Growth and Carcase Characters of Progeny from Caprine Feral Does Mated to Boer or Feral Bucks in Western Queensland

In recent years significant numbers of Australian goats have been harvested from the feral population to supply a strong demand for export of meat. In addition large numbers of feral does have been domesticated to increase breeding herds in western Queensland. Introduction of the Boer breed to Australia as a specialist meat goat may provide a genetic means for improving the productive performance of the Australian feral. The present paper reports growth and carcase attributes of feral and Boer x feral genotypes born in 1998 and birthweight of those born in 1999. Animal production for a consuming world : proceedings of 9th Congress of the Asian-Australasian Association of Animal Production Societies [AAAP] and 23rd Biennial Conference of the Australian Society of Animal Production [ASAP] and 17th Annual Symposium of the University of Sydney, Dairy Research Foundation, [DRF]. 2-7 July 2000, Sydney, Australia.

Reproductive Performance of Caprine Feral Does Mated to Boer or Feral Bucks in Semi-Arid Queensland

A strong world demand and current firm prices for goat meat provides opportunities for some wool/beef production enterprises in western Queensland to increase farm viability through diversification. In particular, there is rising interest in the use of Boer goats to improve productive performance of the Australian feral goat. Pastoral graziers have noted the high prolificacy of feral goats grazed in semi-arid areas, but there is no information on the breeding ability of feral does mated to Boer bucks. Animal production for a consuming world : proceedings of 9th Congress of the Asian-Australasian Association of Animal Production Societies [AAAP] and 23rd Biennial Conference of the Australian Society of Animal Production [ASAP] and 17th Annual Symposium of the University of Sydney, Dairy Research Foundation, [DRF]. 2-7 July 2000, Sydney, Australia.

Survival and Growth of Damara, Dorper, Dorset, Rambouillet, South African Meat Merino First Cross Lambs in Semi Arid Queensland

The recent introduction to Australia of superior sheep meat breeds from South Africa provides a basis for improving the quality and amount of sheep meat grown in Queensland���s semi arid area. Alternatively suitable breeds from existing Australian stocks of dual purpose and traditional terminal meat sheep may bring the desired attributes required by the market place. There has been no critical assessment of sheep meat breeds suitably adapted to the rangeland environment of western Queensland. Animal production for a consuming world : proceedings of 9th Congress of the Asian-Australasian Association of Animal Production Societies [AAAP] and 23rd Biennial Conference of the Australian Society of Animal Production [ASAP] and 17th Annual Symposium of the University of Sydney, Dairy Research Foundation, [DRF]. 2-7 July 2000, Sydney, Australia.

Influence of Measured Characteristics on Price Received for Merino Wool from the Traprock Area of Southern Queensland

In this study of a commercial wool clip sold in the years 1991/92-1996/97, the effect of wool characteristics, (staple length, staple strength, fibre diameter, position of break, vegetable matter, hauteur, yield and coefficient of variation of staple length) on price was explored together with their effect on the ratio of price received per lot to the average weekly price (1994/95 basis) for clean wool of the same fibre diameter. Fibre diameter and where the point of break occurred had the most effect on price. As hauteur, staple length and yield increased, so did the price ratio but it decreased as the percentage of vegetable matter and the coefficient of variation of the staple length increased. The ratio of proceeds if all wool had been sold at average weekly market price, to proceeds if all wool had been 21��m or less, indicated little financial advantage over the six-year period as most sale lots were under 22��m. To raise the proceeds of sale above the proceeds estimated using average market price for each lot, the analyses suggested that hauteur, staple length and its coefficient of variation, could be considered, in addition to fibre diameter, when sourcing wethers for purchase. Animal production for a consuming world : proceedings of 9th Congress of the Asian-Australasian Association of Animal Production Societies [AAAP] and 23rd Biennial Conference of the Australian Society of Animal Production [ASAP] and 17th Annual Symposium of the University of Sydney, Dairy Research Foundation, [DRF]. 2-7 July 2000, Sydney, Australia.

Evaluation of Inoculated Lablab Silage for Growing Dairy Heifers

A summer grown forage legume crop ��� Lablab (Lablab purpureus) harvested in autumn, was ensiled as plastic wrapped, large round bales. Of the 30 bales produced, 13 were inoculated with a bacterial inoculant containing Lactobacillus plantarum and Enterococcus faecium. Inoculant was premixed at 30 g/litre water, cultured overnight (18 hours) then sprayed onto cut forage during the baling and wrapping procedure at 1 litre per tonne of silage. A replicated feeding experiment was conducted in July - August 1998 (5 weeks), using 24 eight month old Holstein Friesian heifers group fed non-inoculated or inoculated silage to appetite plus 2 kg rolled sorghum grain/heifer.day. Chemical composition and nutritive value of well preserved bales of control and inoculated silages were similar (P>0.05) with 50% DM and 26 g N and 6.8 MJ ME per kg DM. Lactic acid and acetic acid concentrations were 11.4 v. 11.4 and 4.90 v. 3.75 g/kg DM for control and inoculated silages respectively (P>0.05). Heifers preferentially selected leaf from the silage offered and maintained liveweight gains of 0.70 and 0.61 kg/day respectively (P>0.05) during the silage feeding period. High DM and low WSC content of the parent forage may have reduced the opportunity for the bacterial inoculant to have effect. Animal production for a consuming world : proceedings of 9th Congress of the Asian-Australasian Association of Animal Production Societies [AAAP] and 23rd Biennial Conference of the Australian Society of Animal Production [ASAP] and 17th Annual Symposium of the University of Sydney, Dairy Research Foundation, [DRF]. 2-7 July 2000, Sydney, Australia.

Response By Dairy Cows Grazing Tropical Grass Pasture To Barley or Sorghum Grain Based Concentrates and Lucerne Hay

This study investigated the responses by dairy cows grazing Callide Rhodes grass (Chloris gayana cv. Callide) pasture to supplementation with barley or sorghum based concentrates (5 grain:1 cotton seed meal) or barley concentrate plus lucerne (Medicago sativa) hay. It was conducted in summer - autumn 1999 with 20 spring calved cows in 4 treatments in 3 consecutive periods of 4 weeks. Rain grown pastures, heavily stocked at 4.4 cows/ha, provided 22 to 35 kg green DM and 14 to 16 kg green leaf DM/cow.day in periods 1 to 3. Supplements were fed individually twice daily after milking. Cows received 6 kg concentrate/day in period 1, increased by 1 kg/day as barley, sorghum or lucerne chaff in each of periods 2 and 3. The Control treatment received 6 kg barley concentrate in all 3 periods. Milk yields by cows fed sorghum were lower than for cows fed equivalent levels of barley-based concentrate (P<0.05). Faecal starch levels (14, 18 and 17%) for cows fed sorghum concentrate were much higher (P<0.01) than those of cows fed similar levels of barley (2.1, 1.2 and 1.7%) in each period respectively. Additional supplementation as lucerne chaff did not increase milk production (P>0.05). Increased concentrate supplementation did not alleviate the problem of low protein in milk produced by freshly calved Holstein-Friesian cows grazing tropical grass pasture in summer. Animal production for a consuming world : proceedings of 9th Congress of the Asian-Australasian Association of Animal Production Societies [AAAP] and 23rd Biennial Conference of the Australian Society of Animal Production [ASAP] and 17th Annual Symposium of the University of Sydney, Dairy Research Foundation, [DRF]. 2-7 July 2000, Sydney, Australia.

Adaptability of Damara, Dorper and Traditional Meat Sheep Breeds in Semi-Arid Queensland

Reproductive rate is a major contributing factor to the profitability of a sheep meat enterprise. Low reproduction rate is a feature of sheep husbandry in semi-arid Queensland. High ambient temperatures are implicated in poor fertility (Moule 1970) where variation in response can be due to breed and to animals within a breed (Hopkins and Stephenson 1978). Breeds recently imported from South Africa were selected in arid environments and may be better adapted to pastoral conditions of northern Australia than traditional breeds. Animal production for a consuming world : proceedings of 9th Congress of the Asian-Australasian Association of Animal Production Societies [AAAP] and 23rd Biennial Conference of the Australian Society of Animal Production [ASAP] and 17th Annual Symposium of the University of Sydney, Dairy Research Foundation, [DRF]. 2-7 July 2000, Sydney, Australia. This study will investigate (a) the thermoregulatory ability of Damara, Dorper, Poll Dorset, Rambouillet, South African Meat Merino and Queensland medium wool Merino rams prior to joinings in the autumn and spring of 1999, 2000 and 2001 and (b) the association between thermoregulatory parameters (rectal temperature and respiration rate) and ewe fertility. Results for the initial autumn joining are reported in this paper.

Fibre Transfer in Merino Ewes Mated with Damara, Merino or Dorper Rams in Central Western Queensland

Considerable concern has been expressed by the Australian wool industry regarding the contamination of the clip with coloured or kempy fibres from imported breeds of sheep. As part of the evaluation of imported sheep meat breeds in western Queensland, a study is examining fibre growth and transfer of fibres and the potential to cause physical contamination of Merino fleeces. The breeds of concern in this study are the Damara, a fat-tailed breed with a hairy, coloured fleece and the Dorper which has both pigmented fibres and a kempy fleece which is shed cyclically. Three groups of Merino 27 ewes were mated to Merino, Damara and Dorper rams respectively and fibre transfer to the Merino ewes during mating, from lambing to weaning and during grazing, assessed. Both a direct field method and a laboratory method (Hatcher 1995) are being used. Those measured by direct count were measured immediately after joining and 2, 4 and 8 weeks subsequently. and the other ewes were shorn and sampled and measured in the laboratory using the dark fibre detector. This paper presents preliminary findings of those ewes monitored by the direct field method. Animal production for a consuming world : proceedings of 9th Congress of the Asian-Australasian Association of Animal Production Societies [AAAP] and 23rd Biennial Conference of the Australian Society of Animal Production [ASAP] and 17th Annual Symposium of the University of Sydney, Dairy Research Foundation, [DRF]. 2-7 July 2000, Sydney, Australia.

Genetic Parameters for Staple Length and Staple Strength of Merino Wool Produced in Central and North West Queensland

Estimates of genetic parameters are presented for staple length and staple strength for 15 month old, medium Peppin sheep at Longreach and Julia Creek Queensland. The effects of birth type, sex and year of birth are shown. There were significant interactions for sex by site and for sex by year of birth. Heritability of staple length and strength were respectively 0.75 and 0.37 for the Longreach flock and 0.70 and 0.23 for the Julia Creek flock. The heritability of staple strength agrees with other published data however the estimate for staple length is very high. Phenotypic and genetic correlations with greasy fleece weight, yield, clean fleece weight, average fibre diameter and liveweight are in general agreement with other published estimates. Animal production for a consuming world : proceedings of 9th Congress of the Asian-Australasian Association of Animal Production Societies [AAAP] and 23rd Biennial Conference of the Australian Society of Animal Production [ASAP] and 17th Annual Symposium of the University of Sydney, Dairy Research Foundation, [DRF]. 2-7 July 2000 University of New South Wales, Sydney, Australia.

Alkane Profiles in Tropical Forages

The role of n-alkanes in animal nutrition research has recently been reviewed by Dove and Mayes (1996). The measurement of voluntary intake (VI) using the naturally occurring odd chain length alkanes C31 or C33 in conjunction with administered even chain length alkanes such as C32 and C36 provides several advantages over the more conventional methods. Much of the development work involving this technology has been carried out with sheep or dairy cattle fed predominantly temperate pasture. Laredo et al., (1991) have published alkane profiles for a number of introduced tropical pasture grasses but no alkane profiles have been published for native tropical pasture grasses. Animal production for a consuming world : proceedings of 9th Congress of the Asian-Australasian Association of Animal Production Societies [AAAP] and 23rd Biennial Conference of the Australian Society of Animal Production [ASAP] and 17th Annual Symposium of the University of Sydney, Dairy Research Foundation, [DRF]. 2-7 July 2000, Sydney, Australia.

Why are students choosing STEM and when do they make their choice?

BACKGROUND OR CONTEXT The higher education sector plays an important role in encouraging students into the STEM pipeline through fostering partnerships with schools, building on universities long tradition in engagement and outreach to secondary schools. Numerous activities focus on integrated STEM learning experiences aimed at developing conceptual scientific and mathematical knowledge with opportunities for students to show and develop skills in working with each other and actively engaging in discussion, decision making and collaborative problem solving. (NAS, 2013; AIG, 2015; OCS, 2014). This highlights the importance of the development and delivery of engaging integrated STEM activities connected to the curriculum to inspire the next generation of scientists and engineers and generally preparing students for post-secondary success. The broad research objective is to gain insight into which engagement activities and to what level they influence secondary school students��� selection of STEM-related career choices at universities. PURPOSE OR GOAL To evaluate and determine the effectiveness of STEM engagement activities impacting student decision making in choosing a STEM-related degree choice at university. APPROACH A survey was conducted with first-year domestic students studying STEM-related fieldswithin the Science and Engineering Faculty at Queensland University of Technology. Of the domestic students commencing in 2015, 29% responded to the survey. The survey was conducted using Survey Monkey and included a variety of questions ranging from academic performance at school to inspiration for choosing a STEM degree. Responses were analysed on a range of factors to evaluate the influence on students��� decisions to study STEM and whether STEM high school engagement activities impacted these decisions. To achieve this the timing of decision making for students choice in study area, degree, and university is compared with the timing of STEM engagement activities. DISCUSSION Statistical analysis using SPSS was carried out on survey data looking at reasons for choosing STEM degrees in terms of gender, academic performance and major influencers in their decision making. It was found that students choose their university courses based on what subjects they enjoyed and exceled at in school. These results found a high correlation between enjoyment of a school subject and their interest in pursuing this subject at university and beyond. Survey results indicated students are heavily influenced by their subject teachers and parents in their choice of STEM-related disciplines. In terms of career choice and when students make their decision, 60% have decided on a broad area of study by year 10, whilst only 15% had decided on a specific course and 10% had decided on which university. The timing of secondary STEM engagement activities is seen as a critical influence on choosing STEM disciplines or selection of senior school subjects with 80% deciding on specific degree between year 11 and 12 and 73% making a decision on which university in year 12. RECOMMENDATIONS/IMPLICATIONS/CONCLUSION Although the data does not support that STEM engagement activities increase the likelihood of STEM-related degree choice, the evidence suggests the students who have participated in STEM activities associate their experiences with their choice to pursue a STEM-related course. It is important for universities to continue to provide quality engaging and inspirational learning experiences in STEM, to identify and build on students��� early interest and engagement, increase STEM knowledge and awareness, engage them in interdisciplinary project-based STEM practices, and provide them with real-world application experiences to sustain their interest.

Shifting the Focus. Incorporating knowledge about Aboriginal engineering into main stream content

BACKGROUND OR CONTEXT The concept of 'Aboriginal engineering' has had little exposure in conventional engineering education programs, despite more than 40,000 years of active human engagement with the diverse Australian environment. The work reported in this paper began with the premise that Indigenous Student Support Through Indigenous Perspectives Embedded in Engineering Curricula (Goldfinch, et al 2013) would provide a clear and replicable means of encouraging Aboriginal teenagers to consider a career in engineering. Although that remains a key outcome of this OLT project, the direction taken by the research had led to additional insights and perspectives that have wide implications for engineering education more generally. There has only been passing reference to the achievements of Aboriginal engineering in current texts, and the very absence of such references was a prompt to explore further as our work developed. PURPOSE OR GOAL Project goals focused on curriculum-based change, including development of a model for inclusive teaching spaces, and study units employing key features of the model. As work progressed we found we needed to understand more about the principles and practices informing the development of pre-contact Aboriginal engineering strategies for sustaining life and society within the landscape of this often harsh continent. We also found ourselves being asked 'what engineering did Aboriginal cultures have?' Finding that there are no easy-to- access answers, we began researching the question, while continuing to engage with specific curriculum trials. APPROACH Stakeholders in the project had been identified as engineering educators, potential Aboriginal students and Aboriginal communities local to Universities involved in the project. We realised, early on, that at least one more group was involved - all the non-Aboriginal students in engineering classes. This realisation, coupled with recognition of the need to understand Aboriginal engineering as a set of viable, long term practices, altered the focus of our efforts. Rather than focusing primarily on finding ways to attract Aboriginal engineering students, the shift has been towards evolving ways of including knowledge about Aboriginal practices and principles in relevant engineering content. DISCUSSION This paper introduces the model resulting from the work of this project, explores its potential influence on engineering curriculum development and reports on implementation strategies. The model is a static representation of a dynamic and cyclic approach to engaging with Aboriginal engineering through contact with local communities in regard to building knowledge about the social beliefs underlying Aboriginal engineering principles and practices. Ways to engage engineering educators, students and the wider community are evolving through the continuing work of the project team and will be reported in more detail in the paper. RECOMMENDATIONS/IMPLICATIONS/CONCLUSION While engineering may be considered by some to be agnostic in regard to culture and social issues, the work of this project is drawing attention to the importance of including such issues into curriculum materials at a number of levels of complexity. The paper will introduce and explore the central concepts of the research completed to date, as well as suggesting ways in which engineering educators can extend their knowledge and understanding of Aboriginal engineering principles in the context of their own specialisations.

Laboratories transformation

BACKGROUND OR CONTEXT Laboratories provide the physical spaces for engineering students to connect with theory and have a personal hands-on learning experience. Learning space design and development is well established in many universities however laboratories are often not part of that movement. While active, collaborative and group learning pedagogies are all key words in relation to these new spaces the concepts have always been central to laboratory based learning. The opportunity to build on and strengthen good practice in laboratories is immense. In the 2001 review ���Universities in Crisis��� many references are made to the decline of laboratories. One such comment in the review was made by Professor Ian Chubb (AVCC), who in 2013, as Chief Scientist for Australia, identifies the national concern about STEM education and presents a strategic plan to address the challenges ahead. What has been achieved and changed in engineering teaching and research laboratories in this time? PURPOSE OR GOAL A large number of universities in Australia and New Zealand own laboratory and other infrastructure designed well for the era they were built but now showing signs of their age, unable to meet the needs of today���s students, limiting the effectiveness of learning outcomes and presenting very low utilisation rates. This paper will present a model for new learning space design that improves student experience and engagement, supporting academic aims and significantly raising the space utilisation rate. APPROACH A new approach in laboratory teaching and research including new management has been adopted by the engineering disciplines at QUT. Flexibility is an underpinning principle along with the modularisation of fixed teaching and learning equipment, high utilisation of spaces and dynamic pedagogical approaches. The revitalised laboratories and workshop facilities are used primarily for the engineering disciplines and increasingly for integrated use across many disciplines in the STEM context. The new approach was built upon a base of an integrated faculty structure from 2005 and realised in 2010 as an associated development with the new Science and Engineering Centre (SEC). Evaluation through student feedback surveys for practical activities, utilisation rate statistics and uptake by academic and technical staff indicate a very positive outcome. DISCUSSION Resulting from this implementation has been increased satisfaction by students, creation of social learning and connecting space and an environment that meets the needs and challenges of active, collaborative and group learning pedagogies. Academic staff are supported, technical operations are efficient and laboratories are effectively utilised. RECOMMENDATIONS/IMPLICATIONS/CONCLUSION Future opportunities for continuous improvement are evident in using the student feedback to rectify faults and improve equipment, environment and process. The model is easily articulated and visible to other interested parties to contribute to sector wide development of learning spaces.

Abstract concepts made real: A pilot study examining pedagogical approaches in thermodynamics tutorials

BACKGROUND OR CONTEXT Thermodynamics is a core concept for mechanical engineers yet notoriously difficult. Evidence suggests students struggle to understand and apply the core fundamental concepts of thermodynamics with analysis indicating a problem with student learning/engagement. A contributing factor is that thermodynamics is a ���science involving concepts based on experiments��� (Mayhew 1990) with subject matter that cannot be completely defined a priori. To succeed, students must engage in a deep-holistic approach while taking ownership of their learning. The difficulty in achieving this often manifests itself in students ���not getting��� the principles and declaring thermodynamics ���hard���. PURPOSE OR GOAL Traditionally, students practice and ���learn��� the application of thermodynamics in their tutorials, however these do not consider prior conceptions (Holman & Pilling 2004). As ���hands on��� learning is the desired outcome of tutorials it is pertinent to study methods of improving their efficacy. Within the Australian context, the format of thermodynamics tutorials has remained relatively unchanged over the decades, relying anecdotally on a primarily didactic pedagogical approach. Such approaches are not conducive to deep learning (Ramsden 2003) with students often disengaged from the learning process. Evidence suggests (Haglund & Jeppsson 2012), however, that a deeper level and ownership of learning can be achieved using a more constructivist approach for example through self generated analogies. This pilot study aimed to collect data to support the hypothesis that the ���difficulty��� of thermodynamics is associated with the pedagogical approach of tutorials rather than actual difficulty in subject content or deficiency in students. APPROACH Successful application of thermodynamic principles requires solid knowledge of the core concepts. Typically, tutorial sessions guide students in this application. However, a lack of deep and comprehensive understanding can lead to student confusion in the applications resulting in the learning of the ���process��� of application without understanding ���why���. The aim of this study was to gain empirical data on student learning of both concepts and application, within thermodynamic tutorials. The approach taken for data collection and analysis was: - 1 Four concurrent tutorial streams were timetabled to examine student engagement/learning in traditional ���didactic��� (3 weeks) and non-traditional (3 weeks). In each week, two of the selected four sessions were traditional and two non-traditional. This provided a control group for each week. - 2 The non-traditional tutorials involved activities designed to promote student-centered deep learning. Specific pedagogies employed were: self-generated analogies, constructivist, peer-to-peer learning, inquiry based learning, ownership of learning and active learning. - 3 After a three-week period, teaching styles of the selected groups was switched, to allow each group to experience both approaches with the same tutor. This also acted to mimimise any influence of tutor personality / style on the data. - 4 At the conclusion of the trial participants completed a ���5 minute essay��� on how they liked the sessions, a small questionnaire, modelled on the modified (Christo & Hoang, 2013)SPQ designed by Biggs (1987) and a small formative quiz to gauge the level of learning achieved. DISCUSSION Preliminary results indicate that overall students respond positively to in class demonstrations (inquiry based learning), and active learning activities. Within the active learning exercises, the current data suggests students preferred individual rather than group or peer-to-peer activities. Preliminary results from the open-ended questions such as ���What did you like most/least about this tutorial��� and ���do you have other comments on how this tutorial could better facilitate your learning���, however, indicated polarising views on the nontraditional tutorial. Some student���s responded that they really like the format and emphasis on understanding the concepts, while others were very vocal that that ���hated��� the style and just wanted the solutions to be presented by the tutor. RECOMMENDATIONS/IMPLICATIONS/CONCLUSION Preliminary results indicated a mixed, but overall positive response by students with more collaborative tutorials employing tasks promoting inquiry based, peer-to-peer, active, and ownership of learning activities. Preliminary results from student feedback supports evidence that students learn differently, and running tutorials focusing on only one pedagogical approached (typically didactic) may not be beneficial to all students. Further, preliminary data suggests that the learning / teaching style of both students and tutor are important to promoting deep learning in students. Data collection is still ongoing and scheduled for completion at the end of First Semester (Australian academic calendar). The final paper will examine in more detail the results and analysis of this project.

Collaborative learning approach to introduce computational fluid dynamics

This paper presents the design, implementation and evaluation of a collaborative learning activity designed to replace traditional face-to-face lectures in a large classroom. This activity aims to better engage the students with their learning and improve the students��� experience and outcomes. This project is implemented in the Fluid Mechanics unit of the Mechanical Engineering degree at the Queensland University of Technology to introduce students with the concept, terminology and process of Computational Fluid Dynamics (CFD). The approach integrates a constructive collaborative assignment which is a key element in the overall quality of teaching and learning, and an integral component of the students��� experience. A detailed survey, given to the students, showed an overall high level of satisfaction. However, the results also highlighted the gap between students��� expectations both for contents and assignment and teacher expectations. Discussions to address this issue are presented in the paper based on a critical reflection.