Measures of traits are the basis of functional biological diversity. Numerous works consider mean species-level measures of traits while ignoring individual variance within species. However, there is ...a large amount of variation within species and it is increasingly apparent that it is important to consider trait variation not only between species, but also within species. Mammals are an interesting group for investigating trait-based approaches because they play diverse and important ecological functions (e.g., pollination, seed dispersal, predation, grazing) that are correlated with functional traits. Here we compile a data set comprising morphological and life history information of 279 mammal species from 39,850 individuals of 388 populations ranging from −5.83 to −29.75 decimal degrees of latitude and −34.82 to −56.73 decimal degrees of longitude in the Atlantic forest of South America. We present trait information from 16,840 individuals of 181 species of non-volant mammals (Rodentia, Didelphimorphia, Carnivora, Primates, Cingulata, Artiodactyla, Pilosa, Lagomorpha, Perissodactyla) and from 23,010 individuals of 98 species of volant mammals (Chiroptera). The traits reported include body mass, age, sex, reproductive stage, as well as the geographic coordinates of sampling for all taxa. Moreover, we gathered information on forearm length for bats and body length and tail length for rodents and marsupials. No copyright restrictions are associated with the use of this data set. Please cite this data paper when the data are used in publications. We also request that researchers and teachers inform us of how they are using the data.
Artificial intelligence (AI) has been integrated into higher education (HE), offering numerous benefits and transforming teaching and learning. Since its launch, ChatGPT has become the most popular ...learning model among Generation Z college students in HE. This study aimed to assess the knowledge, concerns, attitudes, and ethics of using ChatGPT among Generation Z college students in HE in Peru. An online survey was administered to 201 HE students with prior experience using the ChatGPT for academic activities. Two of the six proposed hypotheses were confirmed: Perceived Ethics (B = 0.856) and Student Concerns (B = 0.802). The findings suggest that HE students’ knowledge and positive attitudes toward ChatGPT do not guarantee its effective adoption and use. It is important to investigate how attitudes of optimism, skepticism, or apathy toward AI develop and how these attitudes influence the intention to use technologies such as the ChatGPT in HE settings. The dependence on ChatGPT raises ethical concerns that must be addressed with responsible use programs in HE. No sex or age differences were found in the relationship between the use of ChatGPTs and perceived ethics among HE students. However, further studies with diverse HE samples are needed to determine this relationship. To promote the ethical use of the ChatGPT in HE, institutions must develop comprehensive training programs, guidelines, and policies that address issues such as academic integrity, privacy, and misinformation. These initiatives should aim to educate students and university teachers on the responsible use of ChatGPT and other AI-based tools, fostering a culture of ethical adoption of AI to leverage its benefits and mitigate its potential risks, such as a lack of academic integrity.
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