The importance of forest area and configuration relative to local habitat factors for conserving forest mammals: A case study of koalas in Queensland, Australia

The loss and fragmentation of forest habitats by human land use are recognised as important factors influencing the decline of forest-dependent fauna. Mammal species that are dependent upon forest habitats are particularly sensitive to habitat loss and fragmentation because they have highly specific habitat requirements, and in many cases have limited ability to move through and utilise the land use matrix. We addressed this problem using a case study of the koala (Phascolarctos cinereus) surveyed in a fragmented rural-urban landscape in southeast Queensland, Australia. We applied a logistic modelling and hierarchical partitioning analysis to determine the importance of forest area and its configuration relative to site (local) and patch-level habitat variables. After taking into account spatial auto-correlation and the year of survey, we found koala occurrence increased with the area of all forest habitats, habitat patch size and the proportion of primary Eucalyptus tree species; and decreased with mean nearest neighbour distance between forest patches, the density of forest patches, and the density of sealed roads. The difference between the effect of habitat area and configuration was not as strong as theory predicts, with the configuration of remnant forest becoming increasingly important as the area of forest habitat declines. We conclude that the area of forest, its configuration across the landscape, as well as the land use matrix, are important determinants of koala occurrence, and that habitat configuration should not be overlooked in the conservation of forest-dependent mammals, such as the koala. We highlight the implications of these findings for koala conservation. (c) 2006 Elsevier Ltd. All rights reserved.

Predictors of care-giver stress in families of preschool-aged children with developmental disabilities

Background This study examined the predictors, mediators and moderators of parent stress in families of preschool-aged children with developmental disability. Method One hundred and five mothers of preschool-aged children with developmental disability completed assessment measures addressing the key variables. Results Analyses demonstrated that the difficulty parents experienced in completing specific caregiving tasks, behaviour problems during these caregiving tasks, and level of child disability, respectively, were significant predictors of level of parent stress. In addition, parents’ cognitive appraisal of care-giving responsibilities had a mediating effect on the relationship between the child’s level of disability and parent stress. Mothers’ level of social support had a moderating effect on the relationship between key independent variables and level of parent stress. Conclusions Difficulty of care-giving tasks, difficult child behaviour during care-giving tasks, and level of child disability are the primary factors which contribute to parent stress. Implications of these findings for future research and clinical practice are outlined.

Virtual teachers: Negotiating new spaces for teaching bodies

In 2002, the authors reviewed the educational performance of a state education department virtual schooling service during its first 2 years of operation, 2000-2001 (Pendergast, Kapitzke, Land, Luke, & Bahr, 2002). Established by Education Queensland, the Virtual Schooling Service (VSS) utilises synchronous and asynchronous online delivery strategies and a range of learning technologies to support students at a distance (see http://education.qld.gov.au/learningplace/vss/). The service commenced with a focus on senior secondary subjects. At present, there are over 700 students in 89 schools across the state enrolled in 9 subjects. In response to the recommendations of the study, a series of professional development activities were conducted with the VSS teachers by the authors. Opportunity for critical reflection was provided, including consideration of the ways in which the teachers were developing as a learning community. Some data, including visual representations, were collected from participants with the purpose of understanding how VSS teachers are constructed as professionals. This study compares and contrasts that data with self-constructions of teacher professionals in other fields.

Middle Schooling Teacher Education: Where are we at in Australia?

Commonwealth and State bodies have made substantial investments into curriculum initiatives, research, and reform with a focus on middle schooling. To a considerable degree, the success of middle schooling is dependent upon teachers' preparedness to enact and embrace initiatives and research. Research has shown that the success of school improvement and reform initiatives hinges, in large part, on the qualifications and effectiveness of teachers (Killion, 1999; Garet, Porter, Desimone, Birman, & Yoon, 2001). While some research and professional development in Australia has targeted the school site, pre-service teacher education is clearly a vital yet under-researched area due to its relatively recent introduction. Recent research that includes middle years teacher education (MYTE) (Killion, 1999; Mertens & Flowers, 2004; NCES 2001; NMSA, 2003) and reports from a system that has been working with middle schooling for some time indicates that teachers need specific teacher preparation before they enter the middle level classroom and continuous professional development as they pursue their careers. In Turning Points 2000, one of the seven recommendations is to staff middle grades schools with teachers who are expert at teaching young people in their middle years, and engage teachers in ongoing, targeted professional development opportunities (Jackson & Davis, 2000). Given there are now two dedicated programs towards MYTE (Edith Cowan University and The University of Queensland), other institutions containing elements of MYTE, and others considering MYTE this symposium will summarise current initiatives and research in MYTE, critique the state and place of MYTE in Australia and begin discussions towards teacher education programs that improve the efficacy of middle schooling.

Performance of some unbound roadbase materials from Queensland = Performance de certains matériaux granulaires de base du Queensland

This paper summarises recent investigations into characterisation and performance of unbound roadbase materials carried out by Main Roads, Queensland (QDMR), on road projects across the state. Performance based tests such as the Repeated Load Triaxial (RLT) and the Wheel Tracker (WT) are the primary tools which are increasingly used by QDMR to overcome the limitations of simple specification type tests. This paper shows the inadequacy of current specification tests to rank material performance. The performance based tests show that the properties of the coarse aggregate alone are inadequate for sound performance; enable the contribution to mechanical behaviour by plastic fines with high matric suction to be assessed,- further, and facilitates ranking of material behaviour. Simple shakedown analyses undertaken yield similar material rankings. Finally, some materials from the performance based characterisation are compared with Falling Weight Deflectometer (FWD) in-service pavement performance data.