Ripple effects of house prices : considering spatial correlations in geography and demography

Purpose: Studies into ripple effects have previously focused on the interconnections between house price movements across cities over space and time. These interconnections were widely investigated in previous research using vector autoregression models. However, the effects generated from spatial information could not be captured by conventional vector autoregression models. This research aimed to incorporate spatial lags into a vector autoregression model to illustrate spatial-temporal interconnections between house price movements across the Australian capital cities. Design/methodology/approach: Geographic and demographic correlations were captured by assessing geographic distances and demographic structures between each pair of cities, respectively. Development scales of the housing market were also used to adjust spatial weights. Impulse response functions based on the estimated SpVAR model were further carried out to illustrate the ripple effects. Findings: The results confirmed spatial correlations exist in housing price dynamics in the Australian capital cities. The spatial correlations are dependent more on the geographic rather than the demographic information. Originality/value: This research investigated the spatial heterogeneity and autocorrelations of regional house prices within the context of demographic and geographic information. A spatial vector autoregression model was developed based on the demographic and geographic distance. The temporal and spatial effects on house prices in Australian capital cities were then depicted.

Field ‘work’ vs ‘feel’ trip : approaches to out-of-class experiences in geography education

Fieldwork is viewed as integral to geography teaching and acclaimed benefits often include holistic, student-driven learning, where all the senses are engaged and the impacts are more than cognitive. While these benefits are often assumed, in this paper, I argue that geography fieldwork in schools is often teacher-led and focused on the intellectual task of knowledge acquisition and skill development. Based on a qualitative content analysis of examples of fieldwork in a state geography teachers’ journal, I assert that the affective and sensory dimensions, are often used to promote the benefits of fieldwork, but seldom explicitly addressed through fieldwork pedagogy and learning activities in school geography. I contend that this is a missed opportunity for a deeper, more embodied and critical engagement with, and response to, the places visited.

Teacher perceptions of the role and value of excursions in years 7-10 geography education in Victoria, Australia

Excursions are extremely important to the education of students in the geography curriculum. However, personal observations demonstrated a lack of readiness to conduct excursions in secondary schools. This apprehension of the teachers in this school to implement excursions in geography education was the basis for this study. The study addresses the importance of excursions in education and the roles and values that teachers place on excursions in years 7-10 geography curriculum. Quantitative research was conducted in the form of a questionnaire on a wide range of Study of Society and Environment (SOSE) teachers in secondary schools. The research population consisted of 60 teachers from both rural and urban schools across Victoria. The findings of this study showed that teachers conduct on average one to two excursions per class per year, teachers understand the importance of excursions in geography education and they find planning difficult, but work collaboratively with other teachers to overcome these issues. Other barriers include transportation, student behaviour and cost. With a firm grounding in the conceptual theories and state-level policies of geography education, the conduct of excursions was found to be both difficult and rewarding by teachers in Victoria.

A global sense of place: geography and sustainability education in a primary context

In this paper, I draw on Massey's conceptualisation of space and place and literature on children's geographies to argue for the importance of "a global sense of place" (Massey, 1991, p. 29) in geography (and sustainability) education. Reporting on interviews with six Victorian primary teaSustainability educationhers' and their conceptions and perceptions of geography, I contend that place in their imagining is commonly represented as bounded, contained and static. This is in contrast to Massey's understanding of place as immersed in global networks/processes, a product of interrelations and continuously changing. I conclude this paper by presenting an example of a primary unit that provides opportunities for students to develop an outward sense of place; one which foregrounds the interconnections and interdependence of places and processes.

Key questions in marine megafauna movement ecology

It is a golden age for animal movement studies and so an opportune time to assess priorities for future work. We assembled 40 experts to identify key questions in this field, focussing on marine megafauna, which include a broad range of birds, mammals, reptiles, and fish. Research on these taxa has both underpinned many of the recent technical developments and led to fundamental discoveries in the field. We show that the questions have broad applicability to other taxa, including terrestrial animals, flying insects, and swimming invertebrates, and, as such, this exercise provides a useful roadmap for targeted deployments and data syntheses that should advance the field of movement ecology.

The pain of tendinopathy: physiological or pathophysiological?

Tendon pain remains an enigma. Many clinical features are consistent with tissue disruption—the pain is localised, persistent and specifically associated with tendon loading, whereas others are not—investigations do not always match symptoms and painless tendons can be catastrophically degenerated. As such, the question ‘what causes a tendon to be painful?’ remains unanswered. 

Without a proper understanding of the mechanism behind tendon pain, it is no surprise that treatments are often ineffective. Tendon pain certainly serves to protect the area—this is a defining characteristic of pain—and there is often a plausible nociceptive contributor. However, the problem of tendon pain is that the relation between pain and evidence of tissue disruption is variable. The investigation into mechanisms for tendon pain should extend beyond local tissue changes and include peripheral and central mechanisms of nociception modulation. 

Cross-artform creative practice as still-life recovery: Chinese-Western materialisms of time, writing and death

As argued by Norman Bryson, the still-life genre is sorely neglected by theorists and critics, largely because its concern with ‘low-plane reality’ (everyday items and acts) has obscured its genuine relevance to material thinking. By reappraising rather than abandoning the genre’s traditional themes of death and time—using a cross-cultural, Chinese-Western approach—it is possible to re-energise materialisms of time, writing and death within still life. Such a move depends above all on a re-evaluation of still life as ‘Vanitas’—the term which to date has unified, and more to the point limited, traditional still-life understandings of death and time. This article tracks a more explosive and creative materialism of still life simultaneously through the specifically Chinese approach to death (which includes the ‘Yin Yang’ 阴阳 as a sort of author of time) and via Gilles Deleuze’s cinematic philosophy of the time-image; what connects these is the very Deleuzean notion of time that subtends Chinese engagements with death. In this way, the still-life genre may be recovered from its current critical and theoretical malaise. Reconnecting with practice is a crucial aspect of this recovery, and so in its early stages this article analyses an example of still-life, creative non-fiction (authored by Cher Coad), and it concludes by establishing the value of this potentially ‘new chapter of the “still life” genre’ (in Matilde Marcolli’s terms) for the cross-artform analysis of the short story ‘Nhill’ (authored by Patrick West). Analysis, though, is only half the picture: a fully recovered still-life genre would see theory and practice endlessly circulating through each other, spurring on practice and impelling theory. Coad’s and West’s literary examples are introduced in the hope that they might trigger fresh theoretical and practice-based, still-life discoveries in prose and also in poetry.

Neurophysiology of insects using microelectrode arrays: Current trends and future prospects

Simple to complex behaviors are directed by the brain, which possess nervous cells, called neurons. Mammals have billions of neurons, organized in networks, making their study difficult. Although methods have well evolved since the last century, studying a simpler model is the key to resolving neuronal communication. In this review, we demonstrate that insects are an excellent model and tool to understand neural mechanisms. Moreover, new technology, such as Microelectrodes Arrays (MEAs), is an innovative method which opens the possibility to study neuron clusters, rather than individual cells. A combined method of an insect model and MEAs technology may lead to great discoveries in neurophysiology, advancing progress in pharmacology, infectious and neurodegenerative diseases, agriculture maintenance and robotics.

Looking at the night sky

There are two series of images in this exhibition: Series # 1: Images 4 – 9 Astronomical observatories in different countries and telescopes which have made some important discoveries in science of astronomy. These images were taken with simple primitive camera including a homemade toy camera and a Holga pinhole camera. The toy camera use a simple plastic lens and film. It produces a very softly focused and blurred image. The Holga Pinhole camera has a panoramic format and also uses film. (The pinhole camera has no lens and only a very small pinhole to lets the light into the camera to produce a simple image) For me the limited resolution of these primitive cameras invoke a sense of wonder, mystery and imagination which the ancient observers must have experienced when looking at the night sky. Series # 2: Images 1 – 3 and 9 - 14 presents individual celestial objects including, the planet Saturn, the Moon, the Sun, a comet and a Star Cluster. All these images have been re-photographed through a number of large primitive lenses. Some are hand made glass lenses and others are hollow and filled with water. These primitive lenses distort and stretch the images and represent the way in which the lens and (the telescope) have changed our vision of the cosmos. They also represent the subjectivity of the lens, something that all photographers know about - just because we see something through a lens, does not mean that all has been revealed and that what finally perceive is both a combination of what we see and what we feel inside and our imagination. The toy and pinhole camera images were made during a 5 year period starting in 2010 and up to 2015. The second series have all been made during 2015.

Crowdfunding academic researchers – the importance of academic social media profiles

Traditionally, the main source of funding for university research comes from either private or government grants. Grant schemes are usually highly competitive with low success rates, favour experienced or senior researchers and take considerable time to be processed thereby delaying potential discoveries. In December 2012 pozible.com and Deakin University agreed to create an opportunity for the community funding of Australian university research. Research My World launched to the public in May 2013 with eight campaigns spanning a range of academic discipline areas and project types. Subsequent project cycles have occurred at approximately six monthly intervals and the program was expanded to include research bids from other universities and research centres. As of mid-November 2015, 19 successful research crowdfunding projects have raised more than more than AU$185,000 in funding at Deakin University alone. This paper presents the results of a research investigation into the Research My World crowdfunding initiative. We detail the method developed for the collection and visualisation of social media data related to the research crowdfunding projects, the analysis of the links between social media activity and project success, and the general guidance for future project cycles that we derived from this analysis.

Australian primary in-service teachers’ conceptions of geography

This paper reports on the second part of a two pronged qualitative investigation that examines the ways in which Australian primary teachers conceptualise geography and geography teaching. In the first part of the project, 47 pre-service primary teachers were surveyed. In this paper, I draw on interviews with six in-service primary teachers to explore their experiences, conceptions and perceptions of geography. The findings indicate a noticeable difference between the conceptions of geography held by experienced teachers and those of early career, in-service teachers. Similar to the pre-service teachers studied in part one of this study, the early career teachers had a narrow, information-oriented conception of geography and geography education. Conversely, the experienced teachers portrayed more complex, relational and process-oriented perspectives. The paper concludes by exploring some of the implications for the implementation of the new National geography curriculum in Australia.

The place of place-based education in the Australian primary geography curriculum

The idea for this paper emerged from a recent qualitative investigation which examined the ways in which six Australian primary teachers conceptualised geography and geography teaching (Preston, 2014b). A finding of this research was a strong correlation between the breadth of geographical understandings and the years of experience and age of participants. For early career teachers, conceptions of geography were narrowly confined to information-oriented perceptions. Whereas, the two teachers, with more than 30 years in primary schools, portrayed much more complex understandings. Their conceptions depicted geography as process-oriented and in relational terms, that is, understandings of geography that recognise the interactions and interdependence of people and environments (Bradbeer, Healey, & Kneale, 2004). Both these experienced teachers were also committed to place-based, inquiry approaches to geography teaching and had been using placebased methodologies long before it became a new movement in education (Morgan, 2009, p. 521 ). This prompted me to question why geography education seldom features in discourses of place-based education and to contemplate the oft-cited argument (at least in the United States) that the recent focus on curriculum standards is incompatible with locally responsive curriculum (Jennings, Swidler, & Koliba, 2005).
In order to answer these questions, I explore the intersections and divergences between place-based education and geography education in the Australian context. Drawing on Smith's (2002) and Gruenewald's (2003) conception of place-based education, and the new. Australian geography curriculum document, I argue that primary geography education has strong synergies with place-based education methodologies and aims. I further suggest that a geographical perspective can augment placebased education to enrich and broaden students' understandings of the complex interactions between and within places. This argument is balanced with a critical examination of the practice of geography education acknowledging that the tradition of fieldwork might benefit from placebased education approaches that enable more embodied, socially engaged interactions with places. Thus, I contend, place-based education and geography education are mutually supportive and each can extend the other. The paper concludes with a reflection on the challenges in Australia in preparing primary teachers for the implementation of the new (place-based) geography curriculum.

Perspectives on the geography of intolerance: racist attitudes and experience of racism in Melbourne, Australia

Given the challenge presented by worsening racial and religious relations in many western countries around the world, a closer look at the interplay between racist attitudes among potential perpetrators and experiences of racism among likely targets, focusing on out-group status, can better inform the dynamics of culturally diverse societies. Melbourne, Australia is ideal for such an analysis given its highly diverse population. Building on recent scholarship detailing a new approach to examining the attitude-experience relationship, we add an important spatial dimension by investigating how patterns of association vary spatially within specific localities over and above citywide effects. Findings indicate significant associations between racist attitudes and experience of discrimination at the citywide and, in distinct ways, at the local (Local Government Area) level. Such relationships are shaped by socio-demographic and ethnic diversity profiles, embodying attribution and degree of out-group status, in complex and nuanced ways.