This thesis investigates why an alternative visual art and arts infrastructure developed in Indonesia during the 1990s. Initially alternative exhibition spaces developed in response to a lack of outlets through the existing commercial galleries and in reaction to the cultural hegemony of Suharto???s regime, which failed to provide infrastructure for modern art. ???Alternative??? will be extended here to describe an art and an arts infrastructure that became an influential system of power, the gatekeeper for the Indonesian arts community to the international art forum. The background of Alternative art is considered, its sources being in the protest of the New Art Movement, Gerakan Seni Rupa Baru, in the 1970s and an on-going art student rebellion against the modern and decorative art taught in the art academies. Contemporary artists sought content that reflected the many issues confronting Indonesian society, and rejected that art focusing on formal properties particularly in painting, which, by avoiding contention, served the purposes of Suharto???s regime. Particular examples are explored to define the lines of power that evolved: firstly the alternative gallery, Cemeti, and secondly the curator, Jim Supangkat and his theoretical justification for Indonesian contemporary art for the international forum. Finally the career structure of Heri Dono is examined to identify the mechanisms for artistic success through international contacts. This investigation concludes that power and influence became dependent on recognition in the international forum. Western and later Asian institutions, in selecting work for the high profile survey exhibitions proliferating in the 1990s, worked almost exclusively with this network. Their preference was for installation art that reflected the socio-political context in which it was made, and the few artists who were selected developed careers very different from their colleagues in Indonesia, some becoming nomadic art stars. This relationship between the Indonesian and the international art network has gained recognition for Indonesian contemporary art and an outlet for suppressed issues and marginalised people, but did not provide a fully balanced representation of Indonesian culture and reiterated the systems and paradigms of the West in relation to Asian art.

Thesis (M.A.)--Edith Cowan University, 2008. / Submitted to the Faculty of Education and Arts. Includes bibliographical references.

An unnoticed shift is underway in the revanchist model of accumulation by dispossession (Harvey, 2005) that is rebranding the neoliberal reorganization of space and economic growth. I call this shift “Urban Revanchism as Sustainability,” following Mike Davis and Daniel Monk (2007). In this study, I describe how Tampa elites, led by Democratic Mayor Bob Buckhorn, use politically popular discourses of ‘sustainability’, ‘walkability’, ‘bike-ability’, among others, to coopt the rhetoric and symbols of social and environmental justice as cover for urban capital accumulation. I describe how in the wake of 2008 which devastated Tampa, and in the context of the subsequent gentrification of downtown Tampa, this sustainable urban revitalization strategy is being used to legitimize accumulation by dispossession of the most sought-after land on the downtown waterfront. This ‘green’ mode of enforcing urban revanchism is a politically charged, class-based process that is based on the prior militarization of the city police and securitization of urban space, contradicting the principles of social and environmental sustainability (Agyeman, 2003). Based on ethnographic observations, interviews, newspaper reviews, and document analysis, I show how an environmental facade is being layered over exclusionary forms of racial displacement and class exploitation. As such, the rebranding of a system of militarized exclusion and displacement which amounts to a selective neo-liberal “right to the city” is being normalized across the downtown riverfront. The resulting new waterfront city valorizes individualized entertainment and consumption for elites and privileged business professionals, at the same that it discourages collective solidarity and care among the dwindling middle- and working classes, and enforces private competition among the poor and unemployed.

Intention of this thesis is to introduce the reader the work of Jim Henson and his contribution of the puppet used in the field of movie and television. It is mapping not only the history behind the puppet called Muppet and the animatronic characters but also describes their characteristics in the style of Jim Henson. First part is dedicated mainly to his person and is about introduction of Jim Henson to reader unfimilliar with his cult. Contains brief biography and splits his work into three life stages. The second part is about Muppet phenomenon, what is the Muppet, his characters, his style and the technology in the relation to movie and television and Henson success in this field. The third part is about Henson animatronics, Henson relation to the first appearance of this technology and analyzes its impact and its success in the field of movie and television for Jim Henson and his Creature shop. The last part is dedicated to Jim Henson Legacy.

This thesis investigates the similarities in the study of time and space in literature and science during the modern period. Specifically, it focuses on the portrayal of time and space within Bram Stoker’s Dracula (1897) and Joseph Conrad’s Lord Jim (1899-1900), and compares the ideas presented with those later scientifically formulated by Albert Einstein in his special and general theories of relativity (1905-1915). Although both novels precede Einstein’s theories, they reveal advanced complex ideas of time and space very similar to those later argued by the iconic physicist. These ideas follow a linear progression including a sense of temporal dissonance, the search for a communal sense of the present, the awareness and expansion of the individual’s sense of the present, and the effect of mass on surrounding space. This approach enhances readings of Dracula and Lord Jim, illuminating the fascination with highly refined notions of time and space within modern European culture.

This thesis explores how African American children in the North learned race and racial identity during the Jim Crow era. Influences such as literature, media, parental instruction, interactions with others, and observations are examined.

The question of how to use your forces to successfully defeat your enemy is as old as warfare itself. Today maneuver warfare is the leading theory in the west, but it can´t explain the human experience of combat and how it effects the outcome of battle. The purpose of this essay is to analyze the human perspective of combat to see if it can explain the outcome of battle on the tactical level, where a smaller force successfully defeats a larger one.  This essay will apply Jim Storr´s theory of tactical success to the successful assault on Fort Eben Emael by German forces in the spring of 1940 in the form of a case study, to test whether it can explain this problem. Surprise was a vital success factor for the Germans, facing larger, well-fortified Belgian defenders. Storr highlights the human perspective of combat, and that surprise and shock can lead to collapse of the organization and the will to fight at the tactical level. The results indicate that Storr´s theory can explain the outcome of a battle thru the human perspective where surprise and shock lead to organizational collapse.

Som en följd av en ökad migration i världen har idag cirka 32 procent av eleverna i den svenska gymnasieskolan utländsk bakgrund. De senaste åren har dessutom andelen nyanlända elever ökat stort – år 2017 gick ungefär var tionde gymnasielev på språkintroduktion. Drygt var tredje elev som studerat på språkintroduktion fortsätter efter två år till ett nationellt gymnasieprogram. Elevers skilda språkliga och kulturella erfarenheter ställer därmed nya krav på dagens lärare, inte minst på gymnasiet där kurserna ofta ligger på en avancerad språklig nivå. Med bakgrund i skolans kompensatoriska uppdrag är därför syftet med den här uppsatsen att undersöka uppfattningar kring samhällskunskapsämnets språkliga utmaningar och hur de tar sig uttryck i undervisningen. Studien grundar sig i teorier kring andraspråksinlärning och språkutvecklande undervisning och tar bland annat upp aspekter som interdependenshypotesen och genrepedagogik. Det empiriska materialet har samlats in genom semistrukturerade forskningsintervjuer med sex gymnasielärare i samhällskunskap från tre olika skolor. Resultatet visar att lärarna uppfattar mängden sak-och tankebegrepp som den största utmaningen i undervisningen och alla såg ett direkt samband mellan elevers språkliga förmåga och deras betyg. Samhällskunskap uppfattas dessutom ofta som ett abstrakt ämne för flera nyanlända elever. Utifrån intervjupersonernas svar föreföll framför allt elevunderlag, resurser samt kunskap om flerspråkighet avgöra hur mycket lärarna aktivt fokuserade på språkutvecklande arbetssätt. Denna studie pekar på vikten av att inte se språk och ämneskunskaper som två separata företeelser utan att ett stort språkligt fokus är nödvändigt för att skapa en undervisning som gynnar alla elever.

The Problem: While middle class students can succeed in L2 immersion programs, there is growing evidence that language minority students from low socioeconomic backgrounds do better in Ll programs. Jim Cummins' linguistic interdependency hypothesis resolves this apparent paradox by proposing that middle class students enter school with cognitive academic language proficiencies (CALF), which allow them to succeed in language mismatch situations. He claims that CALF is best developed in Ll and that schools should_teach language minority students in their first language. This study attempted to test the validity of Cummins' CALF construct. It also investigated the effects of Ll and L2 instruction on CALF development. Procedures: CALF was operationally defined as metalinguistic awareness and was measured by a test of language ambiguities. Academic achievement was measured by the CTBS. A static group comparison design was used to determine the effects of Ll and L2 instruction on the development of CALF. Data were analyzed using Pearson Product Moment Correlation Analysis and analysis of variance. First-, second-, and third-grade students whose first language was Spanish were selected for the study. Half of the students were enrolled in bilingual programs and half in English language programs. I.Q. and socioeconomic background were controlled. The effect of gender was studied. Findings: Analysis of the data indicated some correlation between metalinguistic awareness in English and academic performance. Students from English language classrooms demonstrated a non-significant advantage in academic achievement. Bilingual classroom students showed a significant advantage in metalinguistic awareness in both languages. Conclusions: The study supports the hypothesis that bilinguality enhances some aspects of cognitive development. It also lends some support to the use of metalinguistic awareness as a measure of CALF. The study did not show that increased metalinguistic awareness led to enhanced academic achievement. There was no evidence of negative effects from bilingual instruction on limited English proficient students.

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