Miao Yi. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 138-146). / Abstracts in English and Chinese. / Abstract (In English) --- p.i / Abstract (In Chinese) --- p.iii / Acknowledgement --- p.v / Abbreviation --- p.vi / Chapter Chapter I --- Introduction --- p.1 / Social-Political Background --- p.4 / Significance of Cadre Training --- p.7 / Organization of the Thesis --- p.8 / Chapter Chapter II --- Literature Review and Methodology --- p.10 / Convergence Vs Divergence: Two Views on China's Administrative Reforms --- p.14 / Interplay of Convergent and Divergent Forces --- p.21 / Elites Transformation: A Convergence Trend? --- p.24 / Rise of Technocracy in China --- p.25 / Methodology --- p.34 / Chapter Chapter III --- Rationale of China's MPA Education --- p.36 / Features of Cadre Training in China: a historical perspective --- p.38 / Demand for MPA Education: external and internal impetus --- p.43 / Chapter Chapter IV --- Design and Implementation of MPA Program at National Level --- p.54 / Initiation --- p.54 / Selection of MPA Universities --- p.60 / Admission --- p.67 / Curriculum --- p.69 / Teaching and Study Modes --- p.79 / Teachers and Students --- p.82 / Connection with Cadre Management --- p.86 / Chapter Chapter V --- A Case Study -- MPA in Renmin University of China --- p.92 / Pedagogical Matters --- p.95 / Partnership With Government and Other Organizations --- p.110 / Profiles of Teachers and Students --- p.111 / Summary: Features of MPA Education in China --- p.114 / Chapter Chapter VI --- Concluding Discussion --- p.120 / Converging Image of Administrator --- p.121 / A Technocratization Perspective --- p.127 / Implications on Convergence Problem --- p.133 / Limitations and Demand for Further Research --- p.135 / Bibliography --- p.138 / Appendix I Geographic Locations of MPA Universities --- p.147 / Appendix II Seniority List of MPA Universities (2003) --- p.150 / Appendix III MPA Specializations --- p.152 / Appendix IV Interview Information --- p.155 / Tables / Table 1. Features of Cadre Training in Various Historical Periods --- p.38 / "Table 2. Ningbo Party School (Administrative College, Socialism College) Plan for Cadre Traning Major Programs, 2002" --- p.50 / Table 3. The First Group of MPA Universities --- p.62 / Table 4. The Second Group of MPA Universities --- p.63 / Table 5. Ranking List of MPA Universities --- p.66 / Table 6. Specializations of China's MPA Education --- p.74 / Table 7. Specializations in MPA Universities --- p.77 / Table 8. MPA Applicants' Knowledge on Some MPA Disciplines --- p.86 / Table 9. Specializations provided in RUC --- p.102 / Table10. Students in RUC (Enrolled in 2002) --- p.113 / Figures / Figure 1. Geographic Locations of First Group of MPA Universities --- p.62 / Figure 2. Geographic Locations of Second Group of MPA Universities --- p.63 / Figure 3. Work Units of MPA Students --- p.113

<p> Recording police officers can result in distraction, fear, and false perceptions of law enforcement personnel when citizens upload the videos to social media, though little is understood about police perceptions of this phenomenon. Using evaluation apprehension theory, emotional labor theory, and emotional intelligence as the foundation, the purpose of this phenomenological study was to explore the feelings and experiences of police officers recorded by citizens with cell phone cameras while working. Data were collected through semi-structured interviews with 10 police officers in the State of Indiana who were recorded with cell phone cameras. The data were transcribed, inductively coded, and then subjected to descriptive 7 steps, thematic, and cross-case analysis procedures. Key findings suggest officers experienced feelings of disengagement from duties when recorded by citizens. Results revealed concerns of professional appearance, self-reputation, and self-esteem. However, the study also indicated that the application of emotional intelligence and emotional labor from leadership could be used to assist officers in managing such disengagement. The implications for social change provided by this study include the development of training materials for law enforcement professionals who work through emotional intelligence while fostering opportunities for community engagement. For the public, this study provides an educational opportunity for the community to understand the feelings and significances of police officers who are recorded.</p><p>

<p>This is a comprehensive study researching the existence of school choice programs in the country, concentrating on the Indian School Voucher program. Data was collected by examining existing case law, surveys and scholarly papers. The school choice programs in all 50 states and the District of Columbia was examined. Each state program was listed and any legal challenges associated with each program was identified. Further, the K-12 & School Choice Survey conducted by the Friedman Foundation in January 2016 and the 2015 Choice Scholarship Program Annual Report: Participation and Payment Data were examined to determine who is using Indiana?s Choice Scholarship Program and how registered Indiana voters perceive the program The findings of this research suggest that most parents prefer to have some level of control over their children?s? education. This research also found that Indiana voters overwhelming support the program. However, it was also found that, although there is a favorable perception of Indiana?s voucher programs by low and middle-income families there is also a lack of participation by those same families.

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Using a collective case study methodology, this policy-oriented research examined how Virginia's state Policy on transfer has been implemented at selected public colleges and universities. A conceptual framework of policy definitions was used to examine how the policy is understood in various contexts and what the policy's effects have been at the campus level.;Based on quantitative transfer data, five community colleges and four state universities were selected for study. The cases captured a wide range of transfer activity and college characteristics with the expectation that different understandings of the policy would produce different effects. How colleges defined the policy and assessed the policy's effectiveness was inferred from campus interviews and the institutions' transfer-related documents.;Results supported previous research findings that transfer activity is closely related to institutional culture and the climate for higher education in the state. Results also demonstrated that policy implementation is an interactive and iterative process that enables policy to support many meanings. Thus, in spite of a uniform sate policy, Virginia's transfer policy is not one, but many.;Further study is needed into how policy is implemented and its effects in states with more prescriptive transfer policies. Research is also needed into the effects of market forces on transfer activity. Finally, this policy study demonstrated that transfer is no longer a linear process of students moving from two- to four-year institutions, suggesting that alternative models of student progression should be explored.

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