Optimising woody-weed control

Woody weeds pose significant threats to the 12.3 billion dollar Australian grazing industry. These weeds reduce stocking rate, increase mustering effort, and impede cattle access to waterways. Two major concerns of woody-weed management are the high cost of weed management with respect to grazing gross margins, and episodic seedling recruitments due to climatic conditions. This case study uses a Stochastic Dynamic Programming (SDP) model to determine the optimal weed management decisions for chinee apple (Ziziphus mauritiana) in northern Australian rangelands to maximise grazing profits. Weed management techniques investigated include: no-control, burning, poisoning, and mechanical removal (blade ploughing). The model provides clear weed management thresholds and decision rules, with respect to weed-free gross margins and weed management costs.woody weeds, weed control, chinee apple, rangelands, grazing, stochastic dynamic programming, Livestock Production/Industries,

Impacts of Effects of Deficit Irrigation Strategy on Water Use Efficiency and Yield in Cotton under Different Irrigation Systems

Irrigated cotton (Gossypium hirsutum L.) growers in the Murray-Darling Basin (MDB) of Australia, are challenged by limited water availability. This modelling-study aimed to determine if deficit irrigation (DI) practices can potentially improve water use efficiency (WUE) for furrow irrigation (FI), overhead sprinkler irrigation (OSI) and subsurface drip irrigation (SDI) systems. We validated the Agricultural Production System sIMulator (APSIM) against observed cotton lint yield and crop biomass accumulation for different management practices. The model achieved concordance correlation coefficients of 0.93 and 0.82 against observed cotton crop biomass accumulation and lint yields, respectively. The model was then applied to evaluate the impacts of different levels of DI on lint yield, WUE across cotton growing locations in the MDB (Goondiwindi, Moree, Narrabri, and Warren), during the period from 1977 to 2017. The different levels of DI for the FI system were no irrigation, full irrigation (TF) and irrigated one out of four, one out of three, one out of two, two out of three and two out of four TF events. For the OSI and SDI systems, DI levels were no irrigation, TF, 20% of TF, 40% of TF, 60% of TF and 80% of TF. Lint yield was maximised under the OSI and SDI systems for most locations by applying 80% of TF. However; modelling identified that WUE was maximised at 60% of full irrigation for OSI and SDI systems. These results suggest there are significant gains in agronomic performance to be gained through the application of DI practices with these systems. For FI, DI had no benefit in terms of increasing yield, while DI showed marginal gains in terms of WUE in some situations. This result is due to the greater exposure to periodic water deficit stress that occurred when DI practices were applied by an FI system. The results suggest that in the northern MDB, water savings could be realised for cotton production under both OSI and SDI systems if DI were adopted to a limited extent, depending on location and irrigation system

Mixed farming diversification may be costly: southern Queensland case study

Many farmers in Australia and in other countries have a choice of crop or livestock production, and many choose a mixture of both, based on risk preference, personal interests, markets, land resources and local climate. Mixed farming can be a risk-spreading strategy, especially in highly variable climates, but the right scales of each enterprise within the mix may be critical to farm profitability.To investigate expected farm profits, the probability of breaking even, as well as the worst and best case scenarios, we used farm data and APSIM (Agricultural Production Systems Simulator) to simulate the production of a typical, semi-arid, mixed-farm in southern Queensland. Three farming system scenarios were investigated: I, livestock and more intensive cropping; II, current production system of livestock and minimal cropping; and III, livestock only. We found that the expected profits were in the order system I > system III > system II. The key reason for the lower profits of system II was the high overhead cost of capital to continue some cropping, with low annual cropping income. Under the worst case scenario, in years with low rainfall, system I had the greatest downside risk with far greater financial losses. Systems I and III had similar probabilities of breaking even, and higher than system II, which incurs cropping overheads and limited cropping returns. Therefore, system II was less desirable than either system I or III. This case study helps farmers and advisors of semi-arid mixed farming enterprises to be better informed when making decisions at the paddock and whole-farm level, in both the short and long term, with respect to profit and risk. The method used in this paper can be applied to other mixed farms, in Australia and elsewhere

‘Just Google It?’: Pupils’ Perceptions and Experience of Research in the Secondary Classroom

While numerous studies examine perceptions of research held by university researchers, studies examining perceptions held by school pupils are rare. To address this gap and following analysis of questionnaire data (N = 2634, KS3/4/5 pupils), we conducted 11 group interviews with 100 pupils in England to investigate their experiences of research during schooling and their perceptions of how research is conceived, conducted and where its utility and significance lie. Thematic analysis of the interview data – informed by Angela Brew’s 4-tier descriptor of perceptions of research (domino, trading, layer, journey), Jenni Stubb's and colleagues' elaboration of this descriptor, Jan Meyer's and colleagues' conceptions of research inventory (CoRI) and Diane Bills’ distinction between Research and research – led to seven themes. Here we elaborate the most significant of these themes: fact finding as research; who formulates and owns a research question; and the friction between uninformed opinion and informed view. We conclude that secondary pupils’ experiences and perceptions of research, while overall relatively rich, vary across different disciplines. We also conclude that pupils would benefit substantially from more comprehensive engagement with research processes, and we observe the role that qualifications such as the Extended Project Qualification can play in fostering said engagement

An appraisal of students' awareness of "self-reflection" in a first-year pathology course of undergraduate medical/dental education

<p>Abstract</p> <p>Background</p> <p>Self-reflection and reflective practice are increasingly considered as essential attributes of competent professionals functioning in complex and ever-changing healthcare systems of the 21^stcentury. The aim of this study was to determine the extent of students' awareness and understanding of the reflective process and the meaning of 'self-reflection' within the contextual framework of their learning environment in the first-year of their medical/dental education. We endorse that the introduction of such explicit educational tasks at this early stage enhances and promotes students' awareness, understanding, and proficiency of this skill in their continuing life-long health professional learning.</p> <p>Methods</p> <p>Over two years, students registered in first-year pathology at the University of Saskatchewan were introduced to a self-reflection assignment which comprised in the submission of a one-page reflective document to a template of reflective questions provided in the given context of their learning environment. This was a mandatory but ungraded component at the midterm and final examinations. These documents were individually analyzed and thematically categorized to a "5 levels-of-reflection-awareness" scale using a specially-designed rubric based on the accepted major theories of reflection that included students' identification of: 1) personal abilities, 2) personal learning styles 3) relationships between course material and student history 4) emotional responses and 5) future applications.</p> <p>Results</p> <p>410 self-reflection documents were analyzed. The student self-awareness on personal learning style (72.7% level 3+) and course content (55.2% level 3+) were well-reflected. Reflections at a level 1 awareness included identification of a) specific teaching strategies utilized to enhance learning (58.4%), b) personal strengths/weaknesses (53%), and c) emotional responses, values, and beliefs (71.5%). Students' abilities to connect information to life experiences and to future events with understanding were more evenly distributed across all 5 levels of reflection-awareness.</p> <p>Conclusions</p> <p>Exposure to self-reflection assignments in the early years of undergraduate medical education increases student awareness and promotes the creation of personal meaning of one's reactions, values, and premises in the context of student learning environments. Early introduction with repetition to such cognitive processes as practice tools increases engagement in reflection that may facilitate proficiency in mastering this competency leading to the creation of future reflective health professionals.</p

The Proteomic Code: a molecular recognition code for proteins

<p>Abstract</p> <p>Background</p> <p>The Proteomic Code is a set of rules by which information in genetic material is transferred into the physico-chemical properties of amino acids. It determines how individual amino acids interact with each other during folding and in specific protein-protein interactions. The Proteomic Code is part of the redundant Genetic Code.</p> <p>Review</p> <p>The 25-year-old history of this concept is reviewed from the first independent suggestions by Biro and Mekler, through the works of Blalock, Root-Bernstein, Siemion, Miller and others, followed by the discovery of a Common Periodic Table of Codons and Nucleic Acids in 2003 and culminating in the recent conceptualization of partial complementary coding of interacting amino acids as well as the theory of the nucleic acid-assisted protein folding.</p> <p>Methods and conclusions</p> <p>A novel cloning method for the design and production of specific, high-affinity-reacting proteins (SHARP) is presented. This method is based on the concept of proteomic codes and is suitable for large-scale, industrial production of specifically interacting peptides.</p

An exploration of secondary students' mental states when learning about acids and bases

This study explored factors of students’ mental states, including emotion, intention, internal mental representation, and external mental representation, which can affect their learning performance. In evaluating students’ mental states during the science learning process and the relationship between mental states and learning achievement, valid, reliable, and scalable measures of students’ mental states and learning achievement are needed. This paper presents the development of the Mental State Conceptual Learning Inventory (MSCLI) to identify students’ mental states before and after learning about acids and bases. This instrument is time efficient and convenient and can be administered to large student samples so that teachers and researchers can gain profound insights into their students’ learning of acids and bases in science class. The results of this study indicate that students’ mental states are highly correlated with their achievement. As a whole, low-achieving students tended to have negative emotions and low intentions, were not good at internal visualization, and were unable to interpret graphics and draw pictures. In contrast, high-achieving students had positive emotions and intentions when learning life-related topics about acids and bases, and were good at internal visualization and drawing and interpreting graphics