This dissertation is about the movement of people and the system of order underpinning the movement. In undertaking a comparative study of Canada and France between 1989 and 2005, the study explores a widespread phenomenon that security studies and migration scholars would have considered an anomaly only two decades ago: understanding the movement of people as an existential security threat. How is it that nation-states around the globe are cracking down on migration for security reasons? How do we know if migration has been securitized - and which criteria should we employed to guide our analysis? What are the social mechanisms at play in the interaction between movement and order? Does a variation in levels of securitized migration exist - and if so, what are the key determinants of the variation? These questions are at the heart of the present study. My argument is twofold. First, I contend that a constructivist perspective is useful in gaining a better understanding of the social mechanisms involved in the securitization of migration as it highlights discursive power, ideational factors, and cultural/contextual elements. Second, I argue that securitization theory - the current benchmark in securitization research - remains silent on the issue of variation in levels of securitized migration. As such, securitization theory, as currently applied and organized, cannot explain empirical findings of my study - a weak securitization in Canada versus a strong securitization in France. Underscoring the necessity to amend securitization theory, I investigate the impact of cultural factors - and especially the role of domestic audience - to account for the variation.

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The European Union (EU) and Australia share a significant volume of historical connections in languages, cultures, economic and trade relationships, political views and ideas. These associations have had different levels of strength and frequencies in the past, depending on how these two political entities interacted with each other in the framework of international relations. Australia and the EU jointly developed an important political and socio-economic basis for working together, and cooperation between them is deeper and more common than the public might perceive to be the case. The EU is a growing superstructure; meanwhile Australia is a developed and successful nation, a successful democracy and a middle power. Nevertheless, Australia cannot expect to match the power and position of a polity, which comprises 28 different countries. This fact can produce a certain asymmetric relationship in the connection between these two political entities' communities. These asymmetric elements in the collaboration between them are liable to create certain discrepancies and disharmonies in the development of their different agreements in general. This thesis aims to examine the scope and depth of the EU-Australia working relationship, the convergent and the divergent issues within it. This exploration provides an analysis of the philosophical and sociological foundations of international relations in general, with special regard to the framework of sociological constructivism and sociological institutionalism, as possible catalysers in the growth and furtherance of the many-sided EU-Australia collaboration. To reach the most effective and efficient cooperation between the European Union and Australia, which includes the efforts to alleviate the urgent environmental sustainability and related problems regionally, and in a globalising world, will go a long way to create peace, security, and prosperity in Eurasia and in the Pacific. The EU-Australia mutual relationship is facilitated through shared values, norms and normative principles, such as the constitutive norms of liberty, democracy, good governance; the regulative norms of the centrality of peace, human rights, social solidarity, environmental sustainability; and the evaluative norms of the rule of law, transparency, human dignity and anti-discrimination. The willingness of the European Union and Australia to partake in a joint experience of continuous social learning process, provide them the power to achieve their aims together in a changing world.

Research in coach education has considered various ways in which coaches learn to coach. Mentoring has received attention in recent years as a possible way for coaches to learn, yet most of the research has described only what is learned not how learning has occurred. Using constructivist theory, this thesis described how learning occurred through a coach mentoring program between swim coaches over an eight week period. The learning experiences in this study showed how constructivist theory can be used to understand learning and how future mentoring programs can be designed for the best learning opportunities for coaches and the best teaching opportunities for mentors.

Thesis (Ph. D.)--Cornell University, 1974. / Includes bibliographical references (p. 474-496). Also issued in print.

Thesis (M. Phil.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Thesis (Ed. D.)--West Virginia University, 1998. / Title from document title page. "December 7, 1998." Document formatted into pages; contains iv, 100 p. Includes abstract. Includes bibliographical references (p. 96-100).

Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves[133]-140).

Thesis (Ph. D.)--New York University, 1979. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 235-251).