We take a broad approach to thinking geographically, but a narrower view on the point at which thinking geographically is critically evaluated and assessed in our education system. The Scholarship Assessment Specification attracted our interest. The Scholarship is offered as the capstone assessment of a 3-year Geography programme in New Zealand secondary education. We describe the institutions, actors and formats of Geography Scholarship. Our purpose is to promote thinking and scholarship as an integral part of the intellectual development of Geographers in contemporary education and beyond. Our concluding comments outline some of the options we think are available to Scholarship candidates and geography teachers.

New Zealand GeographerVolume 72, Issue 1 p. 72-72 Geo-News Distinguished Service Award: Claire Gibson Lex Chalmers, Lex Chalmers Waikato Branch, HamiltonSearch for more papers by this author Lex Chalmers, Lex Chalmers Waikato Branch, HamiltonSearch for more papers by this author First published: 25 April 2016 https://doi.org/10.1111/nzg.12116_4Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume72, Issue1April 2016Pages 72-72 RelatedInformation

New Zealand GeographerVolume 72, Issue 1 p. 72-73 Geo-News Distinguished Service Award: Brian Kendrick Lex Chalmers, Lex Chalmers Waikato Branch, HamiltonSearch for more papers by this author Lex Chalmers, Lex Chalmers Waikato Branch, HamiltonSearch for more papers by this author First published: 25 April 2016 https://doi.org/10.1111/nzg.12116_5Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume72, Issue1April 2016Pages 72-73 RelatedInformation

Geography has never been so accessible; new media present documentaries about diverse places, supported by travelogues that ask intriguing questions, with superb imagery of natural and cultural features, all supported by emerging digital cartographies. These geographies reach many more people than the well-cited texts of 19th century geographers such as Humboldt and Ritter, yet the paradox is that contemporary Geography is not identified as a critical part of the educational entitlement of young people. The essay explores this paradox with reference to the changes in education in the last 150 years and a commentary on the scholars and institutional frameworks that share responsibility for the current and future status of the discipline. Since 1996 the International Geographical Union (IGU) has accepted a key challenge faced by Geography; the process of fostering the regeneration of the discipline by engaging young people. The IGU has supported ten International Geography Olympiads since 1996, with the eleventh Olympiad scheduled for Krakow in 2014. The essay outlines the nature of the Olympiad where field trips and cultural activities provide an unparalleled experience for young scholars exhibiting international excellence in Geography. These young people are our future.

New Zealand GeographerVolume 70, Issue 1 p. 72-73 Geo-News Distinguished Service Award: Mr Norman Austin (NZBoGT) Lex Chalmers, Lex Chalmers Waikato Branch of the NZGS Department of Geography, University of WaikatoSearch for more papers by this authorNick Page, Nick Page NZBoGTSearch for more papers by this author Lex Chalmers, Lex Chalmers Waikato Branch of the NZGS Department of Geography, University of WaikatoSearch for more papers by this authorNick Page, Nick Page NZBoGTSearch for more papers by this author First published: 02 April 2014 https://doi.org/10.1111/nzg.12041_5Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume70, Issue1Special Issue: Freshwater GeographiesApril 2014Pages 72-73 RelatedInformation

New Zealand GeographerVolume 69, Issue 1 p. 66-71 Geo-News Geography in New Zealand 2008–2012 Lex Chalmers, Lex Chalmers University of Waikato, Private Bag 3105, Hamilton, New ZealandSearch for more papers by this author Lex Chalmers, Lex Chalmers University of Waikato, Private Bag 3105, Hamilton, New ZealandSearch for more papers by this author First published: 09 April 2013 https://doi.org/10.1111/nzg.12003Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Volume69, Issue1April 2013Pages 66-71 RelatedInformation

This paper considers issues of authenticity as they apply to the evolution of farmers' markets in New Zealand. Following a discussion of the nature of authenticity and its deployment by farmers' market organisations in several jurisdictions, a two-part case study is presented. An analysis of the strategies adopted by Farmers' Markets New Zealand to 'protect its brand' nationally and an examination of the disputation of authenticity in the Marlborough Farmers' Market reveals the potential of the 'authenticity project' to be a lightning rod for heightened tension and the fracturing of the relationship between competing interests in New Zealand farmers' markets.

New Zealand GeographerVolume 69, Issue 1 p. 64-64 Geo-News Distinguished Service Award: Dr Paul Ashley Keown Lex Chalmers, Lex Chalmers Waikato Branch of the NZGS, Department of Geography, University of WaikatoSearch for more papers by this author Lex Chalmers, Lex Chalmers Waikato Branch of the NZGS, Department of Geography, University of WaikatoSearch for more papers by this author First published: 09 April 2013 https://doi.org/10.1111/nzg.12004_3Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume69, Issue1April 2013Pages 64-64 RelatedInformation

I am pleased to have the opportunity to write what will be a valedictory editorial for IRGEE in terms of the 2008–2012 Commission on Geographical Education. As most will know, the Commission on Geographical Education is one of about 40 such bodies that carry out the work of the International Geographical Union. John Lidstone reports that the prototype IGU Congress was held in Antwerp in 1871, that ‘Geographical Education’ appeared as a focus for discussion in the third Congress in Venice, and Geographical Education formed an independent commission first in the US meeting of 1904. Since this time the IGU has supported such a Commission repeatedly, making the CGE the longest running of all the IGU Commissions. IGU Commissions each have a Steering Group and a wider body of corresponding members; our corresponding membership of around 400 is found in more than 30 countries. Commissions have a life of four years, with the term of the 2008 Commission elected in Tunis expiring at the end of the 2012 Congress in Cologne. At Cologne, a new IGU Executive will be elected, and the current IGU Executive has indicated that a new Commission will also be supported. The proposed 2012–2016 Commission will be chaired jointly by Professors Joop van der Schee of the Vrije Universiteit in Amsterdam and John Lidstone from the Queensland Institute of Technology in Brisbane. The proposal for activities to be undertaken in the 2012–2016 period is lodged on the website of the Commission at www.igu-cge.org. The proposed Commission offers a range of interesting activities, not the least of which is a change in the governance structure. The balance of this editorial is a reflection on the successes of the current Commission, an assessment of what can be done from here, and an endorsement of the proposal advanced in the name of the incoming 2012–2016 Commission. Since 2004, the Commission of Geographical Education has promoted and supported a significant number of international events, many of them offered with support through the good offices of Commission Steering members. Since the 2004 Symposium in Glasgow, there have been Symposia in Brisbane in July 2006, in Tunis (August, 2008), in Tel Aviv (July–August, 2010) and Santiago (November, 2011). There have also been wellattended sessions at meetings organised by members of the Commission. In April 2007 the Commission met in London, in July 2007 we met in Lucerne and in August 2007 the venue was Beijing. The August 2009 meeting of the Commission was in Tsukuba, and we met in Waikato (January) and Istanbul (July) in 2010. In 2011 there was also a substantial meeting in London at which the proposal for the 2012–2016 Commission was widely discussed. Such a sustained and significant programme is maintained by making the activities as accessible as possible to national communities far beyond the European ‘heartland’. Both the widening membership and the authorship of papers in International Research in Geographical and Environmental Education testify to the success of this intent. Conspicuous, too, are the edited collections of papers from regional meetings of the Commission. Proceedings have been published from meetings in London, Lucerne, Beijing, Tsukuba,

In many countries, the state is a major funder of research, whether directly or indirectly, through state-like organisations known as parastatals. Research in geographical education is a beneficiary of such research funding, although seldom at the levels of biomedicine and applied science. Where the state funds research, it is entitled to ask for evidence of benefits from such investment. One of the consequences of this relationship in the last 15 years has been an increasing interest in systematically monitoring research productivity, and during this time, we have also seen the impacts of the revolution in information technology flow into research. The outcome has been the advent of sophisticated research management and modelling tools that are both a threat and an opportunity. The most obvious impact of information technology has been on the research supply side. Some journals have moved from paper-based publication to digital publication, with library systems offering the digitally presented research publications through sophisticated search engines with catalogue access. Generic systems such as Wikipedia and Google Scholar are also well-known tools for finding and accessing published research. The state monitors of research have kept up with this information revolution and have seen the prospect of national systems of research assessment. The Research Assessment Exercise (or RAE, http://www.rae.ac.uk/) in the UK is perhaps the oldest of these national systems, with the first iteration run as long ago as 1986, and the results of the most recent round (2008) published in 2010 (http://www.rae.ac.uk/news/2008/results.asp). While the British system rates individual institutions, the 2003 Performance Based Research Exercise (or PBRF, http://www.tec.govt.nz/) in New Zealand assessed the performance of every researcher in the tertiary education system, initially for the period 1997–2003 and currently in a 2006–2012 cycle. Recently, the original Research Quality Framework in Australia was replaced with a second-generation system for institutional assessment. The Excellent in Research for Australia (or ERA, http://www.arc.gov.au/era/era 2012/era 2012.htm) assesses institutions, and this system has just reported on an assessment carried out in 2010. Organisations that fund research are paying attention to the counts that presumably reflect quality as well as productivity. Research excellence and its assessment are laudable, but the methodologies are often crude, contentious and political (David, 2008; King, 2010; Thorns, 2008). The bureaucracies established to run the research assessment are responsive but generally need to have “objective” measures of excellence. When the number of research outputs to be assessed is measured in tens of thousands, quantitative methods are held to be the most efficient in parts of the system and the assessment of quality in other parts of the system becomes problematic. Corbyn (2009) in the Times Higher Education Supplement reveals that the citation indices used as a measure of research excellence in the “bibliometric” methodology have fallen out of favour, and a paper prepared for the New Zealand Vice

In this paper we explore the extent to which a reciprocal relationship exists between contemporary theorisation about farmers' markets in geography and the rapidly expanding public discourse surrounding these sites of exchange in New Zealand. Activities branded as farmers' markets are seen widely as local phenomena of systemic significance for the understanding of evolving geographies of production, consumption and exchange. As something 'new' on the landscape, farmers' markets also attract attention in the media. An electronic database of significant print media contributions over the period 1995 to 2007 provides the empirical basis for an assessment of the extent to which theorisation and the public discourse address common themes. Our analysis indicates that, while the economic and social constructions in both the research literature and the media database share common themes, strong contrasts in ways of 'seeing' farmers' markets are apparent. We note the predilection in the print media to present the nature and purpose of farmers' markets through the personal experiences and 'stories' of participants. There is a tendency to focus on the appeal of markets to the consumers who form the readership base. The theorised alterity of the farmers' market, either in terms of production methods or motivations for consumption, is not reflected strongly in media reports, and this raises questions about 'over-theorisation' in the academic literature. Our aim is to promote reflection in both the editorial offices of the media and in the academy by documenting the nature of these contrasting views.

In an era ofchange such as that induced by the NCEA, questions about the role and relevance of traditional skills tend to be overlooked. In my opinion, an important component in our `bank of skills' Ministry of Education, 1990, 17; New Zealand Geographical Society, 1992, 10-11 are threatened by institutional sidelining and lack of awareness of the potential for their technological resuscitation. With reference to skills, the use of prepared maps and map construction cartography are fundamental geographic skills. Having asserted this, I also want to make it clear that, in my view, these skills should be as broadly applied as possible.

This paper relates developments in the use of Internet-based communication technologies to contemporary exchanges of geographical ideas and content. A brief history of the Internet provides the basis for a review of uses of broadband Internet in contemporary Geography. Two themes are explored: the first is the concept of virtual communities of practice, and the second describes the nature and use of virtual research networks, with a focus on Access Grid. The key argument is that the enhanced Internet capabilities facilitate virtual communities in Geographical Education. The paper is based on five years of experience in developing in-service support at the University of Waikato and the in-class use of tutorial software over the Internet.

New Zealand Journal of GeographyVolume 91, Issue 1 p. 2-4 Festivals in Geographical Teaching LEX CHALMERS, LEX CHALMERS Senior Lecturer in Geography, University of Waikato, HamiltonSearch for more papers by this authorDIANA PORTEOUS, DIANA PORTEOUS Teacher and graduate student in geography, University of Waikato, HamiltonSearch for more papers by this author LEX CHALMERS, LEX CHALMERS Senior Lecturer in Geography, University of Waikato, HamiltonSearch for more papers by this authorDIANA PORTEOUS, DIANA PORTEOUS Teacher and graduate student in geography, University of Waikato, HamiltonSearch for more papers by this author First published: April 1991 https://doi.org/10.1111/j.0028-8292.1991.tb00419.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume91, Issue1April 1991Pages 2-4 RelatedInformation

Associate Professor Lex Chalmers (University of Waikato) has taken over from Professor Richard Bedford as New Zealand's contact point with the International Geographical Union (IGU). He can be reached at [email protected]. He is an active member of the IGU and currently chairs the Union's Commission on Geographical Education. One of the primary responsibilities of the IGU Contact Point (officially the role is as Chair of the New Zealand National Committee for Geography) is to represent New Zealand's interests at the Union's major business meeting held in association with the four-yearly International Geographical Congress (IGC). The next IGC will be held in Tunis, Tunisia, from 12 to 15 August 2008. Information about the Tunis Congress can be found at http://www.igc-tunis2008.com. Members of New Zealand Geographical Society should by now have received a formal notice and invitation. The 36 Commissions of the IGU will each have sessions at Le Kram, a very large conference venue about 10 km from downtown Tunis and English–French translation services will be available throughout the Congress. Accommodation prices are reasonable for high-quality accommodation at beach-side hotels. Carthage and the Bardo Museum are international heritage sites of unique status and appeal. The International Olympiad, at which New Zealand hopes to have a team, will be hosted in Carthage, within the Tunis metropolitan area.

The authors embed their advocacy of educational technology in a consideration of contemporary pedagogy in geography. They provide examples of e-learning from a wide range of teaching and learning contexts. They promote the idea that considering best practice with reference to educational technology will increase the versatility of teaching geography in higher education. On the basis of reviewing the pedagogic options associated with e-learning using a variety of technologies, and their promotion of versatility in the use of e-learning approaches, they find and illustrate the lien, spaces that ham became available to teachers and learners of geography.