Habitat manipulation and rodent damage control: reducing rodent damage in Australian macadamia orchards

This paper examines the relationship between adjacent non-crop vegetation and rodent (Rattus rattus) damage in Australian macadamia (Macadamia integrifolia) orchard systems. Orchards adjacent to structurally diverse, non-crop vegetation dominated by woody weeds exhibited significantly higher damage when compared to orchards adjacent to managed grasslands. This relationship formed the basis for a rodent damage reduction strategy utilising habitat manipulation. Structurally diverse, non-crop habitats were modified to grasslands leading to a reduction in rodent damage of 65%. This strategy was cost-effective and has the potential to be long-term with minimal effort needed to maintain sites in a modified state. Habitat manipulation is a process whereby the resource load in a system is reduced and hence rodent densities cannot reach levels where they cause significant crop damage. This paper provides empirical evidence to support habitat manipulation as a practical, cost-effective control strategy for rodent pests.

Why should small firms adopt ebusiness? A framework for understanding the SME ebusiness context

eBusiness research typically questions why small firms do not adopt these powerful technologies and suggests explanatory factors for these perceived shortcomings. This paper argues against the technological expansionist view by questioning why small firms should adopt eBusiness. Specifically, it proposes a new conceptualisation showing that each small firm has different circumstances and associated business goals, and that researchers and practitioners must convince each small firm why eBusiness should be used for its goals in preference to non-technology solutions. The paper also provides some preliminary insights, based on this view, into future theoretical and empirical directions to guide researchers who conduct small firm eBusiness adoption studies.

Conservation and management of hydromyine rodents in Victoria, Australia

Of the 15 species of native rodents recorded from Victoria, Australia, six became extinct within 70 years of European settlement, and two of the remaining nine are classified as ‘threatened’ and four are classified as ‘near threatened’. Thus, only three species are considered to be adequately conserved. This represents one of the most dramatic mammalian species declines recorded in Australia. All the threatened species belong to the subfamily Hydromyinae, the Australian ‘old endemics’. Of the extinct species, four were recorded only from the semi-arid north-west of the state and two from dry woodlands in the central and southern regions. The two  endangered species are the smoky mouse, which has a disjunct distribution from near-coastal to sub-alpine habitats, and the New Holland mouse, which is the most geographically restricted species. Discovered in Victoria only in 1970, it has become extinct at several locations and is the subject of a major recovery program that includes captive breeding and reintroduction. Conservation protocols and practices for Victoria’s native rodents are implemented under state legislation, but lack of basic ecological information makes their conservation a difficult task.

Web-based self-service systems for managed IT support: service provider perspectives of stakeholder-based issues

This chapter explores the provision of after-sales information technology (IT) support services using Web-based self-service systems (WSSs) in a business-to-business (B2B) context. A recent study conducted at six large multi-national IT support organisations revealed a number of critical success factors (CSFs) and stakeholder-based issues. To better identify and understand these important enablers and barriers, we explain how WSSs should be considered within a complex network of service providers, business partners and customer firms. The CSFs and stakeholder-based issues are discussed. The chapter highlights that for more successful service provision using WSSs, IT service providers should collaborate more effectively with enterprise customers and business partners and should better integrate their WSSs.

Developments in web technology : enhancing the viewing spectacle of sport

This case examines the introduction of technology through the World Wide Web and the impact it has had on the viewing of particular sports, in particular on the way in which this web-based technology is enhancing the television viewing experience.

An exploration of the pedagogies employed to integrate knowledge in work-integrated learning

This article describes a three-sector, national research project that investigated the integration aspect of work-integrated learning (WIL). The context for this study is three sectors of New Zealand higher education: business and management, sport, and science and engineering, and a cohort of higher educational institutions that offer WIL/cooperative education in variety of ways. The aims of this study were to investigate the pedagogical approaches in WIL programs that are currently used by WIL practitioners in terms of learning, and the integration of academic-workplace learning. The research constituted a series of collective case studies, and there were two main data sources � interviews with three stakeholder groups (namely employers, students, and co-op practitioners), and analyses of relevant documentation (e.g., course/paper outlines, assignments on reflective practice, portfolio of learning, etc.). The research findings suggest that there is no consistent mechanism by which placement coordinators, off-campus supervisors, or mentors seek to employ or develop pedagogies to foster learning and the integration of knowledge. Learning, it seems, occurs by means of legitimate peripheral participation with off-campus learning occurring as a result of students working alongside professionals in their area via an apprenticeship model of learning. There is no evidence of explicit attempts to integrate on- and off-campus learning, although all parties felt this would and should occur. However, integration is implicitly or indirectly fostered by a variety of means such as the use of reflective journals.

Investigating the 'integrated' in work-integrated learning.

Work-integrated learning (WIL) is an educational strategy in which students undergo conventional academic learning with an educational institution, and combine this with some time spent in a workplace relevant to their program of study and career aims. It goes under a number of names internationally; sandwich degree (Ward & Jefferies, 2004); cooperative education; and internships (Groenewald, 2004; Sovilla & Varty, 2004; Walters, 1947). The name cooperative education reflects the tripartite nature of WIL in which the student, tertiary education institution (TEI), and workplace work together collaboratively to develop a comprehensive skill set in students (Coll, 1996). Recently the World Association for Cooperative Education added 'integrated' in a by-line to its name to reflect a broader perspective of the nature of cooperative education that can include capstone programs [practicum], internships, sandwich degrees, and work-based learning via industry projects (Franks & Blomqvist, 2004). A key aspect of WIL is the notion that it entails the integration of knowledge and skills gained in the educational institution and in the workplace. It is the integration aspect of WIL that distinguishes it from workplace learning (i.e., simply what a student or employee learns in the workplace, see Boud & Falchikov, 2006).

Eames (2003) notes that whilst there is a rich literature on the success of WIL programs, such research is almost entirely concerned with what he terms 'operational outcomes', such as benefits for students (Dressler & Keeling, 2004), employers (Braunstein & Loken, 2004), and TEIs (Weisz & Chapman, 2004). For example, it has been reported that compared with conventional graduates students who participate in WIL programs gain employment more easily, fit in better in the workplace, advance more rapidly in their careers, and so on (Dressler & Keeling, 2004). However, there is a serious paucity of research into what WIL students learn, how they learn, whom they learn from (Eames & Bell, 2005), and how the learning might be better facilitated and supported. A key purpose of work-integrated learning is the notion of providing graduates with a comprehensive skill set desired by potential employers. However, the literature notes that it is problematic for tertiary education providers to provide students with such skills, especially behavioural skills; the so-called soft skills (Burchell, Hodges & Rainsbury, 2000; Coll & Zegwaard, 2006). In what way does the student take what he or she has learned into the workplace, and conversely in what way does what the student learns in the workplace become related to, or incorporated into, the next phase of academic learning when he or she returns to the TEI after completing a work-placement?

Putting the 'integrated' in work-integrated learning

A key aspect of work-integrated learning (WIL) is the notion that it entails the integration of knowledge and skills gained in the educational institution and in the workplace. WIL educators are interested in what way students take what they learn on campus into the workplace; and conversely how what they learn in the workplace becomes related to, or incorporated into, the next phase of learning when the student returns to the campus after completing a work placement Here we report on a major national study of the pedagogical approaches used in New Zealand WIL programs in terms of integration of student knowledge, and consider what impact these might have on student learning.

Exploring the pedagogies used in work integrated learning

This paper focuses on the pedagogical approaches used in New Zealand WIL programs in terms of integration of student knowledge, and what impact these have on student learning. A collective case study methodology was used involving three areas of tertiary education science and engineering; business and management; and sport studies. The study involved researchers working collaboratively conducting focus group interviews with a selection of WIL students, academic supervisors, and employers from the relevant discipline about their teaching and learning experiences at both the academic institution and in the workplace. Relevant documentation (e.g., course/paper outlines, graduate profiles, etc.) was analyzed to afford data triangulation. The findings indicated that the WIL experience is a point of difference that students and employers value. Student learning (soft and hard skills, personal and professional development) occurs from a variety of sources (self-directed, supervisors, and peers) and a variety of modes (on campus, on placement). The findings reinforce what can be achieved through WIL programs, and through dissemination of the findings raise awareness amongst tertiary education institutions (TEIs) of the future possibilities available
via this pedagogy.

The ultimate sustainable home

The introduction of assembly line techniques to vehicle manufacturing by Henry Ford in the early 1900s dramatically reduced production costs, improved quality and made cars affordable to all. As a consequence people’s lives, cities and society were transformed.
Many attempts have been made to apply vehicle mass production techniques to domestic housing manufacturing, but the success has been limited largely due to underdeveloped manufacturing processes, incomplete integration of building services and limited consideration of environmental performance.
This paper describes an approach that promises to revolutionize the building market in Australia by providing architect designed attractive high quality comfortable modular housing system that incorporates state-of-the-art services and controls. Costs, GHG emissions and material wastage are all substantially less than timber framed housing construction commonly used in Australia.

Reinventing liberatory practice : how do we work with groups of which we are not a part?

The research that informed this paper asked: how can we work as allies of groups of which we are not a part? This question is particularly focused on work with people who have experienced colonisation by those who are aligned (by race, class, gender, culture or position) with the colonisers or oppressors. The research brings together literature in the fields of community work, adult education, and feminist and postcolonial theory, with Indigenous viewpoints and experience. An analysis of Indigenous viewpoints identified a range of key ideas about achieving social change.

These ideas are developed into several frameworks, two of which will be discussed here. The first framework offers a way of conceptualising work against oppression and proposes that it must involve a focus on fostering emancipatory agency. Emancipatory agency involves the capacity to know and to act towards social justice ends via meaning making which follows ethical criteria. An ethics of meaning making is proposed which includes a focus on: multiplicity and difference; the partial nature of all knowings; the context / situatedness of meaning; and the critical / reflective attitude in meaning making. This type of agency is dependent on the process of transformative dialogue which is inherently communal and is based on four micro processes: affirming the O/other; encountering, exploring and experiencing of multiple and partial views; moving between positions of self and others; and enacting meaning into the world. A second framework operationalises these ideas in the field of community development, and offers a method of practice.

3D leadership for national renewal

A perpetual immigrant, Professor Frederick relates his life course that brought him to New Zealand and describes what he found here. One of the country’s early advocates of the “knowledge economy” path to economic development, Frederick outlines his vision of leadership for the new millennium that will help restore New Zealand to the top half of the OECD and grow the cake for the prosperity of all. He relates what we expect from our leaders as well as his personal vision to leadership in New Zealand.