Monitoring the ungulate prey of the Komodo dragon Varanus komodoensis: distance sampling or faecal counts?

Monitoring the abundances of prey is important for informing the management of threatened and endangered predators. We evaluated the usefulness of faecal counts and distance sampling for monitoring the abundances of rusa deer Rusa timorensis, feral pig Sus scrofa and water buffalo Bubalus bubalis, the three key prey of the Komodo dragon Varanus komodoensis, at 11 sites on five islands in and around Komodo National Park, eastern Indonesia. We used species-specific global detection functions and cluster sizes (i.e. multiple covariates distance sampling) to estimate densities of rusa deer and feral pig, but there were too few observations to estimate densities of water buffalo. Rusa deer densities varied from from 2.5 to 165.5 deer/km2 with coefficients of variation (CVs) of 15-105%. Feral pig densities varied from 0.0 to 25.2 pigs/km 2 with CVs of 25-106%. There was a positive relationship between estimated faecal densities and estimated population densities for both rusa deer and feral pig: the form of the relationship was non-linear for rusa deer, but there was similar support for linear and non-linear relationships for feral pig. We found that faecal counts were more useful when ungulate densities were too low to estimate densities with distance sampling. Faecal count methods were also easier for field staff to conduct than distance sampling. Because spatial and temporal variation in ungulate density is likely to influence the population dynamics of the Komodo dragon, we recommend that annual monitoring of ungulates in and around Komodo National Park be undertaken using distance sampling and faecal counts. The relationships reported here will also be useful for managers establishing monitoring programmes for feral pig, rusa deer and water buffalo elsewhere in their native and exotic ranges.

Visual impairment in Australia: distance visual acuity, near vision, and visual field findings of the Melbourne Visual Impairment Project

PURPOSE: To describe the age-specific and gender-specific rates of blindness and visual impairment in urban adults aged 40 years and older. METHODS: A population-based sample of residents was recruited. Presenting and best-corrected distance visual acuities were assessed. Functional near vision was measured at each participant's preferred distance. Visual field examination was performed with a Humphrey Field Analyzer (HFA); those unable to perform the field analyzer test attempted a Bjerrum screen or confrontation field. RESULTS: The study population comprised 3,271 residents (83% of eligible) from ages 40 to 98 years; 54% were women. Overall, 56% of the study population wore distance correction; this was significantly lower in men but higher in the older age groups. Age-adjusted rates of blindness were 0.066% in men and 0.170% in women. Vision with current correction improved after refraction by gender and age. Direct age-standardized rates of functional near vision did not vary significantly by gender. Forty-six people had significant visual field loss in their better eye. The proportion of participants with constriction of the visual field to within 20 degrees of fixation was similar for men and women when controlled for age (odds ratio, 0.81; 95% confidence interval, 0.44 to 1.49) but increased significantly with age controlled for gender. Visual field abnormalities were detected in 548 right eyes (17%) and 533 left eyes (16%). CONCLUSIONS: Although overall rates of blindness because of visual acuity loss were relatively low, nearly three times more people had visual impairment because of visual field loss than visual acuity loss. These results highlight the need to target blindness prevention programs to the aging population, with a special emphasis on women.

Influence of pacing on reliability of middle-distance cycling performance

The purpose of the present study was to examine the reliability of middle distance cycling time trials using fast-, even-, and slow-starts. Eighteen endurance-trained male cyclists [mean ± standard deviation; VO2peak 63.1 ± 6.1 mL⋅kg-1⋅min-1] performed nine cycling time trials where the total external work (96.5 ± 11.2 kJ) was identical to the better of two, 5-minute habituation time trials. Power output during the first quarter of the time-trials (24.1 ± 2.8 kJ) was fixed to induce fast-, even- or slow-starting strategies (60, 75 and 90 s, respectively). In consecutive sessions, participants performed three trials of each pacing condition although the order of these pacing conditions was counterbalanced. Average power output and performance time were unaffected by trial number in the fast- (P = 0.60), even- (P = 0.18) and slow-start (P = 0.53) trials. In all three pacing conditions, average power output was highly reliable and similar between trial 1 to 2 and trial 2 to 3 in fast- (standard error of measurement; SEM=8.3 and 8.2W), even (coefficient of variation; CV=2.8 and 2.4%) and slow-start (CV=2.4 and 1.5%) trials. In conclusion, the reproducibility of 5-min cycling time trials is unaffected by starting strategy and is acceptable following two selfpaced habituation trials. Research examining the influence of pacing strategies may therefore be conducted without the need for familiarisation trials using each individual pacing condition.

Online distance education models and research implications

As a form of education, distance education is influenced by educationaltheories and ideologies. Hence, over time its various theoretical modelshave reflected varying emphases on students, both individually and ingroups, on content and process, and on administration and costs, and itsguiding philosophies have ranged from knowledge replication to knowledge creation, and from teacher direction to learner engagement. Its founding purpose was the provision of education to populations who were not able to access available residential education. The reasons were not only based on the individual situation, such as, geographic location, family commitments,work commitments, or cost factors, but also included state issues such as insufficient institutions or a lack of enrolment places, full-time funding, or sufficient staff. These factors have contributed in various ways to the growth of distance education, both historically as when distance education was a major focus in many European countries after WWII, and as a current imperative in many countries where the need and desire for education outstrips the supply through residential institutions, regardless of their fiscal capacities. Education is seen by both individuals and states as essential for the development of a better socio-economic environment, hence, distance education has become the cost-affordable means of provision for millions worldwide.Distance education, then, is framed within larger socio-economic andpolitical contexts. These are not only reflective of societal characteristics like those identified by Keegan (2000): immediacy, globalization, privatization, and industrialization, to which we added professional learning, but also reflective of current social, political, and economic circumstances, such as the sequence of global economic crises this century.Within these contexts then, the provision of distance education seldomarises from the desire of an institution alone; rather there are likely to becomplex national, local, and individual aspirations where distance education is seen as the best solution. The realization of this provision depends on the issues being addressed and the various influences on the particular configuration of design and provision. It may be publicly or privately funded; it may seek to emulate or extend educational provision in residential institutions; its focus may be on increasing access or openness or convenience.Models or designs for distance education, then, have generally arisen from consideration of these instances, in part to provide a framework for researchers and in part to provide a means to reflect on issues that the models themselves have tried to resolve and sometimes inadvertently create.

Rapid directional change degrades GPS distance measurement validity during intermittent intensity running

Use of the Global Positioning System (GPS) for quantifying athletic performance is common in many team sports. The effect of running velocity on measurement validity is well established, but the influence of rapid directional change is not well understood in team sport applications. This effect was systematically evaluated using multidirectional and curvilinear adaptations of a validated soccer simulation protocol that maintained identical velocity profiles. Team sport athletes completed 90 min trials of the Loughborough Intermittent Shuttle-running Test movement pattern on curvilinear, and multidirectional shuttle running tracks while wearing a 5 Hz (with interpolated 15 Hz output) GPS device. Reference total distance (13 200 m) was systematically over- and underestimated during curvilinear (2.61±0.80%) and shuttle (-3.17±2.46%) trials, respectively. Within-epoch measurement uncertainty dispersion was widest during the shuttle trial, particularly during the jog and run phases. Relative measurement reliability was excellent during both trials (Curvilinear r = 1.00, slope = 1.03, ICC = 1.00; Shuttle r = 0.99, slope = 0.97, ICC = 0.99). Absolute measurement reliability was superior during the curvilinear trial (Curvilinear SEM = 0 m, CV = 2.16%, LOA ± 223 m; Shuttle SEM = 119 m, CV = 2.44%, LOA ± 453 m). Rapid directional change degrades the accuracy and absolute reliability of GPS distance measurement, and caution is recommended when using GPS to quantify rapid multidirectional movement patterns.

Assessment of simulated clinical skills and distance students: can we do it better?

Australian universities have traditionally been able to supplement clinical education, for undergraduate nursing courses, delivered on placement with weekly clinical teaching in the simulated environment. The Objective Structured Clinical Assessment (OSCA) tool has been used in this simulated environment to assess clinical skills. Recently, however, online delivery of undergraduate nursing courses has become more common. The move from an internal mode of teaching to an online external mode is seen worldwide and poses challenges to staff and students as well as changing the teaching and learning culture of institutions (Philip and Wozniak, 2009). This cultural shift and the resulting diminishing timeframe for students to acquire and practice simulated clinical skills imply that it may become necessary to rethink assessment forms such as the OSCA assessment. This study examines whether or not the OSCA tool developed by Bujack et al. (1991a) is the best tool to be used in this new context, where online teaching is supplemented by very short, annual, intensive periods of study. Skills acquisition theories dictate that time is required to produce an ideal skills acquisition environment (Quinn, 2000) but the time constraints placed on students in such intensive periods of study could influence skills acquisition. This cross-sectional qualitative study used semi-structured interviews and focus groups to collect data. 65% of the nursing faculty participated in the study. The teaching of the Bachelor of Nursing (BN) occurred on two campuses and staff from both areas participated. This group of nurse academics was employed across the range of academic levels (from lecturer to professor) at the University. Data analysis followed a generic thematic analysis framework. Findings in this study show that there are a variety of attitudes and underpinning beliefs amongst staff in relation to the OSCAs. Doubts were raised in regard to the suitability of the use of the OSCA tool in this setting. It also became apparent during this study that the OSCA tool possibly serves purposes other than an assessment tool.

Collaborative problem based learning in distance and mobile education

Since the early 1970s, Problem based Learning (PBL) in small groups is a prominent and innovative didactic approach with multiple facets, good practices and demonstrated effectiveness in many countries, for many different subjects and education/training programs, and in various settings (primary, secondary and higher tertiary education) (see e. g. Edens, 2000, Savery, 2006; Ertmer, Hmelo-Silver, 2015). However, this concept is not so much perceived in distance learning programs even though new technologies allow for better real-time collaboration in virtual classrooms and workspaces, mobile access to electronic learning resources via smart phones, and digital learning content like videos, podcasts or simulation tools. One reason for this might be the lack of conceptual frameworks and appropriate models for PBL in distance education. In this article, one prominent concept for designing PBL learning settings will be presented and its application in practice discussed: the 3C3R-Model of Hung (2006) defines a framework for Content, Context, and Connection (3C), which are interlinked through learner activities such as Researching, Reasoning and Reflecting (3R).Practical implications and examples for the design of appropriate distance learning designs based on this model will be presented and discussed with the audience.

Perceived versus actual distance to local physical-activity facilities: does it really matter?

BACKGROUND: Research in adults shows poor agreement between self-reported and objectively measured proximity to physical activity resources; however there is little such research in adolescents. This study assessed the level of agreement between self-reported and objective measures of distance to physical activity resources in adolescents; and whether perceived or actual distance was related to actual use and physical activity levels. METHODS: 110 New Zealand high school students (12-18 years) were asked the time (in minutes) it would take them to walk from their home to the nearest physical activity resource, and whether they had used it in the previous month. The distance from participants' homes to the nearest resource was measured using GIS. Physical activity was assessed with accelerometers. RESULTS: Agreement was poor, with weighted Kappa Indices ranging from 0.1 to 0.4. The facilities used most frequently were schools (90%), public parks (76%), and playing fields (74%). Closer location was associated with higher use of some facilities only. Moderate-to-vigorous activity levels were not associated with self-reported or measured distance. CONCLUSIONS: Agreement between perceived and measured access is poor among adolescents. Further research is needed to understand how individual and social factors interact with environmental factors and whether improving awareness improves use.

Engineering education anywhere, anytime: from distance education to blended learning at Deakin University Australia

In 2005 the Sloan Consortium called for engineering education to be available "anywhere, anytime."* Increasing numbers of engineering departments are interesting in offering their programs by means of online learning. These schools grapple with several difficulties and issues associated with wholly online learning: course structure, communication with students, delivery of course material, delivery of exams, accreditation, equity between on-campus and off-campusstudents, and especially the delivery of practical training. Deakin University faced these same challenges when it commenced teaching undergraduate engineering via distance education in the early 1990's. It now offers a fully accredited Bachelor of Engineering degree in both on-campus and off-campus modes, with majors that include civil,mechanical, electrical/electronics, and mechatronics/robotics.This presentation describes Deakin's unique off-campus delivery, students, curricula, approaches to practical work, and solutions to the problems mentioned above. Attendees will experience how Deakin Engineering delivers course materials, communicates with off-campus students, runs off-campus classes, and even delivers lab experience to students living thousands of miles away from the home campus. On display will be experimental lab kits, video presentations, student projects, and online broadcasts of freshman lab experiments. Participants will have the opportunity to see some of these resources hands-on. I will also discuss recent innovations in off-campus delivery ofcourses, including how flipping the classroom has led to blended learning with the on-campus students.Many universities have placed engineering distance education into the too-hard basket. Deakin Engineering demonstrates that it is possible to deliver a full undergraduate degree by means of distance education and online learning, and modern technology makes the job easier than everbefore. The benefits to the professor are many, not the least of which is helping a student living in a remote area or with a full-time job become fully trained and qualified in engineering.

A chain is as strong as its weakest link: assessing the consequences of habitat loss and degradation in a long-distance migratory shorebird

The conservation of migratory species represents a major challenge, as they use multiple sites, all contributing in varying degrees in sustaining high survival and reproductive success. There is particular concern for shorebirds of the East Asian-Australasian Flyway (EAAF), where declining numbers of migratory species have mostly been attributed to habitat loss along the East Asian coast. Using a stochastic dynamic programming migration model, we assessed the effect of habitat degradation scenarios along the EAAF on migration behaviour, survival and reproductive success of a long-distance migrating shorebird, the Ruddy Turnstone (Arenaria interpres). Following manipulation of habitat quality through changes in intake rate, we found that changes on the wintering (major non-breeding) ground in South Australia had the highest negative effect on reproductive success and survival. We also identified Taiwan and the Yellow Sea as sites with high importance for reproductive success. Although habitats along the East Asian coastline are currently most threatened from a range of global change processes, we highlight the importance of conserving high-quality shorebird wintering habitat in Australia. This may be of notable importance to trans-equatorial migratory shorebirds, which often make a long non-stop flight from their wintering grounds in order to skip low-latitude sites that typically provide little food.

Geographic distance, water circulation and environmental conditions shape the biodiversity of Mediterranean rocky coasts

Ecological connectivity is important for effective marine planning and biodiversity conservation. Our aim was to identify factors important in influencing variation in benthic community structure on shallow rocky reefs in 2 regions of the Mediterranean Sea with contrasting oceanographic regimes. We assessed beta (β) diversity at 146 sites in the littoral and shallow sublittoral from the Adriatic/Ionian Seas (eastern region) and Ligurian/Tyrrhenian Seas (western region) using a null modelling approach to account for variation in species richness. The distance decay relationship between species turnover within each region and geographic distance by sea was determined using generalised linear models. Mantel tests were used to examine correlations between β?diversity and connectivity by ocean currents, estimated from Lagrangian dispersal simulations. Variation in β diversity between sites was partitioned according to environmental and spatial components using a distance-based redundancy approach. Species turnover along a gradient of geographic distance was greater by a factor of 3 to 5 in the western region than the eastern region, suggesting lower connectivity between sites. β diversity was correlated with connectivity by ocean currents at both depths in the eastern region but not in the western region. The influ-OPEN ACCESS ence of spatial and environmental predictors of β diversity varied considerably between regions, but was similar between depths. Our results highlight the interaction of oceanographic, spatial and environmental processes influencing benthic marine β diversity. Persistent currents in the eastern region may be responsible for lower observed β diversity compared to the western region, where patterns of water circulation are more variable.

Collaborative learning experience of students in distance education

Educational institutions recognised that the distance education mode is a preferred way to combine study with life, family and work commitments for distance learners. Distance education has played an important role in the provision of educational equity for distance learners who live in remote Australian communities. Engaging students and academic staff will always enhance student-learning outcomes to ensure a positive experience in distance education. It can be effectively achieved through collaborative learning. In distance education, academic staff and students face a number of challenges such as lack of student motivation, high student attrition rates, and a sense of isolation from a university community. Collaborative learning experience will enhance learner-staff and learner-learner interactions in distance learning, which can be achieved through developing a learning process. The learning process for distance learners involves student-learning strategy, Staff interactive sessions, peer-to-peer support, e-assessment, and self-realization of graduate learning outcomes. This distance learning process is confined for Deakin University learning environment, however the expectations is that the distance learning will be more mainstream in future of learning and teaching in Australian institutions. The focus of this research is to analyse and share collaborative learning experience of distance learners (off-campus) students in project management unit. It helps to analyse the barriers in distance education and finding ways to initiate collaborative programs in future. It also helps to fulfil the distance learners’ expectations on program delivery.