Thesis On Cultural Centre

[Leanna Perr]

Thinkof yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

Once you have a working thesis, write it down. There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction. A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

A thesis is never a question. Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis should never be vague, combative or confrontational. An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim. "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible. Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

"This thesis contends that by re-conceptalizing the spatial, programmatic, and sociopolitical forces that for the basis of the orphanage typology, an architectural framework can be constructed that can instigate and facilitate new conditions of programmatic overlap between the 'urban cultural' and the 'private/secure residential'; fundamentally altering the outdated assumptions of the orphanage type in favor of a contemporary response embeds the orphanage in the city and the city in the orphanage."

Overall, this thesis holds that while the CCC project has attracted less criticism abroad, this does not equate to its success as a cultural diplomacy initiative. It further argues that the success of the CCC project is first dependant on how its practical challenges, including funding and staffing, can be further tackled to ensure a sustainable and effective operation abroad. Secondly, the success of the CCC project is also hinged on the reception of its cultural programs and the impact they have on the foreign public. In this light, this study suggests a less top-down approach to managing CCCs and calls for more flexibility and autonomy for their operation in host countries.

This proposal aims to recognise the Indonesian community and the need of a Chinese Indonesian focused venue for the community to have a sense of belonging and pride residing in Wellington. This thesis explores the shift of Wellington cultures and more particularly the growing presence of Southeast Asian migrants, specifically those who are of Chinese Indonesian descent. Establishing an Indonesian Cultural Centre with a Chinese Peranakan Interior focused design in Wellington, will provide a space for the community to gather and showcase their cultural heritage, connect with others who share similar backgrounds and experiences, and promote cultural exchange and understanding.

This design-led research will provide a case study of The Albemarle Hotel in Wellington, to explore the significance of heritage building interiors and the value of Feng Shui principles, particularly through the establishment of a Chinese Indonesian cultural centre within a heritage building. The rehabilitation of a heritage building for a Chinese Indonesian cultural centre can contribute towards the city and its future; it can help to attract visitors to the area, promote community pride and cohesion.

Furthermore, the preservation of a heritage maintains a sense of historical continuity and identity within the community. This will provide insights for other heritage building projects that face similar challenges in terms of rehabilitation and adaptive reuse.

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Grimwade PhD students undertake the Doctor of Philosophy, the highest Arts degree offered by the University of Melbourne. By writing a sustained thesis (80,000-100,000 words) of independent research which examines a specific problem, issue or topic, you will make a significant and original contribution to conservation in a chosen area of study. We encourage research applications in our specialisations and research groups but also emerging priority areas impacting the conservation of diverse cultural activity.

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