James Cook University

About: James Cook University is a education organization based out in Townsville, Queensland, Australia. It is known for research contribution in the topics: Population & Coral reef. The organization has 9101 authors who have published 27750 publications receiving 1032608 citations. The organization is also known as: JCU.

Trawling and bottlenose dolphins' social structure.

Abstract: Human activities can affect the behaviour of mammals through the modification of habitats, changes in predation pressure or alterations in food distribution and availability. We analysed the association and ranging patterns of 242 individually identified bottlenose dolphins (Tursiops aduncus) in eastern Moreton Bay, Queensland, Australia, and distinguished two separate communities of dolphins. Unlike bottlenose dolphins elsewhere, the communities' core areas overlapped substantially. There was a correlation between the dolphins' responses to fishing activities and community membership-members of one community feed in association with trawlers and members of the other do not. Apart from feeding mode, the communities differed in habitat preference and group sizes. Inadvertent anthropogenic impacts on animals' societies are likely to be far more widespread than just this study and can increase conservation challenges. In this instance, managers need to consider the two communities' differing habitat requirements and their behavioural traditions in conservation planning.

Practice into Theory into Practice: Culturally Relevant Pedagogy for Students We Have Marginalized and Normalized.

Abstract: This study is a synthesis of ethnographies conducted in both North American and Australian cross-cultural and interethnic classrooms. It establishes nine assertions about culturally relevant teaching in such settings. It argues that both the understandings and classroom practices included in these assertions provide teachers with potential starting points, informed by current best practice, for praxis-reflecting upon their own practices within a framework of participatory democracy for all. For more than 30 years, ethnographers have been investigating teaching in cross-cultural and multiethnic settings. In so doing, they have accumulated a wealth of knowledge about what teachers do-teachers' practice. As a result, we know much about what works and what does not work with Native American, Australian Aboriginal, Hispanic, Latino, Hawaiian, Asian American, African American, Mexican American, and Torres Strait Islander students. An ethnology, or synthesis, of these studies was made. It consists of nine assertions about culturally relevant pedagogy and so provides two outcomes useful for practitioners working in cross-cultural or multiethnic classrooms. One outcome is a theoretical perspective on how we need to think about teaching in such settings. I contend that we need to rethink what we are doing as teachers of these students who are an increasing percentage of the school populations we teach. This rethinking will not dramatically change the way we teach, but it will give us a clear framework for beginning to understand the various groups of students we teach and, thus, for teaching them better. This framework avoids victim blaming, although it fully encompasses the social context of both schooling and family life, and informs classroom processes designed to maximize learning for all our nations' children-not just those from the groups that traditionally have succeeded in our schools. The other outcome is a series of informed and tentative starting points for the classroom processes of teachers who want to reflect on issues of social justice, particularly as it relates to ethnicity and culture (which, of course, overlap both class and gender). I claim that the starting points are informed because they derive from a variety of research projects Anthropology & Education Quarterly 27(3):285-314. Copyright ? 1996, American

Electrolyte depletion and osmotic imbalance in amphibians with chytridiomycosis.

Abstract: Mounting evidence implicates the disease chytridiomycosis, caused by the fungus Batrachochytrium dendrobatidis, in global amphibian declines and extinctions. While the virulence of this disease has been clearly demonstrated, there is, as yet, no mechanistic explanation for how B. dendrobatidis kills amphibians. To investigate the pathology of chytridiomycosis, blood samples were collected from uninfected, aclinically infected and clinically diseased amphibians and analyzed for a wide range of biochemical and hematological parameters. Here, we show that green tree frogs Litoria caerulea with severe chytridiomycosis had reduced plasma osmolality, sodium, potassium, magnesium and chloride concentrations. Stable plasma albumin, hematocrit and urea levels indicated that hydration status was unaffected, signifying depletion of electrolytes from circulation rather than dilution due to increased water uptake. We suggest that B. dendrobatidis kills amphibians by disrupting normal epidermal functioning, leading to osmotic imbalance through loss of electrolytes. Determining how B. dendrobatidis kills amphibians is fundamental to understanding the host-pathogen relationship and thus the population declines attributed to B. dendrobatidis. Understanding the mechanisms of mortality may also explain interspecific variation in susceptibility to chytridiomycosis.