Many nation-states have their potential for growth hindered by the involvement of developed nations. These low-income nation-states are primarily located on the continent of Africa. There are three parts to this phenomenon of neocolonialism which is the process of continuing involvement of developed nations in developing nations that creates a negative growth in those nations. The research I've conducted is in three parts. The first consists of analyzing the social construction of neocolonialism, how the phenomenon occurs, and where it stems from. The second part is to show how this involvement is damaging to the developing nations. I will use examples such as the multinational corporation profit recycling, the life of foreign aid, and unwise economic deals. As it turns out the phenomena brings on the hindrance of developing in the low-income nation. The last part of my research is to come up with an economic improvement plan. For instance, rather than country A trading money (or some monetary value) for a resource in country B, "A" would build a school, hospital, or infrastructure in "B" to improve the conditions in the low-income nation. It is hypothesized that will leave room for growth in both nations without creating harmful economic repercussions because money would be taken out of the equation.

Contrary to the assumptions of realist theory, this thesis suggests that reality is subjected to social constructions. The national discourse of one country constitutes the context from which societies will generate perceptions and ideas about another society. It is from these socially constructed ideas that states' interests are formed. States interests are what constitute the foreign policy of a country. Given that the United States is the world's hegemon, understanding the process by which countries' interests take shape and evolve will give the United States social awareness and strategic advantage to lead the world's current speedy integration with less volatile rivalries. In order to grasp the factors contributing to the relationship between specific states, some context is needed beforehand. By tracing and comparing historical events in the relations between the United States, Venezuela, and Iran, this thesis examines the constructivist claim that states behavior towards another is directly affected by the social interpretation of their interactions. It is social constructions, not power, what determines if states will view each other as "enemy" or "ally". National identity and worldview ultimately drive state behavior and how countries choose to utilize their capabilities.

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As the plastic crisis has emerged as a prominent environmental issue, among others like climate change and biodiversity loss, it has become increasingly important to examine current models of plastic governance. Studying plastic governance provides opportunities to better understand, challenge and hopefully improve upon the landscape of governance within the plastic crisis. For the purposes of this paper, plastic governance is defined as the management and regulation of plastic throughout its life cycle, from production to disposal. The plastic crisis has complex socio-political and ecological dimensions that shape both plastic's problems and potential solutions. Environmental rhetoric surrounding plastic and plastic governance fosters, as well as exemplifies, the dynamic human and ecological dimensions at play in the plastic crisis. For example, the prominence of rhetoric like "Reduce, Reuse and Recycle" and recycling generally demonstrate the creation and reinforcement of waste management and consumer responsibility as the main problems and solutions within plastic governance. Focusing on Canada and the recent announcement of a national ban on single-use plastic, I explore the impacts of environmental rhetoric on the existing and developing governance landscape for plastic. By examining the use of or appeal to environmental rhetoric among state, corporate and civil actors in Canada, I apply concepts from the social science theories of critical political ecology and constructivism in order to gain a deeper understanding of the political and ecological dimensions of the plastic crisis and governance. In particular, I examine the ways in which the coproduction of science and politics informs the characterization of the plastic crisis itself as well as any potential solutions. By studying how rhetoric shapes the problems and solutions we see and emphasize, I will identify and explore norms and gaps within governance throughout plastic’s life cycle. As well, I consider rhetoric surrounding the actors within the plastic crisis and examine how identity and perception play a role in plastic governance. This research allows for deeper critique of plastic policies or initiatives in order to provide potential recommendations for advancing environmental sustainability in Canada.

The purpose of this study was to examine the occurrence of student discourse in asynchronous computer-mediated communication and its relation to student learning. From in-depth investigation of teacher design, facilitation and direction for asynchronous discussion, implications for high school online instruction guidelines and the need for evaluation standards of online courses and teacher instructional practice are made. Examining student discourse provides information related to the social construction of knowledge. Teacher presence and its relation to higher levels of student discourse provides information for best practices in online teaching. This information can be used to determine specific standards and guidelines for evaluation of online instruction which can contribute to quality online high school courses. The context of this study was two high school online AP English courses. The multiple case study approach analyzed student discourse within asynchronous discussion forums and the relation to student learning outcomes. Observation of teacher facilitation and course documents were examined in relation to levels of student discourse and student learning outcomes. Triangulation of data sources included discourse analysis, interviews with teachers, and archival documents. Results from comparing and contrasting multiple cases are presented as basis for implications to guide course design, facilitation and evaluation. / Ph. D.