Community, connection and conservation: Intangible cultural values in natural heritage - the case of Shirakami-sanchi World Heritage area

Intangible cultural heritage, according to a UNESCO definition, is 'the practices, representations, expressions as well as the knowledge and skills that communities, groups and in some cases individuals recognise as part of their cultural heritage'. Using a case study of Shirakami-sanchi World Heritage Area, this paper illustrates how the local community's conservation commitment was formed through their long-term everyday interactions with nature. Such connectivity is vital to maintaining the authentic integrity of a place that does not exclude humans. An examination of the formation of the community's conservation commitment for Shirakami reveals that it is the community's spiritual connection and place-based identity that have supported conservation, leading to the World Heritage nomination, and it is argued that the recognition of such intangible cultural heritage is vital in conservation. The challenge, then, is how to communicate such spiritual heritage today. Forms of community involvement are discussed in an attempt to answer this question.

Testing alternative models for the conservation of koalas in fragmented rural-urban landscapes

Predicting the various responses of different species to changes in landscape structure is a formidable challenge to landscape ecology. Based on expert knowledge and landscape ecological theory, we develop five competing a priori models for predicting the presence/absence of the Koala (Phascolarctos cinereus) in Noosa Shire, south-east Queensland (Australia). A priori predictions were nested within three levels of ecological organization: in situ (site level) habitat (< 1 ha), patch level (100 ha) and landscape level (100-1000 ha). To test the models, Koala surveys and habitat surveys (n = 245) were conducted across the habitat mosaic. After taking into account tree species preferences, the patch and landscape context, and the neighbourhood effect of adjacent present sites, we applied logistic regression and hierarchical partitioning analyses to rank the alternative models and the explanatory variables. The strongest support was for a multilevel model, with Koala presence best predicted by the proportion of the landscape occupied by high quality habitat, the neighbourhood effect, the mean nearest neighbour distance between forest patches, the density of forest patches and the density of sealed roads. When tested against independent data (n = 105) using a receiver operator characteristic curve, the multilevel model performed moderately well. The study is consistent with recent assertions that habitat loss is the major driver of population decline, however, landscape configuration and roads have an important effect that needs to be incorporated into Koala conservation strategies.

Sustainable Native Floriculture?

The Centre for Native Floriculture (CNF) commenced in May 2003 at The University of Queensland, Gatton. The CNF is a joint initiative with the Queensland State Government, with funding for an initial 3-year period. The phase-out of bush-picking under the South East Queensland Forests Agreement was a catalyst for the Centres establishment. The CNF vision is: ‘to help create an internationally competitive and environmentally sustainable native floriculture industry that provides significant employment opportunities in Queensland’. The Centre is comprised of three research, development and extension programs. The Value Chain Program assists native floriculture industry groups in developing efficient consumer-orientated production, handling and marketing systems for select high potential species. These value chain systems will serve as models for realizing the market potential of and regional fiscal returns on other native ornamental species identified as crop ideotypes that are sought after by end-users (e.g. florists). The Floriculture Program supports the value chain by working to enhance germplasm for the native floriculture industry through selection and breeding, optimize cultivation protocols and overcome any technical barriers that arise. Such barriers include propagation constraints, disease problems and post-harvest limitations. The Capacity Building Program operates to transfer technology and other skills (e.g. value chain management principles) to industry members, train operatives for the industry and promote native floriculture. Conservation of native flora is encouraged through cultivation and community engagement. Protection of biodiversity is advocated via regional production systems that spare natural areas and educate the public as to the biological, floricultural and aesthetic values of native flora. Eco-agricultural tourism focused on wildflowers both in nature and in cultivation is also advocated by the CNF.

The changing nature and role of the head of department

There is little doubt that devolution of responsibility to schools and the growth of school-based management have impacted upon the role and workload of school leaders. Not only Principals have been affected by these changes as Welch (1996) argues that Principals of public secondary schools have passed responsibility down to Deputy-principals and to Heads of Department. As such, the Head of Department role, like other school administration positions, has undergone significant change. Of interest to this paper is the changing role of Heads of Department in secondary schools. This study reports on the findings of semi-structured interviews with eight Heads of Department from four public secondary schools and Principals from each of these schools in South East Queensland. Four years after the first set of interviews, two heads of department were reinterviewed. Both sets of interviews focused upon the role, change, and the importance of leadership. The research generated eight specific themes each of which was considered consistent with the nature of the role in a period of significant cultural change. These were the difference in perceptions regarding the Head of Department role, held by Principals and Heads of Department; Head of Department leadership in terms of a curriculum framed department or whole school leadership; how individuals perceived leadership, and how they learned of leadership; the impact of the changing culture upon the individual Head of Department; the growing influence of situational factors upon the role; the impact of managerialism; the changing nature of a secondary school department; and a growing and more complex workload, and the need for different skills. Furthermore, the findings pointed towards the need for effective change processes and a reconceptualized head of department role. The paper concludes with some implications for the ongoing professional development needs of Heads of Department.