Influence of stocking rate and mixed grazing of Angora goats and Merino sheep on animal and pasture production in southern Australia : 2 : liveweight, body condition score, carcass yield and mortality

The effects of animal species (AS; Angora goats, Merino sheep, mixed-grazed goats and sheep at the ratio of 1:1) and stocking rate (SR; 7.5, 10 and 12.5 animals/ha) on the liveweight, body condition score, carcass yield and mortality of goats and sheep were determined in a replicated experiment on improved annual temperate pastures in southern Australia from 1981 to 1984. The pattern of liveweight change was similar for both species with growth from pasture germination in autumn until maturation in late spring followed by weight loss. In winter, sheep grew faster than goats (65 versus 10 g/day, P < 0.05). In mixed-grazed treatments between November and December goats either grew when sheep were losing weight or goats lost less weight than sheep (P < 0.01). Both AS (P < 0.001) and SR (P < 0.001) affected liveweight of sheep and an AS SR interaction (P <  0.05) affected liveweight of goats. Mixed-grazed sheep were heavier than separately grazed sheep at all SR with a mean difference at 10 and 12.5/ha of 4.6 kg. Mixed-grazed goats at 10/ha were heavier than separately grazed goats from the end of the second year of the experiment, but at 12.5/ha, separately grazed goats maintained an advantage over mixed-grazed goats, with a 9.4-kg mean difference in December (P < 0.05). Body condition scores of goats and sheep declined with increasing SR; they were highest in late spring and were highly correlated with liveweight (r² > 0.8). Both AS and SR affected (P < 0.001) carcass weight and GR tissue depth as a direct result of differences in liveweight. Adjusting for differences in carcass weight negated AS effects on GR tissue depth. The carcass weights of sheep and goats increased by similar amounts for each 1-kg increase in liveweight. Mortality of sheep (3.1% p.a.) was unaffected by AS or SR. An AS SR interaction indicated mortality of separately grazed goats at 12.5/ha and mixed-grazed goats at 10 and 12.5/ha were higher (P < 0.05) than all other goat (29 versus 9%) and sheep treatments, primarily because of increased susceptibility to cold stress. Disease prevalence differed between sheep and goats. Mixed grazing of Merino sheep and Angora goats produced complementary and competitive effects depending upon the SR. Goats used summer pasture better but winter pasture less well for liveweight gain than sheep. Angora goats should not be grazed alone or mixed grazed with sheep on annual temperate pastures at SR greater than that recommended for Merino sheep and the evidence indicates a lower SR will reduce risks associated with mortality.

On representation and construction in a tectonic design studio

This study investigates the roles of representationand construction in enhancing students' learning in a tectonic design studio.  Students of architecture use 3D CAD, physical models and drawings, either alone or in hybrid combinations in the the design, development and communication of their design process.  Each of these media has intrinsic attributes that limit or enhance students' ability to engage in issues of architecture.  This can have a significant influence on students' learning of conceptual and tectonic design, in particularly in their early years of study.  Tectonic design, as an element of the architectural design process that involves the designerly consideration of issues of construction, is an important skill that is integral to architectural practice.  The unique problem based learning environment of the design studio offers opportunities for the development of deep learning approaches to tectonic design, however these are limited by the way students engage in representational media.  This research is based on an ethnographis case study of a cohort of second year architecture students at Deakin University, Geelong, in 2002.

Do Red Knots (Calidris Canutus Islandica) routinely skip Iceland during southward migration?

Subspecies Calidris canutus islandica of the Red Knot breeds on the arctic tundra of northeastern Canada and northern Greenland and winters along the coasts of northwestern Europe. During northward migration, it stops over in either Iceland or northern Norway. It has been assumed that it does the same during southward migration. Using ratios of stable carbon isotopes (δ ¹³ C) in whole blood, blood cells, and plasma, we investigated evidence for a stopover in Iceland en route from the breeding grounds to the Dutch Wadden Sea. With the expected diet (shellfish) and stopover duration at Iceland (12-15 days, maximum 17 days) and the turnover rates of blood cells (15.1 days) and plasma (6.0 days), Red Knots that stopped in Iceland should arrive with a blood (cell) δ ¹³ C midway between a tundra (-24.7[per thousand]) and a marine value (-14.0[per thousand]) and a plasma δ¹³ C approaching the marine value (-15.3[per thousand]). However, many adults arriving at the Wadden Sea had δ¹³ C ratios in blood (cells) and plasma below these levels, and some arrived with clear tundra signals in blood cells, suggesting that they skipped Iceland during southward migration. Surprisingly, available data suggest this also to be true for juveniles during their first southward migration. The δ ¹³ C signature of second-year birds confirmed that they oversummered in the Wadden Sea. Our findings contradict the largely untested idea that juvenile shorebirds make more stopovers than adults as well as the idea that the migration between the Nearctic and Europe is necessarily a two-leg process.

What do education students value in primary mathematics curriculum?

In this paper the priorities that second year education students hold for primary mathematics content and student learning are presented. Data were collected from students who participated in a tutorial task that was used to engage students in discussion about primary mathematics curriculum. The data were collected annually for four years. Reflections about the mathematics subjects in the course are made within the context of current research and mathematics curriculum policy. Inferences are drawn about education students’ beliefs.

Rates of common communicable illnesses in non-anaemic 12-24 month old South Island, New Zealand children

Aims : To describe the incidence of parentally reported illness in otherwise healthy South Island toddlers; characterise the predictors of illness; and determine whether there was a relationship between teething and illness in this population.

Methods : A 20-week randomised controlled trial was conducted on 1-year-old children (n=225) from Otago and Southland between February 2004 and December 2005. Information on symptoms of morbidity, occurrence of teething, and childcare attendance were recorded daily throughout the intervention period. Morbidity symptoms were categorised into respiratory illness (RI), gastrointestinal illness (GII), ear infection, and total illness, and the number and duration of events were determined.

Results : The mean (SD) number of total illnesses was 3.4 (2.3) per 20 weeks, with an average duration of 4.5 days. Episodes of RI were most common (50% of total illness events), and tended to be the longest in duration (mean of 3.7 days). Having siblings aged less than 5 years (23% increase, 95%CI 6%–42%, p=0.007) and attending childcare (72% increase, 95%CI 38%–113%, p<0.001)), were positively associated with the number of total illness events but not duration. In addition, teething was positively associated with total events (OR 1.94, 95%CI 1.45–2.60, p<0.001), RI events (OR 2.03, 95%CI 1.41–2.93, p<0.001) and GII events (OR 1.90, 95%CI 1.36–2.67, p<0.001).

Conclusion : This study has shown that illness (particularly RI) is common in the second year of life. It has also confirmed that attending childcare and having siblings aged under 5 years increases the number of illness events. An association between teething and the occurrence of illness was also seen but the exact nature of this relationship requires verification.

Cane toad or computer mouse? Real and computer-simulated laboratory exercises in physiology classes

Traditional practical classes in many countries are being rationalised to reduce costs. The challenge for university educators is to provide students with the opportunity to reinforce theoretical concepts by running something other than a traditional practical program. One alternative is to replace wet labs with comparable computer simulations. These virtual experiments involve no harm to animals and require little ongoing expenditure. This study documents second-year physiology students' perceptions of and attitudes to simulations by incorporating several computer simulations into the practical program. Computer simulations met the conceptual and, to some extent, the motivational goals of university practical programs. While students enjoyed both wet labs and computer-simulated exercises, overwhelmingly the wet lab provided the more memorable and stimulating learning experience. Based on this study, students suggested that computer simulations could be effectively used to complement rather than replace practical classes where students gain laboratory skills.

A comparative study of the effect of web-based versus in-class textbook ethics instruction on accounting students' propensity to whistle-blow

The authors examined whether accounting students’ propensity to whistle-blow differed between those instructed through a web-based teaching module and those exposed to a traditional in-class textbook-focused approach. A total of 156 students from a second-year financial accounting course participated in the study. Ninety students utilized the web-based module whereas 66 students were instructed through a traditional teaching approach based on ethical problems presented in the textbook. Subsequently, when presented with a whistle-blowing situation, it was found that students exposed to a web-based ethics instruction module were more likely to whistle-blow than those students exposed to a traditional in-class textbook ethics instruction approach.

Modelling engineering student academic performance using academic analytics

Internationally, the recruitment, management and retention of students has become a high priority for universities. The use of information technology systems and student data by institutions to understand and improve student academic performance is often referred to as ‘academic analytics’. This paper presents an academic analytics investigation into the modelling of academic performance of engineering students enrolled in a second-year class. The modelling method used was binary logistic regression, and the target predicted variable was ‘success status’—defined as those students from the total originally enrolled group that achieved a final unit grade of pass or better. This paper shows that student data stored in institutional systems can be used to predict student academic performance with reasonable accuracy, and it provides one methodology for achieving this. Importantly, significant predictor variables are identified that offer the ability to develop targeted interventions to improve student success and retention outcomes.

Modern enhancements in teaching design theories to mechanical engineering students

This paper describes the application of computer aided design (CAD) in teaching advanced design methodologies to fourth-year undergraduate students majoring in mechanical engineering. This involves modern enhancements in teaching strategies for subjects such as design-for-X (DFx) and failure mode effect analysis (FMEA) concepts, which are traditionally categorised as advanced design methodologies. The main subsets of DFx including design-for-assembly (DFA), design-for-disassembly (DFD), design-for-manufacturing (DFM), design-for-environment (DFE) and design-for-recyclability (DFR) were covered by studying various engineering and consumer products. The unit was designed as a combination of practical hands-on workshop-based classes along with a software-based evaluation of different products. In addition to CAD, finite element modelling techniques were utilised to enhance the students’ understanding of design faults and failures. The inquiry into teaching practice and design of this fourth-year unit was carried out during past two years and it revealed some interesting outcomes from our teaching practice in terms of students’ learning experiences. Finally, the paper discusses some critical factors in the context of teaching advanced design methodologies to the undergraduates in mechanical engineering and even manufacturing engineering.

Self-conscious emotion: how two teachers explore the emotional work of teaching

Teachers are constantly involved in emotional management. This chapter focuses on two second year teachers and the self-conscious emotional work of teaching. Both teachers were working in a prep ( 5-year-olds) class. The teachers engaged in The Participatory Inquiry Program (PIP), which is framed by active and critical reflections on classroom practices. The teachers collaborated with each other, firstly filming the other's practice, and then acting as a critical peer when reviewing the other's film. Teachers also examined internal feelings and thought processes that influenced their actions. The teachers concluded their participation in PIP by narrating their experience and learning. These narratives were then analysed by focusing on how they became cognisant of emotion and emotion regulation that enhances practice and learning outcomes. Emotion work for these two teachers revolved around three key themes: the emotion work with regard to colleagues; the emotional work that arises in relation to students (feelings of love; annoyance, anger), and emotion and self-awareness.

Leading the quality management of online learning environments in Australian higher education

The paper presents the findings of the first year of a nationally funded Australian Learning and Teaching Council (ALTC) project on the quality management of online learning environments by and through distributed leadership. The project is being undertaken by five Australian universities with major commitments to online and distance education. Each university, however, has a distinctive location, history and profile in the sector. The first year of the project has seen the development of a quality management framework with six interrelated elements. The framework is being applied, refined and validated in the second year of the project. Allied with the development of the framework, was the conduct of focus groups at each of the five partner institutions in the middle of the first year. These focus groups composed a range of staff involved collectively in the leadership of the organisation's online learning environment. Prominence was given to the nature and value of strategic planning, due diligence conducted in selecting and mainstreaming technologies, evaluation approaches informing decision making, and the various relationships between different leadership levels and domains. A number of key issues which emerged relating to the elements identified in the framework are examined.

Rethinking the literacy capabilities of pre-service primary teachers in testing times

This paper demonstrates how teacher accreditation requirements can be responsibly aligned with a scholarly impetus to incorporate digital literacies to prepare pre-service teachers to meet changing educational needs and practices. The assessment initiatives introduced in the newly constructed four year undergraduate Bachelor of Education program at one Australian university are described and analysed in light of the debates surrounding pre-service primary teachers’ literacy capabilities. The findings and subsequent discussion have implications for all literacy teacher educators concerned about the impact of standardised assessment practices on the professional future of teachers.

Remix the social: remix the learning

This paper reports on how the findings from an eighteen month secondary school action research study, in which social media was integrated into face-to-face classroom practice, was used to inform a fourth year undergraduate teacher-education unit at Deakin University in Australia. The school action research study was conducted in an Australian public secondary school. Students were aged between 13 and 16 years of age and a total of thirteen classes were involved. In each of the three semesters of data collection, one online social network was shared with up to seven classes and each class had approximately 25 students. Blogs, Groups, Chats, Discussion Forums, Web 2.0 tools and a wide range of student-generated content were shared online, within a class and between classes. Students were encouraged to interact and to share their thoughts and ideas about planning as well as using their out-of-school skills and knowledge. Each topic, within each class, was one action research cycle, using Armstrong and Moore’s (2004) framework. By following Graham Nuthall’s lens on learning, the researcher was able to focus on teaching as being about sensitivity and adaptation: adjusting to the here-and-now circumstances of particular students (Nuthall 2007). Elements of self organisation with spontaneous and strange attractors were identified throughout the study and these made links to Doll’s (1993) post-modern perspective of chaotic behaviour and the complexity of Hayles’ (1990) ‘disorderly order’.

Aligning students and staff perspectives in an engineering design curriculum

This paper focuses on the alignment of students and staff perspectives in an engineering design curriculum. Deakin University recognised the importance of student learning with engagement in design-centred education. Staff across the university are committed to ensure that students are engaged at a fairly deep learning level. Engaging students is an important aspect of learning and teaching process because it enhances the student to be self directed active learners. To measure the student engagement and staff experiences in learning and teaching process, Deakin engineering has used design based learning as one of its engineering learning principle. This study examines students perceptions of DBL in their curriculum through a paper based survey given to a cohort of senior year undergraduate engineering students. The research also illustrates the staff perceptions of DBL in engineering curriculum by conducting face-to-face interviews with them. From the analysed results, this research shows that the students and staff have an adequate experience of learning and teaching engineering through design based learning approach in an engineering design curriculum.

The presence of mathematics anxiety in future primary school teachers and factors affecting abatement

This study reflects on the implementation of various teaching initiatives for reducing anxiety toward mathematics in students studying to become primary school teachers. We highlight similarities between these practices and those promoted by the 'Whole Teacher' approach - in particular, the aim to develop attitudes along with knowledge and skills. Here, the negative past associations with mathematics and anxiety toward mathematics that students bring with them have been a key consideration when designing the subject content and delivery. Given the important role these students will have in shaping mathematics education in the future, we suggest frameworks such as that of the 'Whole Teacher' could be extended to the university setting. We investigate four years of student feedback pertaining to a first year undergraduate mathematics unit, contending that the teaching initiatives introduced over time have helped students develop a positive attitude toward mathematics. We note, however, that the student-teacher relationship was still the most prominent factor directly identified by students who previously had a fear or negative attitude toward mathematics.