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Through a series of conversations, Fintan McCutcheon and Joanna Haynes explore McCutcheon's reflections on school leadership in the contexts of the Educate Together movement (in the Republic of Ireland) and, specifically, in his aspiration to build an optimally democratic school in Balbriggan. Much of the academic and professional literature on school leadership depicts the role of school leaders as expressing a strong vision for the school, with charismatic communication and strategic skills, and putting explicit emphasis on high educational standards. On the ground, the school leader is required to maintain executive governance standards, is accountable to a range of hierarchies and audiences and is in a custodian role to traditions of school culture and human resource relationships. Taken together, these academic, professional and contractual obligations can corral the school leader into practice of limited scope, obstructed by protocol, risk-averse and curtailed in creativity and, in relation to developing a democratic school, lacking in the necessary room for innovation. The conversation focuses on the rough ground of incident and messiness, identified through critical moments of school life when the aspirations to be democratic, to lead democratically, to teach democracy and to create a sustaining democratic school culture are lived-out. Through this dialogue, the conversants observe a practice of school leadership grounded in practical reason. The dialogue touches on and threads congruence between the on-the-ground risk-taking, rule-breaking, action orientation, nuanced dialogue, passionate engagement and deep reflection that characterise day-to-day school leadership practice. It concludes with ideas concerning the dynamics of forms of democracy that can prevail.

This article argues for the importance of disciplinarity in the education of novice sociologists and considers the impact of the European Higher Education Area (EHEA) on opportunities for undergraduate students to achieve a command of the discipline. The promotion of modularization and generic skills integral to establishing the EHEA can be understood as incrementally undermining disciplinarity. Moreover, values enshrined in the EHEA specifically disadvantage sociological disciplinarity by promoting service to the market over mastery of a discipline. This article presents the Republic of Ireland as an example of a national context in which sociology is most commonly taught within multidisciplinary degree programs and argues that the Irish experience may be portentous of more global trends, linking the structural position of sociology in Ireland to the wider European policy context. Finally, the article explores ways in which sociologists teaching in such contexts can nonetheless promote disciplinarity.

In 2009, a faculty-reviewed student undergraduate journal titled "Socheolas: The Limerick Student Journal of Sociology" was officially launched. The journal, now in its fourth volume, is produced, edited, and managed by a small team from within the Department of Sociology at the University of Limerick in Ireland. The objective of this student journal is to allow undergraduate sociology students to have firsthand experience of the process of editing and rewriting for publication in a supportive and constructive environment. However, an evaluation of the journal's editorial and review practices involving previous student contributors to the journal revealed the different challenges and obstacles--emotional, cognitive, as well as social--that hallmarked their progression from being consumers of sociological knowledge (as students) to being producers of sociological knowledge (as writers). The authors discuss these challenges with a view to developing an insight into the "learning careers" of some undergraduate sociology students in Ireland. (Contains 1 figure, 2 tables, and 2 notes.)

The timing of spawning and hatching, larval durations and growth exhibited by juvenile brill Scophthalmus rhombus captured along the Irish west coast were estimated using otolith microstructure analysis. Scophthalmus rhombus were estimated to have hatched between February and May, with fish settling onto nursery grounds between March and June. Fish collected later on in the season exhibited higher otolith growth rates in comparison to earlier collected fish. This is the first study to describe the early life history of a commercially valuable but understudied flatfish species. [ABSTRACT FROM AUTHOR]

On sandy beach nursery grounds along the west coast of Ireland, 0 year-group turbot Scophthalmus maximus were found to consume six types of crustaceans, in addition to polychaetes. The 0 year-group brill Scophthalmus rhombus fed almost exclusively on mysids, even though nine taxonomic prey groups were identified in the sediment across the investigated beaches. Both species avoided non-motile organisms such as gastropods and bivalves, which were present in high abundances in the sediment and their growth and condition was not significantly related to the quantity or type of prey consumed, temperature or salinity. A high incidence of feeding was detected for both species over the duration of the study, suggesting that food was not limiting on west of Ireland nursery grounds. Temporal partitioning of settlement was detected between S. maximus and S. rhombus, indicating that inter-specific competition for food does not occur between these two flatfish species on west of Ireland nursery grounds. [ABSTRACT FROM AUTHOR]

The article presents a study on the use of fin rays to investigate many aspects of fish on the West Coast of Ireland. Pleuronectes platessa and flounder were collected from beaches in Galway and Kerry during the autumns of 2005 and 2006 through beach seining and push netting. It was found that there was no significant difference in fin-ray counts for both plaice and flounder. A positive relationship was noted between the anal rays for flounder and the numbers of dorsal.