Does Low-Density Grazing Affect Butterfly (Lepidoptera) Colonization of a Previously Flooded Tallgrass Prairie Reconstruction?

Conservation of wildlife in managed landscapes can be facilitated by partnering with livestock producers to introduce grazing disturbances. The effects of grazing in grassland systems, however, are often a function of other disturbances that may occur simultaneously. The goal of this study was to determine how grazing and flooding disturbances interacted to affect butterfly communities on wetland reserve program easements. We sampled butterflies from 2008-2011 in two large grassland habitats, one exposed to low density cow-calf grazing and one maintained as a control. Both grassland habitats were severely flooded in 2008. Repeated-measures ANOVA suggested that time since flooding and the interaction between flooding and grazing were important predictors of butterfly richness at these sites. Grazing may have delayed the post-flood recolonization by butterflies, but by 2011, the grazed system contained a slightly higher species richness of butterflies than the ungrazed system. The grazed and ungrazed grasslands converged in butterfly species composition over the course of four years. Our results suggest that grazing may be a useful tool for managing wetland reserve program easement habitats and that both flood- ing and grazing did not appear to have lasting negative impacts on butterfly communities at our sites

Exploring the ‘everyday philosophies’ of generalist primary school teacher delivery of health literacy education

The enactment of the Australian Curriculum for Health and Physical Education (AC:HPE) is intended to be informed by five ‘propositions’ or Key Ideas, one of which is ‘Develop Health Literacy’. Our study occurred at four Tasmanian primary schools and was conducted by a research team consisting of public health and education academics. This team composition reflects the nature of the HealthLit4Kids program as a university and community grant-funded study intervention. We examined inter-dependent networks, of teachers and children, to investigate Health Literacy (HL) teaching. Data were collected from 30 primary teacher participants and figurational sociology was our theoretical framework. While our program increased teacher awareness about health education, participants demonstrated limited HL knowledge with their teaching largely informed by ‘everyday philosophies’. While increasing health awareness is a welcome first step with the potential to broadly influence students’ adult behaviours, the teachers’ ideas about HL were largely fantastical. This finding was supported by a latent data theme showing a restricted connection between teacher HL knowledge and the AC:HPE