zeroSep 2023View details →

dryad40/100