Thesis (Ph. D.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ph.D.)--University of Delaware, 2007. / Principal faculty advisor: Gerard J. Mangone, College of Marine and Earth Studies. Includes bibliographical references.

The present study examined the developing intercultural competence of pre-service English language teachers (ELTs). The nine (9) participants in this study were students within a short-term teaching English as a foreign language (TEFL) certification course who engaged in IC exchanges with culturally diverse English language learners (ELLs) within an intensive English program (IEP). The IC exchanges were held once a week over the course of a six-week period. The foci of the IC exchanges were on concepts of cross-cultural understanding in general, and culturally diverse practices within teaching and learning specifically. The purpose of the study was to research how the participant pre-service teachers conceptualized their developing IC competence across the features of attitude, knowledge, and skills (Spitzberg and Chagnon, 2009), as well as their understanding of how to self-direct their IC competence independently. Data were collected through qualitative phenomenographic interview methods before, during, and after the IC exchanges. Interviews were audio recorded, transcribed, analyzed and categorized under IC features as expressed by the participants. Excerpts of the interviews are presented along with analyses that connect findings to literature of IC competence within educational contexts and second and foreign language teaching, as well as interpretations and discussion by the researcher. The study applied social-cultural theoretical concept of mediation, seeing all human action as subject to multiple interpretations (Eun and Lim, 2009), as well as zone of proximal development (ZPD) that advances the position of learning through interaction and collective engagement between the learner and more capable peers as essential to the learning process (Lantolf and Poehner, 2014). Through analysis of the interviews, the participants expressed benefits of the IC exchanges to their awareness and understanding of diverse cultural practices, specifically within teaching and learning. Participants also expressed a greater self-reflective and ethnorelative stance of their C1, as well as a more developed ability to articulate C1 practices. Additionally, participants discussed a greater understanding of how to foster an environment of cooperative engagement with ELLs within the second/foreign language classroom concerning cultural practices and perspectives. Lastly, analysis revealed the participants' initial understandings and challenges of how to continue developing their IC competence independently. The current study points to the importance of guiding pre-service teachers to develop deeper and more complex understandings of culture. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2017. / April 10, 2017. / cultural synergy, culture, foreign and second language, Intercultural competence, teacher education, TESOL / Includes bibliographical references. / Jeffrey Milligan, Professor Directing Dissertation; Michael Leeser, University Representative; Peter Easton, Committee Member; Mostafa Papi, Committee Member.

This project will be an empirical study into repatriation as a political practice. This theoretically-oriented project investigates how institutions and cultural values mediate changes in the governance of repatriation policy, specifically its formalization and rescaling in the United States. I propose a critical approach to understanding repatriation; specifically, I will draw together issues surrounding museums, repatriation claims, and indigenous communities throughout the development of the Native American Graves Protection and Repatriation Act (NAGPRA) in 1990 and current repatriation policy. The interdisciplinary academic narrative I build will explore practices of repatriation and how it relates to the subject of indigenous cultural rights. Using the University of Pennsylvania Museum of Archaeology and Anthropology in Philadelphia, PA and the Field Museum of Natural History in Chicago, IL as models for the repatriation process, I will show the historic political tensions and later attempts to repatriate culturally significant objects and human remains in the United States. By examining entrenched discourses prior to NAGPRA and what changed to allow a new dominant discourse in the debates over repatriation claims, I will show that culturally-structured views on repatriation and narratives surrounding indigenous cultural property were transformed. By examining ownership paradigms and analyzing discourses and institutional power structures, it is possible to understand the ramifications of formalizing repatriation. The current binary of cultural property nationalism/cultural property internationalism in relation to cultural property ownership claims does not represent the full scope of the conflict for indigenous people. Inclusion of a cultural property indigenism component into the established ownership paradigm will more fully represent indigenous concerns for cultural property. Looking at the rules, norms and strategies of national and international laws and museum institutions, I will also argue that there are consequences to repatriation claims that go beyond possession of property and a formalized process (or a semi- formalized international approach) can aid in addressing indigenous rights. I will also ask the question, does this change in discourse develop in other countries with similar settler colonial pasts and indigenous communities, i.e. in Canada, New Zealand, Australia? My work will demonstrate that it does. Essentially, the repatriation conversation does not immediately change in one country and then domino to others. Instead, it is a change that is happening concurrently, comparative to other civil rights movements and national dialogues. The cultural and institutional shifts demanding change appear to have some universal momentum. The literatures to which this research will contribute include: museum studies, institutional practices, material cultural and public humanities, and indigenous right. / PHD / By examining how institutions and cultural values mediate changes in the governance of repatriation policy, specifically its formalization and rescaling in the United States, this project looks at repatriation as a political practice. This dissertation explores the subject of indigenous cultural rights and explores issues surrounding museums, repatriation claims, and indigenous communities throughout the development of the Native American Graves Protection and Repatriation Act (NAGPRA) in 1990 and current repatriation policy both domestically and internationally. Case studies of institutional practices are developed utilizing the University of Pennsylvania Museum of Archaeology and Anthropology in Philadelphia, PA and the Field Museum of Natural History in Chicago, IL as models for the repatriation process. This will demonstrate the historic political tensions and later attempts to repatriate culturally significant objects and human remains in the United States and abroad. This research also investigates the current cultural property nationalism/cultural property internationalism paradigm and calls for an inclusion of a cultural property indigenism component to represent indigenous concerns for cultural property more fully. Looking at the rules, norms and strategies of national and international laws and museum institutions, I will also argue that there are consequences to repatriation claims that go beyond possession of property and a formalized process (or a semi-formalized international approach) can aid in addressing indigenous rights.

published_or_final_version / Urban Planning and Environmental Management / Master / Master of Science in Urban Planning

Thesis (M.A.I.S.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 98-103). Also available on the World Wide Web.

Universiẗat, Diss.--Freiburg (Breisgau), 2006.

Thesis (M. L. A.)--University of Hong Kong, 2009. / Includes special report study entitled: The analysis of temporary market in Hong Kong. Includes bibliographical references.

Thesis (M. Arch.)--University of Hong Kong, 2002. / Includes bibliographical references.

Thesis (M. Arch.)--University of Hong Kong, 2001. / Includes special report study entitled: The mid-levels escalator : its role in urban planning. Includes bibliographical references.