Wry-necked memory : the matter of Ireland in cutting green hay and memory Ireland, and the poems of the pattern.

This paper examines the matter of Ireland in Buckley’s two memoirs, Cutting Green Hay (1983) and Memory Ireland (1985), and the poems of The Pattern (1979), in order to revisit critically the ways in which he constructs himself as a diasporic Irish-Australian, a participant in the most remote Gaeltacht. It raises questions of victimhood, of similar and different experience of being at the mercy of the land, and of his re-engineering of the place of the political in poetry. It argues that Buckley’s agonized positioning as Ireland’s ‘guest/foreigner/son’ was a project that was doomed by its utopianism, and that, obsessed as he became with Ireland, the angst within had little to do with ‘the Ireland within’ or without. The paper suggests that the poet’s slow and unacknowledged abandonment in his Irish period of a key tenet of modernism, its distrust of propaganda and the political, is in itself a new formation which had some continuity with the radicalism of his thinking during the formative years of the revolutionary catholic apostolate he led both at the University of Melbourne and nationally. It also points to the deployment of an ancient medieval Irish trope, that of the ocean (rather than a landmass) linking a dispersed community, as one of the ways the poetry effects a resolution of the issues of being ‘Irish’ in a remote country.

Changes in organic-matter dynamics and physicochemistry, associated with riparian vegetation loss and river regulation in floodplain wetlands of the Murray River, Australia

Extensive clearing of floodplain forests potentially reduces organic matter available to floodplain wetlands. Furthermore, on rivers regulated to provide irrigation water in summer, floodplain wetlands that were previously inundated in spring, now flood in summer/autumn. In the Murray–Darling Basin, Australia, this has changed the timing of organic matter entering the aquatic phase, since leaf fall peaks in summer. Field surveys and mesocosm experiments on floodplain wetlands on the River Murray revealed faster processing rates of leaves in summer/autumn than spring, and no difference between cleared and forested wetlands. Temperature and leaf carbon : nitrogen ratio could not explain these differences, and instead, changes to leaf chemistry associated with ‘terrestrial ageing’ between peak leaf fall in summer and inundation in spring is more likely. The results indicated that the reduction of input of organic matter through riparian tree clearing and changing the timing of inundation interact to alter organic-matter standing stocks and rates of decomposition in floodplain wetlands. Restoring both natural timing of high flows and riparian vegetation might be required for recovery of these wetlands.

Web-building spiders attract prey by storing decaying matter

The orb-weaving spider Nephila edulis incorporates into its web a band of decaying animal and plant matter. While earlier studies demonstrate that larger spiders utilise these debris bands as caches of food, the presence of plant matter suggests additional functions. When organic and plastic items were placed in the webs of N. edulis, some of the former but none of the latter were incorporated into the debris band. Using an Y-maze olfactometer, we show that sheep blowflies Lucilia cuprina are attracted to recently collected debris bands, but that this attraction does not persist over time. These data reveal an entirely novel foraging strategy, in which a sit-and-wait predator attracts insect prey by utilising the odours of decaying organic material. The spider's habit of replenishing the debris band may be necessary to maintain its efficacy for attracting prey.

June ... the place does not matter

This surreal manifestation of Australian urban gothic was re-developed for presentation at The Village Festival in 2011. It revealed the potential for horror and corrupt beauty.

Student success and failure : as a matter of fact or just how they are portrayed?

This paper introduces and analyses three broad discourses of academic achievement and failure, specifically those that speak of students' deficits, disadvantages and differences. It draws on interview data collected from teachers working in Australian primary (elementary) and secondary (high) schools and on academic literature that speaks to the field. The paper argues that 'deficit', 'disadvantage' and 'difference' represent discourses of considerable influence in determining how teachers, students and parents define what constitutes success or failure in schools, which respective approaches educators employ, and the beliefs we hold about students who fail and those who succeed. In this respect, the paper is concerned with matters of inclusion and exclusion in schooling. In particular, we seek to tease out the stories that these discourses tell about student diversity, as a way of unmasking how students are differently represented and how these representations serve to include some and exclude others from the benefits of schooling and society more broadly.

It's a matter of degrees

Australia has tried but failed to date to get more disadvantaged students into tertiary education. New thinking, however, gives us a chance to make a difference, writes Michael Duffy.

What is rate? Does context or representation matter?

Rate is an important, but difficult, mathematical concept. Despite more than 20 years of research, especially with calculus students, difficulties are reported with this concept. This paper reports the results from analysis of data from 20 Australian Grade 10 students. Interviews targeted students’ conceptions of rate, focussing on the influence of representation and context on their expression of their understanding of rate. This analysis shows that different representations of functions provide varying levels of rate-related information for individual students. Understandings of rate in one representation or context are not necessarily transferred to another representation or context. Rate is an important, but commonly misunderstood, mathematical concept with many everyday applications (Swedosh, Dowsey, Caruso, Flynn, & Tynan, 2007). It is a complicated concept comprising many interwoven ideas such as the ratio of two numeric, measurable quantities but in a context where both quantities are changing. In mathematics classes, this is commonly expressed as change in the dependent variable resulting from a unit change in the independent variable, and variously described as constant or variable rate; average or instantaneous rate. In addition, rate may be seen as a purely abstract mathematical notion or embedded in the understanding of real-world applications. This paper explores the research question: Are students’ expressions of their conceptions of rate affected by either context or mathematical representation? This question was part of a larger study (Herbert, 2010) conducted with Grade 10 students from the Australian state of Victoria.

Soft matter : from shapes to forces on the nanoscale

Soft matter deforms in response to imposed external forces. Here we demonstrate how dynamic surface forces are linked to far-field deformations. This offers a new paradigm for determining forces between soft particles in colloidal systems. The particular example we use to illustrate this concept is that of a fluid drop interacting with a solid wall through hydrodynamic drainage flow coupled with repulsive or attractive dissimilar electrical double layer interactions. The force can be deduced from a simple analysis of the drop surface geometry outside the interaction zone.

The role of representation in teaching and learning ideas about matter

The research described in this paper is designed around the notion that learning involves the recognition and development of students’ representational resources. This paper describes a classroom sequence in Ideas about Matter that focuses on representations and their negotiation, and reports on the effectiveness of this perspective in guiding teaching, and in providing further insight into student learning. Classroom sequences involving two experienced teachers (2008, Year 8 students) and an inexperienced teacher (2010, Year 7 students) were videotaped using a combined focus on the teacher and groups of students. Video analysis software was used to code the variety of representations used teachers and students, and sequences of representational negotiation. The paper reports on the effect of this approach on teacher pedagogy and on student learning of Ideas about Matter. The paper will present data from video of classroom activities, students’ work samples, student and teacher interviews and pre and post-unit testing, to explore what a representational focus might entail in teaching Ideas about Matter, and the role of representations in learning and reasoning and exploring scientific ideas.