The topic of food geographical indications (GIs) in Australia is crucial to the free trade agreement negotiations currently proceeding between Australia and the EU, as the latter is seeking exclusive rights to use European GIs in Australia. Australia does not currently have a sui generis GI registration scheme for food products (other than wine) therefore we sought to contrast the standard trade mark system in operation with a hypothetical food GI scheme. We identified King Island (KI), Tasmania, as a suitable case study because the KI provenance brand is well known in the beef, dairy and lobster industries. We conducted desktop research, and interviews with producers in all industries on the Island. Our analysis suggests that food GIs could provide base-line certainty about provenance while allowing competition around individual trade marks to proceed to the benefit of consumers and the Island community as a whole. Our study tends to reinforce the case favouring Australian legislative changes which would enable local producers to seek registration of food GIs around uncontroversial specifications.

As clinical legal education (CLE) is intrinsically a practice-based learning experience for law students, the COVID-19 pandemic has in many respects challenged traditional models of CLE. It has directly affected clinicians and clinical legal educators’ ability to provide students with the same learning experience as had been offered to their peers in prior semesters. These challenges have required educators to think creatively and laterally about ways in which to sustain and enhance the student experience in CLE during pandemic times. Whilst many existing face-to-face interaction opportunities were lost, at least temporarily, other opportunities for learning emerged as a more technology-centred approach was embraced in teaching practices. This paper examines the short-term and projected longer-term effects of the pandemic on the development of law graduate employability skills in CLE. It considers the ways in which COVID-19 challenges have been addressed by tertiary institutions in Australia and envisages the emergence of new opportunities to prepare students for legal practice in the future, even reimagining traditional CLE models by embracing technology in future offerings.