Japan¡¦s China policy in the Period of Post-Cold War The Japanese-Chinese relationship is one of the most important variable in the formation of a new strategic environment in the Asia Pacific region. Japan faces China¡¦s rising and under condition of U.S.-Japan alliance. Japan acts up to the maneuvers of ¡§engagement when and if possible¡¨ and ¡§containment of necessary¡¨. Japan undergone a change which multi-seat electoral system in the post-cold war world, and this change has effect on the reign of Liberal Democratic Party (LDP). And besides, Mr. Junichiro Koizumi¡BMr. Hashimoto Ryutaro¡Band Mr. kiichi Miyazawa, Prime Minister of Japan who put great emphasis on Japan¡¦s great power policy, as mentioned above, Japan domestic affairs had effect upon Japan¡¦s China policy. Japan¡¦s dualistic China policy, referred to as ¡§engagement policy¡¨.It intends to steer China towards a peaceful and sustainable path by assisting it with economic policy tools with ¡§hedging¡¨ against any China¡¦s convulsion. In sum, Japan employs the containment element of engagement policy through various policy level (unilateral¡Bbilateral¡Band multilateral)in order to build stable and prosperity of the Asia pacific region.

Thèse de doctorat : Langue et littérature françaises : Nancy 2 : 2003. / Bibliographie.

The purpose of this study was to examine the impact of the Capturing Kids' Hearts staff development program on teacher-student relationships, student engagement, attentiveness, achievement, collaboration, and discipline. The study also sought to measure teacher perceptions of the effectiveness of the training and how teachers implemented methods and strategies from the Capturing Kids' Hearts program. An extensive review of the literature in regard to teacher-student relationships, student engagement, and student discipline indicated that the emotional connection established between the classroom teacher and the student is the basis of much of a students' success in school. The creation of a positive teacher-student relationship is important in helping students to feel that their academic success and self-importance is valued and deemed worthy by the school organization. The study involved teachers and students answering a pre-survey and post-survey questionnaire about classroom activities and teacher traits. Teachers and students took the pre-survey before teachers attended the Capturing Kids' Hearts training. At the end of the year all participants answered the post-survey questions. The Capturing Kids' Hearts staff development program is a 3-day retreat where-in teachers learn the techniques and rationale for creating social contracts for organizing their classrooms. Questioning techniques are taught that enable teachers to redirect students with off-task behaviors. Participants are taught different methods of building rapport and trust with students. Research findings of this study included: 1. Teacher perceptions of the Capturing Kids' Hearts program were more positive than students. 2. Eighth grade students had more positive perceptions of teachers and classrooms than did seventh and sixth grade students. 3. Teachers valued the training and recognized the worth of its implementation in their classrooms.

This study explores the role engagement in a school-based music ensemble plays in the development of social responsibility in middle school students. The study involved 9 music students, 18 non-music students, and 5 teachers at a suburban middle school in Coquitlam, B.C. Students were compared using three measures – office referral data, a Social Responsibility Quick Scale, and a moral dilemma writing activity – and were subsequently interviewed to determine their thoughts on how musical engagement in music classes might impact their development of social responsibility. Interviews with teachers focused on activities that they believe foster social responsibility as well as their perspectives on this area of child development. Students are referred to the office for misbehaviour at school, and office referral data for the entire school population revealed that students in music classes are referred significantly less often than students not engaged in music (males p = .001; females p = .005). Musically engaged students achieved higher assessed scores on the Social Responsibility Quick Scale and the moral dilemma activity, but the statistical significance of these relationships is questionable owing to the small sample size. Interviews with students and teachers suggested that public performance, music teacher mentorship, and shared in-group responsibilities contribute to fostering development of social responsibility in music students.

This research project sought to understand how a sustainable environment supporting full engagement of volunteers could be developed by examining the question: How can the program leaders at Youth Unlimited North York (YUNY) develop a sustainable environment that promotes full engagement of their ministry volunteers? Action research and action inquiry methodologies guided the research process and data were gathered using an interview matrix and conversation café. The research participants were YUNY's program leaders who lead youth skills and development programs. The study found that sustainable environments supporting fully engaged volunteers included inclusivity and appreciation of volunteers, open communication, increased learning, a well-managed recruitment system, and growth through expansion of current boundaries. Prayer was identified as a metatheme and accountability as missing data. The four recommendations are to strengthen volunteer recruitment support structure, increase capacity of staff and volunteers through learning, investigate improved volunteer care related accountability, and investigate expanded community boundaries.

Banyan Work Health Solutions is a national provider of rehabilitation case management services. Banyan's workforce are mainly independent contractors, and its structure is virtual. In 2012, Banyan experienced its highest growth ever, and also set ambitious targets for the next five years. Banyan assumed that high engagement would lead to high results, and wanted to understand what factors promoted high engagement in its top-performing Work Health Consultants. Through the use of action research, and specifically through the deployment of an engagement survey and focus groups, this inquiry identified factors promoting engagement in that community. Research sub-questions related to determining the current state of engagement and actions Banyan could take to enhance engagement. Findings confirmed high engagement in general, but low engagement in lower-tenure consultants. Recommendations suggested Banyan's leadership continue to focus on effective practices, and supplement these with specific initiatives for new consultants. This study was of minimal risk and adhered to RRU Ethical Guidelines.

This case study of two combined grade 7 and 8 classrooms investigated the qualities of student engagement during a modified Four Blocks (Cunningham, Hall & Defee, 1998) literacy blocks intervention. The teachers’ experiences with implementing and engaging their students in literacy blocks were also examined. Qualities of student engagement were described across four domains: affective, behavioural, cognitive and social. Participant interviews, professional development meetings and classroom observations were analyzed to describe instructional context and teacher experiences during the implementation of literacy blocks. Teacher involvement and opportunities for choice seemed to positively impact student engagement. Findings suggest that student engagement may be increased through the effective use of collaborative learning strategies and the explicit teaching of strategies and skills leading to the gradual release of responsibility. Data provided insight into the teacher experiences of implementing literacy blocks and suggests that further research into teacher professional development to support implementation is needed.

This case study of two combined grade 7 and 8 classrooms investigated the qualities of student engagement during a modified Four Blocks (Cunningham, Hall & Defee, 1998) literacy blocks intervention. The teachers’ experiences with implementing and engaging their students in literacy blocks were also examined. Qualities of student engagement were described across four domains: affective, behavioural, cognitive and social. Participant interviews, professional development meetings and classroom observations were analyzed to describe instructional context and teacher experiences during the implementation of literacy blocks. Teacher involvement and opportunities for choice seemed to positively impact student engagement. Findings suggest that student engagement may be increased through the effective use of collaborative learning strategies and the explicit teaching of strategies and skills leading to the gradual release of responsibility. Data provided insight into the teacher experiences of implementing literacy blocks and suggests that further research into teacher professional development to support implementation is needed.

The problem under investigation in this mixed-methods study is the relationship between a morning physical activity intervention and subsequent student engagement in academic activities in an elementary school. The physical activity intervention was a fifteen minute period of hall walking and gym running for the entire school population at 9:05 a.m. The study participants included four randomly selected students in each of seven classrooms. Teachers and an educational assistant observed and recorded the students' levels of engagement at the same time period for eight consecutive school days without the morning physical activity followed by ten days with the physical activity. Interviews were also conducted with the teacher and educational assistant to provide more detailed information from their observations. Quantitative data analysis using a one-tailed paired t-test resulted in a finding of statistical significance. Qualitative data analysis also demonstrated increases in observed engaged behaviours after the activity condition. The merged data suggested that morning physical activity may result in increased engagement in subsequent academic activities.

The purpose of this study was to examine the effect that case-based instructional methodology had on student’s development of critical thinking skills, cognitive engagement and learning as compared to the lecture-based instructional methodology. The experimental design consisted of two grade 12 high school biology classes being taught a unit of study with two different teaching methodologies. Each class was taught half the unit with case-based instruction and the other half of the unit using lecture-based instruction. The two classes were taught opposite halves using these instructional methodologies. The Applied Critical Thinking Measure was used to determine the students’ level of development of their critical thinking skills. The measure consisted of five scenarios that required students to read, identify the objective, ask questions that would clarify their understanding, draw upon existing information or list new information needed, and draw a conclusion with supporting statements. Cognitive engagement was measured by direct observations using a criterion checklist of 14 items. The teacher-researcher and her colleague designed three artifacts to measure student learning. T-tests were used to compare the mean scores of the two classes on each of the artifacts collected for student learning. The inferential statistics showed that student learning improved during the case-based teaching section of the unit. The observations showed an increase in cognitive engagement during the case-based instructional section of the unit. There was no significant difference in the mean scores for students’ critical thinking skills in Class 1, but there was a significant difference in the mean scores for Class 2. The difference appears modest but considering the duration of the study it is a notable development. The scope of this study addresses a knowledge gap regarding the use of case-based teaching methodology in high school. The implications are meaningful in that case-based teaching has shown to have an impact on cognitive engagement and student learning in a high school biology classroom.