My thesis argues that in 1982-2008, “state Islam” created a pluralistic Indonesia and an anti-pluralistic Malaysia. The rubric of “state Islam” is a political alliance of secular politicians, religious bureaucrats, and Islamic socio-religious organizations. During these twenty-five years, state policy in Indonesia repressed Islam through the political marginalization of the formal and informal institutions of Muslim piety and practice. On the other hand, state policy in Malaysia accommodated Islam through promoting similar institutions. The rise of Islamic political and cultural consciousness in 1979 had triggered leadership transition and elite factionalism in 1982 in Malaysia and in 1989 in Indonesia, during which a new Islamic-centric force of entrepreneurs drove policy change. From 1982 to 2008, Indonesia and Malaysia created new state religious bureaucracies that regulated Islam, persecuted minority Islamic sects, and curbed the political autonomy of socio-religious organizations embedded in Islam. Chapter 1 constitutes a literature review and outlines my argument and key variables, while Chapter 2 provides the historical context of Islam in pre and post-independence Indonesia and Malaysia. The next chapter takes us to Indonesia in 1982-1994, when the Suharto government embarked on its institutional repression of Islam. Chapter 4 demonstrates how in 1982-1994 the Mahathir government in Malaysia launched its parallel institutional accommodation of Islam. Returning to Indonesia, Chapter 5 shows how Suharto’s institutional repression from the late 1990s directly created the conditions for a pluralist Indonesia today. Chapter 6 examines how the Mahathir government, previously locked in a close relationship with Islam through institutional accommodation in the late 1990s to early 2000s, produced a contemporary Malaysia resolutely hostile to political and socio-cultural pluralism. The final chapter explores the concept of unintended consequences and suggests comparative and cross-regional implications for my findings.

Thesis (M.A. in Security Studies)--Naval Postgraduate School, December 2003. / Thesis advisor(s): Robert M. McNab, Robert E. Looney. Includes bibliographical references (p. 105-112). Also available online.

M.A. dissertation, University of Hong Kong, 1978.

The slope instability occurred in Pos Selim since 1997. Several cut back of the slope had been carried out, however, the instability of the slope was still occurred. In 2006, the head of the slope was moved for 2m. This raises the concern on the failure mechanism of the slope. In this study, slope stability analysis with Limit Equilibrium Method (LEM) was carried out. In view of the interslice shear could play an important role to the overall slope stability, SARMA’s method was adopted in the study. In associate with the ground model develop for the slope stability analysis, analysis of raingauge record and groundwater monitoring record also included in the study. / published_or_final_version / Applied Geosciences / Master / Master of Science

abstract / Architecture / Doctoral / Doctor of Philosophy

Do chemistry teachers 'bring' into their instruction all the relevant variables or important predictors for concept development revealed by contemporary research? Do they organize and sequence their lessons in such a way as to help pupils learn? Is the scientific language utilized by chemistry teachers in the secondary schools appropriate to pupils' experience? In an attempt to answer these vital questions, 44 sample lessons of 20 chemistry teachers, randomly selected from 19 secondary schools in the state of Malacca, Malaysia were analysed using the 'Concept Instruction Category System' (CICS). The results suggested that this sample of teachers scarcely use most of the conventional determinants - especially instances and definitions of the concept - during the delivery of their instruction. Teaching appeared to be more relevant to concrete concept learning rather than to abstract concepts which are common in formal (chemistry) school learning. This sample of teachers relied on their instruction in demonstrating the use of concepts, describing/illustrating the concepts, and discussing the procedures of how to investigate the concepts in question. During these processes of teaching, teachers guided pupils to foster facilitition of concept understanding. The sample of teachers emphasized demonstrating (the use of concept), eliciting, and feedback strategies, as a primary teaching cycle, which was supported and reinforced by using corrective-feedback and guidance tactics. Unfortunately, teachers used scientific language that presented only situational meaning rather than abstract meaning. In general, this sample of teachers emphasized fact-giving with some experimental activities that were extremely didactic and teacher dominated. Despite the 'transmission nature' of instruction employed by this sample of teachers, generally they did sequence instructional events according to models for the internal process of learning. The sequential order of instructional events suggested in the model are more relevant for teaching a small unit or part of a lesson plan. The application of a cluster analysis technique revealed three predominant styles of teaching in this sample of teachers - i. e., styles 1,11 , and in, each having distinctive characteristics, although there were overlapping and shared qualities between the groups. In a comparative study, a number of dominant features of the three styles, especially experimental activities, fact-giving and teacher domination, were similar to some samples from Britain, Canada, Kenya and Nigeria. Some implications of the findings for chemistry (or science) teacher education and school teaching in Malaysia are suggested, limitations are cited and some suggestions for further research are put forward.

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A review of all available published data and reports on oil and natural gas in Malaysia was carried out in this study. The acquired data and information were analyzed with established concepts organized and edited to meet the study objectives. The study showed that oil and natural gas are the most important primary energy resources and will continue to be the major energy source for the nation. To win optimum returns from oil and gas production, the following courses of action inter alia are recommended: 1. With Malaysia's energy surpluses and its trade location advantages on the Pacific rim surrounding the large markets in Asia, the following developments are suggested. -That Peninsular Malaysia because of its large population be developed into a hydrocarbon-related manufacturing centre employing intensive labour. An example would be the use of olefin, an oil derivative, in manufacturing polyester clothing. This industry would be competitive with other markets in Korea, Hong Kong and Taiwan. -That Eastern Malaysia because of its energy rich resources and sparsely inhabited area be developed into a heavy industrial stat making use of high energy feed-stocks, for example, steel and aluminum smelting. 2. That offshore boundary disputes with other countries be resolved. 3. That PETRONAS continue to develop into a modern company able to share on an equal basis knowledge and joint venture projects with oil companies.