In this paper, I outline the drawbacks with the two main behavioral approaches to animal behavior problems and argue that each alone is insufficient to underpin a field of clinical animal behavior. Applied ethology offers an interest in an animal’s spontaneous behavior in natural contexts, understood within an ecological and evolutionary context, but lacks an awareness of mechanisms that can be manipulated to modify the behavior of individual animals. Behaviorism in the form of Applied Behavior Analysis offers a toolkit of techniques for modifying the behavior of individual animals, but has seldom been applied to non-human species, and often overlooks phylogenetic aspects of behavior. Notwithstanding the historical animosities between the two fields of animal behavior they are philosophically highly compatible – both being empiricist schools stemming ultimately from Darwin’s insights. Though each individually is incomplete, I argue that an integrated approach that synthesizes the strengths of each holds great promise in helping the many animals who need our assistance to survive and thrive in human-dominated environments.

This item includes:

1) The official bracket files for the 2022 MMM tournament

2) A screen-reader enabled bracket file

3) 2022 March Mammal Madness Educational Materials Packet – in English

4) 2022 March Mammal Madness Educational Materials Packet – in Spanish

5) March Mammal Madness, Middle School Lesson Plan : Ecosystems & National Parks

6) March Mammal Madness, High School Lesson Plan : Ecosystems & National Parks 

Since 2018, MMM team members have written sport-style summaries following the live "play-by-play" narration of simulated combatant encounters on social media. These summaries, highlighting key adaptations, human impacts, and other scholarly information, have been provided to educators to describe tournament outcomes to their learners who do not follow the battle narrations "live" on social media.

Arizona State University (ASU) is known for both enormous size and scale, as well as excellence in research and innovation. These attributes are embodied in the ideal of the “New American University.” ASU Library, as a partner in the New American University, has reorganized itself, completed a large-scale renovation of its main library building, and created interdisciplinary divisions of librarians and other professionals, backed up by subject “knowledge teams” that address specific research needs of faculty and students. As a result, the library has become involved in nontraditional projects across the university. This article is useful for libraries seeking to remain relevant and align themselves with institutional priorities.

As Durham’s economy collapsed in the mid-1990s, Duke established a plan to intervene. Its actions aligned with anchor institution models at many universities; its approach, however, was unique: In a city where Duke was a fixture, university leadership understood a top-down approach was not viable. Instead, administrators launched a community-led model intended to change the “story [from] look at what Duke did,” to “can you imagine what’s happened in Durham?”. I use a longitudinal case study to examine Duke’s anchor institution model in 12 Durham neighborhoods. The research considers Duke’s approach from the mid-1990s to present, drawing from: interviews with Duke administrators, community organizations, and neighborhood representatives; newspaper articles and reports; and a descriptive analysis of neighborhood change. This case explores an anchor model that engages non-profit partners and community development strategies. Findings show the potential for a multi-partner anchor model that cultivates neighborhood improvement and minimizes (to an extent) gentrification pressures that can arise from anchor investment. Duke’s anchor model offers a unique perspective on university-community engagement, partnerships and neighborhood investment.

Duke’s case offers insights for how major institutions—from university anchors to local government—can recast their roles in communities; it also offers a roadmap for how institutions can engage (and benefit) neighborhoods in meaningful ways. Informed by a collaborative anchor model, Duke empowered residents to identify their own neighborhood priorities and partnered with local community organizations to meet those aims. This anchor model reveals a powerful role for intermediaries, including planners and community organizers, to connect institutional resources with neighborhood priorities. Supported by a participatory planning process, there are opportunities to realign anchor institution strategies and tools with neighborhood priorities to move towards mutually beneficial outcomes.

This article reviews the concept of shared equity homeownership (SEH) in the United States. The review examines the origins of the SEH model and its historic precedents. It considers the impetus for SEH, setting the discourse within the context of US housing policy and, specifically, low-income homeownership research. Subsequently, the review assesses the current state of SEH research, including the evidence associated with SEH as an affordable housing strategy, its application and challenges in the field, and gaps in the scholarly discourse.

Town-gown engagement has evolved over several eras, most recently embodying the anchor institution model. The post-1990 scholarship suggests a distinct shift, describing a new framework for the ways universities engage with neighborhood space. This paper tests this approach, using a survey of universities to question several assumptions about town-gown engagement in the 21st century. While the conceptual definition and stylistic approach to engagement has changed, there appears to be less differentiation from earlier models than one might expect. The study offers a typology of university revitalization strategies and contributes a new perspective to the anchor institution discourse.