The status of many carnivore populations is of growing concern to scientists and conservationists, making the need for data pertaining to carnivore distribution, abundance, and habitat use ever more pressing. Recent developments in "noninvasive" research techniques--those that minimize disturbance to the animal being studied--have resulted in a greatly expanded toolbox for the wildlife practitioner.

Presented in a straightforward and readable style, "Noninvasive Survey Methods for Carnivores "is a comprehensive guide for wildlife researchers who seek to conduct carnivore surveys using the most up-to-date scientific approaches. Twenty-five experts from throughout North America discuss strategies for implementing surveys across a broad range of habitats, providing input on survey design, sample collection, DNA and endocrine analyses, and data analysis. Photographs from the field, line drawings, and detailed case studies further illustrate on-the-ground application of the survey methods discussed.

Coupled with cutting-edge laboratory and statistical techniques, which are also described in the book, noninvasive survey methods are effi cient and effective tools for sampling carnivore populations. "Noninvasive Survey Methods for Carnivores "allows practitioners to carefully evaluate a diversity of detection methods and to develop protocols specific to their survey objectives, study area, and species of interest. It is an essential resource for anyone interested in the study of carnivores, from scientists engaged in primary research to agencies or organizations requiring carnivore detection data to develop management or conservation plans.

A comprehensive study of teacher training in Russia, this book focuses on the present while also providing background information on tsarist and Soviet teacher training. The concluding chapter provides a provocative discussion of problems and challenges common to teacher training in Russia and America.

Having lived in Russia for extended periods of time since 1975, the authors base their book not only on scholarly sources but on their first-hand observations and experiences in Russian schools and teacher training institutions, and on questionnaires and interviews with Russian students, parents, teachers, administrators, and teacher educators.

The authors provide a comprehensive study of the lifelong teacher training process in Russia, starting with pedagogical gymnasiums and extending through training in colleges, institutes, universities, and public schools. The book focuses on the present but provides the reader with necessary background information on education of teachers during the tsarist and Soviet periods. Whether discussing teacher education under Alexander II, Stalin, Gorbachev, or Yeltsin, the Longs show the close interrelationship among general, school, and teacher education history. The book concludes with a provocative discussion of problems and challenges common to teacher training in Russia and America. The authors convincingly argue that effective reform of schools in either Russia or the United States must start with reform of teacher training.