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Extension educators are expected to conduct program evaluation. An Internet survey was sent to county 4-H educators in Ohio to examine their evaluation attitudes and practices, as well as barriers to conducting evaluation. Respondents indicated a range of attitudes about evaluation and limited use of different designs and methods. Having enough time was the greatest perceived barrier. Educators are encouraged to use a diversity of designs and methodologies and to cover a range of topics. Capacity building efforts should include clarity of expectations; opportunities for educators with different needs, interests, and prior experiences; and addressing barriers to evaluation. (Contains 3 tables.)

ABSTRACT Peer review is pivotal to science and academia, as it represents a widely accepted strategy for ensuring quality control in scientific research. Yet, the peer-review system is poorly adapted to recent changes in the discipline and current societal needs. We provide historical context for the cultural lag that governs peer review that has eventually led to the system's current structural weaknesses (voluntary review, unstandardized review criteria, decentralized process). We argue that some current attempts to upgrade or otherwise modify the peer-review system are merely sticking-plaster solutions to these fundamental flaws, and therefore are unlikely to resolve them in the long term. We claim that for peer review to be relevant, effective, and contemporary with today's publishing demands across scientific disciplines, its main components need to be redesigned. We propose directional changes that are likely to improve the quality, rigour, and timeliness of peer review, and thereby ensure that this critical process serves the community it was created for. [ABSTRACT FROM AUTHOR]

Prey can invest in a variety of defensive traits when balancing risk of predation against that of starvation. What remains unknown is the relative costs of different defensive traits and how prey reconcile investment into these traits when energetically limited. We tested the simple allocation model of prey defense, which predicts an additive effect of increasing predation risk and resource availability, resulting in the full deployment of defensive traits under conditions of high risk and resource saturation. We collected morphometric, developmental, and behavioural data in an experiment using dragonfly larvae (predator) and Northern leopard frog tadpoles (prey) subject to variable levels of food availability and predation risk. Larvae exposed to food restriction showed limited response to predation risk; larvae at food saturation altered behaviour, development, and growth in response to predation risk. Responses to risk varied through time, suggesting ontogeny may affect the deployment of particular defensive traits. The observed negative correlation between body size and activity level for food-restricted prey – and the absence of a similar response among adequately-fed prey – suggests that a trade-off exists between behavioural and growth responses when energy budgets are limited. Our research is the first to demonstrate how investment into these defensive traits is mediated along gradients of both predation risk and resource availability over time. The interactions we demonstrate between resource availability and risk level on deployment of inducible defenses provide evidence that both internal condition and extrinsic risk factors play a critical role in the production of inducible defenses over time. [ABSTRACT FROM AUTHOR]

Extension educators are expected to conduct program evaluation. An Internet survey was sent to county 4-H educators in Ohio to examine their evaluation attitudes and practices, as well as barriers to conducting evaluation. Respondents indicated a range of attitudes about evaluation and limited use of different designs and methods. Having enough time was the greatest perceived barrier. Educators are encouraged to use a diversity of designs and methodologies and to cover a range of topics. Capacity building efforts should include clarity of expectations; opportunities for educators with different needs, interests, and prior experiences; and addressing barriers to evaluation. [ABSTRACT FROM AUTHOR]