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A paucity of information on the basic biology and ecology of Cook Inlet beluga whales Delphinapterus leucas remains a decade after the species was listed as endangered in 2008. The causes of its continued decline remain unclear. This lack of knowledge limits our understanding of, and ability to manage, potential threats impeding the recovery of this endangered population. Seasonal distribution and foraging ecology, particularly during winter, are currently among the most basic gaps in knowledge. Therefore, we conducted a year-round passive acoustic monitoring program from 2008-2013, monitoring 13 locations within the belugas’ critical habitat. We identified seasonal occurrence patterns across years at most locations. Detections were higher in the upper inlet during summer, peaking in known concentration areas. The occurrence of whales in the upper inlet when ice coverage peaked during winter was more prevalent than previously suggested. We documented seasonal differences in foraging habitat preference, with foraging behavior more prevalent during summer, particularly near upper inlet rivers, than during winter. Foraging peaks coincided with the presence of different anadromous fish runs from spring to fall. Low levels of feeding activity in winter suggest a lack of feeding aggregation areas, feeding in non-monitored offshore waters, or increased effort on benthic prey. These results represent a substantial contribution to our knowledge of Cook Inlet beluga seasonal distribution and foraging ecology, which will strengthen conservation and management strategies and thus more effectively promote recovery of this endangered population.

The present study aimed to clarify the relationship between a school-specific trait (academic self-concept of ability [ASCA]) and hormonal stress response by using a trait-compatible stressor (test). First, we determined 52 students' ASCA scores for biology and measured their salivary cortisol concentration before and after a biology test (experimental group, n=28) or a free writing task (control group, n=24). For participants who took the test, statistical analysis indicated a significant negative correlation between ASCA score and cortisol response. In contrast, the control group showed a decrease in cortisol concentrations between test times and no correlation between cortisol concentration and ASCA scores were found. These findings indicated an interaction between ASCA scores and hormonal stress response when an academic-related stressor is present. Furthermore, these variables might influence each other adversely: high cortisol concentrations during a test situation may lead to greater feelings of insecurity, resulting in low ASCA scores and awareness of these low scores may lead to a further increase in cortisol, creating a vicious cycle.