Managing reforestation to sequester carbon, increase biodiversity potential and minimize loss of agricultural land

Reforestation will have important consequences for the global challenges of mitigating climate change, arresting habitat decline and ensuring food security. We examined field-scale trade-offs between carbon sequestration of tree plantings and biodiversity potential and loss of agricultural land. Extensive surveys of reforestation across temperate and tropical Australia (N=1491 plantings) were used to determine how planting width and species mix affect carbon sequestration during early development (< 15 year). Carbon accumulation per area increased significantly with decreasing planting width and with increasing proportion of eucalypts (the predominant over-storey genus). Highest biodiversity potential was achieved through block plantings (width>40m) with about 25% of planted individuals being eucalypts. Carbon and biodiversity goals were balanced in mixed-species plantings by establishing narrow belts (width<20m) with a high proportion (>75%) of eucalypts, and in monocultures of mallee eucalypt plantings by using the widest belts (ca. 6-20m). Impacts on agriculture were minimized by planting narrow belts (ca. 4m) of mallee eucalypt monocultures, which had the highest carbon sequestering efficiency. A plausible scenario where only 5% of highly-cleared areas (<30% native vegetation cover remaining) of temperate Australia are reforested showed substantial mitigation potential. Total carbon sequestration after 15 years was up to 25Mt CO2-e year-1 when carbon and biodiversity goals were balanced and 13Mt CO2-e year-1 if block plantings of highest biodiversity potential were established. Even when reforestation was restricted to marginal agricultural land (<$2000ha-1 land value, 28% of the land under agriculture in Australia), total mitigation potential after 15 years was 17-26Mt CO2-e year-1 using narrow belts of mallee plantings. This work provides guidance on land use to governments and planners. We show that the multiple benefits of young tree plantings can be balanced by manipulating planting width and species choice at establishment. In highly-cleared areas, such plantings can sequester substantial biomass carbon while improving biodiversity and causing negligible loss of agricultural land.

The professionalisation of Australian women's cricket: new times and new opportunities

When the Australian Women’s Cricket Team defeated the West Indies in 2013, to win their 5th World Cup from eight attempts, they reaffirmed their status as one of Australia’s most successful international teams. Victory in the 2015 Ashes series, in England, further reinforced their pre-eminent world status. During this time, significant changes also occurred off the field. Cricket Australia introduced pay increases of up to 150% for international and state level players. The sustained success of the national team is attributed to the rapid growth of participation in women’s cricket (up 18% 2013 - 2014), a trend that has resulted in females making up almost 25% of all cricket participants across Australia. On face value, the burgeoning profile of women’s cricket across Australia is cause for celebration. It is against this backdrop that Cricket Australia faces a range of enduring and emerging issues in the provision and promotion of the women’s game. With so many changes and adaptations occurring across the game, we chose to limit the focus of this research to the elite level. Among the enduring issues that are understood at this level are persistently high attrition rates amongst elite and aspiring players and large age differences across teams and squads. A further point of difference in the men’s and women’s games is that female teams are largely supervised by male coaches and support staff.

Applying systems theory to the evaluation of a whole school approach to violence prevention

Issue addressed: Our Watch led a complex 12-month evaluation of a whole school approach to Respectful Relationships Education (RRE) implemented in 19 schools. RRE is an emerging field aimed at preventing gender-based violence. This paper will illustrate how from an implementation science perspective, the evaluation was a critical element in the change process at both a school and policy level. Methods: Using several conceptual approaches from systems science, the evaluation sought to examine how the multiple systems layers – student, teacher, school, community and government – interacted and influenced each other. A distinguishing feature of the evaluation included ‘feedback loops’; that is, evaluation data was provided to participants as it became available. Evaluation tools included a combination of standardised surveys (with pre- and post-intervention data provided to schools via individualised reports), reflection tools, regular reflection interviews and summative focus groups. Results: Data was shared during implementation with project staff, department staff and schools to support continuous improvement at these multiple systems levels. In complex settings, implementation can vary according to context; and the impact of evaluation processes, tools and findings differed across the schools. Interviews and focus groups conducted at the end of the project illustrated which of these methods were instrumental in motivating change and engaging stakeholders at both a school and departmental level and why. Conclusion: The evaluation methods were a critical component of the pilot’s approach, helping to shape implementation through data feedback loops and reflective practice for ongoing, responsive and continuous improvement. Future health promotion research on complex interventions needs to examine how the evaluation itself is influencing implementation. So what? The pilot has demonstrated that the evaluation, including feedback loops to inform project activity, were an asset to implementation. This has implications for other health promotion activities, where evaluation tools could be utilised to enhance, rather than simply measure, an intervention. The findings are relevant to a range of health promotion research activities because they demonstrate the importance of meta-evaluation techniques that seek to understand how the evaluation itself was influencing implementation and outcomes.

Respectful relationships education in schools: the beginnings of change

Children and young people have become one of the most important populations for the prevention of gender-based violence. The unacceptably high rates of gender-based violence, in particular, violence against women and their children, are well established and there is a clear opportunity to change the story for future generations via the education system. There is no single cause of gender-based violence, however, the latest international evidence shows that it is primarily driven by a range of social norms, institutional structures, and organizational or community practices relating to gender inequality. Gender inequality manifests in every aspect of life, from our relationships through to our institutions, including schools. Shifting the pattern of violence will require cultural transformation- and new research shows that this change is possible. Governments have seized this opportunity, and through the Australian Curriculum, schools have been directed to consider their role in the prevention of gender-based violence through the incorporation of Respectful Relationships Education. Schools play a central role in the intellectual, social and emotional development of children and young people. The education system sets the foundation for creating future generations of successful learners, confident and creative individuals, and active and informed citizens. Recent international evidence shows that the impact of school based Respectful Relationships Education – if implemented according to good practice standards – can be profound. Schools are ‘mini communities’ where respect and equality can be modelled to help shape positive attitudes and behaviours at an early stage of life. As workplaces and community hubs, schools have spheres of influence which extend to a workforce of over 40,000 teaching and non-teaching staff in Victorian schools, and into every Victorian community. As such, their reach and potential to drive cultural change to prevent gender-based violenceis significant. This report presents the findings of the Respectful Relationships Education in Schools (RREiS) pilot as one of the first evaluations in Australia to examine the impact of Respectful Relationships Education across the whole school – from the classroom, through to the staff room and broader school culture and ethos.

Creating readiness for adopting a health promoting schools framework.

Belinda’s research examined the adoption of a Health Promoting School (HPS) framework in an International School. The development of a carefully constructed and executed change message, and simultaneously using top-down and bottom-up approaches were critical to initiating change. Alternative strategies for establishing HPS in the international school context were identified.

In search of a social science research methods pedagogy for the digital era: the story so far

Presentation given at the 2016 British Educational Research Association (BERA) conference