Thesis (M.A.)--University of Hong Kong, 1976. / Also available in print.

Thesis (M.A.)--Fuller Theological Seminary, 1992. / Includes abstract and vita. Includes bibliographical references (leaves 234-243) and index.

Thesis (Ph. D.)--University of Virginia, 1990. / Includes bibliographical references (leaves 1,009-1,048).

Thesis (Ph. D.)--Princeton University, 1995. / Includes bibliographical references (leaves 317-354).

Thesis (Ph. D.)--Boston University, 2002. / Vita. Includes bibliographical references (leaves 249-259).

Thesis (Ph. D.)--Southern Illinois University, 2001. / Vita. Includes bibliographical references (leaves [78]-85).

Thesis (M.S.)--University of Central Florida, 2008. / Adviser: Allyn MacLean Stearman. Includes bibliographical references (p. 98-103).

Based on dissertation, Berlin. / Bibliography: p. 205-208.

<p> The purpose of this study was to investigate the use of the nine-step problem design process (Hung, 2009) to design a problem based learning course. I applied a descriptive case study approach to conduct design and development research (Richey &amp; Klein, 2007). The study was conducted in the Malaysian teacher education setting. In this study, I served both as the researcher and instructional designer of the course. The instructor also involved as co-designer. The student participants were 25 preservice teachers enrolled in a video production course. Various data sources were collected such as a designer log, extant data, surveys, and interviews. The findings indicated that the nine-step problem design process was somewhat suitable in the context of this study due to conditions such as decision-making power, existing materials, lack of knowledge, unclear information of the steps, and time. Therefore, it is recommended that designers have client buy-in when deciding which design model or processes to follow and have some content expertise and experience designing problem based learning. It is also important to have subject matter expert involvement when using the steps to design problem based learning. In regards of participants&rsquo; perceptions, the instructor had positive views toward problem based learning and indicated her intention to use it again in the future. However, the instructor felt that designing problem based learning was a challenging and time-consuming task. Overall, the students found problem based learning to be interesting but challenging in terms of completing the video competition and reflection tasks. For future research, performance data such as students&rsquo; achievement and problem-solving skills should be collected to inform the effectiveness of the problems developed by using the nine-step problem design process.</p><p>

<p> The South China Sea has long been a region of competition and tension. In the Spratly Islands alone, Brunei, China, Malaysia, the Philippines, Taiwan, and Vietnam maintain disputing claims to the region&rsquo;s land features and surrounding maritime territories. Some argue that ongoing negotiations between China and the Philippines toward joint explorations of one of these disputed regions could be the key to promoting greater cooperation amongst the other claimants. These arguments, however, do not consider other elements of the international system that drive states to compete. Looking specifically at China, the Philippines, and the United States, this thesis analyzes joint explorations within the framework of motivational realism to understand the interaction of relevant historical elements, state objectives, and state estimations of one another&rsquo;s power, offense-defense balance, and motives&mdash;greedy or security-seeking. The thesis then examines the specific case of joint explorations to understand historical, domestic, and international legal components restricting the pathways within which the two states could reach an agreement. Finally, this thesis concludes that, due to domestic constraints, international legal developments, state objectives, and the way in which China, the Philippines, and the United States assess one another&rsquo;s motives, the South China Sea will likely remain a region of long-term competition and tension.</p><p>