Intention and unintention or the hyperconscious in contemporary lyric impulse

The creative component, a collection of poetry of eighty pages written mostly in the process described in the critical component. The critical component is a fresh examination of the role of the unconscious drive in the impulse to write Western lyric poetry, particularly contemporary lyric poetry.

Star struck

With poems ranging from the confessional to the mock-autobiographical, from imagism to a strange storytelling, from the comic and satirical to the plangent and disturbing, Star Struck startles us with the many faces of lyric poetry.This book of poems by the award-winning poet David McCooey is made up of four sections. The first documents an alienating encounter with a life-threatening illness. The second plays out an unforgettable obsession with darkness and light. The third brings together popular music and the ancient literary mode of the pastoral. In this highly original sequence we find, among other things, Bob Dylan singing Virgil, Joni Mitchell reflecting on life in Laurel Canyon, a lab monkey pondering the sound of music, and a bitter, surreal rewriting of ‘Down Under’ for our times. In the final section, narrative poetry is cast in an intensely new and uncanny light.

This voice and notes

This poem plays around with ideas of ‘voice’. The title draws attention, through its use of a demonstrative pronoun, to the instability of voice in lyric poetry. In other words, by calling the poem ‘This Voice’, I hope to make the reader think ‘Which voice is this? The author’s? Mine? A fictional character’s?’

TOBY : Early intervention in autism through technology

We describe TOBY Playpad, an early intervention program for children with Autism Spectrum Disorder (ASD). TOBY teaches the teacher - the parent - during the crucial period following diagnosis, which often coincides with no access to formal therapy. We reflect on TOBY's evolution from tabletop aid for flashcards to an iPad app covering a syllabus of 326 activities across 51 skills known to be deficient for ASD children, such imitation, joint attention and language. The design challenges unique to TOBY are the need to adapt to marked differences in each child's skills and rate of development (a trait of ASD) and teach parents unfamiliar concepts core to behavioural therapy, such as reinforcement, prompting, and fading. We report on three trials that successively decrease oversight and increase parental autonomy, and demonstrate clear evidence of learning. TOBY's uniquely intertwined Natural Environment Tasks are found to be effective for children and popular with parents. Copyright 2013 ACM.

Trace [book of poetry]

This collection of prose poetry creates a naturally intimate world while, at the same time, fluidly examining complex connections between popular and high culture.

Young children learning about well-being and environmental education in the early years: a funds of knowledge approach

Early childhood educators currently provide content focused learning opportunities for children in the areas of well-being and environmental education. However, these are usually seen as discrete content areas and educators are challenged with responding to children’s interests in popular-culture inspired food products given these influence their consumption of energy-dense, nutrient-poor and highly packaged food in the early childhood setting. This paper reports preliminary findings from a pilot randomised trial examining the interconnectedness of sustainability, well-being and popular-culture in early childhood education. Planning, assessment documentation and summaries from twenty-four learning experiences implemented by six educators over a six-week period were analysed using a deductive approach. Twenty well-being and environmental education topics were identified and shown to be generated by the educators when considering the children’s ‘funds of knowledge’ on popular-culture inspired food products. We argue that topics derived from children’s engagement with popular-culture may help educators to create an integrated approach to curriculum provision. This may impact child weight and facilitate obesity prevention and environmental sustainability as children create stronger connections between these content areas and their everyday choices and practices.

Exhumed [book of poetry]

Unpredictable and boisterously entertaining, Cassandra Atherton’s Exhumed is a collection of interconnected prose poems exploring the reanimation of canonical texts against a backdrop of popular culture references: William Carlos Williams, Nabokov, Stevie Smith and Emily Dickinson are paired with ‘Happy Meals’, Hill’s Hoists, Bonds t-shirts and the Moonee Valley Bistro. Divided into two parts – ‘Inter’ with its play on intertexts and ‘Disinter’ where the references are unearthed, these prose poems are fractured moments centred on love, betrayal, abandonment and death. Atherton’s appeals to l’humour noir and the politicisation of the poet’s private spaces make for an exhilarating and intoxicating read.

Bridging the gap: early warning, gender and the responsibility to protect

Women, Peace and Security (WPS) scholars and practitioners have expressed reservations about the Responsibility to Protect (R2P) principle because of its popular use as a synonym for armed humanitarian intervention. On the other hand, R2P’s early failure to engage with and advance WPS efforts such as United Nations Security Council (UNSC) resolution 1325 (2000) has seen the perpetuation of limited roles ascribed to women in implementing the R2P principle. As a result, there has been a knowledge and practice gap between the R2P and WPS agendas, despite the fact that their advocates share common goals in relation to the prevention of atrocities and protection of populations. In this article we propose to examine just one of the potential avenues for aligning the WPS agenda and R2P principle in a way that is beneficial to both and strengthens the pursuit of a shared goal – prevention. We argue that the development and inclusion of gender-specific indicators – particularly economic, social and political discriminatory practices against women – has the potential to improve the capacity of early warning frameworks to forecast future mass atrocities.

‘Fat, four-eyed and female’ 30 years later: A replication of Harris, Harris, and Bochner’s (1982) early study of obesity stereotypes

Objective: This study aimed to replicate Harris, Harris, and Bochner’s (1982) early experiment on obesity stereotyping to examine whether negative obesity stereotypes persist and in what form.

Method: A sample of psychology students (N = 506) read a description of a target described as female or male, overweight or average weight, and wearing glasses or not, who they subsequently rated on 12 descriptors.

Results: Overweight targets were rated as significantly less active, assertive, athletic, attractive, happy, hardworking, masculine, popular, and successful than average weight targets. This negative stereotype effect of target weight was much larger than effects observed for sex or wearing glasses. There were no differences in effect sizes for target weight between this study and the original study.

Conclusions: It was concluded that the negative obesity stereotypes reported by Harris et al. have persisted over a 30-year period, despite the fact that people who are overweight are no longer a minority. Efforts are needed to challenge negative stereotyping of this group. Future research could examine why stereotypes of overweight people are resistant to change.

Teaching internet inquiry in the early years: a microcase of teaching practice with iPads

This paper focuses on teaching practices intended to support primary school students’ internet inquiries and the development of requisite knowledge and skills. The paper builds on growing knowledge about multimodal pedagogy (e.g., Walsh, 2011) and how such pedagogies not only bring with them intrinsic benefits for student engagement and learning, but also offer opportunities to reinforce and refine traditional print literacies (e.g., McKee and Heydon, 2015). A microethnographic approach is taken, involving a close examination of short classroom episodes. The data include classroom video footage and teacher interviews concerning one lesson where students aged six, seven and eight undertook research using iPads. Within the lesson, the iPads were treated as a suite of resources, tools and channels to be put into operation in the service of student inquiries, where informational texts could be found on the internet and then used as sources for new knowledge and material for the students’ multimedia artefacts. Print literacy skills were similarly treated as resources to be drawn upon in the service of inquiry work. The data is assembled to provide a window into the complexities of teaching in this context, with a particular focus on how new and traditional literacy practices are interwoven. The analysis shows how digital and ‘non-digital’ resources, modes and channels are strategically assembled by the teacher and her students through the practice of fit-for-purpose inquiry, reading and composition strategies. An explicit discourse of purpose is put to work in this classroom to make sense of materials, resources and curricula within a context of contradictory policy discourses. Thus an approach to curriculum and pedagogy is illustrated that lays the foundations for crucial contemporary information literacies, serving our increasingly everyday need to make strategic use of digital and online tools to navigate the internet and shape it for our own purposes. The interdependence of traditional and new literacies in such contexts reveals the nonsense of dominant discourses found in the media that emphasise the importance of one mode or one method, as well as divisive public politics that seeks to perpetuate understandings of traditional and new literacies as dichotomous domains that compete for airtime in classrooms, resulting in teachers’ neglect of literacy ‘basics’. In contrast to popular fears, in this classroom, both digital and traditional literacy skills and knowledge were developed, employed and reinforced as part of the students’ digital work.