Donnalee Taylor

GPS observation of shelter utilisation by Merino ewes

The present study examined how shelter availability, altitude and temperature influence paddock utilisation by pregnant and lambing Merino ewes. Global positioning systems (GPS) attached to collars allowed continuous tracking of ewes’ positions within two paddocks, and environmental conditions were also monitored throughout this time using temperature loggers. Animal tracking devices (UNEtracker GPS collars) were used in the spring (September–November) of 2008 (51 days) and 2009 (43 days), 14 days post-shearing, to monitor movement of pregnant grazing fine-wool Merino ewes (5 per paddock per year). The data were used to examine sheep use of lone trees, interior shelter, perimeter shelter and remainder of the paddock during three distinct diurnal activity periods, namely night camping, morning grazing and afternoon grazing. Regular use of shelter was consistently recorded in the two experimental years and in both paddocks. The ewes consistently used sheltered areas and both the leeward and windward sides of shelter, particularly during high sheep chill days. The sheep used the sheltered areas significantly more often than they used the remainder of the paddock, which was devoid of shelter except for lone trees. Night camping did not occur at the highest altitude, but predominantly where shelter was also located. The present study has demonstrated the consistent use of shelter by sheep. The shelter-seeking behaviour of the ewes a month post-shearing suggests that these animals are more sensitive to weather conditions than has been previously reported.

Training Merino sheep to respond to visual and auditory cues

The feasibility of training sheep to approach a stimulus was investigated in three experimental groups and a control group of fine wool Merino sheep (n = 11 in each group). The experimental groups (n = 11) were trained to approach either a visual (V), auditory (A), or visual + auditory (V+A) stimulus over eight training sessions and were subsequently tested in a T-maze for memory retention on six occasions over a 4-month period. Four testing occasions were spaced at greater than 30 days apart while two were less than 3 days apart. Sheep learned to approach the cues during the training period and the tests indicated that the sheep retained memory of the cues for over 130 days without reinforcement. The controls received no contingency exposure and made no choice in the T-maze test. The proportion of correct stimulus choices (±s.e.m.) in the T-maze averaged over the four longer-spaced testing occasions were V 0.61 (0.06), A 0.50 (0.11), V+A 0.77 (0.04). These differences approached significance (P = 0.058). Sheep trained to the V+A stimulus performed significantly (P < 0.05) better in the T-maze than sheep trained to the A stimulus alone. Comparisons over the shorter-spaced testing durations indicated that the sheep quickly learnt not to approach the stimulus (temporary extinction) when no food reward was available. Individual temperament of the animals was not related to their learning. This study highlights the potential for the use of V and A cues in manipulating the movement of sheep which may be useful for farm management purposes.

Supporting Biomedical Students Struggling With Second-Choice-Syndrome to Thrive Rather Than Just Survive First Year

The James Cook University (JCU) Biomedical Science students struggle with their first year and “second-choice-syndrome” as evidenced by high inter-degree transfer rates and low primary degree completions despite the cohort having high subject or unit grade point averages. This project evaluated the impact of two extracurricular support initiatives (email newsletters and themed luncheons) to deliver just-in-time information and support on student engagement and success. Students and academics rated the initiatives highly with positive support themes of networking, collegiality, belonging and engagement; there was no direct improvement in subject grades or degree satisfaction metrics. However, there was an increase in degree, college, and university student retention. It is becoming increasingly important to recognize and separate the classic academic measures of grades as an indication of success and that more personal or social support is required for students to thrive regardless of cohort demographics or career path. A student’s initial experience on campus is important and influences students’ persistence in higher education and their believed capabilities.