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.     

Shock and friction as explanations for disaster at the Battle of Amiens, 8 August 1918

The assault at Amiens was ‘the black day of the German Army’. British accounts treat the Germans as passive, of no more importance than the terrain, and victory as inevitable. Using German sources, and drawing on statistical ‘historical analysis’ of behaviour in battle, the article argues the frontline defenders panicked when thick fog left them defenceless against the British tanks. By contrast, when the fog lifted, the defence recovered. Although senior German commanders on the spot reacted well, Ludendorff fell into a state of shock, such that he convinced the Kaiser the war must be ended.     

The margin to act: a framework of investigation for women's (and men's) medieval art-making

ABSTRACT

One of the challenges faced by medieval art historians is to recognise the diverse roles women played in matters of medieval art, while seeing also the impact of society on their artistic choices. By tracing how one work of art can open new critical insights into another, and how disparate objects and buildings – if thought through together – can illuminate our understanding of the Middle Ages overall, we can discern the multi-layered stages of the creative process. The term ‘makers of art’ is proposed as a shift away from the commonly used words – artist, patron, recipient – and the preconceived notions about the individuals who fulfilled those roles. The paper also lays out a framework – ‘the margin to act’ – for the investigation of the multi-levelled interactions of women with medieval art and, ultimately, the writing of history.     

A toolkit to implement graduate attributes in geography curricula

This article uses findings from a project on engagement with graduate outcomes across higher education institutions in New Zealand to produce a toolkit for implementing graduate attributes in geography curricula. Key facets include strong leadership; academic developers to facilitate conversations about graduate attributes and teaching towards them; ownership of the process by the teachers; the development of a contextualized set of graduate attributes for the geography degree; curriculum mapping to promote alignment between graduate attributes, learning outcomes and assessment tasks; incorporating high-impact educational experiences and signature pedagogies to foster graduate attributes; the use of evaluative data to inform continual enhancements; and allowing at least five years for curriculum renewal to occur.