Irrigation scheduling of peanuts using plant based sensing.

Temperature is of extreme importance in all areas of plant growth. Canopy temperatures can be measured by infrared thermometry. The Forward Looking Infra-Red (FLIR) One heat sensing camera was chosen to measure the canopy temperature of a peanut crop grown in a red ferrosol at the Bundaberg Research Facility. This camera was matched to an iPhone S6. Canopy temperatures were recorded for two treatments, irrigation using the FLIR One technology and dry. Solar Noon (12:00 – 2:00pm) canopy temperature in the irrigated treatment averaged 28.6 - 32° C and the canopy temperature in the dry treatments were between 30 and 36° C. The camera angle for gathering canopy temperatures of the FLIR One camera should be at 75°. There were no visual canopy wilting symptoms displayed by the water stressed peanut crop canopy. When using thermal imaging you should manage the peanut crop to maintain the crop canopy temperature in irrigated peanut plants from 2-7°C below air temperature or below 35°C. The results of this study indicate that the FLIR One camera can measure peanut canopy temperatures and can be used as a tool to indicate that the crop may need irrigating before visually observing plant stress symptoms such as wilting. New Apps and software have been developed since the start of the project that have increased the value of the FLIR One camera as a tool for farmers to use to manage crop canopy temperatures They can provide information to develop precision irrigation and to help reduce irrigation variability across the field. The FLIR One camera can assist growers to schedule irrigations for their peanut crops

A reciprocal test of perceptions of teaching quality and approaches to learning: A longitudinal examination of teaching-learning connections

Biggs' Presage–Process–Product (3P) model provides a exible model for testing hypotheses about intra-psychic and contextual e ects on student learning processes and outcomes; however, few empirical studies have e ectively tested the longitudinal and reciprocal e ects implied by the model. The current study provides an empirical test of theorised reciprocal relationships operating over time implied by the 3P model between perceived teaching quality and approaches to learning. The current study examines a longitudinal sample of Japanese university students (n = 1348; female = 404) from 18 degree programmes. Data from a reciprocal latent model were analysed using structural equation modelling. Modelling identi ed signi cant reciprocal e ects between teaching quality and deep approaches to learning. Deep (positively) and surface (negatively) predicted annualised GPA (moderate and large e ects, respectively). Consistent with a systems theory perspective on teaching and learning, longitudinal results supported hypothesised reciprocal relationships between perceptions of teaching quality and approaches. Implications for theory and practice are discussed

Transfer of academic staff learning in a research-intensive university

In both Australia and abroad, there is an increasing pressure towards professionalisation of university teaching, with the expectation that academic development courses, such as the Graduate Certificate in Education Studies (higher education), lead to better teaching and learning practices. However, the knowledge, skills and/or attitudes that educators intend students to learn may not transfer successfully back to the workplace. This may occur for a variety of reasons, including individual characteristics of the learner (e.g. ability, motivation), and situational characteristics (e.g. the climate for transfer, including adequacy of resources and peer/manager support). The present study investigates the impact of these factors on teaching staff in a research-intensive university. Two in-depth case studies, followed by thematic analysis of 15 Graduate Certificate alumni interviews regarding post-course experiences, revealed that qualities of the work environment played significant roles in interviewees’ postcourse attitudes, intentions and activities related to the transfer of learning. Implications for encouraging transfer under similar circumstances are discussed.postprin

Understanding students’ instrumental goals, motivation deficits and achievement: Through the Lens of a Latent Profile Analysis

Building on the future oriented and regulated nature of instrumental goals, Lens and colleagues developed a 2 (proximal-distal) x 2 (internal-external) motivational framework. The current study aimed to test this framework from a person-centred perspective, while equally taking into account students’ lack of motivation as to extend the empirical and theoretical borders of the model. Latent Profile Analyses were used to test the viability of two to five motivational profiles among Japanese second-year students (N = 781). A solution with three latent subgroups fitted the sample best, explaining 6% to 62% of the variance in the measured variables. The profiles were labelled “low future oriented motivational profile”, “average motivated profile”, and “highly motivated profile”. The highly motivated subgroup reported the most adaptive pattern of motivation and highest levels of deep level learning, while few differences were found for surface learning and GPA. Theoretical and practical implications are discussed.published_or_final_versio

Academic buoyancy, student's achievement, and the linking role of control: A cross-lagged analysis of high school students

Background Previous research has indicated that although academic buoyancy and student's achievement are associated, the relationship is relatively modest. Aims We sought to determine whether another construct might link academic buoyancy and student's achievement. Based on prior theoretical and empirical work, we examined a sense of control as one possible linking mechanism. Sample The study analysed data from 2,971 students attending 21 Australian high schools. Methods We conducted a cross-lagged panel design as a first means of disentangling the relative salience of academic buoyancy, control, and achievement (Phase 1). Based upon these results, we proceeded with follow-up analyses of an ordered process model linking the constructs over time (Phase 2). Results Findings showed that buoyancy and achievement were associated with control over time, but not with one another (Phase 1). In addition, control appeared to play a role in how buoyancy influenced achievement and that a cyclical process may operate among the three factors over time (Phase 2). Conclusion The findings suggest that control may play an important role in linking past experiences of academic buoyancy and achievement to subsequent academic buoyancy and achievement.The authors would like to thank the Australian Research Council for funding this research

Individual differences and course attendance: Why do students skip class?

Individual differences are theorised as being key predictors of students’ lecture attendance. Understanding students’ (lack of) motivation for studying is an essential first step in supporting these individual differences and potentially increasing class/lecture attendance. The current study explored the role of students’ deficits in motivations (ability/effort/task value) for studying and their predictive relationship with course attendance, while controlling for prior competence and academic self-concept. Second-year students (n = 219; Female = 40) undertaking three semester-long courses in English as a foreign language participated in the year-long study. The structural model tested included prior achievement and self-concept (Time-1; 15 weeks prior), the motivational deficits for studying in the course (Time-2; ability, effort and task value), and class attendance across the two semesters of study. Self-concept negatively predicted all motivational deficits (moderate-large effects), and positively predicted attendance. Two of the motivational deficits (ability and effort) also had strongly contrasting effects (positive and negative respectively) on attendance. The implications and practical suggestions for intervention are discussed

Strategies to limit the impact of nematode pressure on sugarcane productivity in the Isis

Two trials were done in this project. One was a continuation of work started under a previous GRDC/SRDC-funded activity, 'Strategies to improve the integration of legumes into cane based farming systems'. This trial aimed to assess the impact of trash and tillage management options and nematicide application on nematodes and crop performance. Methods and results are contained in the following publication: Halpin NV, Stirling GR, Rehbein WE, Quinn B, Jakins A, Ginns SP. The impact of trash and tillage management options and nematicide application on crop performance and plant-parasitic nematode populations in a sugarcane/peanut farming system. Proc. Aust. Soc. Sugar Cane Technol. 37, 192-203. Nematicide application in the plant crop significantly reduced total numbers of plant parasitic nematodes (PPN) but there was no impact on yield. Application of nematicide to the ratoon crop significantly reduced sugar yield. The study confirmed other work demonstrating that implementation of strategies like reduced tillage reduced populations of total PPN, suggesting that the soil was more suppressive to PPN in those treatments. The second trial, a variety trial, demonstrated the limited value of nematicide application in sugarcane farming systems. This study has highlighted that growers shouldn’t view nematicides as a ‘cure all’ for paddocks that have historically had high PPN numbers. Nematicides have high mammalian toxicity, have the potential to contaminate ground water (Kookana et al. 1995) and are costly. The cost of nematicide used in R1 was approx. $320 -$350/ha, adding $3.50/t of cane in a 100 t/ha crop. Also, our study demonstrated that a single nematicide treatment at the application rate registered for sugarcane is not very effective in reducing populations of nematode pests. There appears to be some levels of resistance to nematodes within the current suite of varieties available to the southern canelands. For example the soil in plots that were growing Q183 had 560% more root knot nematodes / 200mL soil compared to plots that grew Q245. The authors see great value in investment into a nematode screening program that could rate varieties into groups of susceptibility to both major sugarcane nematode pests. Such a rating could then be built into a decision support ‘tree’ or tool to better enable producers to select varieties on a paddock by paddock basis

Introducció

Based on hypothesized reciprocal relations between psychological risk and academic buoyancy (dealing with ‘everyday’ academic setback in the ordinary course of school life), the present study used cross-lagged structural equation models to examine the relative salience of (1) prior academic buoyancy in predicting subsequent psychological risk and (2) prior psychological risk in predicting subsequent academic buoyancy. Academic buoyancy and psychological risk (academic anxiety, failure avoidance, uncertain control, emotional instability, neuroticism) measures were administered to 2971 students (11–19 years) from 21 Australian high schools at two time waves across a one-year interval. Analyses confirmed a reciprocal effects model in which psychological risk impacts academic buoyancy and academic buoyancy impacts psychological risk. The findings hold applied and conceptual implications for practitioners and researchers seeking to help students deal more effectively with adversity in school life