Sunflowers,youthful protestors and political achievements: lessons from Taiwan

ABSTRACT

In 2014, an interesting youth movement collective started small p political and big P Political action and resistance in Taiwan. Their protest was against the way a major trade agreement proposed between China and Taiwan was being non-democratically pushed through the Taiwanese legislature. In this article, we provide an analysis of the activities of the Sunflower Student Movement (SSM) as a means to record a relatively little-known youthful and youth-centric successful uprising. It serves to place the SSM, and other East Asian-based protests, on the map of young people’s political geographies, and explores the paradoxical political and spatial practices pursued by young Taiwanese. This case study makes visible the interconnectedness of big P/small p politics of everyday youth geographies within an Asian context.     

The Pluralities of Black Geographies

This paper seeks to spur conversations around the inherent pluralities found within Black Geographies. While analyses of Black Geographies have provided important reflections on the spatial imaginaries and practices of Black populations, less attention has been paid to the differences found among Black geographical expressions. This piece therefore seeks to draw out the ways in which Black people uniquely conceive of space by highlighting the distinctions present within different Black social movements. The authors explore the spatial politics of the Universal Negro Improvement Association, the Black Panther Party for Self‐Defense, and the Provisional Government of the Republic of New Afrika to argue that while these three movements all attempted to create spaces of Black self‐determination, they did so with distinct spatial aspirations and concrete politics. The authors argue that recognising and accounting for the pluralities of Black spatial creation is necessary for realising more just geographies.     

Celebrity humanitarianism and the popular geopolitics of hope along the Thai-Burma border

In June of 2014 Angelina Jolie, actress and United Nations High Commissioner for Refugees (UNHCR) Goodwill Ambassador, visited camps—home to 130,000 Burmese exiles—along the Thai-Burma border to draw international attention to one of the most protracted displacement situations in the world. Her fourth trip to the border since 2002, Jolie's day-long visit was widely commended in popular media. I draw on ethnographic research among Burmese exiles in northern Thailand to argue that the popular geopolitics of hope she engendered is constituted through contradictory impulses of, on one hand, her signification of global capital and the concurrent widespread geoeconomic hope around Burma's deepening integration into global capitalism, and on the other, the far-reaching geopolitics of fear that has materialized around the threat of repatriation resulting from rapid political-economic change in Burma. Thus, this paper builds on recent work in popular geopolitics and geographies of emotion and affect to offer a grounded illustration of the micro-macro linkages between popular culture and everyday geopolitical experience, as well as the often politically nuanced role of celebrities in humanitarian interventions. This paper contributes to ongoing conversations around the relationship between celebrity humanitarians from the global North and the political-economic implications of the affective enrollment of their intended benefactors from the global South.     

Experiment in landscape: the Norfolk excavations of Marietta Pallis

The paper considers the geographies of scientific knowledge produced around a pool dug at Long Gores, Hickling, Norfolk, England in 1953. Designed by ecologist and artist Marietta Pallis as a swimming pool and symbolic site, the pool also became a scientific experiment in landscape, through which Pallis pursued general ecological principles and specific theories on the landscape history and ecology of the Norfolk Broads. The digging of the pool coincided with the publication of research establishing the broads' artificial origin in medieval peat diggings. The paper begins by developing arguments concerning the cultural geographies of scientific knowledge. We then trace Pallis's presentation of the pool as equivalent for the broads in its origins and development, her discussion of the relationship between pool, marsh and North Sea, the connection between Pallis and local scientific culture, and the pool's place in a landscape of ecological succession. The paper concludes with further theoretical discussion, and reflection on the remains of Pallis and her reputation.     

Student geographies and homemaking: personal belonging(s) and identities

Studies of the ‘geographies of students’ have become increasingly prevalent across the social sciences and are particularly concerned with the predilection for young UK University undergraduates to be mobile in their institutional choice. A more recent focus within this work has been upon student identities, with attention given to how the spaces to which students move and in which they settle can have both positive and negative consequences for the evolution of the student identity, and how such identities are often framed within the context of social activities; learning environments; friendship networks; or other sociocultural factors. This paper contributes to these discussions by considering the role of student accommodation – a site which often remains on the periphery of discussions of student identities – in offering students opportunities to construct, adapt and manage their student identities. This adds to the important contemporary geographies of student accommodation, which are currently debating, among others, purpose-built student accommodation and the broad housing ‘careers’ and strategies of students. In contrast, this paper explores the micro-geographies of student accommodation (and more specifically, the bedroom) to highlight its value in providing young, mobile students with an anchor within which they can draw together their learner, social and domestic dispositions into one geographical location.     

Student Perceptions of Geography and Environmental Science Fieldwork in the Light of Restricted Access to the Field,Caused by Foot and Mouth Disease in the UK in 2001

Internationally, fieldwork is generally seen as intrinsic to the very nature of geographical education. However, objective experimentation comparing student learning experiences with and without fieldwork is rare. During 2001 in the UK, fieldwork was withdrawn from many university degree programmes as Foot and Mouth Disease led to restrictions on access to the countryside. This restriction provided an unexpected opportunity to assess student perceptions of fieldwork in the light of its absence and to review those alternative learning strategies which were put in its place (where appropriate). To this end, nominal group technique (NGT) was applied to five groups of students from five separate UK universities to obtain information on the groups' perceptions of the value of fieldwork. NGT elicited almost 300 responses from 33 final-year students representing a high level of group consensus on the issues involved. Rationalisation of responses identified 12 categories, which reflect and amplify key educational objectives addressed by fieldwork in geography and environmental sciences from existing theoretical literature. Results demonstrate that student perception of fieldwork (based on previous university-level field experiences) is overwhelmingly positive. The groups identified the experience of geographical reality, developing subject knowledge, acquiring technical, transferable and holistic skills, and working with peers and lecturers as being the most important perceived benefits of fieldwork. Negative impacts of fieldwork included high levels of time consumption. Using a systematic and objective methodology, these results confirm, in a novel rigorous multi-institutional approach, the conception of geography and environmental science fieldwork as being of significant value for the overall student learning experience.     

Increasing Vocational Awareness through an 'Environmental Impacts of Business and Industry' Module

ABSTRACT

The initiative described in this paper is an undergraduate module called Environmental Impacts of Business and Industry. It has been taught at Roehampton Institute London since 1994. Its aims include increasing student awareness of the workplace, developing understanding of how environmental policies interact with working practices and equipping students with skills for investigating and reporting employment-related environmental issues. Students conduct an environmental assessment of a site-specific business or industry and produce a 3000 word case study report which identifies environmental impacts and makes recommendations for improving environmental performance. The paper first describes the departmental/institutional context and the development of the module. It then considers the structure and content of the module and the selection of case studies-illustrating them by reference to some of the lecturing material and work produced by the students.     

挖掘初中作文教学的学生潜力

学生作文语意表达不清,枯燥无味,主要是头脑中积累的词汇句子太少。只有让学生多读,才能开拓学生的思路,提高学生的写作能力。知识积累是过程,熟练运用是目的。在习作中,要教育学生恰当运用多种修辞手法表达语意,增强文章的感染力和语言的说服力,使抽象的内容具体形象生动。     

加强生物实验教学 培养学生实验创新能力

生物学是一门以实验为基础的自然科学。在实验教学中,我们要加强实验的探索性,有意识地为学生创设探索情境,提出和启发探索问题,并通过设计一些探索性实验,让学生在实践中探求新知识,亲身经历探索知识的全过程。     

Amid the snows of Baltistan

Scottish carrier trade declined rapidly in the period 1820–60, but the pattern is complex and growth co‐exists with contraction. Total volume of traffic is halved, but in areas peripheral to the thin rail net there are increases. Glasgow was the main carrier centre, and saw not only contraction but a change from regional to local functions.