Fuels of the future : the challenge of new fuel types

Landscape disturbances associated with human activities result in many changes in vegetation structure and floristics. These changes include invasion of native vegetation by both introduced and native species, which leads to the development of 'new' vegetation types. These new vegetation types are often associated with greatly increased fuel loads, and increased levels of fire hazard. Two of these 'new' fuel types are dense thickets of woody weeds, such as Coyote Bush (Baccharis pilularis) and swards of exotic grasses with very high fuel loads, such as Buffel Grass (Cenchrus ciliaris) and Para Grass (Urochloa mutica). The 'new' fuel types which can now be recognized have significant implications for the accuracy of fire behaviour prediction and modelling. For example, modelling fire behaviour in areas invaded by exotic grasses in Australia is problematic, as current grassland fire behaviour models do not allow for the input ofthe high fuel loads associated with these invasive grasses. In forest, McArthur Forest Fire Danger Meters may not be appropriate for forests with significant levels of elevated fuels. Two case studies from southeastern Australia are discussed: the invasion of native vegetation in the urban interface by the woody shrub Burgan (Kunzea ericoides) and invasion of native grasslands by Phalaris (Phalaris aquatica).

The future of a concept : the case for sustaining 'innovation' in education

Innovation is a prominent feature of current governmental discourse, and in whose name large amounts of public money is spent. Innovation in this context is valued because of its perceived potential to do things in new or better ways that creates desirable outcomes. In recent years, innovation in an educational context, has been identified among policy-makers as one of the key mechanisms by which significant and effective change is meant to be introduced and sustained. Yet based on research conducted over the last three years by the author and others, innovation’s potential to transform schooling in particular, is not being realised. The key issue impeding innovation’s potential in transforming educational practices lies in the basic but fundamental problem that the dominate ways of conceptualising innovation are largely inadequate. They neither accurately describe or capture the experience of innovative practices on the ground. Nor do they offer an adequate framework in which innovation as a process could be better managed. What is needed is a more rigorous and useful understanding of innovation that can pragmatically used by schools and others attempting to undertake innovation. Such an understanding would also assist policymakers in setting policy frameworks that actually encouraged and sustained innovative practices in education. This paper is a first step toward developing such a concept.