Arts Collected Works - Theses
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ItemNo Preview AvailableRebuilding Melbourne : modernity and progress in the central business district, 1910-50(University of Melbourne, 2001)
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ItemDr Leonhard Adam and his ethnographic collection at the University of Melbourne : volume one(University of Melbourne, 2009)This thesis argues for the importance of certain forms of knowledge transmission that, while effective and persuasive in dialogues about identity and survival, are not included in the accepted canonical discussions regarding the development of knowledge about Indigenous communities in the twentieth century. Using the Leonhard Adam Collection of International Indigenous Culture at the University of Melbourne as both a focus and a point of departure, this study examines how the collection and trade in ethnographic objects supported the development of programs, theories and systems that explored concepts of cultural destruction, survival and rejuvenation. In Australia, such discussions were keenly pursued outside, or tangentially to, those official custodians of such knowledge, the institutions of the university and the museum, and involved three groups: Germans with Jewish heritage, Australian women and Aboriginal Australians. Leonhard Adam (1891-1960) lived during the most tumultuous years of the twentieth century. Using his experiences and work in developing an ethnographic collection at the University, this study shows how the collection and celebration of Australian ethnographic material was part of social comment that influenced social policy, and contributed to the development of Australian visual culture. While Adam�s European sensibilities and expectations were sometimes at odds with those with whom he worked, his academic and social networks enabled him to interact with a broad range of individuals who were interested in Aboriginal art, culture and social issues. Throughout the 1940s and 1950s Adam sought to propel this local experience into the international arena. He introduced Aboriginal art into ethnographic collections and ethnographic and art historical discourse across the globe. This thesis assesses the contribution made by Leonhard Adam, and the collection he built at the University of Melbourne, to the development of intellectual, political and social spaces where Aboriginal art could be described, traded and celebrated. The study confirms that the trade in Indigenous cultural material in the middle of the twentieth century helped to conceptualise and support models of Indigenous economic empowerment and cultural sustainability that are operating today.
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ItemHigh strangeness : a Lacanian cultural history of UFO's and ufology(University of Melbourne, 2007)
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ItemFrank Moorhouse in the seventies(University of Melbourne, 2001)
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ItemLost saw-toothed landscapes and subjectivities : recovering narratives of Melbourne's industrial western suburbs(University of Melbourne, 2008)
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ItemThrough students' eyes : first steps towards a cosmopolitan higher education(University of Melbourne, 2010)
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ItemThe background speaker as learner of Italian, Modern Greek and Chinese : implications for foreign language assessment(University of Melbourne, 1997)
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ItemConsequences of test use : educational and societal effects of English certification exit requirements in Taiwan(University of Melbourne, 2010)Considering the increased attention on the consequences of test use in recent years, this study explores the educational and societal effects of English certification requirements on tertiary education in Taiwan. To motivate students to study English in order to enhance both their English proficiency and workplace competitiveness, one third of technical universities/colleges in Taiwan have established English certification exit requirements, which require students to pass an approved English proficiency test such as the GEPT, TOEIC, TOEFL, or IELTS to graduate. If they do not pass a certified test, they are required to take a supplementary course. Questionnaires, interviews, classroom observations, and GEPT test scores indicate that test effects were minimal. Most teachers did not appear to teach to the test and the majority of students did not seem to study for the test. In addition, traditional pedagogy (e.g. teacher-centered instruction of the text) and learning behaviors (reading the text, learning grammar rules, memorizing vocabulary) were prevalent. However, teachers and students at schools with exit requirements tended to devote more time to test-preparation or practice of the skills covered on the certification tests (e.g. listening and writing) than their counterparts at schools without exit requirements. Administrators made marginal adjustments to their work�a few more resources (e.g. additional hours of English compulsory and test-preparation classes) and a little more attention was devoted to pedagogy and to learning. English certification exit requirements did not seem to bring about any significant impact on society, particularly with regard to recruitment procedures and social-economic issues. A mere one-tenth of the interviewed employers had certification tests as job requirements. Taking extra tutorial lessons was not a favoured method that a majority of students chose to utilize to prepare for the test, and therefore such exit requirements did not exert a significant financial burden on students� families. The mismatch or conflict in perception among key stakeholders (students, teachers, administrators, and employers) in regard to the test or test use tended to contribute to the weak test effects. A framework was therefore created, hypothesizing that test effects would be blunted when discrepancies occurred among stakeholders� regarding the test or the test-driven policy. Conversely, stronger effects would be found when there was agreement among stakeholders regarding their perceptions of the test or the policies driven by it. Stakeholders� perceptions of test stakes, test status, purpose of test use, test difficulty, test practicality, test-preparation, and situational factors are all interrelated and influence the strength of the perceived test effects. The significance of this study is that it provides a comprehensive picture of washback effects. Previous washback studies usually focused on test effects on teaching and learning, lacking the micro- and macro-level large scale of this washback study. Moreover, a tentative model is proposed to account for the strength of test effects, which breaks new ground in washback/impact research. Finally, a decision tool, illustrated with an example drawn from this study, provides a systematic evaluation of test use decisions, an element that most test validation theories ignore.
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ItemNo Preview AvailableTroubling the archive : photomedia interventions by Australian contemporary artists(University of Melbourne, 2010)
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ItemA poetics of Wubuwei : two texts by Gu Cheng (Ku Ch?eng)(University of Melbourne, 1995)