The project is an inter-disciplinary intervention into a field that may be largely called New York Studies or, more explicitly, the uses of urban, human and cultural geography for a cultural-materialist history of New York between the fiscal crisis years of the mid-1970s through to the Market Crash of October 1987. My concern is to offer a critique of urban regime transformation in New York, the kind of private-public coalitions taking shape in response to the advent and consolidation of the FIRE (finance, insurance and real estate) industries and their socio-spatial implications, through the lenses of cultural production. I am interested in the ways in which representation - the literary, the cinematic (more sparsely and tangentially), the documented and the archival in an analytically productive conjunction - encodes and arbitrates the changes in the production of urban space in New York City. Thus, the project underlines the heightened significance of literary economies for understanding the experiential structures of urban transformation in 1970s and 1980s New York. Driven by the belief that written culture, just like visual art, may prefigure and telescope urban change, a handful of New York writers dared to tread (both literally and symbolically) where the sociologist, the urban geographer or the documenter does so by professional default, and thus engaged head-on with the hard city of socio-economic networks. This kind of ‘urbanisation of [literary] consciousness’ calls for refreshed modes of enquiry, proposed in Chapter 1, at which point fetishist and aestheticist constructions of the city in the postmodernist key become inadequate, insufficient and politically ineffectual interpretative strategies. The following three-fold case study analysis of counterculture and the underground economy, of homesteading and ‘low rent’ fiction, of the finance industry, publishing and ‘financial writing’ may offer radical opportunities for revisiting both the space of representation and the represented space of urban decline and growth through a geocultural reading for the unevenness of urban space.

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Politicians Week in Visby has since the late 1960s developed to be a fairly unique concept in Swedish politics, which even in recent years has begun to be exported to other countries in Europe. Curiosity and interest around the arrangement of activities and actors have in the past decade become increasingly both nationally and internationally. The purpose of this study has therefore been to find out how “Almedalsveckan” as a political arrangement emerged and developed. The question that the study mainly tries to answer is how “Almedalsveckan” became a concept of the open democratic meeting between politicians, citizens, journalists and various organizations in the Swedish society. To find out, mainly newspaper articles from the Gotland newspapers has been used, as well as an interview with the former municipal politician Jan Lundgren (s) has been made. Source material has also been obtained from the Library of Almedalen in the Gotlandica department, “Almedalsveckan” official website, Gotland Tourist, SCB and SIKA. The investigation has been defined to include the election-years for the period 1968 - 2009 but other years have also been used to see how political participation has been in non-election year and in 2009 to root development at the present time. The results from the survey show how the arrangement evolved to this stage as a meeting place for political debate in which politicians, citizens, journalists and various organizations engaged in informal conversations.

Thesis (D. Min.)--Erskine Theological Seminary, 2000. / Abstract. Includes bibliographical references (leaves 85-91).

Thesis (D.A.)--Illinois State University, 1992. / Title from title page screen, viewed February 3, 2006. Dissertation Committee: Douglas Hesse (chair), Ronald J. Fortune, Ray Lewis White, Steven E. Kagle. Includes bibliographical references (leaves 383-402) and abstract. Also available in print.

Thesis (D. Min.)--Erskine Theological Seminary, 2000. / Abstract. Includes bibliographical references (leaves 85-91).

Thesis (D.A.)--Illinois State University, 1989. / Title from title page screen, viewed September 26, 2005. Dissertation Committee: M. Paul Holsinger (chair), Lawrence W. McBride, Walker D. Wyman, Beverly A. Smith, Carl J. Ekberg. Includes bibliographical references (leaves 220-249) and abstract. Also available in print.

Genom min uppsats vill jag svara på frågan huruvida lokalhistoria går att integrera med grundkursen Historia A utan att detta extra stoff ska urholka kursen, eller störa dess kronologi. Jag vill visa att detta kan åstadkommas genom noggrann planering och med reflexioner över hur jag som lärare kan disponera de antal timmar som tilldelats Historia A. Jag vill visa på betydelsen av att global, nationell, regional och lokal historia samverkar i undervisningen och hur de olika områdena förstärker varandra, samt visa att lokalhistoria kan vara ett utmärkt redskap för att göra historieundervisningen levande för eleverna. Slutligen vill jag också visa de många fördelarna med att arbeta efter den struktur jag i uppsatsen rekommenderar att använda till kursen Historia A. / In this paper I will try to answer the question if it’s possible to integrate local history into the basic coarse of history – History A, without making the coarse to thin, or interrupt its chronology. I want to demonstrate that this may be done with thorough planning about how to use the hours given to me as a teacher in History A. I also want to show the importance that global, national, regional and local history is used in the teaching, how these different areas enhances each other, and that local history is a useful tool to make the history teaching alive for the students. I also want to show the benefits of working along the structure described in this paper when teaching History A.

In recent years there has been a renewed interest in Scottish contributions to the intellectual development in the early America. There has been a significant amount of work focused on Scottish luminaries such as Hutcheson, Hume and Smith and their influence on the eighteenth century American founding fathers. However, little attention has been directed at what we might call the later reception of the Scottish Enlightenment in the first half of the nineteenth century. This thesis presents an in-depth account of the intellectual and literary contributions of two relatively obscure philosophers of the nineteenth century: George Jardine and Sir William Hamilton. This study is framed by biographies of their lives as academics and then focuses on a detailed account of their work as represented in American books and periodicals. In addition, some attention will be given to their respected legacies, in regards to their students who immigrated to America. This thesis is comprised of two sections. The first contains five chapters that lay out the details of the lives and legacies of Jardine and Hamilton. Chapter 1 looks at the literary and historical context of Scotland’s contributions to early American academic development. Chapter 2 is a focused biography of the academic life of George Jardine. Though this biography centres on Jardine’s life as an educator, it constitutes the most complete account of his life to date. Chapter 3 looks in depth at Jardine’s academic and literary reception in America. This chapter chronicles the dissemination of Jardine’s pedagogical strategies by former students who immigrated to America as well as how his ideas were presented in American books and journals. Chapter 4 returns to a biographical format focused on one of Jardine’s most famous students – Sir William Hamilton. Like the biography on Jardine the emphasis of this chapter is on Hamilton’s role as an educator. Chapter 5 looks at Sir William Hamilton’s academic and literary reception in the United States. This chapter also presents material on Hamilton’s personal connections to Americans that have been overlooked in transatlantic intellectual history. Section two presents annotated catalogs of books and journals that exemplify the literary reception of Jardine and Hamilton in America. In the case of Jardine I include catalogs of two of his students who immigrated to America as a means to highlight Jardine’s indirect impact on the American religious and educational literature. Whereas many have argued that the 19th century witnessed a decline in Scottish education and Philosophy this study shows that these ideas thrived in America and it is evident Scotland was still exporting useful knowledge to the United States well past the civil war.

The history of the Waxahachie public schools from 1884 to 1970 reveals not only the development of the school system itself, and the local, regional, and national trends which influenced public education, but also serves as a case study of what David Tyack and Larry Cuban describe as the grammar of schooling, the inherent and implicit rules for bringing about a “real school” as perceived by its stakeholders. The study provides insights into the effects of local concerns vis a vis the larger movements and events in American history upon the development of this particular local school system. The origins and the subsequent development of the public school system in Waxahachie, a small north-central Texas community located approximately thirty miles south of the Dallas, Texas, is the focus of this dissertation. The chronological history of the Waxahachie public school system, as an early independent school system is examined from its preceding influences, through its tumultuous inception, to its consequent periods of stability, professionalization, and growth. The study encompasses three major superintendencies, equating them to regimes by virtue of their length of tenure, and as a touchstone for depicting the societal trends with which they contended or reflected. Influences of race and religion are examined as primary and secondary animating themes. The manner in which educational philosophies as described by Watras, including Scholar Academic, Social Efficiency, and Learner-Centered, are examined in relation to the historical periods during which each superintendent held office. A detailed history is presented about each superintendent’s term of office, exploring such topics as meeting the needs of a growing school district, accounting for curricular trends and forces at the local, regional, and national level, and navigating the societal terrain in the establishment and maintenance of a “real” school. / text