Building better wildlife-habitat models

Wildlife-habitat models are an important tool in wildlife management toda?, and by far the majority of these predict aspects of species distribution (abundance or presence) as a proxy measure of habitat quality. Unfortunately, few are tested on independent data, and of those that are, few show useful predictive st;ill. We demonstrate that six critical assumptions underlie distribution based wildlife-habitat models, all of which must be valid for the model to predict habitat quality. We outline these assumptions in a mete-model, and discuss methods for their validation. Even where all sis assumptions show a high level of validity, there is still a strong likelihood that the model will not predict habitat quality. However, the meta-model does suggest habitat quality can be predicted more accurately if distributional data are ignored, and variables more indicative of habitat quality are modelled instead.

Building learning communities to support beginning teachers use of technology

This paper reports on the early stages of a three year study that is investigating the impact of a technology-enriched teacher education program on beginning teachers' integration of computers, graphics calculators, and the internet into secondary school mathematics classrooms. Whereas much of the existing research on the role of technology in mathematics learning has been concerned with effects on curriculum content or student learning, less attention has been given to the relationship between technology use and issues of pedagogy, in particular the impact on teachers' professional learning in the context of specific classroom and school environments. Our research applies sociocultural theories of learning to consider how beginning teachers are initiated into a collaborative professional community featuring both web-based and face to face interaction, and how participation in such a community shapes their pedagogical beliefs and practices. The aim of this paper is to analyse processes through which the emerging community was established and sustained during the first year of the study. We examine features of this community in terms of identity formation, shifts in values and beliefs, and interaction patterns revealed in bulletin board discussion between students and lecturers.

West elevation, Neville Bonner Building, Brisbane

Riverside Expressway building, Expressway on right.

West elevation, Neville Bonner Building, Brisbane

William St building, facing Riverside Expressway. Landscaped courtyard space in foreground.

West elevation, Neville Bonner Building, Brisbane

William St building, facing Riverside Expressway.

Sunshading fins, Neville Bonner Building, Brisbane

Steel shading structure to East elevation of Riverside Expressway building. William St building and main entry area in background.

Windows, Neville Bonner Building, Brisbane

North elevation, Riverside Expressway building.

Facade articulation, Neville Bonner Building, Brisbane

Detail of precast concrete sunshading panels to freeway (West) elevation.

South elevation, Neville Bonner Building, Brisbane

William St building, as seen from across Riverside Expressway off-ramp.

Main entry, William St, Neville Bonner Building, Brisbane

William St building-Riverside Expressway building junction.

Facade articulation, Neville Bonner Building, Brisbane

Detail of precast concrete sunshading panels to freeway (West) elevation.

North elevation, Neville Bonner Building, Brisbane

As seen from Queens Wharf Road.

Entrance, Agriculture and Entomology Building, Brisbane

View to entrance.