In the West architectural historiography, or writing on architectural history, can be considered as a modern practice. Its emergence accompanied with the development of modern nation states. Architecture’s reflection on its historical texts came to find particular expression in the search for the origins of architecture. The formation of oriental architectural history tended to follow this pattern. Oriental architectural historiography was initiated by a Japanese scholar, Chūta Itō. In his formulation, the origins of Japanese architecture were linked not only with Chinese and Indian architecture, but also with Classical Greek architecture. In addition, Itō’s theoretical formulation of architectural history was also followed by other Japanese scholars, and it informed those later scholars who studied Taiwanese architectural history. That is, the formulations and classification systems that Itō set out for Japanese architecture framed subsequent scholarship on the architecture of other parts of East Asia, including Taiwan. The system that Itō established has been widely regarded as being based on modern and scientific academic research. This thesis investigates Itō’s system, its significance for architectural scholarship in other parts of East, as well as its claimed scientific basis. The thesis pays particular attention to the architectural history of Taiwan in the Japanese colonial period. The thesis hypothesises that the historiographical tradition that Itō’s work established was based on an unbalanced colonial relationship of power and uneven structure of authority, It explores how authenticity in East Asian architecture was authorised, and how hidden ideologies and methodologies lie behind these historiographical practices. This is the first ambition of the thesis. The examination of Japanese construction of oriental and Taiwanese architectural history in this thesis pays particular attention to the context of Japanese colonialism. In doing so it draws on a range of contemporary postcolonial theoretical perspectives. In addition, the particular kind of oriental colonialism, as a materialised colonial medium, Japanese writing on oriental and Taiwanese architectural history provides an additional perspective on that current and recent postcolonial criticism expressed through such concepts as Edward Said’s orientalism, Homi Bhabha’s hybridity and Gayatri Spivak’s strategic essentialism. At a theoretical level, the thesis argues that since these concepts emerged from the colonial/anti-colonial operation and negotiation between the west and its colonies, a refined analysis is required for thinking through Japanese colonialism. To this end, the thesis supplements postcolonial theory with the idea of oriental orientalism as developed by Yuko Kikuchi. In so doing, the thesis aims to contribute to an enriched discussion of contemporary postcolonial criticism in general, and as it applies to East Asian in particular. The exploration of architectural history as the subject of a wider colonial operation and the revision of the core conceptual tools of postcolonial criticism in the context of Japanese colonialism in East Asian, and Taiwan, provides further possibilities for the the construction of identity in those formerly colonised subject in places such as Taiwan. A postcolonial reading of Japanese writing on architectural history shows both the limitation of postcolonial criticism, and to question the framework of architectural discourse in the discipline. This project has to be based on an inquiry into the way in which the other’s architecture has been formulated and constructed in the discipline of architecture in the light of postcolonial criticism. Without such an inquiry, we are unable to open the metaphorical ‘space’ to negotiate the self-writing of Taiwanese subjects on their own architecture and architectural history.

This study proposed (a) to identify the most important attributes of effective college teachers as perceived by students in Taiwan, (b) to investigate the influence of different factors on students' perceived attributes of effective college teachers, and (c) to determine if the students in various Taiwanese teachers colleges differ in their opinions of the most important attributes of effective college teachers. Students identified these factors as attributes of effective college teachers: rapport, effective teaching methods, enthusiasm, fairness, interaction, practical experiences, personality, clarity, and being well-prepared. The fact that sophomore students and freshman students value some factors differently was discovered in this study. In addition, students who have previous teaching experience value all of the important attributes higher than those who do not have teaching experience before they attended teachers colleges.

This thesis provides a comparative reading to selected writings from Anglophone Trinidadian writer Sam Selvon and Japanophone Taiwanese writer Weng Nao, demonstrating the link between these two authors’ specific representation of multiple diasporic models of Caribbean diaspora and Taiwanese diaspora respectively and its influence on diasporic identity narratives. This study provides a cross-linguistic/ cultural perspective on comparative postcolonial literary studies, which helps to move beyond the primary focus of Anglophone texts and contexts. Although the focused two authors Sam Selvon and Weng Nao come from different historical specificities and linguistic backgrounds that urge them produce their narratives in different ways and tones of tackling issues that they have encountered in each socio-political and cultural contexts respectively, their works provides outstanding examples of how contemporary diasporic routes—both geographically and metaphorically, have significant influence on literary productions that should not be categorised by its geographical or linguistic boundaries, and can only be fully understood by linking one to another from the legacies of colonialism and the triangle models of diasporic routes. The diasporic identity, as being illustrated in both of their works, has been evolved with geographical movements and transformed into an iconic concept that makes new forms of artistic production possible. Diasporic literature, therefore, should not be limited into traditional disciplinary compartmentalisation of national literary studies. By bringing the focus on the multiple diasporic journeys, the identity representation reflected in the literary work in this study helps to identify the complexity and boundary crossing within Anglophone literature and Japanophone literature, which have already transformed into literary works of being able to depict a more complex model of modern cultures—endless traveling and hybrid. By bringing forth the excluded Japanophone texts in the field of postcolonial studies to be compared with the texts from the prominent Anglophone postcolonial writer Sam Selvon, this thesis hopes to offer some insights into the reassessment of the literary status of Weng Nao and the significance of his works in the world literary stage, and, furthermore, to identify how Japanophone literary works might be compatible with postcolonial analysis.

This thesis argues that emotions and memories in a community are essential to shaping a common future. Furthermore, when performed on stage, these memories and emotions create a utopian experience that moves performers and audience members towards a brighter future. The foundation for this thesis is built upon the ideas of utopian performative theories combined with the Asian Ganzhi belief that every sixty years a new cycle of hope begins. This thesis also includes a practical work. I was invited to write and direct a cultural production for the 60th year anniversary celebration of The Church of Jesus Christ of Latter-day Saints in Taiwan. The practical experience of creating this production and the utopian theories and Ganzhi beliefs interacted throughout the process of creating the production and writing this thesis. These utopian and Ganzhi ideas influenced the production and the production tested the theories. Historical memories of one generation performed by and to the next generation is a way for a community to shape a brighter future together. The performance of the 60th year anniversary celebration was based on the re-creation, restoration and emotional connection of the members of the performing group to the personal historical memories of the previous generation. When the Taiwanese LDS members prepared, rehearsed and performed their cultural celebration in October of 2016, the production shaped a common, brighter future.

Acculturation process has been associated with various mental health outcomes among Taiwanese/Chinese international students (Wang & Mallinckrodt, 2006; Zhang & Goodson, 2011), and those who also identify as sexual orientation minority may have unique acculturation processes compared to their heterosexual counterparts (Oba & Pope, 2013; Quach, Todd, Hepp, & Mancini, 2013). Limited understanding has been established on the impact of dual cultural exposures and the multiple marginalized identities may have on international sexual orientation minority’s sexual orientation identity development, particularly for women from countries with Chinese cultural heritages. Using Consensual Qualitative Research method, this dissertation focuses on gaining understanding of the experiences of Taiwanese sexual orientation minority women (nǚ tongzhi) developing sexual orientation identity during their residence in the U.S. Results indicate the overall accepting social and political atmosphere in the U.S. was an important factor in the acculturation and enculturation processes for Taiwanese nǚ tongzhi. Yet, these women experienced acculturative stress and multiple minority stress against their multifaceted identity. They also reported acculturative stress upon re-entry to Taiwan regarding managing their identity disclosure, and experiences of pressure to conform to cultural norms related to gender and heteronormative family structure. The manuscript concludes with strengths and limitations of the present study, suggestions for future research, and clinical implications for counseling psychologists.

The purpose of this study was to determine whether or not there were different subjective reports of marital satisfaction or dissatisfaction across the life cycle for Taiwanese couples. In examining this question two of the three selected instruments demonstrated sufficient reliability so as to be included in the overall study, namely, the Marital Adjustment Scale (MAS) and the Spanier Dyadic Adjust Scale (SDAS). These instruments were translated from English to Chinese, then administered to 259 couples volunteering to participate in the study. Couples were grouped according to their placement along the life cycle. The results of the study indicate that there is indeed a difference in the amount of reported marital satisfaction across the life cycle; however, there is no evidence that males or females differ in their perception of the amount of marital satisfaction experienced. Multiple regression examined the factors determined from the two scales for their influence on male and female reports of marital satisfaction at varying stages of the life cycle. While many findings were noted, three are of relative significance. First, couples in the first stage of the life cycle and those in the last stage report that companionate behavior is of critical importance. Secondly, in the second stage of the life cycle, female respondents did not identify any variable as significant regardless of the instrument. Finally, there is an interesting dip in marital satisfaction at the point in time when families begin to launch their children and enter the empty nest. Recommendations include continued research on assessing what variables are related to marital satisfaction in this population. Secondly, marital and family therapy clinical training is viewed as important, especially at this time in this culture. Finally, there are various ways in which enrichment and prevention programs would facilitate the longevity of relationships, thus deterring divorce.

Un festival tel que le Festival des fantômes de Keelung Zhongyuanjie est un fait religieux, esthétique et de communication qui assure des fonctions de transmission des pratiques et des valeurs ainsi que des fonctions symboliques de régulation des relations entre groupes sociaux et de diffusion des représentations. Dans cet espace-temps spécial les cadres de la vie collective et les identités sont en permanence décomposées et recomposées selon une dynamique qui évolue avec le temps. Les individus y jouent temporairement, au sein des clans, un rôle social qui ne dépend pas directement de leur statut social, de leur niveau de richesse, de leur origine ethnique ou provinciale, et même les appartenances religieuses sont associées dans des pratiques syncrétiques. Les festivals traditionnels de Taïwan ont évolué au cours du XXe siècle. A l’origine une double fonction dominait : sociale – il s’agissait d’assurer une cohabitation harmonieuse entre clans – et religieuse – il s’agissait d’assurer une relation apaisée avec les âmes des disparus. Au cours du XXe siècle le festival s’est transformé pour intégrer la nouvelle culture nationale dominante. Au début du XXIe siècle le renforcement de l’identité culturelle taiwanaise est devenu une priorité politique. Les autorités ont œuvré à la promotion d’un ensemble de festivals rassemblés sous le nom de « Festivals d’art de Formose ». Un de ces festivals, la fête des fantômes de Keelung Zhongyunjie, qui était jusqu’alors plutôt traditionnelle et folklorique, a dès lors connu une telle expansion qu’elle est devenue un festival d’art national. Cette étude traite du processus qui voit la mutation de la Fête des Fantômes de Keelung Zhongyuanjie en festival. Des facteurs tels que la mondialisation de l’économie, les mutations technologiques et la dynamique des politiques publiques se combinent pour modifier le modèle original qui passe d’une dominante cultuelle à une dominante culturelle. Ce processus à l’œuvre ne se comprend que dans le cadre des transformations plus générales de l’identité nationale taïwanaise au XXIe siècle. / A festival such as the Keelung Zhongyuanjie Ghost Festival is a religious, aesthetic and communication event that provides functions of transmitting practices, value and symbols, regulating relations between social groups and dissemination of representations. In this special space-time framework, collective life and identities are constantly decomposed and recomposed according to the dynamics that has evolved over time. Meanwhile, individuals play temporary social roles within the clans regardless of their social status, level of wealth, ethnic or provincial origin, and even religious affiliations. In the festival, the social status of the individual is associated with practices of syncretism.Traditional festivals in Taiwan have evolved over the 20th century. At first, a dual social function dominated. On the one hand, it was to ensure a harmonious cohabitation between clans and religion. On the other hand, it was to ensure a peaceful relationship with the souls of the deceased. However, the essence of the religious activity has been transformed with time. Throughout the twentieth century, the festival has been compatibly integrated with a new dominant national culture. At the beginning of the twenty-first century, strengthening Taiwan's cultural identity became a political priority. The authorities promoted a series of festivals, all of which were officially called "Formosa Art Festivals". One of them,“The Keelung Zhongyuanjie Ghost Festival”, has expanded so much from the traditional and folkloric realm that it has become a national art festival.This study discusses the process of the transformation of Keelung Zhongyuanjie Ghost Festival. Some factors, such as the globalization of the economy, the change of technology and the dynamics of public policies, combine to support the change of the original model from a folk ceremony to an art festival. This research not only elaborates the transformations of the festival but also explores the formation of Taiwan's national identity in the twenty-first century.

This study investigated pedagogy for Taiwanese students in mainstream Australian secondary school classes. The aim was to explore the construction of pedagogy for these students within the communicative contingencies of both the classroom and the community of talk around the classroom. Accordingly, the study documented and explicated the ways in which teachers adapted geography lessons for Taiwanese students, and further, the fit of teachers' descriptions and explanations of those adaptations within broader school community debate over provision for ethnic minority students. The significance of the study resides in its contribution to educational research, policy and practice in conditions of cultural diversity and formal cultural inclusion. The study's contributions arise from its attention to the forms of teacher-student interaction that are often considered to be a major point of difference between pedagogy in Australia (and other Western nations) and in Chinese (and other Asian) contexts. The focus is on the degree of teacher-directedness or student-centredness, as demonstrated by such factors as rote learning and participation in whole class spoken activities. Review of the current literature indicated that such dispositions may not only be brought to Australian pedagogic contexts by Chinese students, but may also be constructed within these contexts themselves. Analysis of theoretical perspectives on culture and pedagogy that were of high profile in Australia during the 1990s indicated that the investigation of this possibility requires an approach that makes it possible to attend to the structuring of such contexts. Accordingly, this study was conducted from a perspective that made it possible to document and explicate the construction of socialising conditions within the communicative particularities of lessons for Taiwanese students as pedagogic practice enacted in classrooms, and of debate amongst those interested in the education of the students as pedagogic talk within a school community. The theoretical framework of the study drew primarily on Basil Bernstein's sociology of educational knowledge. This perspective provided the fundamental concepts for describing the categorisation of Taiwanese students in the teacher-student interaction of the classroom and in school community talk about such. Analytic concepts developed by researchers concerned with classroom talk were specified in Bernsteinian terms to facilitate the translation between these theoretical objects and the sets of lesson and interview data examined in the study. These concepts made it possible to describe the pedagogic activities of teachers and students, and their constituent social actions, as enacted in the lessons, and as constructed in the interview talk of school community members. The two data sets were produced and analysed by methods derived from the Bernsteinian perspective. The aim was to: i) test the generic and formal Bernsteinian sociology of educational knowledge; and ii) produce findings generalisable to culturally diverse Australian school settings. One of the main findings of the study was that the adaptation of geography lessons for Taiwanese, Chinese, Asian and other ESL students produced a more constrained and teacher-directed form of pedagogy than that which was provided for other students. The other main finding was that the geography teachers described and explained these adaptations by categorising the students as 'reluctant' in whole class spoken activities and 'dependent' in written seatwork activities. Other school community members interested in the education of Taiwanese students evinced substantial agreement in this regard. However, these interviewees constructed the 'reluctant' speech and 'dependent' seatwork of the students from complex collaborative and competitive positions available in professional-academic talk. This pointed to struggles amongst those who would inform the provision of pedagogy for Taiwanese and other Chinese, Asian and ESL students. The study's theoretical significance resides, in part, in its capacity to describe the moment-by-moment classroom interaction of Taiwanese students without pre-empting the empirical salience of categories of cultural identity. Rather, attention is focused on the ways that students are categorised according to their capacity to undertake particular communicative interactions, categorisations in which cultural identity is not necessarily made overtly salient. In this way the study refined and tested the Bernsteinian model of classroom practice, while also locating analytic tools for describing classroom talk within broader relations of social power and control. Methodologically, the study's significance arises from its capacity to generate descriptions of the particularity of classroom practice, and talk about such, as pedagogic practice and talk. For policymakers the study points to the professional-academic discourses that need to be made available to teachers if they are to engage in the conversations about pedagogy that are central to emergent, second-wave conceptions of cultural equity in the state of Queensland where the study was conducted. For practitioners questions arise from the possibility that the dispositions of Taiwanese and other Chinese, Asian and ESL students to teacher-directed forms of pedagogy may be constructed in Australian contexts. These pertain to the desirability of the outcomes of adaptations undertaken in the name of cultural equity, in addition to the implications of teachers' own professional-academic socialisation for debates over 'who' should get 'what' pedagogic provision. The thesis concludes with a discussion of the utility of the study's perspective and findings given current developments in the racial and cultural politics of Australian educational institutions.

Taiwanese residential construction experienced a massive rise and then fall in residential unit completions during the period 1992-1997. Completions rose nearly 200 per cent between 1992 and 1994 alone. A series of questions arise in relation to this phenomenon (referred to here as 'the Peak'): Why did it occur? How was this increase in construction achieved in such a short time? What were its impacts? Was it a supply-side or a demand-side phenomenon? And what are the significance and implications of the Peak? This thesis adopts a distinct methodological stance, being explanatory and interpretative rather than concerned with theory construction and testing. It is argued that this is appropriate as the Peak was a singular phenomenon, and not part of the regular fluctuations in a residential market cycle. Consequently, it is treated as an event and event-triggered, rather than as part of a continuing time-series. In addition, given that it was influenced by an enormous array of exogenous factors, including politics, the economy, and government regulations and policy, as well as by demographic, historical and geographical factors, a holistic approach is employed, as opposed to a reductionist one. The purpose is to build as complete an interpretation as possible. A major trigger for the Peak was the announcement of a residential density regulation (vohme control) in early 1992. This regulation, which threatened to dramatically reduce the profitability of development land, caused a massive acceleration in the rate of residential development approvals and ensuing completions. The regulation is viewed as interacting with a loosening of development and construction credit restrictions in late 1990 to precipitate a massive Peak in residential construction. This took glace over a very short period of time. This is analysed for each city and county in Taiwan as well as for Taiwan as a whole, the same factors applying throughout the country with the exception of Taipei City. In Taipei City, the peak occurred in a milder form in the 1980s rather than in the 1990s, due to an earlier implementation of volume control. This provides support for the overall interpretation of the thesis. After its announcement a grace period before the regulation was to come into effect allowed existing developers and landowners to propose and execute land development and construction under the old regulation. This period also induced new developers into the market, in part based on an expectation of higher unit prices resulting from volume control. This created a huge new stock of smaller-size apartments. Accompanied by falling prices, this outcome is consistent with the supply-side explanation of the Peak. Additional evidence of a supply-side phenomenon includes the high vacancies and unsold developer inventories that resulted. The rush to construction under the old regulation meant that the demand and supply market feedback loop could not effectively operate. The presence of simultaneous production peaks in all cities and counties is just one piece of evidence that this feedback loop was ineffective. A pooled cross-sectional time-series model, based on supply and demand factors of all cities and counties during 1982-1998, was used to further analyse this model of the Peak. Again the results are consistent with the supply- side interpretation. While credit loosening and volume control triggered the Peak, it is the existence of huge production flexibilities in the residential construction industry that enabled such a massive and rapid increase in construction. These flexibilities flowed, in part, from a dominant reinforced concrete construction method, as well as the Taiwanese subcontracting system, and residential construction industry networks. It is argued that these networks provided a form of quasi-public good that could be exploited. These same factors also facilitated the rapid entry of new developers into the industry. Conversely, this was associated with a decline in construction quality, as the limits of flexibility were reached. Some evidence for this was revealed by the 1999 earthquake. Imputed construction costs rose enormously during the Peak, with profits necessarily declining under the combined pressures of falling prices and rising costs. This resulted in bankruptcies and other exits from the industry. The impacts of oversupply -such as a high vacancy rate, growing developer inventories and falling prices -are expected to be long-term. The vacant stock is calculated as equivalent to ten to twelve years of pre- Peak construction. This thesis concludes that the Peak was a discontinuity phenomenon. It was triggered by a unique set of events, rather than being part of a continuous historical development. While developer behaviour was individually rational, collectively their decisions were disastrous for themselves and the industry

The purpose of this research is to investigate whether the implementation of Cooperative Learning (CL) activities, incorporating the insights given by Howard Gardner’ (1993) theory of Multiple Intelligences (MI) and the notion of Whole Language Approach (WLA) in college EFL classrooms will have a positive effect on students’ language proficiency and attitude. A quasi-experimental study was developed. The site of this study was in an EFL classroom in a Taiwanese College. The subjects were from the researcher’s three English classes at Chung Hwa Institute of Medical Technology during one semester. Many learning activities based on Gardner’s theory of Multiple Intelligences were used while a Cooperative Learning approach was practiced. The data for this study was collected from three sources. One was from the subjects’ questionnaires on attitudes and on motivation, regarding Cooperative Learning and Multiple Intelligences. Another was from student interviews. The third was from the students’ test scores on their language proficiency tests. The results of the study showed that the experimental group that was taught using the ideas based on CL and MI outperformed the group based on CL, and the control group, on the Simulate English General Proficiency tests for the four language skills. Though there were no significant differences among them within this short-time study, the motivation in learning English was enhanced a great deal for the experimental group that was taught using the CL and MI ideas. Based upon the insight gained from this study, CL, MI, WLA and Language Learning Center were thus recommended to be integrated into the Junior College English curriculum. Pedagogical implications for the application of CL and MI in an EFL classroom were developed. Above all, suggestions for teacher development in CL and MI were proposed. Finally, suggestions for future research have been recommended.