This thesis follows the development of Howard Charles Green’s (1895-1989) views on war and disarmament as both a private citizen and as a Member of Parliament. It draws its conclusions from a large archival base. Beginning with Green’s experiences in the First World War, this thesis charts Green’s views on war through to the United Nations Irish Resolution on disarmament of December 20, 1960. Contrary to current historiography examining the Diefenbaker period, it proves that Green’s beliefs about war only changed after his appointment as Secretary of State for External Affairs in June 1959, and even then it took time for his new ideals to “harden.” Prior to his “conversion” he believed that war remained a viable aspect of foreign policy and often encouraged its fuller prosecution.

This thesis argues that the Australian military intervention in East Timor in 1999 was motivated primarily by the need to defend Australia’s own strategic interests. It was an act of Australian imperialism understood from a Marxist perspective, and was consistent with longstanding strategic policy in the region.¶ Australian policy makers have long been concerned about the security threat posed by a small and weak neighbouring state in the territory of East Timor. This led to the deployment of Australian troops to the territory in World War Two. In 1974 Australia supported Indonesia’s invasion of the territory in order to prevent it from becoming a strategic liability in the context of Cold War geopolitics. But, as an indirect result of the Asian financial crisis, by September 1999 the Indonesian government’s control over the territory had become untenable. Indonesia’s political upheaval also raised the spectre of the ‘Balkanisation’ of the Indonesian archipelago, and East Timor thus became the focal point for Australian fears about an ‘arc of instability’ that arose in this period.¶ Australia’s insertion of military forces into East Timor in 1999 served its own strategic priorities by ensuring an orderly transfer of sovereignty took place, avoiding a destabilising power vacuum as the country transitioned to independence. It also guaranteed that Australia’s economic and strategic interests in the new nation could not be ignored by the United Nations or the East Timorese themselves. There are therefore underlying consistencies in Australia’s policy on East Timor stretching back several decades. Despite changing contexts, and hence radically different policy responses, Australia acted throughout this time to prevent political and strategic instability in East Timor.¶ In addition, the intervention reinforced Australia’s standing as a major power in Southeast Asia and the Southwest Pacific. The 1999 deployment therefore helped facilitate a string of subsequent Australian interventions in Pacific island nations, both by providing a model for action and by building a public consensus in favour of the use of military intervention as a policy tool.¶ This interpretation of events challenges the consensus among existing academic accounts. Australia’s support of Indonesia’s invasion and occupation of East Timor from 1974 was frequently criticised as favouring realpolitik over ethical considerations. But the 1999 intervention, which ostensibly ended severe violence and secured national independence for the territory, drew widespread support, both from the public and academic commentators. It has generally been seen as a break with previous Australian policy, and as driven by political forces outside the normal foreign policy process. Moreover, it has been almost universally regarded as a triumph for moral conduct in international affairs, and even as a redemptive moment for the Australian national conscience. Viewing the intervention as part of the longstanding strategy of Australian imperialism casts doubt on such positive evaluations.

A tese apresenta uma contribuição à área da pesquisa educacional, para auxiliar na identificação de perfis cognitivos, utilizando o referencial teórico das Ciências Cognitivas e a instrumentação das Neurociências. O projeto elaborado para atender os objetivos desta tese compreendeu o desenvolvimento de metodologia experimental, apoiada pela técnica estatística de Projetos de Experimentos, juntamente com instrumentos neurocientíficos (uso de eletroencefalografia com técnica ERP – Event Related Potential), para a observação, quantificação e interpretação de evidências neuronais – sinais de eletroencefalografia - relacionadas ao processo cognitivo humano. Buscou, em particular, evidências relacionadas às diferentes demandas de energia despendida na realização de atividades espaciais (identificação, percepção ou atenção espacial de objetos virtuais), com base em instrumentos teóricos e tecnológicos das Neurociências, das Ciências Cognitivas e da Psicologia Cognitiva, para uso na área da pesquisa educacional, visando contribuir para identificação de diferentes perfis de estudantes em diferentes áreas do conhecimento. Na investigação experimental, o objetivo foi buscar indicadores (quantificação de energia alocada em atividade cerebral, medida de tempo de resposta ao estímulo, maior magnitude na faixa de freqüência do ritmo elétrico cerebral, evocados no experimento) dos sinais cerebrais que estejam sincronizados com o exercício proposto e que possam subsidiar a hipótese de que há diferenças significativas entre estudantes de áreas científicas e tecnológicas e estudantes de áreas humanas e sociais, no quesito habilidades espaciais. A proposta contextualiza e fundamenta experimentos com um grupo de alunos voluntários dos cursos de graduação, selecionados para a pesquisa, classificados por idade e sexo e avaliados e selecionados por diagnóstico psicológico indicativo da provável área de aptidão/habilidade cognitiva. O desenvolvimento da proposta investigativa, que visou atender os objetivos relacionados e pertinentes ao processo, foi possível devido a esforços de pesquisadores e cientistas das diferentes áreas de conhecimento, que colaboraram na modelagem do experimento realizado no Laboratório de Biosinais da Universidade de Caxias do Sul, no Campus Universitário da Região dos Vinhedos, junto ao Curso de Engenharia Elétrica. Como parte do processo metodológico experimental está compreendido o desenvolvimento do instrumento de medição: equipamento de eletroencefalografia (EEG) utilizando o sistema de aquisição e conversão de sinal analógico-digital da National Instruments e também, o equipamento conhecido como Gaiola de Faraday, que serviu para a realização das coletas de sinais elétricos cerebrais de baixa freqüência e amplitude, minimizando a presença de ruídos eletromagnéticos interferentes significativamente no sinal coletado. Os dados (sinais elétricos cerebrais) coletados durante o experimento que evocou raciocínio lógico espacial dos participantes foram modelados matematicamente por Fourier e interpretados por análise estatística – UNIVARIATE (análise de variância) e comparados aos resultados obtidos pelos instrumentos de apoio utilizados como forma de validar o processo investigativo: questionário verbal ao final do experimento e teste psicológico - subteste BPR5 – RE. Todos os dados coletados também foram armazenados com o propósito de permitir futura realização de outras simulações, com diferentes métodos de acesso aos conteúdos. Entende-se que os resultados obtidos nesse experimento possam colaborar com a Informática aplicada à Educação no planejamento, desenvolvimento e uso de objetos virtuais em ambientes destinados a mediar à aprendizagem, de acordo com necessidades específicas de cada público-alvo. Nesse sentido, os resultados dessa investigação podem prover dados ou características como medidas indicadoras de esforços cognitivos associados a perfis diferenciados, no caso das áreas de conhecimento, que envolvam processos de raciocínio espacial. O entendimento sobre o esforço manifestado pelo aluno durante o experimento foi interpretado como uma possível medida de um dos itens relacionados ao perfil cognitivo, à luz das Ciências Cognitivas (GARDNER, 1994, 2001), (STERNBERG, 2000), (PINKER, 1998). / The thesis is to contribute for the area of educational research in order to aid on the identification of cognitive profiles, using theoretical references from cognitive sciences and instrumentation from neurosciences. The project designed to meet the objectives of the thesis included the development of experimental methodology, supported by the statistical technique for Experiment Projects, along with neuroscientific instruments (use of electroencephalography with the ERP technique – Event Related Potential), for the observation, quantification, and interpretation of neuronal evidences – electroencephalography signals – related to the human cognitive process. It particularly searched for evidences related to different demands of energy spent to perform spatial activities (identification, perception, or spatial attention of virtual objects), based on theoretical and technological instruments of Neurosciences, Cognitive Sciences and Cognitive Psychology, used in the field of educational research, with the aim to contribute for the identification of different profiles of students in different areas of knowledge. In the experimental investigation, the purpose was to look for indicators (quantification of energy allocated in brain activity, measuring response time to the stimulus, larger magnitude in the frequency band of the brain electrical rhythm, evoked on the experiment) of the brain signals that would be synchronized with the exercise proposed and that could subsidize the hypothesis that there are significant differences between students from scientific and technological fields and students from humanistic and social fields, regarding spatial abilities. The proposal contextualizes and fundaments experiments with a group of volunteer students from the undergraduate programs, selected for the research, classified by age and gender, and evaluated and selected according to a psychological diagnostic indicating a probable area of cognitive ability / aptitude. The development of the investigative proposal that intended to meet the objectives mentioned was possible thanks to efforts of a group of researchers and scientists from different fields of knowledge, pertinent to the process, who collaborated on the modeling of the experiment, carried out at the Biosignal Laboratory of the University of Caxias do Sul, at the University Campus of Região dos Vinhedos, in its Electrical Engineering Program. The development of the measuring instrument was part of the experimental methodological process: the equipment for electroencephalography (EEG) using the system acquisition and conversion of analog to digital signal (manufacturer: National Instruments) and also the equipment known as Faraday’s Cage, which served to the collections of electrical brain signals of low frequency and amplitude, minimizing the presence of electromagnetic noises interfering significantly on the signal collected.The data collected (brain electrical signals) during the experiment that evoked logical spatial reasoning by the participants were mathematically modeled by Fourier and interpreted by statistical analysis – UNIVARIATE (variance analysis) and compared to results obtained by support instruments used as a way of validating the investigative process: a verbal questionnaire at the end of the experiment and a psychological test – subtest BPR5 – RE. All data collected were also saved with the purpose of making it possible to carry out other simulations in the future, with different access methods to the contents. It is understood that the results obtained with this experiment collaborate Informatics applied to Education on planning, developing, and using virtual objects in environments destined to mediate learning according to specific needs of each target public. In that sense, the results of this investigation may provide data or characteristics as measures indicating cognitive efforts associated to differentiated profiles, which are in this case the knowledge fields involving spatial reasoning processes. Understanding the effort manifested by the student during the experiment was interpreted as a possible measure for one of the items related to the cognitive profile, the light of Cognitive Sciences (GARDNER, 1994, 2001), (STERNBERG, 2000), (PINKER, 1998).

A tese apresenta uma contribuição à área da pesquisa educacional, para auxiliar na identificação de perfis cognitivos, utilizando o referencial teórico das Ciências Cognitivas e a instrumentação das Neurociências. O projeto elaborado para atender os objetivos desta tese compreendeu o desenvolvimento de metodologia experimental, apoiada pela técnica estatística de Projetos de Experimentos, juntamente com instrumentos neurocientíficos (uso de eletroencefalografia com técnica ERP – Event Related Potential), para a observação, quantificação e interpretação de evidências neuronais – sinais de eletroencefalografia - relacionadas ao processo cognitivo humano. Buscou, em particular, evidências relacionadas às diferentes demandas de energia despendida na realização de atividades espaciais (identificação, percepção ou atenção espacial de objetos virtuais), com base em instrumentos teóricos e tecnológicos das Neurociências, das Ciências Cognitivas e da Psicologia Cognitiva, para uso na área da pesquisa educacional, visando contribuir para identificação de diferentes perfis de estudantes em diferentes áreas do conhecimento. Na investigação experimental, o objetivo foi buscar indicadores (quantificação de energia alocada em atividade cerebral, medida de tempo de resposta ao estímulo, maior magnitude na faixa de freqüência do ritmo elétrico cerebral, evocados no experimento) dos sinais cerebrais que estejam sincronizados com o exercício proposto e que possam subsidiar a hipótese de que há diferenças significativas entre estudantes de áreas científicas e tecnológicas e estudantes de áreas humanas e sociais, no quesito habilidades espaciais. A proposta contextualiza e fundamenta experimentos com um grupo de alunos voluntários dos cursos de graduação, selecionados para a pesquisa, classificados por idade e sexo e avaliados e selecionados por diagnóstico psicológico indicativo da provável área de aptidão/habilidade cognitiva. O desenvolvimento da proposta investigativa, que visou atender os objetivos relacionados e pertinentes ao processo, foi possível devido a esforços de pesquisadores e cientistas das diferentes áreas de conhecimento, que colaboraram na modelagem do experimento realizado no Laboratório de Biosinais da Universidade de Caxias do Sul, no Campus Universitário da Região dos Vinhedos, junto ao Curso de Engenharia Elétrica. Como parte do processo metodológico experimental está compreendido o desenvolvimento do instrumento de medição: equipamento de eletroencefalografia (EEG) utilizando o sistema de aquisição e conversão de sinal analógico-digital da National Instruments e também, o equipamento conhecido como Gaiola de Faraday, que serviu para a realização das coletas de sinais elétricos cerebrais de baixa freqüência e amplitude, minimizando a presença de ruídos eletromagnéticos interferentes significativamente no sinal coletado. Os dados (sinais elétricos cerebrais) coletados durante o experimento que evocou raciocínio lógico espacial dos participantes foram modelados matematicamente por Fourier e interpretados por análise estatística – UNIVARIATE (análise de variância) e comparados aos resultados obtidos pelos instrumentos de apoio utilizados como forma de validar o processo investigativo: questionário verbal ao final do experimento e teste psicológico - subteste BPR5 – RE. Todos os dados coletados também foram armazenados com o propósito de permitir futura realização de outras simulações, com diferentes métodos de acesso aos conteúdos. Entende-se que os resultados obtidos nesse experimento possam colaborar com a Informática aplicada à Educação no planejamento, desenvolvimento e uso de objetos virtuais em ambientes destinados a mediar à aprendizagem, de acordo com necessidades específicas de cada público-alvo. Nesse sentido, os resultados dessa investigação podem prover dados ou características como medidas indicadoras de esforços cognitivos associados a perfis diferenciados, no caso das áreas de conhecimento, que envolvam processos de raciocínio espacial. O entendimento sobre o esforço manifestado pelo aluno durante o experimento foi interpretado como uma possível medida de um dos itens relacionados ao perfil cognitivo, à luz das Ciências Cognitivas (GARDNER, 1994, 2001), (STERNBERG, 2000), (PINKER, 1998). / The thesis is to contribute for the area of educational research in order to aid on the identification of cognitive profiles, using theoretical references from cognitive sciences and instrumentation from neurosciences. The project designed to meet the objectives of the thesis included the development of experimental methodology, supported by the statistical technique for Experiment Projects, along with neuroscientific instruments (use of electroencephalography with the ERP technique – Event Related Potential), for the observation, quantification, and interpretation of neuronal evidences – electroencephalography signals – related to the human cognitive process. It particularly searched for evidences related to different demands of energy spent to perform spatial activities (identification, perception, or spatial attention of virtual objects), based on theoretical and technological instruments of Neurosciences, Cognitive Sciences and Cognitive Psychology, used in the field of educational research, with the aim to contribute for the identification of different profiles of students in different areas of knowledge. In the experimental investigation, the purpose was to look for indicators (quantification of energy allocated in brain activity, measuring response time to the stimulus, larger magnitude in the frequency band of the brain electrical rhythm, evoked on the experiment) of the brain signals that would be synchronized with the exercise proposed and that could subsidize the hypothesis that there are significant differences between students from scientific and technological fields and students from humanistic and social fields, regarding spatial abilities. The proposal contextualizes and fundaments experiments with a group of volunteer students from the undergraduate programs, selected for the research, classified by age and gender, and evaluated and selected according to a psychological diagnostic indicating a probable area of cognitive ability / aptitude. The development of the investigative proposal that intended to meet the objectives mentioned was possible thanks to efforts of a group of researchers and scientists from different fields of knowledge, pertinent to the process, who collaborated on the modeling of the experiment, carried out at the Biosignal Laboratory of the University of Caxias do Sul, at the University Campus of Região dos Vinhedos, in its Electrical Engineering Program. The development of the measuring instrument was part of the experimental methodological process: the equipment for electroencephalography (EEG) using the system acquisition and conversion of analog to digital signal (manufacturer: National Instruments) and also the equipment known as Faraday’s Cage, which served to the collections of electrical brain signals of low frequency and amplitude, minimizing the presence of electromagnetic noises interfering significantly on the signal collected.The data collected (brain electrical signals) during the experiment that evoked logical spatial reasoning by the participants were mathematically modeled by Fourier and interpreted by statistical analysis – UNIVARIATE (variance analysis) and compared to results obtained by support instruments used as a way of validating the investigative process: a verbal questionnaire at the end of the experiment and a psychological test – subtest BPR5 – RE. All data collected were also saved with the purpose of making it possible to carry out other simulations in the future, with different access methods to the contents. It is understood that the results obtained with this experiment collaborate Informatics applied to Education on planning, developing, and using virtual objects in environments destined to mediate learning according to specific needs of each target public. In that sense, the results of this investigation may provide data or characteristics as measures indicating cognitive efforts associated to differentiated profiles, which are in this case the knowledge fields involving spatial reasoning processes. Understanding the effort manifested by the student during the experiment was interpreted as a possible measure for one of the items related to the cognitive profile, the light of Cognitive Sciences (GARDNER, 1994, 2001), (STERNBERG, 2000), (PINKER, 1998).

Syftet med den här uppsatsen är att genomföra en jämförande studie av den klassiska Hollywood-deckaren, representerad av de tre första filmerna i Thin Man-serien, och film noir. Analysen utgår ifrån Thin Man-filmerna The Thin Man (1934), After the Thin Man (1936) och Another Thin Man (1939) och noir filmerna The Maltese Falcon (1941), Laura (1944), The Big Sleep (1946) och Dark Passage (1947). Den grundläggande teorin för uppsatsen är genreteori och hur den klassiska Hollywood-deckarfilmen skilde sig ifrån film noir. Analysen är uppdelad i fyra kapitel, i vilka olika delar av innehållet i både Thin Man-filmerna och de fyra exemplen av film noir analyseras. De olika kapitlen handlar om manliga huvudkaraktären, den kvinnliga huvudkaraktären, hur de olika filmerna hanterade ämnen berörande sex och sexualitet och hur samhället och människorna representeras i filmerna. Slutsats omfattar sedan en diskussion om uppsatsens resultat och svaret på varför Thin Man-filmerna inte räknas som film noir.

Master of Arts / Department of History / Donald J. Mrozek / This thesis examines the internationalist message in news coverage and editorial commentary of a select group of American newspapers in the last throes and years immediately after World War I. Some historians have misinterpreted this period as a "return" to isolationist sentiments throughout America. However, the articles and editorials in these papers presented a message that America was still concerned with the happenings of the world and willing to participate in ascertaining solutions to the problems confronting Europeans as well as other peoples around the globe. The first chapter looks at the late stages of the war through the Senate's rejection of the Versailles Treaty. These papers initially presented a message of hope that the war could become the last war in history, spearheaded by President Wilson's Fourteen Point program. However, these hopes were dashed when the Fourteen Points were largely overlooked in the treaty. In the ensuing fight between the administration and the treaty's dissenters there were no threats of isolating the country from world affairs. According to these sources, those proposing reservations to the treaty were unwilling to commit the country to the League of Nations because they believed the League to be a permanent military alliance that violated the Constitution. The second chapter examines how the debate over the treaty and League membership became significant issues throughout 1920, reaching a climax with the presidential election in November. This section focuses on the coverage of Senator Harding's message of continued U.S. international participation throughout the campaign. The coverage from these papers regarding the international affairs of and events during the Harding administration is investigated in the final chapter. This chapter focuses heavily on the reactions to the Washington Conference of 1921-1922 which established international naval arms limitations. Harding and his policies enjoyed significant popular support from many of these papers because they believed he established a lasting peace. Throughout this period, the editorials and news coverage in these papers presented U.S. leaders as actively participating in global affairs rather than proposing the country step back from a leadership position in the world.

Denna uppsats undersöker gotiska teman som melankoli, isolering, galenskap och död i verk av Edgar Allan Poe och Howard Phillips Lovecraft. Utgångspunkt är följande forskningsfråga: På vilket sätt framträder melankoli, isolering, galenskap och död i de olika verken, samt vilka är likheterna och skillnaderna mellan hur temana framkommer? Metoden är grundad i tematisk analys, intertextualitet och komparation. De verk som analyseras i uppsatsen är Poes The Fall of The House Usher, Ligeia och Berenice. Verk av Lovecraft som analyserats är Cthulhu, The Color out of Space, The Tomb och Polaris. Resultaten visar att alla teman finns närvarande i verk av båda författarna, men att de tar olika former. Poes melankoli är till exempel mycket närmare hans karaktärer än Lovecrafts melankoli, som är mer kopplade till miljöer och objekt. Vidare visar undersökningen bland annat också att Poe inte fokuserar på fysiska dödsbeskrivningar utan på andra typer av död. Lovecrafts dödsbeskrivningar å andra sidan är mer externa och kopplade till monster. / This essay examines the presence of what is considered to be gothic themes such as melancholy, isolation, madness and death in works of Edgar Allan Poe and Howard Phillips Lovecraft. The following research question was formulated: In what way do melancholy, isolation, madness, and death appear in the various works, and what are the similarities and differences between how the themes emerge? Methods of thematic analysis, intertextuality and comparison are used. The works analysed in the essay are Poe’s The Fall of The House Usher, Ligeia and Berenice. The works analysed are also Lovecraft’s The call of Cthulhu, The Colour out of Space, The Tomb and Polaris. The results show that all the themes are present in works by both authors, but that they take different forms. Poe’s melancholy is for example much closer to his characters than Lovecrafts melancholy, which are more connected to environments and objects. The study also shows among other things, that Poe does not focus on physical death descriptions but on other types of death. Lovecraft's death descriptions on the other hand, are more external and linked to monsters.

博士(神学) / Doctor of Theology / 同志社大学 / Doshisha University

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No description available.