Alexander the Great, the dahlia, and the tortoise

Some of the problems of establishing the cause of the death of Alexander the Great are like the attempts to find causes other than hysteria for Anna O.'s symptoms. The more general problem of using plausibility as a criterion of the truth of such reconstructions are illustrated by the arguments embedded in Tom Stoppard's Arcadia.

The influence of age on reproductive success and diet in Australasian gannets (Morus Serrator) breeding at Pope's Eye, Port Phillip Bay, Victoria

The influence of age on reproductive success and diet was examined in ‘old’ (experienced; 12 years and older) and ‘young’ (5–8 years of age) Australasian gannets (Morus serrator) breeding at Pope’s Eye, Port Phillip Bay, Victoria during the 2002–2003 breeding period. Although food availability, as indicated by commercial fish catches, throughout this breeding period was low, there were no significant differences in breeding success or chick growth between groups. Nevertheless, old birds tended to have higher reproductive success, replacing more lost eggs and fledging chicks of a greater mass. However, old birds also laid more eggs that failed to hatch. Five fish species, including jack mackerel (Trachurus declivis), barracouta (Thyrsites atun), redbait (Emmelichthys nitidus), anchovy (Engraulis australis) and red mullet (Upeneichthys vlamingii), were important in the gannet diet during this breeding period. There were no significant differences in dietary parameters, including range of species and size of prey, between old and young gannets, nor were there any differences between those of the chicks and their parents, suggesting that adults do not forage selectively for their chicks. This study showed that even during a period of presumed low food availability, when experienced (older) birds might be expected to have enhanced success, the differences between these and less experienced (younger) birds may not be apparent.

Growing community : the impact of the Stephanie Alexander kitchen garden program on the social and learning environment in primary schools

This article presents results from a mixed-method evaluation of a structured cooking and gardening program in Australian primary schools, focusing on program impacts on the social and learning environment of the school. In particular, we address the Stephanie Alexander Kitchen Garden Program objective of providing a pleasurable experience that has a positive impact on student engagement, social connections, and confidence within and beyond the school gates. Primary evidence for the research question came from qualitative data collected from students, parents, teachers, volunteers, school principals, and specialist staff through interviews, focus groups, and participant observations. This was supported by analyses of quantitative data on child quality of life, cooperative behaviors, teacher perceptions of the school environment, and school-level educational outcome and absenteeism data. Results showed that some of the program attributes valued most highly by study participants included increased student engagement and confidence, opportunities for experiential and integrated learning, teamwork, building social skills, and connections and links between schools and their communities. In this analysis, quantitative findings failed to support findings from the primary analysis. Limitations as well as benefits of a mixed-methods approach to evaluation of complex community interventions are discussed.

Promoting appreciation of cultural diversity and inclusion with the Stephanie Alexander Kitchen garden program

Purpose – The purpose of this paper is to present emergent findings from an evaluation of the Stephanie Alexander Kitchen Garden (SAKG) Program showing that the program promoted appreciation of cultural diversity and inclusion of culturally diverse groups. Design/methodology/approach – The findings reported here are from the qualitative component of a mixed-method, nonrandomized, pre- and post-comparison evaluation study. Focus groups and interviews were held with school principals, teachers, program specialist staff, parents, volunteers and children at the program schools. Findings – In a culturally diverse school, the program enhanced the school’s capacity to engage and include children and families from migrant backgrounds. In less diverse settings, the program provided opportunities for schools to teach children about cultural diversity. Research limitations/implications – Assessing the program’s impact on multicultural education was not a specific objective of this study, rather these findings emerged as an unanticipated outcome during interviews and focus groups that explored participants’ views on important changes to schools associated with the program. Thus, the quantitative component of the evaluation did not assess the extent of this program impact and further research is recommended. Practical implications – The program may have particular value in culturally diverse schools, providing benefits in terms of engagement of children and families and potentially, in the longer term, associated improvements in learning outcomes. Social implications – These findings suggest that the program can help to promote social equity and inclusion for culturally diverse groups. Originality/value – This paper highlights critical equity implications associated with school-based programs’ capacity to include culturally and linguistically diverse groups.