No abstract

No abstract

Purpose The impact of wildfire on (a) slope hydrological processes, (b) soil erodibility, and (c) post-fire hillslope sediment and phosphorus (P; dissolved and particulate) yields are quantified for natural forest areas of the burned Evrotas River basin, Peloponnese, Greece. Further, the geochemical partitioning of P in burned and unburned sediment is evaluated by sequential extraction to assess potential bioavailability of particulate P (PP) in downstream aquatic ecosystems. Materials and methods A series of field-based rainfall simulation and infiltration experiments were undertaken in burned and unburned terrain of contrasting vegetation and soil type, after severe wildfires in summer 2007. Resulting water and sediment samples were analyzed for P concentration to permit calculation of hillslope yields for 20, 40, and 60 mm h -1 rainfall events. Samples of soil were collected from each site type for physical and geochemical analyses.Results and discussion Plot-scale rainfall simulation experiments and measurements demonstrate enhanced runoff and erosion rates in burned terrain. While dissolved P concentrations in runoff from burned terrain are elevated (0.21± 0.09 mg l -1 ) against background levels (0.01±0.01 mg l -1 ) and exceed European water quality guidelines, PP represents 99% of the severely burned hillslope P yield (2.32± 1.63 kg ha -1 for a 15-min rainfall event). Sequential extraction data demonstrate that up to 20% of total PP in burned sediment is potentially bioavailable and that bioavaliable PP yields are two orders of magnitude greater than dissolved P yields. Conclusions Release of P from eroded sediment stored in downslope/downstream sink zones may protract the postfire risk to downstream resources. Quantification of PP partitioning in eroded sediment is a key requirement when assessing the downstream impacts of wildfire.

No abstract

No abstract

No abstract

No abstract

The Broken Hill University Department of Rural Health (BH UDRH) operates a successful multidisciplinary rural clinical placement program in far western New South Wales. 1 However, until recently, the development of allied health programs had been constrained by the region's limited access to allied health services and their capacity to support students. There are few placement opportunities nationally across the UDRH network for allied health disciplines such as speech pathology (22 students in 2008/2009 J. Ramsay, pers. comm., 2010).In Broken Hill, local primary school teachers and parents had raised concerns about the lack of paediatric speech pathology services and the impact this was having on educational attainment. We proposed a novel solution using a clinical education model 2 structured around student-run clinics 3 in the primary schools. The development relied on non-traditional partnerships with school education, a commitment by speech pathologists from the Area Health Service to allocate time for clinical supervision and work by BH UDRH staff to engage academic partners from a feeder university, recruit students and manage the placements. Participants, methods and resultsThe program was piloted in 2009 and three groups of final year students (17 students) completed a fieldwork placement during 2010. The six-week placements were scheduled for school terms 1, 2 and 3, and each included orientation and three days of structured teaching on cross cultural education, primary health care principles, preparation for fieldwork and professional resilience.Students worked in pairs running clinics at local primary schools supervised by local speech pathologists. Clinical activity varied with each placement. The first group of the year focused on screening kindergarten children while subsequent rotations screened other children referred by parents or teachers. The students delivered speech pathology interventions for children with straightforward problems, assisted speech pathologists in complex cases and referred to associated services if required. They also provided teacher and parent education. Each consultation was documented on a standard form, reviewed by the speech pathologist and filed in school records. The supervising speech pathologist referred children for ongoing treatment or further assessment to the speech pathology service as required.Individual student needs were closely monitored and tailored levels of clinical and non-clinical supervision/ support developed to enhance participant experiences. Students also participated in the local inter-professional learning program.The curriculum requirements for the placement were determined and monitored by academic staff from the Faculty of Health Sciences, University of Sydney and delivered collaboratively on-site.A total of 231 primary school aged children, including 167 from kindergarten (93% of enrolments) were assessed in 2010. Fifty-eight per cent of kindergarten children had a speech pathology intervention. Furthermore, the number of new referrals on...