<p>This thesis examines sexual trauma in Lydia Kwa’s <em>This Place Called Absence</em> (2000), <em>Pulse</em> (2010), and <em>The Walking Boy</em> (2005), and establishes how the domain of sexuality becomes operative in post-trauma healing. This project engages not only the traditional, Post-Traumatic Stress Disorder model of trauma, but, using Laura Brown and Maria Root, expands the definition of trauma by drawing attention to the insidious, everyday trauma that affects minority groups and sexual minorities. Kwa’s novels reveal the dynamics and complexities of sexual trauma, which encompasses acts of sexual violence such as rape and abuse, but also what is rarely acknowledged – the trauma that queer individuals face in a heteronormative society. This thesis also investigates the possibility of healing sexual trauma and locates viable modes of therapy in the area of sexuality, including sexual intimacy, sexual practices such as erotic bondage, and the formation of queer communities. This project seeks to illuminate the connections between queerness and trauma, and, via Kwa’s fiction, considers alternative avenues of healing and therapy beyond the medical field.</p> / Master of Arts (MA)

This research focussed Singaporean student decision-making when choosing an institution for university studies. It is contended that if a university does not understand the dimensions of how prospective students make decisions when choosing an institution it cannot meaningfully offer representation to these potential customers. Fittingly, this thesis drew on past research from buyer behaviour and college choice studies. Adapting an established model of consumer decision-making (Engel, Blackwell and Miniard, 1990), the study investigated the degree of compliance with the Extended Problem Solving concept (Howard, 1963), including what factors determined and influenced choices, and whether students learn from past decisions. To this end, an exploratory / descriptive study used mixed methods (Creswell, 1994) to map out the dimensions of student decision-making within an Australian University and Singaporean Association case. Results indicated students? decision-making was closely aligned to simple models and their decision-making steps could be best described as (1) having a need, (2) searching and gathering information, (3) evaluating alternatives, (4) making choice/s, and (5) accepting an offer and enrolling in a university program. Further, respondents did not necessarily engage in extensive searching and gathering activities, as theorised, demonstrated limited learning and had few discernible influences on their choices. The implications for the University-Association case included the need to guide students through their decision-making processes by providing relevant data on which they could make informed choices, relative to career and income advancement. For those indicating that they would choose an institution for postgraduate studies, ensure undergraduate post-choice regret is minimised and offer more choices of management programs so that respondents would consider continuing their studies with the same institution. The study contended that, despite delimits and limitations, contributions to both theory and practise had been made and concluded with several ideas for future research, including proposing two alternative hypotheses.

Set within the framework of the newly established field of variational pragmatics (Schneider and Barron, 2008), this study investigates pragmatic variation between two different regional varieties of English, namely American English and Singaporean English. Specifically, the speech act of compliment responses is compared. The data were collected through written discourse completion tasks (DCT) and responses were analysed and coded using an adapted version of Holmes’ (1988) categorization system for compliment responses (CRs). The CRs come from a total of 40 participants and a total of 320 compliment responses were analysed. The DCT was supplemented by an introspective-recall with six participants. The findings demonstrate that the preferred strategy for both groups is in the order of accept, evade and reject. Even so, the Singaporeans use more reject strategies and less accept strategies than the Americans do. Further, the Americans employ more combination strategies than the Singaporeans. The Singaporeans however, employ more non-verbal and paralinguistic cues than the Americans. The results also show differences in the two varieties’ attitudes to and perceptions of compliment responses. In addition, the study suggests that compliments in Singapore might be undergoing a change. The findings are particularly important for pedagogical purposes.

Berlin-based Singaporean dance and multimedia artist Choy Ka Fai experiments with digital mapping, the storage and transmission of choreography and Asian spiritual dance practices. He has built a comprehensive and growing archive of recorded choreographies from artistic, spiritual, folkloric, and pop cultural contexts. It includes avatars of dancers, field and video recordings of dances and rituals and interviews with various protagonists. Choy Ka Fai explores altered and expanded corporeal states and the relationships between bodies and both worldly and spiritual phenomena. In his work, organic, material and data-based bodies appear side by side on an equal level and futuristic and queer potentials of human and digital bodies are made visible. In conversation with Lucie Ortmann Choy Ka Fai emphasises the fundamental importance of the practise of archiving for his work. He talks about his methods of showing and sharing his extensive, collected and created material in constantly new formats, ranging from performance, video installation, lecture to digital games, and how he continues to develop it further. He also reflects on the challenging processes of transferring and translating spiritual practises and dance cultures to different contexts and audiences.

This study investigates how Inner Circle and Outer Circle English varieties are perceived by EFL students at two separate schools in Sweden, each with varying levels of linguistic diversity among their student bodies. The language attitude data is collected by way of verbal-guise tests followed by discussion segments. The results suggest that Inner Circle Englishes are broadly viewed more positively than Outer Circle Englishes, in particular where semantic qualities in the status category are concerned. Further, heavily accented Outer Circle speakers were evaluated to have a good sense of humor but low attractiveness by students of both schools. The school with greater linguistic diversity rated the speakers in the study lower across the board, and also rated the RP speaker in particular significantly less favorably than the school with lower linguistic diversity. The students at the more linguistically diverse school further seemed to ascribe a poor sense of humor to the Inner Circle English speakers, which was not the case with the other school which took part of the study. These results affirm that Inner Circle English accents tend to carry with them a greater sense of status than Outer Circle English accents, and further point towards the possibility that linguistic diversity in the classroom may affect how different English varieties are viewed.