Throughout their recent recovery in several industrialized countries, large carnivores have had to cope with a changed landscape dominated by human infrastructure. Population growth depends on the ability of individuals to adapt to these changes by making use of new habitat features and at the same time to avoid increased risks of mortality associated with human infrastructure. We analyzed the summer movements of 19 GPS-collared resident wolves (Canis lupus L.) from 14 territories in Scandinavia in relation to roads. We used resource and step selection functions, including >12000 field-checked GPS-positions and 315 kill sites. Wolves displayed ambivalent responses to roads depending on the spatial scale, road type, time of day, behavioral state, and reproductive status. At the site scale (approximately 0.1 km2), they selected for roads when traveling, nearly doubling their travel speed. Breeding wolves moved the fastest. At the patch scale (10 km2), house density rather than road density was a significant negative predictor of wolf patch selection. At the home range scale (approximately 1000 km2), breeding wolves increased gravel road use with increasing road availability, although at a lower rate than expected. Wolves have adapted to use roads for ease of travel, but at the same time developed a cryptic behavior to avoid human encounters. This behavioral plasticity may have been important in allowing the successful recovery of wolf populations in industrialized countries. However, we emphasize the role of roads as a potential cause of increased human-caused mortality.

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Background The participation of women in engineering education has increased only slightly since the 1980s, despite the publication of many research studies on gender in engineering education. We think that these studies have not affected practice because researchers have focused too narrowly on how gender relates to engineering education. Purpose This article investigates whether there is indeed a narrow focus by analyzing how articles published in JEE investigate gender. We asked, What are the dominant themes and patterns in the structure of gender research published in JEE? We wanted to see how engineering education research articles incorporated gender theory and research methods from the social sciences and education to explore the relationships between gender and engineering education. Design/Method We conducted a content analysis of gender‐related research published in JEE between 1998 and 2012. We developed scientometric and other classification categories and applied them quantitatively. Results Articles related to gender are predominantly quantitative studies that focus on undergraduate students in formal university settings, and incorporate participant identities in the groups of women and men (together) or women, men, and racial minorities (together). Researchers used varied theories of gender, but most of those theories were not used again in later research in the articles analyzed. Conclusions A greater diversity of theories and designs should lead to a better understanding of gender in engineering education. We suggest areas for future research.

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