The impact and feasibility of introducing height-adjustable desks on adolescents' sitting in a secondary school classroom

Children spend over 60% of their school day sitting; much of this occurs in the classroom. Emerging research has examined the impact of environmental interventions on classroom sitting. While this research is promising, it has predominantly focused on the primary school setting. This study examined the impact and feasibility of height-adjustable desks on time spent sitting/standing during classroom lessons in a secondary school. Traditional desks in a Melbourne secondary school classroom were replaced with 27 height-adjustable desks (intervention classroom). Forty-three adolescents (51% male; mean age 13.7 ± 1.4 years) from Grades 7, 9 and 10 wore an inclinometer and accelerometer for schooldays and completed a survey after using the desks during lessons for seven weeks. Ten teachers (50% male) completed a survey. Time spent sitting, standing, and the length of sitting bouts were compared between periods when adolescents were in the intervention classroom versus traditional classrooms (matched on teacher and subject). Compared to the traditional classroom, adolescents spent 25% less time sitting and 24% more time standing in the intervention classroom (effect size > 0.8), and had a greater frequency of short sitting bouts and fewer longer bouts. The majority of teachers (71%) and students (70%) reported wanting to continue to use the height-adjustable desks. When standing during lessons, adolescents reported working well (69%); however, a third reported difficulties paying attention (28%) and becoming distracted (36%). Few teachers reported negative influences on adolescents’ ability to work (14%) and concentrate (14%). Half the adolescents reported leg, or back pain with standing. Introducing height-adjustable desks resulted in lower levels of sitting compared with traditional classrooms, was acceptable and had some adverse effects on concentration and discomfort. The study provides preliminary evidence that height-adjustable desks may help reduce prolonged sitting in school among adolescents. Future research should incorporate a control group and explore behavioural and academic outcomes.

A review of the dodo and its ecosystem : insights from a vertebrate concentration lagerstätte in Mauritius

The dodo Raphus cucullatus Linnaeus, 1758, an extinct and flightless, giant pigeon endemic to Mauritius, has fascinated people since its discovery, yet has remained surprisingly poorly known. Until the mid-19th century, almost all that was known about the dodo was based on illustrations and written accounts by 17th century mariners, often of questionable accuracy. Furthermore, only a few fragmentary remains of dodos collected prior to the bird's extinction exist. Our understanding of the dodo's anatomy was substantially enhanced by the discovery in 1865 of subfossil bones in a marsh called the Mare aux Songes, situated in southeastern Mauritius. However, no contextual information was recorded during early excavation efforts, and the majority of excavated material comprised larger dodo bones, almost all of which were unassociated. Here we present a modern interdisciplinary analysis of the Mare aux Songes, a 4200-year-old multitaxic vertebrate concentration Lagerstätte. Our analysis of the deposits at this site provides the first detailed overview of the ecosystem inhabited by the dodo. The interplay of climatic and geological conditions led to the exceptional preservation of the animal and associated plant remains at the Mare aux Songes and provides a window into the past ecosystem of Mauritius. This interdisciplinary research approach provides an ecological framework for the dodo, complementing insights on its anatomy derived from the only associated dodo skeletons known, both of which were collected by Etienne Thirioux and are the primary subject of this memoir.

Indigenous cultural studies: intersections between cultural studies and Indigenous studies

History, Power, Text collects together selected contributions on Indigenous themes published between 1996 and 2013 in the journal first known as UTS Review and now known as Cultural Studies Review. Since the journal’s inception, successive editors have sought to open up a space for new kinds of politics, new styles of writing and new modes of interdisciplinary engagement. Like the journal it draws its material from, this collection has been conceived and assembled as an exercise in institution building beyond ‘the Institution’. We call this institution, tentatively, ‘Indigenous cultural studies’ and see it as a disciplinary space that is built iteratively through events, single articles and books. We do not seek to prescribe or delimit this project but rather to give it density and energise those working in the overlapping fields represented here.

Book review: Review of 'W. E. H. Stanner, The dreaming and other essays' with an introduction by Robert Manne. Melbourne: Black Inc. Agenda, 2009. ISBN: 9781863955171, (Pb) 336 pp. $AUD32.95

There is no more imposing figure in the history of Australian anthropology than W.E.H. ('Bill') Stanner (1905-1981). While some of his contemporaries produced more ethnography, none matched his skill and eloquence in describing the life-worlds of Aboriginal people. While others of his age were just as closely involved in arguing for the defensibility of Aboriginal society, none did so with such convincing passion. With these two legacies in mind, anthropologists in the here and now would be hard put to describe Stanner's oeuvre in either/or terms. He is best remembered for his scintillating, sympathetic analyses of Aboriginal myth, ritual and local organisation, together with his trenchant critiques of Durkheim and Freud.

Using Butler to understand the multiplicity and variability of policy reception

Understanding how teachers make sense of education policy is important. We argue that an exploration of teacher reactions to policy requires an engagement with theory focused on the formation of ‘the subject’ since this form of theorisation addresses the creation of a seemingly coherent identity and attitude while acknowledging variation across different places and people. In this paper, we propose the utility of Butlerian ideas because of the focus on subjectivity that her work entails and the account she gives for social norms regulating people’s actions and attitudes. We use Butler’s stance on how ‘cultural intelligibility’ is formed to account for the complex, messy and sometimes contradictory ‘take up’ of curriculum policy by 10 teachers at a secondary school case study in Queensland, Australia. We use the phrase ‘policy reception’ to signify a particular theoretical line of thought we are forming with our application of Butlerian theory to the analysis of teacher attitudes toward curriculum policy, and to distinguish it from ‘policy interpretation’, ‘policy translation’ and ‘policy enactment’.