Reviews

CHANGING PERSPECTIVES IN BRITISH FOREIGN POLICY. Kenneth Younger. Chatham House Essays: 7. London, Oxford University Press, 1964. Pp. 139. 15/9.

BRITISH EMIGRATION TO AUSTRALIA. R. T. Appleyard. Australian National University, Canberra, 1964. Pp. xiii + 255. £2/17/6.

BRITAIN AND THE EUROPEAN COMMUNITY 1955–1963. Miriam Camps. London, Oxford University Press, 1964. Pp. x + 547. £A4.14.6.

INTERNAL WAR. Harry Eckstein (ed.). Glencoe, The Free Press, 1964. Pp. 339. $6.50.

MODERN GUERRILLA WARFARE. Franklin Mark Osanka (ed.). Glencoe, The Free Press, 1962. Pp. xxii + 519, bibliog.

MALAYSIA. K. G. Tregonning. Cheshire for the Australian Institute of International Affairs, 1964. Pp. 98. 13/6.

MALAYSIA; A SURVEY. Wang Gungwu (ed.). Melbourne, F. W. Cheshire, 1964. Pp. 466. £5.

SINGAPORE AND MALAYSIA. Milton E. Osborne. Data Paper: Number 53, Southeast Asia Program, Cornell University, 1964. Pp. 115. $2.50.

SOUTHEAST ASIAN UNIVERSITY. A COMPARATIVE ACCOUNT OF SOME DEVELOPMENT PROBLEMS. T. H. Silcock. Durham, North Carolina, Duke University Press, 1964. Pp. xiii + 194. $6.

CHINA. K. S. Latourette. New Jersey, Prentice‐Hall, 1964. Pp. viii + 152. $1.95.

MODERN CHINA. Edited by A. Feuerwerker. New Jersey, Prentice‐Hall, 1964. Pp. vi + 186. $1.95.

CEYLON. S. Arasaratnam. New Jersey, Prentice‐Hall, 1964. Pp. vi + 182. $1.95.

TRADITIONAL INDIA. Edited by O. L. Chavarria‐Aguilar. New Jersey, Prentice‐Hall, 1964. Pp. vi + 153. $1.95.

DEFIANCE IN MANCHURIA: THE MAKING OF JAPANESE FOREIGN POLICY, 1931–1932. Ogata Sadako. Berkeley and Los Angeles, Calif., 1964. Pp. xvi + 259, bibliog. $5, Aust. 65/6.

THE MILITARY AND SOCIETY IN LATIN AMERICA. John J. Johnson. Stanford University Press, California, 1964. x + 308 pp. $7.00.     

Buyer Engagement and Labour Conditions in Global Supply Chains: The Bangladesh Accord and Beyond

The Accord on Fire and Building Safety in Bangladesh (‘the Accord’) has received both praise and criticism concerning its implications for corporate responsibility and power. This article contributes to the debate by situating the Accord within a broader set of activities that buyers are engaged in to promote better labour conditions in their supply chains. The authors identify three approaches of buyer engagement: auditing, capacity building and advocacy. Drawing on interviews conducted with European brands and retailers, the article shows how buyers perceive the merits and challenges of these approaches, and whether and how they discharge responsibility and power through these activities. The study shows that the Accord is seen primarily as part of the auditing approach with a key feature being its use of collective leverage as a means of enforcement. While greater buyer power has not necessarily been accompanied by greater responsibility, the article highlights heterogeneity among buyers in how they take up different approaches, painting a more nuanced picture of buyer responsibility and power.     

Loose‐footed Sails of the Egyptian New Kingdom Ships

The relief from the temple of Ramesses III (1184–1153 BC) in Medinet Habu is often considered to be the most ancient representation of a brailed sail. According to many researchers, the loose‐footed sail and the system of brails were invented in the ancient countries of the Syro‐Canaanite coast and were later adopted by the Ancient Egyptians. However, iconographic material from Ancient Egypt testifies to the indigenous origin of a loose‐footed sail. The article presents an unknown relief from the Amarna period (1352–1336 BC) that further supports this hypothesis.     

Flipping and still learning: experiences of a flipped classroom approach for a third-year undergraduate human geography course

The flipped classroom approach, a form of blended learning, is currently popular in education praxis. Initial reports on the flipped classroom include that it offers opportunities to increase student engagement and build meaningful learning and teaching experiences. In this article, we analyse teacher and student experiences of a trial flipped classroom application in a third year undergraduate human geography course that challenges conventional thinking and practice in resource management, including an explicit focus on the marginalization of Indigenous knowledges in that context. The flipped classroom trial included empirical research with teachers and students to gauge the strengths and weaknesses of this mode of learning. Interviews, focus groups, surveys, reflections and participant-observation activities were conducted before, during and after the course. The research shows that this particular implementation of the flipped classroom approach generated multiple experiences for teachers and students, some constructive, others less so. Overall, space, time and flexibility matters not only to the kinds of pedagogical tools we employed to tailor learning to students’ differing needs, but also to the kinds of learning spaces – online and offline, individually and in groups – in which learning happens.