The learner: John Howard's system of national security advice

This article uses an explanatory framework suggested by presidential studies scholars, Charles Walcott and Karen Hult (1995; 2004), to document the forces that have shaped the structures of support to decision-makers in the Australian national security policy domain. It traces the continuities in national security advisory arrangements – the ‘deep structures’ of advice and support to Australian prime ministers and their cabinets. The article focuses especially on the variable of prime ministerial choice. It argues that John Howard is the great learner of Australian politics, who in national security, as elsewhere, has demonstrated a formidable ability to capitalise on his inheritance from his predecessors Future Prime Ministers will continue to need effective advisory structures. Howard's legacy will shape these arrangements into the future.     

The Liberal Paradox and the Politics of Asylum in Australia

This article interprets the politics of asylum in Australia in light of what James Hollifield calls ‘the liberal paradox’; that is, the trend amongst contemporary states towards greater transnational open-ness in the economic arena alongside growing pressure for domestic political closure. It begins with an outline of Australia's recent history of economic reform and of the discourse of globalisation that has been employed to legitimise the changes wrought by this transition. Focusing on the period from the late 1990s to the early 2000s, the article provides an account of anxieties associated with these changes and an analysis of government strategies to secure the support of disaffected sections of the electorate. Asylum policy is analysed in this context. The article shows how the policing of asylum seekers constitutes performances of political closure designed to assuage those made vulnerable by Australia's neoliberal economic trajectory. It argues that these politics of asylum are indicative of the tensions between transnational engagement and territorial closure faced by neoliberal states more generally.     

Reflections on Reflexivity

Three realizations about developing an intercultural code of ethics for WAC that may be useful to the next series of discussions.

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Résumé Trois réflexions au sujet d'un développement des valeurs inter-culturelles pour le CMA qui pourront servir aux séries des discussions qui suivent.

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Resumen Tres reflexiones acerca de desarrollar un código de ética intercultural para WAC que pueda ser útil para la próxima serie de discusiones.

     

Revealed by Waves: A Stratigraphic,Palaeoecological, and Dendrochronological Investigation of a Prehistoric Oak Timber and Intertidal Peats,Bay of Ireland,West Mainland,Orkney

An oak timber was discovered in 2013 within intertidal peats at the Bay of Ireland, Stenness, Orkney, representing a unique archaeological find. Subsequent excavation and rescue of the timber took place in 2014 to investigate its stratigraphical relationship before further eroding. Dendrochronological and morphological study identified the timber as a possible radially split log, c. 150 years of age when felled. No dendrochronological match was possible, and a wiggle-match date obtained provided a Later Mesolithic felling date of 4410–4325 cal BC. This timber is the first and only evidence so far for the use of oak in Mesolithic Orkney. The timber is significant palaeoecologically, suggesting oak may have been indigenous to Orkney. This adds to a growing argument for the existence of areas of “true woodland”. Pollen evidence shows the timber was deposited within reedswamp, fringed by willow-birch carr-woodland, with oak unlikely to have been growing in the immediate location. High microscopic and macroscopic charcoal values indicate Later Mesolithic communities exerted influence on this wetland using burning as a tool for landscape modification. It is unknown what the timber represents; it may have been for construction purposes or as a marker/possible landing place showing the path to the Loch of Stenness.     

Learning by doing: enhancing hydrology lectures with individual fieldwork projects

Hydrology teaching deals with processes happening outside the classroom, which calls for active-learning methods to complement lectures. In a geography undergraduate course, new teaching methods and assessment were designed, in which students investigated a river of their choice by completing homework tasks and presenting their results on a poster. During a 3-year implementation process, the changes were evaluated using a combination of formal and informal student and lecturer feedback. Students mentioned that they enjoyed doing the project and that it helped their understanding of theory, their research skills, and their ability to select, organize and present information. Questionnaire results showed that, over the implementation period, students’ perceived value of homework increased strongly, while their perceived value of lectures remained high. In informal feedback, students noted that they enjoyed learning about where they live, preferred doing the projects individually and seeing each other’s projects, and spent more time on the coursework when assessed. When looking back in interviews, students commented that the projects had prepared them well for their dissertation and summer job. The advantage of using homework-based projects complementing lectures is the strong link between theory and practice, which could be further enhanced by discussing the homework in the lectures.     

Converting a large lecture class to an active blended learning class: why,how, and what we learned

Faced with diminished faculty resources and increased student enrolment from 2010 to 2017, we sought to use blended learning to achieve active learning in a large c.400-student introductory geography class. Working iteratively over seven years and eight classes and using smart classrooms, better timetabling, experimentation with peer review and learning management system (LMS) technologies, as well as the expertise of Queen’s University Continuing and Distance Studies instructional design team to improve integration between course elements, we closely approached the quality of learning achieved in a much smaller enrolment class. It is possible to teach large classes of 400 students in an active and engaged manner. The greatest obstacle to the development and maintenance of this model is institutional culture.     

Beyond the blind spot of knowledge-based territorial development: the mission of Metropolitan Food Clusters

The rise of knowledge-based territorial development has been fuelled primarily by aspirations of competitiveness and wealth creation. Another upcoming ambition is that of sustainability, not only as an accompanying goal but as a core mission driving territorial initiatives such as clusters development. This paper explores mission-driven territorial development along theoretical and empirical lines. The paper starts by discussing a basic heuristic model intersecting the three concepts of ‘mission’, ‘knowledge’ (distinguishing ‘substantive’ and ‘significant’ knowledge) and ‘governance’. This leads to an analytical framework for territorial development focusing on (1) mission formulation, (2) production and exchange of knowledge in supportive milieus, (3) embedding of substantive knowledge, (4) anchoring of significant knowledge, and (5) feeding of significant knowledge into the (re) design of institutions and strategies of policy design and implementation. This framework is applied to three cases of ‘Metropolitan Food Clusters’ to illustrate and test the framework. The paper shows how especially the continuous anchoring of significant knowledge poses major challenges to knowledge-based territorial development and should be a central issue in future research and policy.     

Participation in the reuse of industrial heritage sites: the case of Oberschöneweide,Berlin

In recent years, the significance of the debate concerning the participation of local communities in the reuse and management of industrial heritage sites has grown considerably. However, the question of how participation takes place in practice has received little attention. This article shows how participation in the reuse of industrial heritage sites has functioned in the planning process in Berlin-Oberschöneweide. The article is theoretically grounded on debates on labour and community heritage. The field of planning, which is closely interwoven with that of heritage management, provides another important theoretical horizon. The qualitative investigation consisted of interviews with different actors. The findings show that Oberschöneweide’s industrial heritage site is important to the local community. Thus far, the community has been able to participate in the reuse and development process in a number of ways. In addition to the provisions made for community participation by the relevant authorities, and local initiatives have exerted an influence on the development of the area. Nevertheless, this participation has been limited and is in some respects problematic. Furthermore, the participation process referred not only to the industrial zone itself, but to the development of the district as a whole.     

Dying Embers: Fire-lighting Technology and Mortuary Practice in Early Bronze Age Britain

In me thou see’st the glowing of such fire

That on the ashes of his youth doth lie,

As the death-bed whereon it must expire

Consum’d with that which it was nourish’d by.

Shakespeare, Sonnet 73

We examine the known examples of strike-a-light kits within prehistoric mortuary contexts in mainland Britain. Building on the seminal work of Clarke in the 1970s, and Needham’s recent work on Beaker grave groups, many further examples of this burial practice are documented from both historic and recent excavations. It is evident that strike-a-light kits have a considerable longevity in prehistoric mortuary practice, with all but one dating to between c. 2500 cal. BC and c. 1500 cal. BC. Our analysis presents new radiocarbon dates and data from stable isotope studies of human remains that indicate the practice reached a peak between c. 2200 and c. 2000 cal. BC. Strike-a-light kits appear to be associated both with individuals born local to their burial place, as well as those born at a considerable geographical distance. It is argued that strike-a-light kits had a particular significance in the burial of adult males, and that kits were symbolic inclusions rather than being linked to the practice of fire-lighting during the men’s life-time in this period.