Agricultural intensification and loss of matrix habitat over 23 years in the West Wimmera, south-eastern Australia

The global trend toward more intensive forms of agriculture is changing the nature of matrix habitat in agricultural areas. Removal of components of matrix habitat can affect native biota at the paddock and the landscape scale, particularly where intensification occurs over large areas. We identify the loss of paddock trees due to the proliferation of centre pivot irrigation in dryland farming areas as a potentially serious threat to the remnant biota of these areas. We used a region of south-eastern Australia as a case study to quantify land use change from grazing and dryland cropping to centre pivot irrigation over a 23-year period. We also estimated rates of paddock tree loss in 5 representative landscapes within the region over the same period. The total area affected by centre pivots increased from 0 ha in 1980 to nearly 9000 ha by 2005. Pivots were more likely to be established in areas which had originally been plains savannah and woodlands containing buloke (Allocasuarina luehmannii), a food source for an endangered bird. On average, 42% of paddock buloke trees present in 1982 were lost by 2005. In the two landscapes containing several centre pivots, the loss was 54% and 70%. This accelerated loss of important components of matrix habitat is likely to result in species declines and local extinctions. We recommend that measures to alleviate the likely negative impacts of matrix habitat loss on native biota be considered as part of regional planning strategies.

Determining dramatic intensification via flashing lights in movies

Movie directors and producers worldwide, in their quest to narrate a good story that warrants repeated audience viewing, use many cinematic elements to intensify and clarify the viewing experience. One such element that directors manipulate is lighting. In this paper we examine one aspect of lighting, namely flashing lights, and its role as an intensifier of dramatic effects in film. We present an algorithm for robust extraction of flashing lights and a simple mechanism to group detected flashing lights into flashing light scenes and analyze the role of these segments in story narration. In addition, we demonstrate how flashing lights detection can improve the performance of shot-based video segmentation. Experiments on a number of video sequences extracted from real movies yields good results. Our technique detects 90.4% of flashing lights. The detected flashing lights correctly eliminates 92.7% of false cuts in these sequences. In addition, data support is compiled to demonstrate the association between flashing light scenes and certain dramatic intensification events such as supernatural power, crisis or excitement.

The intensification of performativity in early childhood education

Operating within a neoliberal education reform context, performativity and teaching in schools has been a focus of study for a number of years. However, less is known about the effects of performativity on teaching and curriculum in the early childhood (preschool) context. Making a case for the intensification of performativity in Australian early childhood education, this paper reports on findings from a doctoral study and draws on research literature from the past fourteen years to illustrate how performative measures have increasingly affected teaching and curriculum. The way that performativity has intensified is discussed in three chronological phases, performativity emerging, consolidating and normalised. Teacher interview transcripts and curricular related policies were analysed using critical discourse analysis and Ranson’s typology of accountability regimes. Findings reveal that early childhood teachers have different ways of responding to performativity, with the teacher featured in this paper displaying three types of performative accountability: anxiety, confidence, and disregard. An implication arising from this paper’s findings illustrates how the effects of performativity on teaching and curriculum can be complex, contradictory and at times, unintended.

The impact of insulin therapy and attitudes towards insulin intensification among adults with type 2 diabetes: A qualitative study

BACKGROUND: As type 2 diabetes (T2DM) is a progressive chronic condition, regular clinical review and treatment intensification are critical for prevention of long-term complications. Our aim was to explore the personal impact of insulin therapy, both positive and negative consequences, and attitudes towards future insulin intensification. METHODS: Twenty face-to-face interviews were conducted, and transcripts were analysed using thematic inductive analysis. Eligible participants were adults with T2DM, using insulin injections for <4years. Participants were mostly men (n=13, 65%), (median (range)) aged 65 (43-76) years, living with T2DM for 11.5 (2-27) years. RESULTS: Five themes emerged regarding the consequences (positive and negative) of insulin therapy, including: physical impact, personal control, emotional well-being, freedom/flexibility, (concerns about) others' reactions. Increased inconvenience and the perceived seriousness of using fast-acting insulin were both reported as barriers to future insulin intensification, despite most participants being receptive to the idea of administering additional injections. CONCLUSIONS: Positive and negative experiences of insulin therapy were reported by adults with T2DM and most were receptive to insulin intensification despite reported barriers. These findings may inform clinical interactions with people with T2DM and interventions to promote receptiveness to insulin initiation and intensification.

Introduction: perspectives on work-life balance

Work-life balance has emerged as a major concern for researchers trying to map the dimensions and causes of the issue, for policy makers searching for uncontroversial solutions to the problem and for individuals trying to construct satisfying and productive lives. There is some agreement over the main contributors to the work-life balance 'problem': the increase in female participation in the workforce since the 1960s; changes to work from the mid-1970s, in particular greater work intensification, an increase in alternative work schedules away from the standard working week and the growth of casual jobs (particularly in Australia); and a de-differentiation of roles, which has contributed to greater spill-over between work and other roles.

These factors are embedded in economic, social and cultural changes that characterise the post-World War II development of late capitalism in the more developed economies. Each is itself the result of a set of complex processes of change. We do not attempt here to detail these changes in all their complexity but draw out those elements that are most important in attempting to understand the work-life issue in terms of causal forces, mediating support systems and the effects of work-life balance or 'imbalance' on individuals, households, communities and societies.

This issue of Labour and Industry brings together three papers that focus on different work-life balance issues as a result of differing causal forces, different configurations of work/life activities, varying outcomes and variations in terms of support available. In particular, the problem of work-life balance is examined through an analysis of change in attitudes to mothers working in Australia, a study of agency or labour hire, and a study of young professionals. These papers were first presented at the WorkTimes/LifeTimes Colloquium held in Geelong, Victoria in December 2004. The aim of this colloquium was to explore issues around working time and the impact that this has on other aspects of people's lives. Specialists in the area of working time, time use, employee relations, and work-family came together to share the results of their respective research areas and to debate the theoretical and policy implications of their findings.

Sustainable in 2030? The impact of population growth in Melbourne`s inner activity centres

The advent of sustainable approaches to managing an increase of population in our urban centres, such as the Melbourne 2030 planning policy, has led to questions regarding their successful implementation at local government level. Issues relating to the location of sustainable built form and infrastructure are of particular importance considering Melbourne 2030's direction regarding intensification around existing activity nodes. The following paper embarks on an investigation into the impact of the projected population growth set out in the 2030 policy, focusing particularly on the consequent implications of increased residential densities in and around activity centres within the inner Melbourne region. Utilising various mapping techniques, a series of comparative built form/density scenarios will be generated that begin to explore the issues of implementation faced at a local government level.

Experiential learning in practice as research: context, method, knowledge

Creative arts research is often motivated by emotional, personal and subjective concerns; it operates not only on the basis of explicit and exact knowledge, but also on that of tacit and experiential knowledge. Experience operates within in the domain of the aesthetic and knowledge produced through aesthetic experience is always contextual and situated. The continuity of artistic experience with normal processes of living is derived from an impulse to handle materials and to think and feel through their handling. The key term for understanding the relationship between experience, practice and knowledge is 'aesthetic experience', not as it is understood through traditional eighteenth century accounts, but as 'sense activity'.

In this article, I will draw on the work of John Dewey, Michael Polanyi and others to argue that creative arts practice as research is an intensification of everyday experiences from which new knowledge or knowing emerges. The ideas presented here will be illustrated with reference to case studies based on reflections, by the artists themselves, on successful research projects in dance, creative writing and visual art.

Experiential learning in practice as research : context, method, knowledge

Creative arts research is often motivated by emotional, personal and subjective concerns; it operates not only on the basis of explicit and exact knowledge, but also on that of tacit and experiential knowledge. Experience operates within in the domain of the aesthetic and knowledge produced through aesthetic experience is always contextual and situated. The continuity of artistic experience with normal processes of living is derived from an impulse to handle materials and to think and feel through their handling. The key term for understanding the relationship between experience, practice and knowledge is ‘aesthetic experience’, not as it is understood through traditional eighteenth century accounts, but as ‘sense activity’. In this article, I will draw on the work of John Dewey, Michael Polanyi and others to argue that creative arts practice as research is an intensification of everyday experiences from which new knowledge or knowing emerges. The ideas presented here will be illustrated with reference to case studies based on reflections, by the artists themselves, on successful research projects in dance, creative writing and visual art.

The small rural school principalship : key challenges and cross-school responses

This article explores the responses of school principals of small rural schools in Victoria, Australia to leadership challenges they identify as characteristic of these contexts. The research is an exercise in grounded theory building, with the focus on the principalship as it is enacted in small rural settings. The article also seeks to trace the impact of macro and meso influences on micro rural contexts. While many very positive attributes of small rural schools are evident, this article speaks to principalship engagement with contextual problems – issues concerning work intensification, role multiplicity, school viability, new regulatory funding requirements and the abandonment of equity policies in education – since there is a dearth of information in Australia at this time about how school principals confront these challenges in small rural locations. The research exposes a growing culture of creative collaborative responses to the pervasive impediments of leading small rural schools.

Within and against performativity : discursive engagement in adult literacy and basic education

The field of adult literacy and basic education (ALBE) has undergone dramatic changes in recent years with the advent of labour market programs, accreditation, competency-based assessment and competitive tendering for program funds. Teachers' working conditions have deteriorated and their professional autonomy has been eroded. ALBE has been increasingly instrumentalised to fulfil the requirements of a marketised economy and conform to its norms. The beliefs and value systems which traditionally underpinned the work of ALBE teachers have been reframed according to the principle of 'performativity' and the demands of the 'performative State' (Lyotard, 1984: 46, Yeatman 1994: 110). The destabilisation of teachers' working lives can be understood as a manifestation of the 'postmodern condition' (Lyotard 1984; Harvey 1989): the collapse of the certainties and purposes of the past; the proliferation of technologies; the impermanence and intensification of work; the commodification of knowledge and curricula; and the dissolving of boundaries between disciplines and fields of knowledge. The critiques of the modernist grand narratives which underpin progressivist and critical approaches to adult literacy pedagogy have further undermined the traditional points of reference of ALBE teachers. In this thesis I examine how teachers are teaching, surviving, resisting, and 'living the contradictions' (Seddon 1994) in the context of struggles to comply with and resist the requirements of performativity. Following Foucault and a number of feminist poststructuralist authors, I have applied the notions of 'discursive engagement' and 'the politics of discourse' (Yeatman 1990a) as a way of theorising the interplay between imposed change and teachers' practice. I explore the discursive practices which take place at the interface between the 'new' policy discourses and older, naturalised discourses; how teachers are engaged by and are engaging with discourses of performativity; how teachers are discursively constructing adult literacy pedagogy; what new, hybrid discourses of 'good practice' are emerging; and the micropractices of resistance which teachers are enacting in their speech and in their practice. My purpose was to develop knowledge which would support the reflexivity of teachers; to enrich the theoretical languages that teachers could draw upon in trying to make sense of their situation; and to use those languages in speaking about the dilemmas of practice. I used participatory action research as a means of producing knowledge about teachers' practices, structured around their agency, and reflecting their standpoint (Harding 1993). I describe two separate action research projects in which teachers of ALBE participated. I reflect on both projects in the light of poststructuralist theory and consider them as instances of what Lather calls 'within/against research' (Lather 1989: 27). I analyse written and spoken texts produced in both projects which reflect teachers' responses to competency-based assessment and other features of the changing context. I use a method of discourse mapping to describe the discursive field and the teachers' discursive practices. Three main configurations of discourse are delineated: 'progressivism', 'professional teacher' and 'performativity'. The teachers mainly position themselves within a hybridising 'progressivist /professional teacher' discourse, as a discourse of resistance to 'performative' discourse. In adapting their pedagogies, the teachers are in some degree taking the language and world view of performativity into their own vocabularies and practices. The discursive picture I have mapped is complex and contradictory. On one hand, the 'progressivist /professional teacher' discourse appears to endure and to take strength from the articulation into it of elements of performative discourse, creating new possibilities for discursive transformation. On the other hand, there are signs that performative discourse is colonising and subsuming progressivist /professional teacher discourse. At times, both of these tendencies are apparent in the one text. Six micropractices of resistance are identified within the texts: 'rational critique', 'objectification', 'subversion', 'refusal', 'humour' and 'the affirmation of desire'. These reflect the teachers' agency in making discursive choices on the micro level of their every day practices. Through those micropractices, the teachers are engaging with and resisting the micropractices and meanings of performativity. I apply the same multi-layered method of analysis to an examination of discursive engagement in pedagogy by analysing a transcript of the teachers' discussion of critical incidents in their classrooms. Their classroom pedagogies are revealed as complex, situated and eclectic. They are combining and integrating their 'embodied' and their 'institutional' powers, both 'seducing' (McWilliam 1995) and 'regulating' (Gore 1993) as they teach. A strong ethical project is apparent in the teachers' sense of social responsibility, in their determination to adhere to valued traditions of previous times, and in their critical self-awareness of the ways in which they use their institutional and embodied powers in the classroom. Finally, l look back on the findings, and reflect on the possibilities of discursive engagement and the politics of discourse as a framework for more strategic practice in the current context. This research provides grounds for hope that, by becoming more self-conscious about how we engage discursively, we might become more strategic in our everyday professional practice. Not withstanding the constraints (evident in this study) which limit the strategic potential of the politics of discourse, there is space for teachers to become more reflexive in their professional, pedagogical and political praxis. Development of more deliberate, self-reflexive praxis might lead to a 'postmodern democratic polities' (Yeatman 1994: 112) which would challenge the performative state and the system of globalised capital which it serves. Short abstract Adult literacy and basic education (ALBE) teachers have experienced a period of dramatic policy change in recent years; in particular, the introduction of competency-based assessment and competitive tendering for program funds. 'Discourse politics' provides a way of theorising the interplay between policy-mediated institutional change and teachers' practice. The focus of this study is 'discursive engagement'; how teachers are engaged by and are engaging with discourses of performativity. Through two action research projects, texts were generated of teachers talking and writing about how they were responding to the challenges, and developing their pedagogies in the new policy environment. These texts have been analysed and several patterns of discursive engagement delineated, named and illustrated. The strategic potential of 'discourse polities' is explored in the light of the findings.

Severed heads and compliant bodies? a speculation about principal identities

When I had to reapply for my own position as principal I felt as if I was facing the prospect of losing a part of myself. Conversations with other women colleagues confirmed that I was not alone in this response. Taking this as my cue, I explore the notion of principal “identification” practices—that is the continuing process of forming a “principal identity”—through personal narrative, a Cartesian metaphor and emerging research evidence. In particular, I focus on how conditions of entrepreneurial governance change a continuing policy commitment to heroic leadership, and how principal and school identities are conflated through accountability regimes, marketing requirements and work intensification. I propose that a study of changing principal identities might fruitfully add to critical leadership and management scholarship, complementing the emergent corpus on emotions in leadership.

More than mere numbers: the impact of lethal control on the social stability of a top-order predator

Population control of socially complex species may have profound ecological implications that remain largely invisible if only their abundance is considered. Here we discuss the effects of control on a socially complex top-order predator, the dingo (Canis lupus dingo). Since European occupation of Australia, dingoes have been controlled over much of the continent. Our aim was to investigate the effects of control on their abundance and social stability. We hypothesized that dingo abundance and social stability are not linearly related, and proposed a theoretical model in which dingo populations may fluctuate between three main states: (A) below carrying capacity and socially fractured, (B) above carrying capacity and socially fractured, or (C) at carrying capacity and socially stable. We predicted that lethal control would drive dingoes into the unstable states A or B, and that relaxation of control would allow recovery towards C. We tested our predictions by surveying relative abundance (track density) and indicators of social stability (scent-marking and howling) at seven sites in the arid zone subject to differing degrees of control. We also monitored changes in dingo abundance and social stability following relaxation and intensification of control. Sites where dingoes had been controlled within the previous two years were characterized by low scent-marking activity, but abundance was similar at sites with and without control. Signs of social stability steadily increased the longer an area was allowed to recover from control, but change in abundance did not follow a consistent path. Comparison of abundance and stability among all sites and years demonstrated that control severely fractures social groups, but that the effect of control on abundance was neither consistent nor predictable. Management decisions involving large social predators must therefore consider social stability to ensure their conservation and ecological functioning.

Declining woodland birds - Is our science making a difference?

Recent data from the Red List of the International Union for the Conservation of Nature show that 1240 of the world’s estimated 10 027 species of birds (12.4%) are listed as threatened (Hoffmann et al. 2010). Globally, many more are ‘declining’ in conservation status. In Europe, much attention has been given to the marked decline in the abundance and distributional extent of farmland birds associated with the intensification of agricultural production (Fuller et al. 1995; Donald et al. 2001). Recent analyses suggest woodland species alsomaynowbe experiencing significant declines (e.g. Hewson et al. 2007). In the Americas, the declining status of neotropical migrants has motivated considerable research over the last 30 years (e.g. Terborgh 1989; Robinson and Wilcove 1994). In the tropics, narrowly endemic land birds have been identified as those species most at risk of decline globally in coming decades owing to projected changes in land-use (Jetz et al. 2007). Particular taxonomic groups also are experiencing marked declines. Migratory shorebirds, for example, which depend on key stop-over sites for refuelling during intercontinental migration, are particularly vulnerable to the degradation and destruction of these sites (Barter 2002; Rogers et al. 2010). Such widespread change among the world’s avifauna has profound implications for global biodiversity, ecosystem function and the provision of ecosystem services (Sekercioglu 2006).