Rock slope risk analysis based on non-linear failure criterion

The probability of failure of a rock slope is generally estimated by using the Limit Equilibrium Method (LEM) in conjunction with a reliability analysis. Although the LEM is relatively simple and time efficient, recent studies have indicated that using the LEM may overestimate the factor of safety by 21%, when based on a non-linear failure criterion. Fortunately, the solutions presented by Li et al. (2008, 2009) can provide more accurate evaluations for rock slope stability as the numerical upper and lower bound limit analysis methods (2002a, 2002b, 2005) were employed. The advantages of these methods are used in this study to assess the rock slope probability of failure. The motivation is that with more accurate methods to evaluate the factor of safety, more economic designs can be performed.

Evaluation of three remote camera systems for detecting mammals and birds

Automated camera systems have widespread application in wildlife studies and their use is increasing (Kucera & Barrett 1993; Cutler & Swann 1999; Swann et al. 2004; Parker et al. 2008). Among other applications, they have been used to produce species inventories, estimate population sizes, study behaviour and examine the impact and activity of predators (Cutler & Swann 1999; Swann et al. 2004). Modern camera systems can operate for extended durations, are relatively non-invasive, easy to operate, portable, durable and can take good-quality images by day and night (Kucera & Barrett 1993; Peterson & Thomas 1998; Allison & Destefano 2006; Parker et al. 2008). Beyond their scientific applications, the generation of high-quality images can be useful for educational and conservation purposes (Cutler & Swann 1999). The two most common types of systems currently used in ecological research are passive and active infrared (IR) systems (Cutler & Swann 1999; Parker et al. 2008). An older form of remote photography is video which captures a continuous record of activity at a focal site (Stewart et al.1997; King et al. 2001). Camera systems have certain limitations and biases (Swann et al. 2004), yet these have not been well studied. Refinement of the use of camera systems is required to fully realize their value (Towerton et al. 2008). Here, we describe a comparison of detection rates of mammals and birds by passive and active IR camera systems, using a video system to benchmark detection rates.

Paving pathways : shaping the public health workforce through tertiary education

Public health educational pathways in Australia have traditionally been the province of Universities, with the Master of Public Health (MPH) recognised as the flagship professional entry program. Public health education also occurs within the fellowship training of the Faculty of Public Health Medicine, but within Australia this remains confined to medical graduates. In recent years, however, we have seen a proliferation of undergraduate degrees as well as an increasing public health presence in the Vocational Education and Training (VET) sector. Following the 2007 Australian Federal election, the new Labour government brought with it a refreshing commitment to a more inclusive and strategic style of government. An important example of this was the 2020 visioning process that identified key issues of public health concern, including an acknowledgment that it was unacceptable to allocate less than 2% of the health budget towards disease prevention. This led to the recommendation for the establishment of a national preventive health agency (Australia: the healthiest country by 2020 National Preventative Health Strategy, Prepared by the Preventative Health Taskforce 2009). The focus on disease prevention places a spotlight on the workforce that will be required to deliver the new investment in health prevention, and also on the role of public health education in developing and upskilling the workforce. It is therefore timely to reflect on trends, challenges and opportunities from a tertiary sector perspective. Is it more desirable to focus education efforts on selected lead issues such as the “obesity epidemic”, climate change, Indigenous health and so on, or on the underlying theory and skills that build a flexible workforce capable of responding to a range of health challenges? Or should we aspire to both? This paper presents some of the key discussion points from 2008 - 2009 of the Public Health Educational Pathways workshops and working group of the Australian Network of Public Health Institutions. We highlight some of the competing tensions in public health tertiary education, their impact on public health training programs, and the educational pathways that are needed to grow, shape and prepare the public health workforce for future

Cosmo girls : new configurations of class and femininity in elite educational settings

In this paper we offer a unique contribution to understandings of schooling as a site for the production of social class difference, by bringing together recent work on middle-class educational identities in neoliberal times (O’Flynn and Petersen 2007, Reay et al 2007, 2008) with explorations of classed femininity from the field of critical girlhood studies (Harris 2004, Ringrose and Walkerdine 2008). Drawing on data generated in two recent research projects in Australia and the UK our aim will be to explore how class mediates the construction of young femininities in the private girls’ school. Our particular focus will be on exploring how articulations of identity within such schools are configured through discourses of mobility and global social responsibility. In line with the broader ‘cultural turn’ in the social sciences (Devine 2005) we discuss class and femininity in this paper in cultural and symbolic terms. We draw on Butler’s (1993) notions of performativity to understand the multiple and processual nature of identity constitution and Bourdieu’s (1987) understandings of class (based on symbolic struggles for capital in social space) to enable us to explore the ‘subjective micro distinctions’ through which class is expressed, embodied and lived; viewing class as a set of fictional discourses that inscribe and produce identities (Walkerdine et al 2001). This understanding of class, as something that is ‘done’ rather than something that ‘we are’, was deemed particularly important in these studies of elite education, for the research was undertaken in schools where class was apparently ‘everywhere and nowhere’, never named or ‘directly known as class’ (Lawler 2005, Skeggs 2004). This underplaying of class identity is often linked to neo-liberalism, and in this paper we would like to link these constructions of ‘the private school girl’ with neoliberal subjectivity by focusing on two main characteristics. First we will consider the notion of mobility, where we will discuss the ways in which these girls constructed themselves as ‘cosmo’ girls (global citizens at ease with traversing national borders) and the ways in which the schools supported this through educational practices which enabled the students and their families ‘to exploit and strategically pursue economic and cultural capital’ (Doherty et al 2009). We will also focus on the struggles that the schools and students encountered as they attempted to juggle these discourses of global mobility with more traditional discourses of privilege (often associated with national boundaries and based within a predominantly British model of schooling steeped in colonial history). Second, we will look at discourses of responsibility, to explore how these girls were incited to take responsibility for themselves and their futures but also to embrace diversity and to commit themselves to social service. We will also examine the competing discourses of instrumentalism and social justice that were at play in these schools.