Development literature has not accorded sufficient attention to culture as a positive aspect of development until recently. Hence, in terms of using culture as a protective mechanism against gender-based violence, not much has been investigated or reported, since most studies on gender-based violence have focused more on cultural influences as the cause or effect of violence against women. However, in the case of Papua New Guinea (PNG) culture has always been the focus in regards to genderbased violence, portrayed as the cause of violence against women. Occasionally sources state there are traditional customs or beliefs that protect women from violence, but further explanation is not provided. Hence, this research investigated the question, “How can culture address gender-based violence in contemporary, rural Papua New Guinea?” This study offers an opportunity to view PNG culture as a solution to a problem, instead of as merely a problem to be solved. To investigate how culture can be used positively as a strategy to address genderbased violence, a case study was conducted among the Sulamesi people of Mt Bosavi in the Southern highlands province of PNG. This research was conducted in a rural area because in general Papua New Guineans perceive people living in the villages as the ones living a traditional lifestyle, where established cultural norms and behaviours prevail. Using a qualitative research approach, the research investigated whether there were any traditional protective mechanisms in PNG used to address gender-based violence. This thesis concludes that through the identification of culture-driven protective mechanisms, it can be demonstrated that culture can be used as a strategy to address gender based violence. However, caution must be applied, since not all the protective mechanisms identified are desirable or constructive.

No description available.

Since the late nineteenth century, Switzerland, a self-professed “playground” and “classroom” of the world, has successfully promoted itself as a desirable destination for international study and tourism. The historically entangled private schooling and tourism industries have steadily communicated idealised images of educational tourism in Switzerland via advertising. Concentrating on the period 1890 -1945 – when promotional ties between tourism organisations and private schools solidified – this thesis investigates the social construction of educational tourist place in two different types of promotion aimed at English-speaking markets: private international school prospectuses and education-focused tourism brochures. An analysis of early prospectuses from three long-standing private international schools and of education-focused tourism guides written by municipal organisations, travel agencies, school boards and the Swiss government revealed highly visual, ideologically-charged textual representations of locations and markets simultaneously defined, idealised and commodified international education in Switzerland. Chapters provide close interpretation of documents and aim, through thick description, to understand specific place-making examples within a wider socio-historical context. Chapter One examines the earliest prospectuses of Le Rosey and Brillantmont, two of the world’s must exclusive Swiss schools (1890-1916). An examination of photo-essay style prospectuses reveals highly selective portrayals of “Château” architecture communicated capacity to deliver a “high-class” and gender appropriate Swiss finishing. Visual cues hallmarking literary and sporting preferences indicated texts catered to the gaze of social-climbing, Anglo-centric markets desirous a continental cosmopolitan education that was not overly “foreign.” Chapter Two analyses the social construction of towns in French-speaking Switzerland as attractive educational centres (1890-1914). It explores how guides promoting Geneva, Neuchâtel and Lausanne constructed an idealised study-abroad landscape through thematic testaments to the educative capacities of local human and natural landscapes. The remaining chapters explore interwar texts. Chapter Three examines a high-altitude institute’s use of the idealising skills of high-end tourism poster artists to manufacture a pleasant, school-like image for the mountain sanatoria-like campus of Beau Soleil. Chapter Four investigates two series of education-focused tourism guidebooks which promoted education in Switzerland. An examination of a Swiss National Tourist Office series reveals discourses of nationhood racialised the Swiss as natural-born pedagogues and constructed Switzerland as a safe, moral destination populated by cooperative, multi-lingual and foreign student-friendly folk. An analysis of R. Perrin Travel Agency’s series explores guidebooks which openly classified education as a tourism commodity. The final chapter examines Le Rosey and Brillantmont’s interwar prospectuses within the context of complex, transnational schooling and school advertising practices. An analysis of images of school sports at winter holiday resorts suggests prospectuses expressed the sense of freedom which accompanies upper-class identity more so than any sense of gender-driven restriction.

Since the late nineteenth century, Switzerland, a self-professed “playground” and “classroom” of the world, has successfully promoted itself as a desirable destination for international study and tourism. The historically entangled private schooling and tourism industries have steadily communicated idealised images of educational tourism in Switzerland via advertising. Concentrating on the period 1890 -1945 – when promotional ties between tourism organisations and private schools solidified – this thesis investigates the social construction of educational tourist place in two different types of promotion aimed at English-speaking markets: private international school prospectuses and education-focused tourism brochures. An analysis of early prospectuses from three long-standing private international schools and of education-focused tourism guides written by municipal organisations, travel agencies, school boards and the Swiss government revealed highly visual, ideologically-charged textual representations of locations and markets simultaneously defined, idealised and commodified international education in Switzerland. Chapters provide close interpretation of documents and aim, through thick description, to understand specific place-making examples within a wider socio-historical context. Chapter One examines the earliest prospectuses of Le Rosey and Brillantmont, two of the world’s must exclusive Swiss schools (1890-1916). An examination of photo-essay style prospectuses reveals highly selective portrayals of “Château” architecture communicated capacity to deliver a “high-class” and gender appropriate Swiss finishing. Visual cues hallmarking literary and sporting preferences indicated texts catered to the gaze of social-climbing, Anglo-centric markets desirous a continental cosmopolitan education that was not overly “foreign.” Chapter Two analyses the social construction of towns in French-speaking Switzerland as attractive educational centres (1890-1914). It explores how guides promoting Geneva, Neuchâtel and Lausanne constructed an idealised study-abroad landscape through thematic testaments to the educative capacities of local human and natural landscapes. The remaining chapters explore interwar texts. Chapter Three examines a high-altitude institute’s use of the idealising skills of high-end tourism poster artists to manufacture a pleasant, school-like image for the mountain sanatoria-like campus of Beau Soleil. Chapter Four investigates two series of education-focused tourism guidebooks which promoted education in Switzerland. An examination of a Swiss National Tourist Office series reveals discourses of nationhood racialised the Swiss as natural-born pedagogues and constructed Switzerland as a safe, moral destination populated by cooperative, multi-lingual and foreign student-friendly folk. An analysis of R. Perrin Travel Agency’s series explores guidebooks which openly classified education as a tourism commodity. The final chapter examines Le Rosey and Brillantmont’s interwar prospectuses within the context of complex, transnational schooling and school advertising practices. An analysis of images of school sports at winter holiday resorts suggests prospectuses expressed the sense of freedom which accompanies upper-class identity more so than any sense of gender-driven restriction.

Development literature has not accorded sufficient attention to culture as a positive aspect of development until recently. Hence, in terms of using culture as a protective mechanism against gender-based violence, not much has been investigated or reported, since most studies on gender-based violence have focused more on cultural influences as the cause or effect of violence against women. However, in the case of Papua New Guinea (PNG) culture has always been the focus in regards to genderbased violence, portrayed as the cause of violence against women. Occasionally sources state there are traditional customs or beliefs that protect women from violence, but further explanation is not provided. Hence, this research investigated the question, “How can culture address gender-based violence in contemporary, rural Papua New Guinea?” This study offers an opportunity to view PNG culture as a solution to a problem, instead of as merely a problem to be solved. To investigate how culture can be used positively as a strategy to address genderbased violence, a case study was conducted among the Sulamesi people of Mt Bosavi in the Southern highlands province of PNG. This research was conducted in a rural area because in general Papua New Guineans perceive people living in the villages as the ones living a traditional lifestyle, where established cultural norms and behaviours prevail. Using a qualitative research approach, the research investigated whether there were any traditional protective mechanisms in PNG used to address gender-based violence. This thesis concludes that through the identification of culture-driven protective mechanisms, it can be demonstrated that culture can be used as a strategy to address gender based violence. However, caution must be applied, since not all the protective mechanisms identified are desirable or constructive.

West Wales in the Iron Age contained a diverse range of settlement types, from hill-forts to unenclosed farmsteads, with the dominant type of settlement the enclosed farmstead. However, a recent review of information available for the British Iron Age identified a relative lack of systematised information for Wales and consequently there is a pressing need to re-examine the settlement record for this area, as the belief in a single Iron Age "culture" gives way to recognition of regional difference in material cultures, social institutions and life-ways. This thesis examines the settlements and landscape of West Wales in an attempt to contribute to our understanding of this region in the Iron Age. In order to make a regionally synthesised investigation of the social, I conducted a survey of excavation and survey information for Iron Age settlements in West Wales. Analysis centred on examining the spatial patterning of settlements by considering the morphology, distribution, placement and structure of settlements, their place in the landscape and regional trends in the structuring of space and artefacts. The investigation was contextualised within the wider body of material for the Iron Age in Britain. The use of landscape theory as an interpretive framework in examining the spatial patterning of the material culture in the Iron Age proved an effective method for interpreting domestic settlements within the lived landscape. Social and cosmological relations within settlements and within the referential structuring of a landscape, particularly with respect to pre-existing monuments, were suggested by the analysis. By comparing these trends in the structuring of settlements within the landscape to settlements elsewhere in Britain, a distinct and regional culture for the Iron Age of West Wales was identified.

No description available.

No description available.

No description available.

No description available.