Australia’s trade diplomacy and the Trans-Pacific Partnership: ‘you’ve got to row your own boat’

ABSTRACT

As part of its economic diplomacy, Australia has directed intense effort into both bilateral and plurilateral trade negotiations such as the Trans-Pacific Partnership. According to then Minister for Trade and Investment Andrew Robb, with no major multilateral trade deal in decades, you have to ‘row your own boat’ or risk missing out. With the fundamentals of trade and the nature of trade negotiations changing, trade liberalisation has become an increasingly sophisticated and difficult negotiating area. A case study of the controversial TPP shows the tensions for a middle power navigating this space. The benefits of the TPP are contested and the government faces criticism of the adverse impacts of the agreement, especially investor-state dispute settlement clauses, impact on human rights and suspicion that the TPP is motivated by geopolitical drivers. In order not to lose more than it gains in moving away from the multilateral trade system, Australia must ensure that trade agreements are consistent with WTO rules and have open and fair accession regimes as a basis for signing. Finally, there is the need for higher levels of transparency and democratic accountability than has historically applied. A new white paper is necessary to make the case for trade liberalisation.     

Reading,tourism, and geography consumption in literary places

Literature and geography are closely related in the worlds of consumption and mobility, and literature is often used as a resource for the tourism industry. The reading and consumption of literature, therefore, are related to visitation of a real place, and the roles of readers and tourists merge. The case of one literary tourism site, the San Mao Teahouse in the ancient town of Zhouzhuang in China, is selected to explain the complexity of reading and geography consumption in literary tourism. Observations and in-depth interviews were used to collect the data, and then the thematic analysis method was used. The study finds that tourists can also actively participate in the construction of literary places at destinations where relevant texts do not exist. In this kind of literary place, consumption occurs in multiple spaces as a result of tourists’ reading combined with geographical consumption. This study proposes a conceptual framework to analyze the geography consumption of literature in tourist destinations. The results show that the main geography consumption is reflected in three aspects, namely text, reality, and imagination. Based on their previous reading experiences, readers explore both the literary text and the reality. In this process, their imaginations always have an effect. Two distinguishing features have been found: first, through actively reading and decoding literary geography, the readers recreate a new fictionalized reality based on their imaginations. Second, the readers pursue the imaginative process from the real Zhouzhuang back to an imagined place that San Mao wrote about. The study contributes to the current literary geography research field, especially from the perspective of consumption. The study also provides a new perspective on literature in the modern world and practical implications for the design of literary tourist products and literary heritage conservation.     

There are Many Roads to Reindustrialization and Resilience: Place-based Approaches in Three German Urban Regions

Reindustrialization has become a major political objective in the European Union. This paper provides three urban case studies on reindustrialization pathways and experiences during the global economic crisis to reveal the specificities of place-based approaches on the local level despite common policies on EU, federal and state levels. Moreover, the evolutionary perspective on reindustrialization and economic resilience shows the importance of adaptive capabilities on the local level, although the sources for these capabilities differ according to context- and place-specific structures.     

Variations in Mid‐Latitude Auroral Activity During the Holocene*

Estimates of the past location of the auroral zone can aid archaeologists in the interpretation of documented light phenomena in the night sky; in particular, during periods without written records and in regions where aurorae are scarce today. Aurora occurrence largely depends on solar activity as well as the tilt and strength of the geomagnetic field. Here, we introduce a tool (AUREST) that visually combines the time‐dependent variations of these parameters to provide relative estimates of aurora occurrence in mid‐latitude regions of the Northern Hemisphere over the past 10 000 years. Tests against historical aurora observations show good compatibility with AUREST.     

人文地理学新思维

本文从社会变革的角度审视人文地理学学科的发展。指出:传统思维的局限性源起于传统社会的运行特征。伟大的社会变革为人文地理学转变思维引来了契。新的思维体现在实证方法的主体地位的确立、规范方法与实证方法相分离、中层理论研究的加强、参与能力的强化、服务对象和目的的多元化、政策研究的意义、研究领域的拓展等。     

A capabilities approach to higher education: geocapabilities and implications for geography curricula

A geographical education offers more than skills, subject knowledge and generic attributes. It also develops a set of discipline-specific capabilities that contribute to a graduate’s future learning and experience, granting them special ways of thinking for lifelong development and for contributing to the welfare of themselves, their community and their world. This paper considers the broader purposes and values of disciplinary teaching in contributing to individual human development. Set in the context of recent debates concerning the role of the university and the neo-liberalisation of higher education this paper explores approaches to developing the geography curriculum in ways that re-assert the educational value of geographical thinking for students. Using international examples of teaching and learning practice in geography, we recognise five geocapabilities: use of the geographical imagination; ethical subject-hood with respect to the impacts of geographical processes; integrative thinking about society–environment relationships; spatial thinking; and the structured exploration of places. A capabilities approach offers a productive and resilient response to the threats of pedagogic frailty and increasingly generic learning in higher education. Finally, a framework to stimulate dialogue about curriculum development and the role of geocapabilities in the higher education curriculum is suggested.     

Pre-service teachers learn to teach geography: a suggested course model

How to improve geography education via teacher preparation programs has been a concern for nearly three decades, but few examples of a single, comprehensive university-level course exist. The purpose of this article is to share the model of a pre-service geography education methods course. Within the course, geography content (physical and social) is paired with different pedagogic strategies (visual, kinesthetic, technology) and other content areas (reading, history) to refine pre-service teacher conceptualizations of geography as a subject and to see geography’s potential inclusion across various grade levels. End of course student evaluations demonstrate student satisfaction and learning, while post-course interviews similarly indicate that the class was (1) more useful and practical than other education program coursework for beginning ones teaching career, and (2) stimulated the continued use of geographic concepts and materials.     

Can first-year undergraduate geography students do individual research?

Based on the affirmation in the scholarship of teaching and learning that adding research component into early geography classes is mutually beneficial to both instructors and students, this paper presents a case study that quantitatively articulates the effects of adding a research project into a first-year physical geography class on students’ academic performance. Pushing research into earlier stages of undergraduate students’ academics, even in large classes, can be very beneficial yet challenging because most students at this level have no experience in research; plus, they may still be adjusting to university life. Part of the Undergraduate Research Initiative called First Year Research Experience (FYRE) at the University of Saskatchewan in Canada invited faculty to embed a research component into first year undergraduate classes to align research and teaching. A two-year endeavour in a first year physical geography class resulted in some interesting outcomes. (1) The most challenging part of research for students was the research question formation. (2) Students valued the opportunity to conduct a research project. (3) Doing in-class research actually improved student performance as seen in the higher overall average grades. (4) Students who attained the highest exam marks were not those who attained the highest research project marks.     

Voluntary regions and the case of Las Vegas

A shifting American cultural geography, stemming from clustering of like-minded people, has been much-discussed in recent years. The “voluntary region”, proposed by Wilbur Zelinsky in his path-breaking The cultural geography of the United States, is a regional construct relatively unexplored by cultural geographers that may help in their contributions to such conversations. As described by Zelinsky, voluntary regions are places that attract individual, like-minded people away from long-standing “traditional regions” based on a desire for amenity and economic opportunity. I review the concept and its sparse embrace in the literature and suggest that it has much to offer our discipline. Using Las Vegas as a paradigmatic example, I explore methods that can be used to explore the formation and character of voluntary regions. I argue that the voluntary region framework is an encompassing lens through which cultural geographers can examine the complex nature of place and regional construction at the hands of dynamic forces that lead people to resettle in new places.