A spatial-temporal model is developed for modelling the impacts of simulated coastal zone storm surge and flooding using a combined spatial mapping and system dynamics approach. By coupling geographic information systems (GIS) and system dynamics, the interconnecting components of the spatial-temporal model are used with limited historical data to evaluate storm damage. Overlapping cumulative effects layers in GIS (ArcMap) are used for describing the coastal community’s profile, and a system dynamics feedback model (STELLA) is developed to define the interconnecting component relationships of the community. The component-wise changes to the physical environment, community infrastructure, and socioeconomic resources from the storm surge and seal level rise are examined. These changes are used to assess the impacts of the community system as a whole. For the purpose of illustrating this model, the research is applied specifically to the case of Charlottetown, Prince Edward Island, Canada, a vulnerable coastal city subject to considerable impacts from pending sea level rise and more frequent severe storm surge attributed to the changing climate in the coastal zone.

University of Technology, Sydney. Faculty of Education. / This thesis critically investigates how student writers cope with interdisciplinarity in business studies at postgraduate level. The corpus of knowledge student writers have to grapple with today seems to distance itself from the traditional mono-disciplinary contexts. Texts as well as the students who construct them are being continuously informed and conditioned by new values and imperatives of relatively new discursive practices. Hence, student academic writing(henceforward ‘student writing’) especially at postgraduate level can be regarded as a complex academic endeavour where students have to take up multiple writing positions. Analyzing student texts against the backdrop of the enormous intertextual and interdiscursive resources pertaining to interdisciplinarity is a major component of this thesis. Electivization of the curricula, on the other hand, while providing student writers with a wide range of choices, has created yawning gaps between what is commonly known as prior knowledge and what is yet to be learnt in the form of new knowledges. These epistemological considerations, i.e., how disciplinary knowledge is acquired, evaluated, contested, and strategically used also constitute an integral part of this research. Also of importance in the above contexts are the often lengthy and generically diverse assessment tasks students are required to accomplish within specific deadlines. The nature and structure of assignment topics and assessment tasks have in the past two decades or so undergone tremendous changes owing in large measure to disciplinary as well as socio-economic imperatives. Student writing has several dimensions in terms of the mode of assessment, egg. examination-based, presentation-based, research-based, observation-based. This thesis, however, will focus on research-based writing tasks. Based on the findings of this thesis, a paradigm called critical interdisciplinarity has been proposed in the concluding chapter of this thesis. Pedagogical and curricular considerations play a vital role in critical interdisciplinarity. By virtue of their encyclopaedic dimensions, knowledge domains relating to academic interdisciplinarity in student writing lend themselves to a wide range of future research projects. An attempt has been made here to critically explore only a tiny proportion of this inexhaustible repertoire of knowledge.

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This thesis investigates the influence of hybrid theatre practices, media and technology on contemporary dance performance and questions if dance is endangered by developments in hybrid cultures. Through a consideration of dance genealogies, the thesis suggests that notions of identity play a significant role in power structures within interdisciplinary relationships. / Contemporary dance has gone through many changes in the last century. In particular, contemporary aspects of performance have demonstrated that the body is not the only site for dance. Why dance, is a culmination of questions that surfaced during the course of my own practice. It refers to questions that many dancers have asked themselves in the years following the arrival of postmodernism, when notions of body identity confronted conceptual possibilities in the terrain of interdisciplinary and mediated spaces. / Incorporating my own experience as a practitioner and observer with theoretical perspectives in the field, I have attempted to give voice to some of the ambiguities and paradoxes that inhabit dance and its hybrid postmodern affiliates. I make use of various genealogies that have led to hybrid and interdisciplinary interactions as a means to define relationships of power that exist within interdisciplinarity. The use of case studies and examples of performances from Europe and Australia provide material through which to examine performance methodologies that have arisen out of interdisciplinary practice. My reading and suggestions express the concern that disciplines outside of the body may have become more important as defining element in dance. Through an examination of new ways that dancers now speak through media other than their bodies, the thesis examines what affects this has on the discipline of dance and questions if notions of disciplinarity are still relevant. While it has become necessary to reconstruct, reinterpret and demystify the body, the outcome suggests that autonomy rests with recognition of the body as the site for further development within negotiated spaces.

Thesis (Ph. D.)--Ohio University, June, 2003. / Title from PDF t.p. Includes bibliographical references (leaves 280-306).

Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on Jan 17, 2008). Includes bibliographical references.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2008. / Title from PDF title page (viewed on Feb. 03, 2009). Includes bibliographical references.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 88-99). Also available via the Internet.

Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (6/24/2008). Includes bibliographical references (leaves 76-82).

Thesis (M.S. )--University of Tennessee Health Science Center, 2007. / Title from title page screen (viewed on July 17, 2008). Research advisor: Xin Zhang, Ph.D. Document formatted into pages (xv, 197 p. : ill.). Vita. Abstract. Includes bibliographical references (p. 159-197).