100 years on: a century of genetics

In 2006 we celebrated the centenary of a remarkable year that saw the birth of genetics as a scientific discipline. This birth had its origins in horticulture and was supervised by a remarkable Cambridge academic, accompanied by a loyal group of female colleagues who worked together in underfunded conditions with little institutional support. Despite this deprivation, they established the foundations of an ongoing revolution, with huge academic and commercial consequences that we can recognize today in the shape of genomics and its application to biomedicine.

The role of transfer in language variation and change: Evidence from contact varieties of French

In this Special Issue, the focus is on contact-induced language variation and change in situations of societal bilingualism that involve long-term contact between French and another language. As is well known, when two or more languages are spoken by groups of speakers in the same geographical area, over time, features from one language can be transferred to the other language, especially when the languages in question are unequal in terms of prestige, institutional support and demographic factors. The process that leads to the adoption of such features in the contact languages is generally known as INTERFERENCE or TRANSFER, and these terms are also used to describe the features in question (i.e. the end product of the process of transfer). In this issue we prefer to use the term TRANSFER over the use of the notion INTERFERENCE, as the former has fewer negative connotations than the latter.

Contextualisation and authenticity in TBLT: voices from Chinese classrooms

In view of ongoing debates about the future of TBLT in EFL contexts (Thomas & Reinders, 2015; Zheng & Borg, 2014), we present a detailed case study of teacher beliefs and practices regarding TBLT conducted in a secondary school in mainland China with a long history of communicative and task-based teaching approaches. We used a mixed-methods approach to gather a broad range of triangulated data, combining individual interviews, material analysis and observations coded using a novel task-focused version of the COLT scheme (Littlewood, 2011; Spada & Fröhlich, 1995). Quantitative and qualitative findings revealed positive beliefs about TBLT principles in general, reflecting strong institutional support for communicative teaching. However, there was marked variability between beliefs and practices in using tasks, especially with beginner-level learners. Most teachers demonstrated an intrinsic lack of confidence in using tasks as more than a communicative ‘add-on’ to standard form-focused teaching. We argue this demonstrates a need for building teacher autonomy (Aoki, 2002; Benson, 2007), in implementing TBLT, even in supportive settings, to support successful authentic contextualising TBLT principles in different EFL contexts.

Participatory urban planning for climate change adaptation in coastal cities: lessons from a pilot experience in Maputo, Mozambique

This paper proposes a rights-based approach for participatory urban planning for climate change adaptation in urban areas. Participatory urban planning ties climate change adaptation to local development opportunities. Previous discussions suggest that participatory urban planning may help to understand structural inequalities, to gain, even if temporally, institutional support and to deliver a planning process in constant negotiation with local actors. Building upon an action research project which implemented a process of participatory urban planning for climate change in Maputo, Mozambique, this paper reflects upon the practical lessons that emerged from these experiences, in relation to the incorporation of climate change information, the difficulties to secure continued support from local governments and the opportunities for local impacts through the implementation of the proposals emerging from this process.

Conservation and development interventions as networks: The case of the India ecodevelopment project, Karnataka

Experience with community-based biodiversity conservation programs in the 1980s and 1990s contributed to the conviction among donor agencies and researchers that such programs must be based on the active support of local resource users, appropriate incentives, and institutional support. Yet the continuing struggles of practitioners to implement conservation interventions that are socially and ecologically sustainable point to difficulty in realizing these principles on the ground. Actor-oriented research in rural development and actor network theory emphasize that the capacity of facilitators to engage effectively in negotiation processes and establish strong networks with key actors is critical in mediating intervention outcomes. Drawing on the case of the India Ecodevelopment Project at Rajiv Gandhi (Nagarahole) National Park in Karnataka, India, this paper explores the role of relationships and networks between actors in a conservation and development intervention, finding that practitioners need to focus on negotiation and network building as a central rather than subsidiary part of the intervention process. Associated with this is the need for change in the way donor and implementing agencies conduct themselves, to promote communication and greater flexibility in intervention processes.

Piloting social networking and Web 2.0 software at Deakin University

Deakin University piloted social networking software in order to complement and add a new dimension to its online learning and teaching efforts. In the first semester of 2007 eight teaching academics adopted three software applications. Six were used with students for learning while the other two were used by staff for professional development and research. This paper reports on the first attempt at providing institutional support for Web 2.0 and what was learned through the experience of these eight teaching academics which is essential to the ongoing development and decisions related to the future take up of these software applications.

Benchmarking the teaching of Australian Indigenous content in undergraduate psychology

This paper discusses a teaching and learning project on incorporating Australian Indigenous content into psychology undergraduate programs. After the impetus generated by the Head of Schools meeting in Perth in 1998 and the publication of the special issue of the Australian Psychologist on Psychology and Indigenous peoples in 2000, little progress seems to have been made. The paper discusses the process of developing curriculum guidelines for psychology academics wishing to include Indigenous content. These include the need to critically examine the assumptions and history of Western psychology in relation to Indigenous peoples, the inclusion of non-conventional teaching and learning methods, staff and institutional support, and appropriate staff development. While we have been encouraged by the growing support for this process, there are also significant obstacles, including rigidity of thinking about psychology programs and the attitude that it is all too hard. It is important to get this right, since the token inclusion of Indigenous material into otherwise mainstream Western psychology courses will be ineffective in bringing about the required understanding for psychology students wishing to work with Indigenous people in their professional careers and bring about social justice.

Towards cultural competence : Australian Indigenous content in undergraduate psychology

This paper discusses the development and preliminary analysis of psychology undergraduate courses on cultural competence in relation to Indigenous Australians. The paper summarises the process that led to the formation of draft curriculum guidelines for psychology academics, including the need to critically examine the assumptions and history of Western psychology in relation to Indigenous peoples, the inclusion of non-conventional teaching and learning methods, staff and institutional support, and appropriate staff development. The paper then discusses the responses of students to one of the courses developed from these guidelines. The courses were well received by students and although they do not in themselves teach professional psychological skills in working effectively with Indigenous people, they provide a solid basis for the development of such skills. Because this is a relatively new area, it is likely that there will be much refinement of these courses in coming years.

Contribution of multi-tenure reserve networks to biodiversity conservation

A consistent and integrated approach to nature conservation across the landscape and regardless of tenure is widely recognised as essential in ensuring the effective conservation of biodiversity. 'Multi-tenure reserve networks', which incorporate public and private lands managed for conservation, are considered a means of achieving landscape scale conservation. Biosphere Reserves (BR) and Conservation Management Networks (CMN) are characteristic models in Australia. This thesis aims to evaluate the role of such networks in protecting biodiversity, specifically by: (1) analysing the spatial configuration (size, shape, connectivity) of networks and their individual components; (2) evaluating the contribution of networks (in real terms and in reporting procedures) to biodiversity conservation objectives; (3) analysing the influence of the attitudes and perceptions of land managers on the functionality of networks; and (4) evaluating the influence of coordinating bodies on network functionality. In order to account for deficiencies in existing classifications of conservation lands, a new classification system was developed for this thesis - the Conservation Lands Classification. This classification incorporates conservation mechanisms on public and private lands and forms the basis for comparing network components in three Australian case studies - the Bookmark BR located in the Murray Mallee of South Australia, the Gippsland Plains CMN on the eastern Gippsland Plains of Victoria and the Grassy Box Woodlands CMN across the inland slopes of New South Wales. The spatial configuration of individual components within networks was measured using spatial analysis techniques within a geographic information system (GIS). GIS was also used to measure the contribution that networks made to a comprehensive, adequate and representative reserve system through the ecosystems they protected. The attitudes and perceptions of landowners and managers within the networks were obtained using questionnaires. Questionnaires were also sent to network coordinators. Statistical and descriptive analysis was conducted on the results. The sizes of individual components varied markedly between the three networks, however within each network public reserves were on average larger than private conservation lands. Although levels of physical connectivity varied between networks, Bookmark BR and Gippsland Plains CMN showed greater similarity to each other than to the Grassy Box Woodlands CMN. The findings raise important questions about the real and perceived differences in the BR and CMN models. All networks, and particularly those components outside the public protected area estate, contributed to enhancing the protection of ecosystems unrepresented or under-represented in the reserve system, although the extent of this contribution varied between networks. Trade-offs between reserve design efficiency and a contribution to a comprehensive, adequate and representative reserve system were evident between networks. Bookmark BR was characterised by high connectivity, strong reserve design integrity but a lower contribution to protecting under-reserved ecosystems, whereas the opposite was evident in the Grassy Box Woodlands CMN. Over 88% of managers considered their involvement in multi-tenure reserve networks to be a positive or very positive experience. A lack of resources and time for management were considered major limitations of these networks. The majority (80%) of private land managers within networks were willing to be included in a national reserve system of conservation lands. This has important implications for the Australian National Reserve System, which currently incorporates mostly public land. The changing nature of the network coordination arrangements suggests an organic fluid evolution of network structures is likely, contrasting with the desire for legalistic and administrative rigidity promoted by government agencies. The thesis concludes that all the networks studied contribute in varying degrees to biodiversity conservation. The key factors influencing the current and potential contribution that such networks make are: (1) the aims, directions and restrictions set by or imposed upon the coordinating body; and (2) the biophysical nature of the surrounding bioregion and resultant historical land use and tenure pattern. Although the successful operation of such 'multi-tenure' networks ultimately relies on the willing participation of private landholders, ongoing institutional support is likely to be required for maintaining networks in the longer term. Considering networks are increasingly formed outside of the influence of government institutions, this presents a significant challenge for effective coordinated conservation.

Barriers to indigenous education and educational research reform in Australia

Across all Indigenous education sectors in Australia there continues to be extensive debate about the appropriateness of proposed assessment criteria, curriculum content, language of instruction, pedagogical approaches, research practices and institutional structures. Until relatively recently, policy initiatives targeting these issues have been developed and implemented separately and without reference to the interrelated nature of the barriers that confront Indigenous peoples in their attempts to challenge mainstream educational and research practices that potentially marginalise their individual and collective interests. Increasingly, these issues are being linked under the banner of 'Indigenous education reform', and the potential for collective Indigenous community action is being realised. The current Indigenous education reform process in Australia is concerned with reversing the trend associated with patterns of academic underachievement by Indigenous students in the nation's school systems. Concurrently, reforms in the area of Indigenous education research are concerned with achieving fundamental changes to the way Indigenous education research is initiated, constructed and practised. Mainstream institutions. Indigenous peoples and non-Indigenous peoples have different interests in the outcome of the resolution processes associated with proposals to reform Indigenous education and research practices. It is through investigation of stakeholder positioning in relation to key issues, and through reference to stakeholder interests in the outcome of negotiated resolutions, that a critical approach to analysing Indigenous education and research reform initiatives can be achieved. The three case studies contained within this portfolio represent an attempt to investigate the patterns of contestation associated with the delivery of primary school education for Aboriginal students in the Northern Territory and the problems associated with implementing reformed Indigenous education research guidelines. This research has revealed pervasive mainstream community and institutional support for assimilatory policies and a related lack of support for policies of Indigenous community 'self-determination1. This implies insufficient support within the Nation-State for Indigenous proposals for education and research reforms that legitimise the incorporation of Indigenous languages and cultural knowledge and that aim to re-position Indigenous peoples as central to the construction and delivery of education and educational research within their own communities. Common barriers to the implementation of reformed institutional structures and educational and research practices have been identified across each of the three case studies. The analysis of these common barriers points to a generalised statement about the nature of the resistance by mainstream Australians and their institutions to Indigenous community proposals for educational and research reforms. This research identifies key barriers to Indigenous Australian education and research reforms as being: Resurgent mainstream community and institutional support for assimilatory policies implies a lack of support for increasing the level of Indigenous community involvement in the construction and delivery of education and educational research; Mainstream institutional commitment to the principles of economic rationalism and the incorporation of corporate managerialist approaches reduces the potential for Indigenous community involvement in the setting of educational and research objectives; The education and social policy agendas of recent Australian governments are geared toward the achievement of national economic growth and the strengthening of Australia's position in the global economy. As a direct result, the unique cultural identities and linguistic heritages of Indigenous peoples in Australia are marginalised; Identified 'disempowenng' attitudes and practices of educators, researchers and institutional representatives continue to impact negatively upon the educational outcomes of Indigenous students; Insufficient institutional support for the development of mechanisms to ensure Indigenous community control over all aspects of the research project continues to impede the successful negotiation of research in Indigenous community contexts; The promotion of 'deficit' educational approaches for Indigenous students reinforces the marginalisation of their existing linguistic and cultural knowledge bases; The relationship between Indigenous and non-Indigenous peoples in Australia continues to be constrained by the philanthropically based 'donor-recipient' model of service delivery. The framing of Indigenous peoples as recipients of mainstream community benevolence has ongoing disempowering and negative consequences; Currently proposed national Indigenous education policies and programmes for the implementation of these polices do not adequately take into account the diversity in linguistic, political, cultural and social interests of Indigenous peoples in Australia; Widespread 'institutional racism' within mainstream educational institutions perpetuates the disadvantage experienced by Indigenous students and Indigenous community members who aim to derive benefit from education and educational research.

Improving biodiversity monitoring

Effective biodiversity monitoring is critical to evaluate, learn from, and ultimately improve conservation practice. Well conceived, designed and implemented monitoring of biodiversity should: (i) deliver information on trends in key aspects of biodiversity (e.g. population changes); (ii) provide early warning of problems that might otherwise be difficult or expensive to reverse; (iii) generate quantifiable evidence of conservation successes (e.g. species recovery following management) and conservation failures; (iv) highlight ways to make management more effective; and (v) provide information on return on conservation investment. The importance of effective biodiversity monitoring is widely recognized (e.g. Australian Biodiversity Strategy). Yet, while everyone thinks biodiversity monitoring is a good idea, this has not translated into a culture of sound biodiversity monitoring, or widespread use of monitoring data. We identify four barriers to more effective biodiversity monitoring in Australia. These are: (i) many conservation programmes have poorly articulated or vague objectives against which it is difficult to measure progress contributing to design and implementation problems; (ii) the case for long-term and sustained biodiversity monitoring is often poorly developed and/or articulated; (iii) there is often a lack of appropriate institutional support, co-ordination, and targeted funding for biodiversity monitoring; and (iv) there is often a lack of appropriate standards to guide monitoring activities and make data available from these programmes. To deal with these issues, we suggest that policy makers, resource managers and scientists better and more explicitly articulate the objectives of biodiversity monitoring and better demonstrate the case for greater investments in biodiversitymonitoring. There is an urgent need for improved institutional support for biodiversity monitoring in Australia, for improved monitoring standards, and for improved archiving of, and access to, monitoring data. We suggest that more strategic financial, institutional and intellectual investments in monitoring will lead to more efficient use of the resources available for biodiversity conservation and ultimately better conservation outcomes.

Scientific foundations for an IUCN red list of ecosystems

 An understanding of risks to biodiversity is needed for planning action to slow current rates of decline and secure ecosystem services for future human use. Although the IUCN Red List criteria provide an effective assessment protocol for species, a standard global assessment of risks to higher levels of biodiversity is currently limited. In 2008, IUCN initiated development of risk assessment criteria to support a global Red List of ecosystems. We present a new conceptual model for ecosystem risk assessment founded on a synthesis of relevant ecological theories. To support the model, we review key elements of ecosystem definition and introduce the concept of ecosystem collapse, an analogue of species extinction. The model identifies four distributional and functional symptoms of ecosystem risk as a basis for assessment criteria: a) rates of decline in ecosystem distribution; b) restricted distributions with continuing declines or threats; c) rates of environmental (abiotic) degradation; and d) rates of disruption to biotic processes. A fifth criterion, e) quantitative estimates of the risk of ecosystem collapse, enables integrated assessment of multiple processes and provides a conceptual anchor for the other criteria. We present the theoretical rationale for the construction and interpretation of each criterion. The assessment protocol and threat categories mirror those of the IUCN Red List of species. A trial of the protocol on terrestrial, subterranean, freshwater and marine ecosystems from around the world shows that its concepts are workable and its outcomes are robust, that required data are available, and that results are consistent with assessments carried out by local experts and authorities. The new protocol provides a consistent, practical and theoretically grounded framework for establishing a systematic Red List of the world’s ecosystems. This will complement the Red List of species and strengthen global capacity to report on and monitor the status of biodiversity.

Problem-based learning curricula in engineering

This chapter explores Problem-Based Learning (PBL) curricula in engineering in Australasian universities, in particular its effects on student approaches to learning in PBL teams. Exploring from the three view points: curriculum design and implementation; institutional support structures assisting the transition to PBL for both students and academics; and student learning experiences in PBL teams this chapter intends to close the loop for institutions and academics using PBL to educate future engineers. In particular, this chapter examines the design of engineering PBL courses or subjects within programs and the ways in which learning experiences are designed for students, the support structures that institutions put in place for both academics and students to transition to PBL, teacher practices and student experiences of learning both individually and as a team in PBL. It is argued that many engineering programs still undermine the need for designing learning experiences to help students achieve the desired learning outcomes; seldom consider the learning cultures adopted by PBL teams and how students engage in learning as individuals and as a team. This chapter argues the need for approaches to PBL that enhance student learning and experiences in engineering and the need for support structures that assist both students and academics in the transition to problem-based learning.

'Peer learning' as pedagogic discourse for research education

Research education has been dominated in recent years by policy-driven preoccupations with doctoral completions, funding and contributions to the economy. This has led universities to focus on enhanced institutional support for research degrees, with an emphasis on supervision, in particular the training of supervisors, and provision of a richer environment for students. This article uses examples from interviews with research students to show how the provision of a rich environment is not in itself sufficient. A new discourse is needed so that students are able to take up opportunities that are available. The article questions the current emphasis and argues that a new focus on pedagogy is explicitly needed. It challenges the dominant focus on supervision and 'provisionism' and suggests that a more appropriate pedagogic discourse should draw on the familiar notion of 'peer' from the world of research. It argues that peer learning, appropriately theorized and situated within a notion of communities of research practice, might be a productive frame through which to view research education. © 2005 Society for Research into Higher Education.

Do social values influence levels of conservation effort in threatened species? The case of two Australian chats

This research aims to understand why one of two almost identical subspecies of the Australian yellow chat Ephthianura crocea has received significantly higher levels of local and institutional support than the other despite both having the same conservation status and taxonomic distinctiveness, factors commonly thought to influence conservation effort. Using a qualitative multiple case study approach we explored how a range of social factors, including stakeholder attitudes and institutional, policy and operational aspects, might have affected conservation efforts for the two taxa. Our results suggest that the conservation trajectories of these two subspecies have diverged since their identification as threatened species in 2000 because of differences in the social landscapes within which they persist. For one subspecies local advocacy was kindled initially by the small number of local endemic bird species but developed into a strong emotional engagement, resulting in increased local awareness, government funding, and effectiveness of conservation action. The other subspecies has had to compete for attention with approximately 200 other threatened taxa occurring in its region. No individual advocate has accorded this subspecies a high priority for action, and none of those responsible for its conservation have seen it or acknowledged an emotional attachment to it. Our findings confirm that initiation of conservation effort is strongly tied to the social values of individuals with power to take action, regardless of legislation.