Centreless governance for the management of a global R&D process: Public-Private Partnerships and Plant-Genetic Resource Management

Public-private partnership is one new model of centreless or networked governance that has emerged in recent years. This article examines the development and use of partnerships in the management and funding of public pulse breeding programs. The paper evaluates the theory of innovation and knowledge management and uses case study and social network analysis to examine the nature and strength of the international public pulse breeding system and analyzes in detail the three major national public pulse breeding systems in Australia, the US and Canada. Australia appears to have the most developed system of public-private partnerships, centred on the Grains Research Development Corporation and, CLIMA. Canada lacks a centralized national body such as the GRDC, but possesses a regional system centred on a university research centre (the Crop Development Centre) and a hybrid organization (the Saskatchewan Pulse Growers). The US is remarkable for the lack of any significant public-private partnerships in public pulse breeding

Biogeography of Caladenia (Orchidaceae), with special reference to the South-west Australian Floristic Region

Caladenia contains 376 species and subspecies, of which almost all are endemic to temperate and southern semiarid Australia. Eleven species occur in New Zealand, 10 of which are endemic, and one species is widely distributed in eastern Australia and the western Pacific. Only three species occur in both south-western and south-eastern Australia. At subgeneric level, Drakonorchis is endemic to the South-west Australian Floristic Region (SWAFR), Stegostyla to eastern Australia and New Zealand, whereas three subgenera, Calonema, Phlebochilus and Elevatae occur on both sides of the Nullarbor Plain. Subgenus Caladenia is primarily eastern Australian but also extends to the western Pacific. The largest subgenera (Calonema and Phlebochilus) have radiated extensively, with Calonema exhibiting a greater concentration of species in more mesic parts of the SWAFR than Phlebochilus. Within the SWAFR, the major biogeographic division within Caladenia follows the 600-mm isohyet. Within rainfall zones, biogeographic districts for Caladenia correlate with a combination of underlying geology and surface soils. Areas of high endemism contain diverse edaphic environments. Climatic and edaphic requirements are likely to be key drivers of rarity in Caladenia, although these parameters may be acting in concert with mycorrhizal and pollinator specificity

(Methylthio)phenol semiochemicals are exploited by deceptive orchids as sexual attractants for Campylothynnus thynnine wasps

Until recently, (methylthio)phenols as natural products had only been reported from bacteria. Now, four representatives of this class of sulfurous aromatic compounds have been discovered as semiochemicals in the orchid Caladenia crebra, which secures pollination by sexual deception. In this case, field bioassays confirmed that a 10:1 blend of 2-(methylthio)benzene-1,4-diol (1) and 4-hydroxy-3-(methylthio)benzaldehyde (2) sexually attracts the male thynnine wasp Campylothynnus flavopictus (Tiphiidae:Thynnineae), the exclusive pollinator of C. crebra. Here we show with field bioassays that another undescribed species of Campylothynnus (sp. A) is strongly sexually attracted to a 1:1 blend of compounds 1 and 2, which elicits very high attempted copulation rates (88%). We also confirm that this Campylothynnus species is a pollinator of Caladenia attingens subsp. attingens. Chemical analysis of the flowers of this orchid revealed two (methylthio)phenols, compound 2 and 2-(methylthio)phenol (3), as candidate semiochemicals involved in pollinator attraction. Thus, (methylthio)phenols are likely to be more widely used than presently known. The confirmation of this Campylothynnus as a pollinator of C. attingens subsp. attingens at our study sites was unexpected, since elsewhere this orchid is pollinated by a different thynnine wasp (Thynnoides sp). In general, sexually deceptive Caladenia only use a single species of pollinator, and as such, this unusual case may offer a tractable study system for understanding the chemical basis of pollinator switching in sexually deceptive orchids.BB and RDP: Australian Research Council (ARC) Discovery Early Career Researcher Awards (DE 160101313 and DE150101720), RDP: the Australian Orchid Foundation and the Holsworth Wildlife Research Endowment, RP and GRF: ARC grant (LP130100162) and RP: ARC grant (DP150102762)

Three Chemically Distinct Floral Ecotypes in Drakaea livida, an Orchid Pollinated by Sexual Deception of Thynnine Wasps

Sexually deceptive orchids are unusual among plants in that closely related species typically attract different pollinator species using contrasting blends of floral volatiles. Therefore, intraspecific variation in pollinator attraction may also be underpinned by differences in floral volatiles. Here, we tested for the presence of floral ecotypes in the sexually deceptive orchid Drakaea livida and investigated if the geographic range of floral ecotypes corresponded to variation in pollinator availability. Pollinator choice trials revealed the presence of three floral ecotypes within D. livida that each attracts a different species of thynnine wasp as a pollinator. Surveys of pollinator distribution revealed that the distribution of one of the ecotypes was strongly correlated with that of its pollinator, while another pollinator species was present throughout the range of all three ecotypes, demonstrating that pollinator availability does not always correlate with ecotype distribution. Floral ecotypes differed in chemical volatile composition, with a high degree of separation evident in principal coordinate analysis. Some compounds that differed between ecotypes, including pyrazines and (methylthio)phenols, are known to be electrophysiologically active in thynnine wasp antennae. Based on differences in pollinator response and floral volatile profile, the ecotypes represent distinct entities and should be treated as such in conservation management

The usefulness of feedback

Feedback can occur before and after assessment submission, but needs to be useful in order for students to improve their subsequent performance. Arguably, undergraduate students, and particularly international, online and new students, are especially in need of feedback to effectively engage in academic and disciplinary expectations. Therefore, this article draws on survey data from students, disaggregated by mode of study, citizenship of enrolment and year of study, to explore their experiences of feedback usefulness both before and after assessment submission. Overall, undergraduate students were positive; however, this perception decreased according to their year level. Comparisons between online and international students also revealed key differences. A conclusion is that undergraduate students cannot be treated homogeneously, and educators need to attend to the feedback experiences of different student groups as they progress through their programme

What makes for effective feedback: staff and student perspectives

Since the early 2010s the literature has shifted to view feedback as a process that students do where they make sense of information about work they have done, and use it to improve the quality of their subsequent work. In this view, effective feedback needs to demonstrate effects. However, it is unclear if educators and students share this understanding of feedback. This paper reports a qualitative investigation of what educators and students think the purpose of feedback is, and what they think makes feedback effective. We administered a survey on feedback that was completed by 406 staff and 4514 students from two Australian universities. Inductive thematic analysis was conducted on data from a sample of 323 staff with assessment responsibilities and 400 students. Staff and students largely thought the purpose of feedback was improvement. With respect to what makes feedback effective, staff mostly discussed feedback design matters like timing, modalities and connected tasks. In contrast, students mostly wrote that high-quality feedback comments make feedback effective – especially comments that are usable, detailed, considerate of affect and personalised to the student’s own work. This study may assist researchers, educators and academic developers in refocusing their efforts in improving feedbac