What was web 2.0? Versions as the dominant mode of internet history

This paper explores Web 2.0 as the marker of a discourse about the nature and purpose of the internet in the recent past. It focuses on how Web 2.0 introduced to our thinking about the internet a discourse of versions. Such a discourse enables the telling of a ‘history’ of the internet which involves a complex interweaving of past, present and future, as represented by the additional versions which the introduction of Web 2.0 enabled. The paper concludes that the discourse of versions embodied in Web 2.0 obscures as much as it reveals, and suggests a new project based on investigations of the everyday memories of the internet by which individual users create their own histories of online technology.

The humanities curriculum in a changing world

In this article Harvie discusses the perceptions that pre-service teachers have about Humanities teaching & learning.Harvie expresses the importance of a sound humanities program in schools is central to developing individual members of society that are informed about Values, Citizenship, Australian and Global History, Geography and Economics.

Material world: learning and teaching chemistry

 In the Australian National Curriculum, the science understanding of overarching ideas of matter and energy covers science topics in the conceptual area of chemistry, such as the properties, forms and uses of different materials, the states of matter (solid, liquid and gas), and energy, such as forces, movement and electricity. This chapter focusses on explaining the abstract science ideas related to matter and energy through the use of appropriate vocabulary, examining ways of organising knowledge and linking scientific models and theories to observations and experiences. The particle model of matter is used to explain common observations, demonstrating the value of scientific inquiry and the role of models and representations in scientific thinking. A directed inquiry teaching approach in which there is a focus on the use of representations is recommended for these abstract topics. Representations are a vital component of communicating the abstract ideas of matter and energy. The use of the pedagogical approach in which students construct and evaluate representations of scientific ideas is used in the negotiation and development of their understandings.

Exhibit review : Focus on strangers: photo albums of World War II, Stadtmuseum, Jena, Germany, 2011

Focus on Strangers: Photo Albums of World War II is based on a collaborative research project conducted by two German universities (Carl von Ossietzky Universität Oldenburg and Friedrich Schiller Universität Jena) and was conceptualized in cooperation with four German city museums in Oldenburg, Munich, Frankfurt, and Jena. While the exhibition continues a tradition of museological projects examining Germany’s war history, such as the Wehrmachtsaustellung, which provoked fi erce public debate, Focus on Strangers moves beyond most conventional approaches in a signifi cant way. Th e exhibition pays tribute to the recent development in which private traces of memory have become part of the public perception of history, in this case the history of World War II.

Toxic marine microalgae and shellfish poisoning in the British isles : history, review of epidemiology, and future implications

The relationship between toxic marine microalgae species and climate change has become a high profile and well discussed topic in recent years, with research focusing on the possible future impacts of changing hydrological conditions on Harmful Algal Bloom (HAB) species around the world. However, there is very little literature concerning the epidemiology of these species on marine organisms and human health. Here, we examine the current state of toxic microalgae species around the UK, in two ways: first we describe the key toxic syndromes and gather together the disparate reported data on their epidemiology from UK records and monitoring procedures. Secondly, using NHS hospital admissions and GP records from Wales, we attempt to quantify the incidence of shellfish poisoning from an independent source. We show that within the UK, outbreaks of shellfish poisoning are rare but occurring on a yearly basis in different regions and affecting a diverse range of molluscan shellfish and other marine organisms. We also show that the abundance of a species does not necessarily correlate to the rate of toxic events. Based on routine hospital records, the numbers of shellfish poisonings in the UK are very low, but the identification of the toxin involved, or even a confirmation of a poisoning event is extremely difficult to diagnose. An effective shellfish monitoring system, which shuts down aquaculture sites when toxins exceed regularity limits, has clearly prevented serious impact to human health, and remains the only viable means of monitoring the potential threat to human health. However, the closure of these sites has an adverse economic impact, and the monitoring system does not include all toxic plankton. The possible geographic spreading of toxic microalgae species is therefore a concern, as warmer waters in the Atlantic could suit several species with southern biogeographical affinities enabling them to occupy the coastal regions of the UK, but which are not yet monitored or considered to be detrimental.

Nationalism, Britishness and Australian history: the Meaney thesis revisited

In 2001 Neville Meaney published a landmark article which questioned the place of nationalism in Australian historiography. He argued that up to the 1960s Britishness, not nationalism, was the hegemonic marker of identity for Australians, and warned that nationalist historians had fallen into the trap of writing their histories through nationalism’s own teleological imperative. This article revisits Meaney’s hegemonic claim for the role of Britishness in Australian history by arguing that he went too far. By leeching out nationalism as an ideology at play in Australian politics in the mid-twentieth century historians are in danger of taking Australian history out of its world historical context: the Age of Decolonisation.

Proving a negative in history: the non-appearance of the Hungarian football team at the Melbourne Olympic Games in 1956

In this article we examine why Hungary, despite having the best football team in the world, did not enter the competition at the 1956 Melbourne Olympic Games. We examine several explanations and find them to be based on errors and misconceptions. Given the significance of sport in socialist societies, we believe that the most likely explanation lies in the relationship between the Hungarian communist regime and that of the Soviet Union. Ongoing archival research suggests that the Hungarian regime did not enter a football team because it wanted to assist the Soviet Union in winning the gold medal, which it was thought would demonstrate the moral superiority of communism. This proposition is supported by a 2012 interview with Jenö Buzánszky, one of the two survivors of the Hungarian team.

Family history and the Great War in Australia

The boom in family history that is a hallmark of so much historical activity around the globe over the last three decades is one contributor to the resurgence of interest in the Great War itself. In Australia, as elsewhere in the western world, family history and the resources dedicated to it have been expanding rapidly. This chapter investigates recent practices of family history of the Great War in Australia. Our aim is to examine the role of family history in producing and reproducing knowledge of the Great War within Australian families, and the relationship between the conduct and transmission of family history on the one hand, and the contours of cultural memory on the other.

A contribution to the history of assessment: how a conversation simulator redeems Socratic method

Assessment in education is a recent phenomenon. Although there were counterparts in former epochs, the term assessment only began to be spoken about in education after the Second World War; and, since that time, views, strategies and concerns over assessment have proliferated according to an uncomfortable dynamic. We fear that, increasingly, education is assessment-led rather than learning-led and ‘counter to what is desired’ in an ugly judgemental spirit whose moral underpinnings deserve scrutiny. In this article, we seek to historicise assessment and the anxieties of credentialising students. Through this longer history, we present a philosophy of assessment which underlies the development of a new method in assessment-as-learning. We hope that our development of a conversation simulator helps restore the innocence of education as learning-led, while still delivering on the incumbencies of assessment.

The complex and contested history of democracy

Democracy has never been more popular. It is successfully practiced today in a myriad of different ways by people across virtually every cultural, religious or socio-economic context. The forty-five essays collected in this companion suggest that the global popularity of democracy derives in part from its breadth and depth in the common history of human civilization. The chapters include exceptional accounts of democracy in ancient Greece and Rome, modern Europe and America, among peoples’ movements and national revolutions, and its triumph since the end of the Cold War. However, this book also includes alternative accounts of democracy’s history: its origins in prehistoric societies and early city-states, under-acknowledged contributions from China, Africa and the Islamic world, its familiarity to various Indigenous Australians and Native Americans, the various challenges it faces today in South America, Eastern Europe, the Middle East and Asia, the latest democratic developments in light of globalization and new technologies, and potential future pathways to a more democratic world. Understanding where democracy comes from, where its greatest successes and most dismal failures lie, is central to democracy’s project of inventing ways to address the need of people everywhere to live in peace, freedom and with a say in the decisions that affect their lives.

Introduction : democracy and history

The notion that democracy could have a ‘secret’ history might at first seem strange to many readers. Indeed, the history of democracy has become so standardized, is so familiar and appears to be so complete that it is hard to believe that it could hold any secrets whatsoever. The ancient Greek practice of demokratia and the functions of the Roman Republic are foundational to Western understanding of politics; school textbooks introduce the Magna Carta and the rise of the English Parliament; Hollywood blockbusters recount the events surrounding the American Declaration of Independence; many best-selling novels have been written about the French Revolution; and the gradual global spread of the Western model of democracy has been a recurrent news story since the end of the Cold War. So pervasive is this traditional story of democracy that it has achieved the status of received wisdom: endlessly recycled without criticism by policy-makers, academics, in the popular media and in classrooms across the world.

Conclusion : democratising the history of democracy

The aim of The Secret History of Democracy has been to open debate on a larger view of democratic practice than that encapsulated by its wellknown standard history. The book came about from a concern that, while democracy was experiencing an ascendancy that began in the aftermath of the Second World War and intensified with the end of the Cold War, the global uptake of this particular form of governance came at the very moment when its limitations were becoming clearer: in its European and American heartlands there was less interest in participating in democracy; Clinton began in hope but ended in scandal; 9/11 was a victory for intolerance precisely because Western democracy restricted its own freedoms; the Bush, Blair and Howard governments became less relevant to their constituents and waged unpopular wars; the global financial crisis revealed democracy’s dependence on a flawed economic model; and difficulties in dealing with the global impact of climate change showed the limitations of national democracies, hostage to sectional interests. The exemplars of democracy were not having an easy time.