Printed advice on initiating and maintaining breastfeeding in mid-20th-century Queensland

This article, which is part of a larger historical study of infant-feeding advice received by mothers in Queensland, Australia, identifies and examines print materials that were used by mothers, or that influenced other texts, during the postwar period from 1945 to 1965. The texts are described within the context of their environmental influences and the medical knowledge and research of the time to assess what effect, if any, these latter materials had on the established system of infant-feeding advice. Two innovations that were employed are the use of interviews to identify the most-used texts and the comparison of popular advice books with medical journal material.

Pasture grazing by black-striped wallabies (Macropus dorsalis) in central Queensland

Black-striped wallabies (Macropus dorsalis) are uncommon to rare in most of their former range, yet in parts of central Queensland where they are still locally common they are regarded as a serious pasture pest. There is considerable pressure from cattle graziers to reduce their density because of the putative damage that they cause to cattle pasture. Here we examined the effects of this species and other herbivores on pasture by monitoring vegetation cover between 1993 and 1998 in exclosures in brigalow, and poplar box communities on three grazing properties in the Maranoa region. The exclosures selectively allowed access to either: all vertebrate grazers including cattle; rabbits, bettongs, and wallabies; rabbits and bettongs; no vertebrate grazers. The greatest effects on the structure and species composition of pasture were caused by cattle, but wallabies did consume commercially important quantities of grass at some times of the year. This conflicts with local opinion that sees wallabies as the major cause of pasture degradation. Herein lies the management problem that sees continued reduction in wallaby habitat, and fragmentation of the species.

Making distance learning E.R.O.T.I.C.: Applying interpretation principles to distance learning

Distance learners are self-directed learners traditionally taught via study books, collections of readings, and exercises to test understanding of learning packages. Despite advances in e-Learning environments and computer-based teaching interfaces, distance learners still lack opportunities to participate in exercises and debates available to classroom learners, particularly through non-text based learning techniques. Effective distance teaching requires flexible learning opportunities. Using arguments developed in interpretation literature, we argue that effective distance learning must also be Entertaining, Relevant, Organised, Thematic, Involving and Creative—E.R.O.T.I.C. (after Ham, 1992). We discuss an experiment undertaken with distance learners at The University of Queensland Gatton Campus, where we initiated an E.R.O.T.I.C. external teaching package aimed at engaging distance learners but using multimedia, including but not limited to text-based learning tools. Student responses to non-text media were positive.