HEALTH RISKS TO HUMANS AND DOMESTIC LIVESTOCK POSED BY FERAL PIGS (Sus scrofa) IN NORTH QUEENSLAND

A sample of 608 adult pigs from Cape York and adjacent islands was examined for parasites and their serum tested for livestock diseases associated with the Queensland tropics. Feral pigs from North Queensland pose a significant health threat to humans with the incidence of Spargana (the plerocercoid of Spirometra erinacei) through the consumption of undercooked pork. Meliodosis (Pseudomonas pseudomalleO. Leptospirosis (L. yar. pomona). and Brucellosis (Brucella suis) are capable of infecting humans directly during unhygienic butchering of infected carcasses. In North Queensland, the widespread intermingled distribution of feral pigs and cattle increases the potential for the transmission of Actinobacillus, Leptospirosis, and Brucellosis from feral pigs to cattle. Both Europeans and Aborigines on Cape York also raise wild-caught feral pigs for meat. It is important to realize that parasites and diseases are present in young pigs and that poor husbandry practices increase the risk of infection from several parasites, i.e., Lungworm (Metastrongylus sp.) Stomach worm (Physocephalus sexalatus. Hvostrongvlus rubidus). Thorny headed worm (Macracanthorrhynchus hirudinaceus) and Kidney worm (Stephanurus dentatus). Heavy infection of these parasites reduce growth rates and cause unthriftiness in infected ani¬mals.

Building Leadership: The Knowledge of Principals in Creating Collaborative Communities of Professional Learning

Research literature is replete with the importance of collaboration in schools, the lack of its implementation, the centrality of the role of the principal, and the existence of a gap between knowledge and practice--or a "Knowing-Doing Gap." In other words, there is a set of knowledge that principals must know in order to create a collaborative workplace environment for teachers. This study sought to describe what high school principals know about creating such a culture of collaboration. The researcher combed journal articles, studies and professional literature in order to identify what principals must know in order to create a culture of collaboration. The result was ten elements of principal knowledge: Staff involvement in important decisions, Charismatic leadership not being necessary for success, Effective elements of teacher teams, Administrator‘s modeling professional learning, The allocation of resources, Staff meetings focused on student learning, Elements of continuous improvement, and Principles of Adult Learning, Student Learning and Change. From these ten elements, the researcher developed a web-based survey intended to measure nine of those elements (Charismatic leadership was excluded). Principals of accredited high schools in the state of Nebraska were invited to participate in this survey, as high schools are well-known for the isolation that teachers experience--particularly as a result of departmentalization. The results indicate that principals have knowledge of eight of the nine measured elements. The one that they lacked an understanding of was Principles of Student Learning. Given these two findings of what principals do and do not know, the researcher recommends that professional organizations, intermediate service agencies and district-level support staff engage in systematic and systemic initiatives to increase the knowledge of principals in the element of lacking knowledge. Further, given that eight of the nine elements are understood by principals, it would be wise to examine reasons for the implementation gap (Knowing-Doing Gap) and how to overcome it.

Traces, Patterns, Texture: In Search of Aesthetic Teaching/Learning Encounters

This inquiry reveals the crucial guidance of teachers toward surveying the capacity and needs of students, the formation of ideas, acting upon ideas, fostering connections, seeing potential, making judgments, and arranging conditions. Each aesthetic trace causes me to wonder how teachers learn to create experiences that foster student participation in the world aesthetically. The following considerations surface: • Given the emphasis in schools on outcomes and results, how do we encourage teachers to focus on acts of mind instead of end products in their work with students? • Given the orientations toward technical rationality, to fixed sequence, how do we help teachers experience fluid, purposeful learning adventures with students in which the imagi¬nation is given room to play? • Given the tendency to conceive of planning in teaching as the deciding of everything in advance, how do we help teachers and students become attuned to making good judgments derived from within learning experiences? • How do we help teachers build dialogical multivoiced conversations instead of monolithic curriculum? • What do we do to recover the pleasure dwelling in subject matter? How do we get teachers and students to engage thoughtfully in meaningful learning as opposed to covering curriculum7 • A capacity to attend sensitively, to perceive the complexity of relationships coming together in any teaching/learning experience seems critical. How do we help teachers and students attend to the unity of a learning experience and the play of meanings that arises from such undergoing and doing? The traces, patterns, and texture evidenced locate tremendous hope and wondrous possibilities alive within aesthetic teaching/learning encounters. It is such aliveness I encountered in the grade 4 art classroom that opened this account and continues to compel my attention. Possibilities for teaching, learning, and teacher education emerge. I am convinced they are most worthy of continued pursuit.