Reregulating for Freshwater Enclosure: A State of Exception in Canterbury,Aotearoa New Zealand

In this paper, we argue that democracy is increasingly indistinguishable from authoritarianism, in a process that is entangled with neoliberalisms. To build this argument, we examine a case study of central government intervention in regional environmental decision making in Aotearoa New Zealand through the lens of Agamben's “state of exception”. The intervention—unprecedented and unconstitutional—squeezed democratic spaces for decision making about freshwater and sought to smooth the way for capital accumulation. The audacity of government actions indicate, we argue, an abandonment of efforts to disguise neoliberal encroachments on democracy, known as the double truth tactic. Yet we also argue that in identifying this as a state of exception, we can examine it as part of a process and therefore demonstrate the possibilities for counter‐hegemonic actions to emerge.     

Quantitative analysis of two low-cost aerial photography platforms: A case study of the site of Zagora,Andros, Greece

Aerial photography provides a valuable recording method for archaeological sites and is often underutilized. In the past, aerial photographic platforms were expensive and often required highly specialized equipment. However, with new technology a variety of different platforms are now available. This paper will analyze two low cost aerial photographic platforms used at the Australian Archaeological Institute at Athens/University of Sydney's project at Zagora, on the island of Andros, Greece. Over two years, both kites and drones were used with relative success. Through a review of the application of both systems on the project, along with a quantitative analysis of the cost, transportability, operation and quality of photographs, the strengths and weaknesses of both platforms will be discussed.     

Developing ethical geography students? The impact and effectiveness of a tutorial-based approach

This paper explores the effectiveness of a tutorial-based approach in supporting the development of geography undergraduates’ ethical thinking. It was found that overall the intervention had a statistically significant impact on students’ ethical thinking scores as assessed using a Meta-Ethical Questionnaire. The initiative led to a convergence of scores, having a bigger impact on those who had a relatively low score prior to the intervention. Interestingly, the approach had the biggest impact on students who self-identified as physical geographers. Unlike some previous research, there was little evidence of difference between male and female students.