No abstract

Koala populations are in catastrophic decline in certain eastern Australian regions. Spanning from 1997–2013, a database derived from wildlife hospitals in southeast Queensland with N = 20,250 entries was classified by causes of morbidity and mortality. A total of 11 aetiologies were identified, with chlamydiosis, trauma, and wasting being most common. The clinical diagnosis at submission varied significantly over the observation period. Combinations of aetiologies were observed in 39% of koalas submitted, with chlamydiosis frequently co-occurring. Urogenital (cystitis 26.8%, bursitis 13.5%) and ocular (conjunctivitis 17.2%) chlamydiosis were the most frequently diagnosed representations of the infection. Approximately 26% of submissions comprised koalas involved in vehicle accidents that were otherwise healthy. Age and sex of the koala as well as season and submission period were compared for the case outcomes of ‘dead on arrival’, ‘euthanized’, or ‘released’ for the four most common clinical diagnoses using multinomial logistic regression models. Exploratory space-time permutation scans were performed and overlapping space-time clusters for chlamydiosis, motor vehicle traumas and wasting unveiled high risk areas for koala disease and injury. Our results suggest that these aetiologies are acting jointly as multifactorial determinants for the continuing decline of koalas.

As a result of this activity, readers will describe components of spoken language that predict children's morphological and phonological spelling performance. As a result of this activity, readers will describe how the spelling skills of children with SLI compare to age-matched and spelling age-matched control children. Readers will be able to interpret the variability in spelling performance seen in children with SLI.

This study investigated the relationship between measures of reading and writing, and explored whether cognitive measures known to be related to reading ability were also associated with writing performance in middle childhood. Sixty-Four children, aged between 8 years 9 months and 11 years 9 months, took part in a battery of writing, reading, and cognitive ability tasks.Reading fluency emerged as having a strong relationship to written language performance, after controlling for age and verbal reasoning. While children with reading difficulties were weak at spelling accuracy, they were otherwise found to produce written compositions of similar quality to typical readers. Boys produced less written text than girls, but did not demonstrate weaker written language abilities. Collectively the results demonstrate that writing skills can be separated into transcription and composition processes, and highlight the need for further research on the relationship between reading fluency and children's writing.

Background. Young children are often required to carry out writing tasks in an educational