Thesis (M.A. in Security Studies (Homeland Security and Defense))--Naval Postgraduate School, March 2007. / Thesis Advisor(s): Maria J. Rasmussen. "March 2007." Includes bibliographical references (p. 79-97). Also available in print.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 221-231).

System requirements: Adobe Acrobat Reader. Includes bibliographical references (p. 115-129).

Chan, Sheung Tat. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 61-63). / Abstracts in English and Chinese. / Chapter 1 --- Introduction --- p.1 / Chapter 2 --- Literature review --- p.5 / Chapter 3 --- The model --- p.14 / Chapter 3.1 --- The maximization problem --- p.14 / Chapter 3.2 --- Steady state and balanced growth path --- p.19 / Chapter 4 --- The analysis of the migration patterns and growth --- p.25 / Chapter 4.1 --- Case when education efficiency is proportional to the technological effi- ciency --- p.29 / Chapter 4.2 --- Case when foreign country has sufficiently large comparative advantage in technology --- p.34 / Chapter 4.3 --- Case when bilateral migration occurs --- p.40 / Chapter 5 --- Effect of the exogenous factors --- p.43 / Chapter 6 --- Conclusion --- p.49 / Chapter A --- Appendix: solving the endogenous growth model --- p.52 / Chapter A.l --- Solving the endogenous growth model in general form --- p.52 / Chapter A.2 --- Decision of the agents in the model --- p.54 / Chapter A.3 --- Properties of the general form --- p.55 / Chapter B --- Appendix: the steady state and balanced growth path --- p.57 / List of Tables / Chapter 1 --- Pattern of migration --- p.64 / Chapter 2 --- "The initial parameters for the first, second and third simulations" --- p.65 / Chapter 3 --- Comparative statics for proposition 12 --- p.65 / Chapter 4 --- Comparative statics for proposition 13 --- p.66 / List of Figures / Chapter 1 --- Four migration patterns --- p.64 / Chapter 2 --- Variables in the simulations --- p.66 / Chapter 3 --- The home country in first simulation --- p.67 / Chapter 4 --- The foreign country in first simulation --- p.68 / Chapter 5 --- The growth analysis in first simulation --- p.69 / Chapter 6 --- The home country in second simulation --- p.70 / Chapter 7 --- The foreign country in second simulation --- p.71 / Chapter 8 --- The growth analysis in second simulation --- p.72 / Chapter 9 --- The home country in third simulation --- p.73 / Chapter 10 --- The foreign country in third simulation --- p.74 / Chapter 11 --- The growth analysis in third simulation --- p.75

The purpose of this study was to examine challenges encountered by Chinese-international students’ self-regulated learning (SRL) in university courses in Canada and compare them to challenges experienced by domestic students. Participants included 38 Chinese-international students and 106 Canadian-domestic students studied in a self-regulated learning (SRL) strategies learning course. Weekly over 10 weeks, participants (a) rated their experiences with a list of possible challenges, (b) identified their dominant challenges from a list, (c) identified one possible strategy for addressing the dominant challenge, and (d) rated how successful the strategy selected was. Findings indicated that domestic students reported higher proportional frequency of motivation challenges, compared to the other group. From the perspective of strategy use, domestic participants reported persisting strategies more often, but Chinese-international students more frequently reported social-regulation strategies. The most dominant challenge reported by both Canadian-domestic students and Chinese-international students is motivation challenge. For addressing the motivation challenge, domestic students most frequently reported an Adjust or change strategy, but Chinese-international students reported a Social-oriented strategy. Both groups identified that their strategies use was a moderate success. Findings from this study will inform policy and practice in the area of intercultural learning by identifying specific challenges to be addressed in supporting Chinese-international students and Canadian-domestic students. / Graduate

The study explored the returning experience of six Chinese art education practitioners after they received their graduate degrees in the United States and moved back to China. It was grounded on the assumption that when art education returnees try to translate what they learned into the new system of art education in another country, their efforts will be shaped by the different cultural context, and conflicts will emerge with multiple and interrelated dimensions. The dissertation employed a qualitative cross-case approach. Six returned art education practitioners were selected and interviewed using a semi-structured interview protocol in 2019. I mainly worked as a non-participant researcher, obtaining information from the conversations with the participants. In addition, I collected blog entries, photos, and online articles related to what and how an interviewee responded to a question. The findings of the research suggested that returnees move along diverse trajectories of professional development, and their professional ideas all contradict local traditions to some extent. Collectively, they experienced multiple challenges concerning professional, administrative, and interpersonal, as well as some minor challenges in their returning process. In coping with the challenges, they made two-way changes: they changed their own expectations and behaviors, while also changing art education in China in terms of teaching methods, space, and people involved. This study aimed to provide educational implications for future art education returnees, international art programs, and China as the home country. It also provides implications for the developing art education programs in China. New thoughts sparked by the process of collecting data and writing the dissertation are also presented as suggestions for future studies.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Includes bibliographical references (leaves 186-200).

Thesis (Ph. D.)--University of Canterbury, 2009. / Typescript (photocopy). Includes bibliographical references (leaves 232-265). Also available via the World Wide Web.

Thesis (Ph.D.)--Murdoch University, 2008. / Thesis submitted to the Faculty of Arts and Education. Includes bibliographical references (p. 315-339)