This dissertation traces the ways in which the emergent countercultures on the West Coast, in parallel with the high-technology industrial complex of Southern California, fostered ad-hoc experimentation with technology in studio and post-studio practices. In the studio, individual artists researched, experimented with, and became self-taught experts on discrete technologies. In comparison, post-studio methods functioned less as a top-down mastery and innovation within a singular craft (as in the initial studio methods), and, instead, involved the creation of immersive, perceptual environments. The Introduction situates the development of the art/technology phenomenon alongside the emergence of the art scene in Los Angeles, expanding the literature in relation to other more established histories. Each of the first three chapters focuses on one case study--Larry Bell, Mary Corse, and Fred Eversley--to reveal the scope of appropriated technologies and the permutations within various mediums (glass sculpture, industrial lighting schematics, acrylic painting, and polyester sculpture). Chapter 4 analyzes this plurality, focusing on the appropriation of cognitive psychology. As technological appropriation became more commonplace, and particularly as some artists came to require larger spaces, curators and institutions helped orchestrate experimentation with immersive environments. I explore the range of post-studio practices in the works of Lloyd Hamrol, Tom Eatherton, Michael Asher, Robert Irwin, James Turrell, Maria Nordman, and Eric Orr, among others, and include Hal Glicksman as a key example of curatorial influence. The concluding chapter considers the art/technology legacy alongside themes of dilapidation and obsolescence. This dissertation demonstrates how art with reflective and/or transparent materials of high-tech industry prescribed movements for viewer engagement--an embodied experience of mobile spectatorship in Los Angeles of the 1960s and 1970s. I correlate these movement patterns, in parallel with light, space, and sourced technology, to the experience of each work.

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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2009. / Includes bibliographical references (p. 72-77). / (cont.) This thesis seeks to answer the following questions: * What organizational features (i.e. types of leadership, structure, etc.) are significant in executing successful urban redevelopment projects? * To what extent does organizational capacity make certain projects successful? Primary research question: What aspects of organizational capacity contribute to the positive or negative outcomes of urban redevelopment projects and in what way? Organizational capacity is defined as how well an agency organizes its human, social, financial, and technical resources. These questions are answered through an in-depth case study of the Community Redevelopment Agency of Los Angeles (CRA) with respect to its redevelopment of the Crenshaw Center, a regional shopping center built in the late 1940s, into the Baldwin Hills Crenshaw Plaza, a mail completed in 1988. The mall is once again the target of new, extensive redevelpment plans. Research was conducted through theoretical and archival research, supplemented by interviews with those involved with the development and execution of the project, as well site observation. What emerges from the fieldwork and empirical research is a strategic understanding of organizational capacity that is useful in diagnosing key features of an organization that pursues urban redevelopment, and in suggesting areas for strengthening the organization's capacity. The key features of organizational capacity for CRA are cultivating internal leadership, concretely defining mission and central tasks, negotiating power-balanced relationships, and managing their network of actors. / by Virginia Flores. / M.C.P.

The job of an education system-level leader in urban environments is becoming more demanding, and the environment in which they operate more complex. Filling these very critical roles with individuals who possess the right characteristics could mean the difference between success and failure at improving the educational outcomes of students who are more often than not students of color and economically disadvantaged students. Through seven interviews, this qualitative study focused on understanding the leadership dispositions that contributed to the success of transformative urban education system-level leaders in Los Angeles. The new transformative urban education leadership framework was developed using elements from each of the following existing frameworks: leadership for multicultural education, transformative leadership, and leadership for social justice. Findings from the data revealed four themes and two subthemes that described the characteristics that these transformative education leaders in urban Los Angeles had in common. The four themes were early experiences that impacted future trajectory, power of positive communication, forming deep relationships with the community, collaborative decision-making and teambuilder; the subthemes were communicating beliefs and vision, communicating hope, and communicating courage. These themes and subthemes suggest some positive alignment to the new transformative urban education leadership framework. Los Angeles education organizations could develop their own pipeline of top-level leaders who are prepared to assume positions when the opportunities present themselves, elevate the role of community-based organizations (and community), and be more targeted in their recruitment and professional development strategies for existing transformative leaders.

En 1983, le rapport A Nation at Risk déclencha un mouvement national de réforme de l’éducation visant à faire de l’excellence scolaire la priorité des politiques éducatives des États. La Californie s’impliqua fortement dans ce mouvement, particulièrement dans le domaine de l’histoire. En 1988, les nouvelles Recommandations pour l’enseignement de l’histoire et des sciences sociales adoptées par le conseil californien de l’Éducation mirent l’histoire au centre du programme de social studies. Alors que les guerres culturelles divisaient le pays, la Californie élabora un programme qui visait à allier excellence scolaire et multiculturalisme. En 1998, la Californie définit des normes scolaires et des objectifs de niveau pour les écoles. À partir de là, les écoles furent tenues pour responsables des performances scolaires de leurs élèves. Contrairement à ce que les réformateurs avaient initialement prévu, les tests standardisés ramenèrent la mémorisation de faits isolés dans les classes d’histoire, au détriment du raisonnement critique et de la participation sociale. À travers le cas du district scolaire unifié de Los Angeles, nous étudions le mouvement pour l’excellence scolaire dans le contexte de l’hyperpluralisme politique et culturel californien. Nous isolons les étapes successives du processus de réforme depuis l’État jusqu’aux écoles afin de mettre en évidence plusieurs aspects de la politique éducative californienne : les objectifs politiques et la culture institutionnelle sur lesquels elle s’appuie, la complexité de la mise en oeuvre par les districts et les exigences contradictoires qui pèsent sur les enseignants. / In 1983, the report A Nation at Risk launched a national education reform movement to make academic excellence the states’ education policies top priority. California became deeply involved in this movement, particularly in the subject area of history. In 1988, the new History-Social Science Framework for California Public Schools, adopted by the State Board of Education, made history the focus of the social studies curriculum. While cultural wars were dividing the country, California drafted a framework aiming to combine academic excellence with multiculturalism. In 1998, California set academic standards and goals of achievement for schools. From then on, schools were held accountable for their students’ performance. Contrary to what reformers had initially planned, standardized testing brought memorization of discrete facts back to the history classroom, to the detriment of critical thinking and social participation. By focusing on the case of Los Angeles Unified School District, we examine the academic excellence movement within California’s political and cultural hyperpluralism. We single out the successive steps of the reform process from the state level to the schools to emphasize several aspects of California’s education policy: the political goals and institutional culture supporting the reform, the complexity of implementation at the district level, and the contradictory demands made on teachers.

Si Charles Bukowski n’a jamais énoncé de théorie présidant a son œuvre, ni fait de recherche métrique explicite, et ne s’est jamais réclamé d’une quelconque école littéraire, ce rejet de toute forme d’élitisme littéraire relève en réalité d’une poétique paradoxale, qui cherche à faire s’effondrer les barrières entre écriture et oralité, entre l’œuvre et le corps qui l’a produite, entre l’œuvre et la vie de son auteur. Une poétique de la présence est portée par une utopie où la frontière entre monde et langage disparait, pour remettre le corps du poète au centre du processus littéraire. L’écriture poétique refuse sa part d’absence, celle du corps et de la voix, celle du moment d’écriture, pour devenir presque performance. Il en résulte une transparence trompeuse, dont la clarté est si éblouissante que, plutôt que de l’exposer, elle dissimule sa profondeur entre les lignes du texte. / If Charles Bukowski never formulated a theory presiding over his work, nor made explicit metrical research, and never claimed any literary school, this rejection of any form of literary elitism is, in fact, a paradoxical poetics, which seeks to break down the barriers between writing and orality, between the work and the body that produced it, between the work and the life of its author. A poetics of presence is carried by a utopia where the boundary between world and language disappears, to put the poet's body at the center of the literary process. The poetic writing refuses its share of absence, that of the body and the voice, that of the moment of writing, to become almost a performance. The result is a deceptive transparency, the clarity of which is so dazzling that, rather than exposing it, it conceals its depth between the lines of the text.

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

Los Angeles has historically been subjected to droughts and water shortages. This has led the city to acquire distant water resources, allowing the city to grow extensively. Today, the city is dependent on large water infrastructure to supply water over distances of hundreds of kilometres. This thesis explores how water demand in Los Angeles has been impacted by drought, focusing on drought years 2007-2010 and 2012-2019. The study compares hydrological, conservation and water demand data and places it into context by connecting it to policy changes. By looking at streamflow and precipitation data it is visible that the latter drought was drier than the former. Water demand has decreased in all consumer categories. Meanwhile, conservation has increased. Drought events have led the city to apply policy changes and conservation measures which in turn, has resulted in a reduction in water demand during both droughts. / I Los Angeles har det historiskt sett förekommit både torka och vattenbrist. Detta har lett till att vattenresurser anskaffats från avlägsna platser, som i sin tur har möjliggjort stadens tillväxt. I dagsläget är staden beroende av storskalig vatteninfrastruktur som försörjer invånarna med vatten från hundratals kilometer bort. I kandidatarbetet utforskas torkans inverka på vattenefterfrågan i Los Angeles. Torkan som rådde mellan åren 2007–2010 och 2012–2019 undersöks genom att studera data om hydrologi, vattenefterfråga och vattenbevaring, samt genom att koppla dessa till den politiska diskursen. Det framkommer att den senare torkan var torrare än den andra. Efterfrågan har minskat i alla konsument- klasser, medan bevarandet av vatten har ökat. Torka har lett till att staden implementerat politiska förändringar och bevarandeåtgärder som i sin tur lett till en minskad vattenefterfrågan.

My dissertation is an ethnographic analysis of a public high school in Southeast Los Angeles County. My research analyzes three issues that make major contributions to issues of race and gender within anthropology. First, my ethnography examines the linkages between the prison and public education systems. Second, I argue that as a means to control the movement of black bodies on campus, the public education system denies black students access to traditional spaces of black cultural autonomy. Third, I address the manner in which the public education system constructs and reinforces a particular type of deviant black masculinity with respect to black male youth. Building upon the school-to-prison pipeline scholarship, my dissertation examines the micro-processes by which public education as a state structure facilitates the movement of black male bodies into the labyrinth of the prison system. However, departing from the body of literature, I detail how the public education structure is an ideological and pragmatic extension of the organizational logic of prison. / text