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Jean-Marc Hero

Biographic Data

ID6046879
NAMEJean-Marc Hero
GIVEN NAMESJean-Marc
FAMILY NAMEHero
SIGNATUREHERO J
AFFILIATIONSUniversity of the Sunshine Coast
VERIFIEDNo
TOTAL WORKS7
TOTAL CITATIONS0
AUTHOR COUNT7
EDITOR COUNT0
FIRST PUBLICATION YEAR2006
LATEST PUBLICATION YEAR2024
H-INDEX0
  • Integrating Indigenous knowledges in higher education

    Jean-Marc Hero, Jean‐Marc Hero et al.•ARTICLE•Journal of Australian indigenous…•2024

    This paper presents a framework for integrating Indigenous Knowledges and cultural processes within education in theory and practice.The pedagogy developed herein is founded on Rationally Responsive Indigenous Standpoint Theory (RRIST) and the 4 layers of acquiring knowledge: Respect, Connect, Reflect, Direct.We apply this in practice, framed with a blend of Australian Aboriginal Pedagogies: Pedagogy of Place (Walking Country in time and space), …

  • Forest Conservation Policy Implementation Gaps

    Open Access•DonnaLouise Treby, J Guy Castley et al.•ARTICLE•Conservation and Society•2014

    Hollow-bearing trees in native forests and woodlands are significant habitat resources for many Australian fauna but habitat removal, commercial timber harvesting and urban development continue to threaten these ecosystems. Protection for these habitats and their species is purportedly provided for in legislation, policy, and strategic management plans. However, public debate and disagreement surrounding forest management has resulted in the disi…

  • After the Horse has Bolted

    Open Access•Kerry M Kriger, Jean-Marc Hero et al.•ARTICLE•EcoHealth•2009

  • How Does Chytrid Infection Vary Among Habitats? The Case of Litoria wilcoxii (Anura, Hylidae) in SE Queensland, Australia

    Open Access•Monique Van Sluys, Jean-Marc Hero et al.•ARTICLE•EcoHealth•2009

  • Chytridiomycosis, Amphibian Extinctions, and Lessons for the Prevention of Future Panzootics

    Open Access•Kerry M Kriger, Jean-Marc Hero et al.•ARTICLE•EcoHealth•2009

  • The Decline of the Sharp-Snouted Day Frog (Taudactylus acutirostris)

    Open Access•Lisa M Schloegel, Jean-Marc Hero et al.•ARTICLE•EcoHealth•2006

  • Survivorship in Wild Frogs Infected with Chytridiomycosis

    Open Access•Kerry M Kriger, Jean-Marc Hero et al.•ARTICLE•EcoHealth•2006

No prominent works on this page.

  • The Decline of the Sharp-Snouted Day Frog (Taudactylus acutirostris)

    Open Access•Lisa M Schloegel, Jean-Marc Hero et al.•ARTICLE•EcoHealth•2006

  • Survivorship in Wild Frogs Infected with Chytridiomycosis

    Open Access•Kerry M Kriger, Jean-Marc Hero et al.•ARTICLE•EcoHealth•2006

  • After the Horse has Bolted

    Open Access•Kerry M Kriger, Jean-Marc Hero et al.•ARTICLE•EcoHealth•2009

  • How Does Chytrid Infection Vary Among Habitats? The Case of Litoria wilcoxii (Anura, Hylidae) in SE Queensland, Australia

    Open Access•Monique Van Sluys, Jean-Marc Hero et al.•ARTICLE•EcoHealth•2009

  • Chytridiomycosis, Amphibian Extinctions, and Lessons for the Prevention of Future Panzootics

    Open Access•Kerry M Kriger, Jean-Marc Hero et al.•ARTICLE•EcoHealth•2009

  • Forest Conservation Policy Implementation Gaps

    Open Access•DonnaLouise Treby, J Guy Castley et al.•ARTICLE•Conservation and Society•2014

    Hollow-bearing trees in native forests and woodlands are significant habitat resources for many Australian fauna but habitat removal, commercial timber harvesting and urban development continue to threaten these ecosystems. Protection for these habitats and their species is purportedly provided for in legislation, policy, and strategic management plans. However, public debate and disagreement surrounding forest management has resulted in the disi…

  • Integrating Indigenous knowledges in higher education

    Jean-Marc Hero, Jean‐Marc Hero et al.•ARTICLE•Journal of Australian indigenous…•2024

    This paper presents a framework for integrating Indigenous Knowledges and cultural processes within education in theory and practice.The pedagogy developed herein is founded on Rationally Responsive Indigenous Standpoint Theory (RRIST) and the 4 layers of acquiring knowledge: Respect, Connect, Reflect, Direct.We apply this in practice, framed with a blend of Australian Aboriginal Pedagogies: Pedagogy of Place (Walking Country in time and space), …

Biology (6 works) · Ecology (6 works) · Amphibian and Reptile Biology (5 works) · Animal ecology (5 works) · Amphibian (4 works) · Biodiversity (3 works) · Chytridiomycosis (3 works) · Zoology (3 works) · Antimicrobial Peptides and Activities (2 works) · Geography (2 works)

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