Species performance and site relationships for rainforest timber species in plantations in the humid tropics of Queensland

The performance of 32 tropical rainforest and eucalypt tree species grown in private, mixed species plantations was examined. There were two objectives: 1) to summarise the growth of species by soil and rainfall classes, 2) to investigate the degree of variability in growth rates with respect to environmental variables. Data were collected from 112 plots established in the Community Rainforest Reforestation Program (CRRP) plantations across sites in the humid tropics of central and north Queensland. Sites ranged from sea level to 1160 m above sea level, with annual rainfall from 800 mm to 4300 mm, on soils derived from basalt, metamorphic and granite parent material. Species performance was significantly related to climatic and edaphic variables but the strength of these relationships differed among taxa.

To learn from one's mistakes: The role of impulsivity in positive workplace behaviours

Recentiy a neuropsychological model of learning has been proposed Qackson, 2002) which argues that Responsibility provides a cognitive re-expression of Impulsivit)' in the prediction of functional and dysfunctional behaviour. Jackson argues that primitive, instinctive impulses lead to antisocial behaviours and socio-cognitive regulators such as Responsibility leads to the re-expression of Impulsivity in terms of pro-social behaviours. Study 1 tests and supports the measurement properties of the assessment methodology associated with the model. Study 2 provides evidence in favour of the instinctive basis of Impulsivity and the conscious basis of Responsibility, which reinforces the underlying neuropsychological basis of the model. Study 3 uses structural equation modelling to determine if Responsibility mediates Impulsivity in the prediction of a latent variable representing work performance, work commitment and team performance, but does not mediate Impulsivit}' in the prediction of a latent variable representing sexual proclivity, workplace deviancy, gambling and beer consumption. Results provide strong support for Jackson's model and suggest that Impulsivity and Responsibility are fundamental to both functional and dysfunctional learning