A new approach to determining environmental flow requirements : sustaining the natural values of floodplains of the southern Murray-Darling Basin

Large overbank flood events play an important role in maintaining largescale ecological processes and connectivity along and across the floodplains and between the rivers and their floodplains in the southern Murray-Darling Basin. However, the regulation of rivers means that extensive overbank flooding can only occur in the rare circumstance of extreme flood events. Recent environmental water allocations have focussed on the largest floodplain blocks (‘icon’ sites) and a small set of specific values (e.g. colonial nesting waterbirds), as well as on trialling fine-scale manipulation of infrastructure (e.g. pumping) to water relatively small areas. There has been no comprehensive systematic assessment of the entire floodplain and its wider set of flood-dependent natural assets (such as ecosystems and species; herein referred to as ‘natural values’) to maximise the effectiveness of environmental water use and to catalogue values likely to be lost. This paper describes an assessment of some 220 000 ha found to support flood-dependent natural values in Victoria. We mapped the geographic distribution and estimated components of the flooding requirements (natural flooding frequency, and maximum period without flooding and minimum duration of each flooding event before significant deterioration) for each natural value. Using an example of one stretch of the River Murray, we show how the resultant spatial data can be used with floodplain inundation modelling to compare the outcomes of real or planned environmental watering events; potentially providing tools for management agencies to conserve a wider range of floodplain values than is currently the case. That is, water managers and the public can see what ecosystems and threatened species are intended to be maintained by environmental watering and what values are intended to be abandoned across the whole floodplain, rather than just seeing the small subset of values and ‘icon’ sites that are intended to be maintained. Examples are provided to illustrate how information about the location, water requirements and extent covered by potential floods for specific values can be used to build adaptive watering strategies for areas as large as the whole floodplain.

Flooding requirements for biodiversity values along the Victorian floodplain of the Murray Valley

Overbank flooding of rivers is a key process in the maintenance of vegetation types and the species that rely on the floodplain forests and woodlands of northern Victoria. Yet the flooding requirements of species and vegetation types are poorly known. Here we present initial estimates of the water requirements for flood dependent Ecological Vegetation Classes (EVCs) and rare and threatened flora and fauna species associated with the floodplain of the Murray River and its tributaries. Some 110 EVCs were found to be at least partly flood-dependent on the Murray River floodplains. The total current extent of these EVCs in the study area is 224 247 ha, of which 162 266 ha are on public land. One hundred and twenty-four rare or threatened plant taxa and 62 threatened vertebrate fauna taxa (excluding fish) were classified as at least partly flood-dependent. These initial estimates provide important information for land and water managers and researchers alike.

Construction graduate salaries : the real story

Construction degrees are in significant demand in Australian universities. Entry students believe that graduation will lead to well-paid industry employment. Previous studies have identified trends in graduate starting salaries, but often combine categories of graduates to produce inadequate generalisations and salary averages. This study, conducted at RMIT University, Melbourne, examined a specific cohort of construction management students and provided an insight into their employment conditions and starting salaries. The results provide useful up to date information for undergraduate students and academic staff alike.

The international construction student: a missed opportunity?

Australian universities now have a more diverse undergraduate student population in construction degrees than at any other time in their history. The linguistic, ethnic and indigenous diversity of the Australian university student population has never been richer and this is reflected in construction classrooms. Wider participation rates of domestic students combined with the internationalisation and globalisation of higher education has resulted in a student population of identifiable sub-groups that were significantly under-represented or not represented at all in previous decades. This changing student cohort and the inherent pressures and challenges arising from this changing population is the subject of considerable discussion within the Australian tertiary sector. The extent to which Australian universities and the construction degree educators have responded to these pressures is under scrutiny. This paper argues that the climate, culture and curriculum of higher education within construction schools in Australia has not reflected this diversity and that rather than accommodate and embrace the effects of internationalisation Australian university construction schools may have missed a vital opportunity to be part of a global learning network.

The value of experiential learning for providing a contextual understanding of the construction process

This research investigates effectiveness of real site visits within an undergraduate course. Experiential learning is a process of providing education, based on the experiences and observations of real-world examples. Some of the theory of experiential learning has been used to examine whether site visits assist the students learning experience.

The results of the research show that students generally have a positive attitude towards site visits and see them as beneficial. Although the study identified that some aspects of construction technology could be easily replaced by computer simulations and the like, other aspects of the curriculum are more effectively taught by retaining real site visits. The research was intended to provide a more structured approach to determining the value of site-based learning in construction-related courses.