Thesis (M. Ed.)--University of Hong Kong, 1984. / Includes bibliographical references (leaf 127-129).

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 56-62).

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 56-62). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1984. / Includes bibliographical references (leaf 127-129). Also available in print.

abstract: In this dissertation, I focus on a subset of Native American theatre, one that concentrates on peoples of mixed heritages and the place(s) between worlds that they inhabit. As it is an emergent field of research, one goal of this project is to illuminate its range and depth through an examination of three specific points of focus - plays by Elvira and Hortencia Colorado (Chichimec Otomí/México/US), who create theatre together; Diane Glancy (Cherokee/US); and Marie Clements (Métis/Canada). These plays explore some of the possibilities of (hi)story, culture, and language within the theatrical realm across Turtle Island (North America). I believe the playwrights' positionalities in the liminal space between Native and non-Native realms afford these playwrights a unique ability to facilitate cross-cultural dialogues through recentering Native stories and methodologies. I examine the theatrical works of this select group of mixed heritage playwrights, while focusing on how they open up dialogue(s) between cultures, the larger cultural discourses with which they engage, and their innovations in creating these dialogues. While each playwright features specific mixed heritage characters in certain plays, the focus is generally on the subject matter - themes central to current Native and mixed heritage daily realities. I concentrate on where they engage in cross-cultural discourses and innovations; while there are some common themes across the dissertation, the specific points of analysis are exclusive to each chapter. I employ an interdisciplinary approach, which includes theories from theatre and performance studies, indigenous knowledge systems, comparative literary studies, rhetoric, and cultural studies. / Dissertation/Thesis / Ph.D. Theatre 2011

Studies about native and non-native language teachers have found that these two groups are perceived as different from each other in language abilities and teaching styles. However, most of the existing research has investigated the perspective of teachers or students separately and has rarely triangulated their opinions. Therefore, the purpose of this study was to contribute to the body of literature related to the native and non-native teacher dichotomy by triangulating perceptions from native and non-native teacher samples and a student sample. Particularly, this study set out to examine the problem in the context of the English language teaching and learning system in Vietnam. This study involved three participant groups: 30 native English teachers (NETs), 30 Vietnamese teachers (VETs), and 30 Vietnamese EFL students in Vietnam. The instrument included two versions of an online Likert scale survey, one for the students and the other for the teachers (both NETs and VETs). The questions covered 4 areas of teaching efficacy: teaching language skills, teaching language aspects, teaching methodology, and assessment. The data were analyzed through statistical analyses, including Cronbach alpha, two MANOVAs, and 16 dependent t-tests. The results of this study revealed that NETs, VETs, and students did not differ significantly in how they perceived the teaching efficacy of NETs and VETs. Instead, they had similar judgments which overall were in the upper part of the scale, showing rather positive perceptions of the teaching efficacy of both NETs and VETs. NETs were favored in teaching pronunciation; teaching culture; teaching speaking; involving students; balancing lecture, pair work, and group work; organizing classes; measuring students' progress; and grading. VETs were found more effective in teaching grammar and giving feedback. Both NETs and VETs were perceived as equally effective in teaching listening, teaching reading, teaching writing, teaching vocabulary, preparing classes, and giving an appropriate number of tests.

The purpose of this study was to determine the roles that Native English speaking (NES) and non-native English speaking (NNES) tutors play in sessions with NES and NNES tutees in a U.S. Midwestern university's writing center, according to the perceptions of both types of tutors and tutees. The study also aimed to determine the extent to which the "native speaker fallacy"--the preference for anything related to native speakers over anything related to non-native speakers--was evident in these perceptions, particularly in tutoring strategies, difficulties in tutoring, and tutoring competence. The researcher collected data for the study from pre- and post-session interviews of both types of tutors and cross-analyzed coded patterns from this data with patterns found in pre- and post-session interviews of both types of tutees and with the researcher's observations of the participants' sessions. According to the research results, both tutors' and tutees' perceptions as expressed in their interviews were more affected by the tutors' status, NES versus NNES, than by specific qualifications of the tutors to assist tutees, with the responses revealing the participants' assumption of native speakers' superiority. Despite cross-analyzed findings that NNES tutors were perceived as more able to explain the causes of error, findings also revealed NES tutors' confidence in their NES status as compensating for their lack of grammar knowledge and NNES tutors' perception of themselves as inferior and needing to compensate for their non-NES status through teacher-like directness in assistance offered. Also, despite tutees' expressed appreciation for NNES tutors' explanations of errors, tutees still expressed a preference for NES tutors and applied a double standard, with NNES tutors seen as effective only if proved to be good writers and NES tutors assumed to be effective by virtue of their native speaker status. Drawing upon findings suggesting the influence of the native speaker fallacy on the participants' perceptions, the researcher concludes by discussing the significance of this study for identifying possible university initiatives to enhance appreciation of diverse cultures and for suggesting that although intrinsic knowledge of language seems preferred over learned knowledge, possessing both types of knowledge and the flexibility to employ more fluid roles as both peer and teacher would seem to equip tutors for more productive sessions.

abstract: Many Indigenous communities in North America develop tribal museums to preserve and control tribal knowledge and heritage and counteract negative effects of colonization. Tribal museums employ many Indigenous strategies related to Indigenous languages, knowledges, and material heritage. I argue that architecture can be an Indigenous strategy, too, by privileging Indigeneity through design processes, accommodating Indigenous activities, and representing Indigenous identities. Yet it is not clear how to design culturally appropriate Indigenous architectures meeting needs of contemporary Indigenous communities. Because few Indigenous people are architects, most tribal communities hire designers from outside of their communities. Fundamental differences challenge both Indigenous clients and their architects. How do Indigenous clients and their designers overcome these challenges? This dissertation is a history of the processes of creating a tribal museum, The Museum At Warm Springs, on the Confederated Tribes of the Warm Springs Reservation of Oregon. The focus is to understand what critical activities Tribal members, designers, and others did to create a museum whose architecture represents and serves its community. The study also considers how people did things so as to honor Indigenous traditions. Design and construction processes are considered along with strategies that Tribal members and their advocates used to get to where they were prepared to design and build a museum. Interviews with Tribal members, designers, and others were central sources for the research. Other sources include meeting minutes, correspondence, Tribal resolutions, and the Tribal newspaper. Visual sources such as drawings, photographs, and the museum itself were significant sources also. This study revealed several key activities that the Confederated Tribes did to position themselves to build the museum. They built an outstanding collection of Tribal artifacts, created and supported a museum society, and hired an outstanding executive director. The Tribes selected and secured a viable site and persisted in finding an architect who met their needs. Collaboration--within the interdisciplinary design team and between designers and Tribal members and contractors--was key. Tribal members shared cultural knowledge with designers who adapted to Indigenous modes of communication. Designers were sensitive to the landscape and committed to representing the Tribes and their world. / Dissertation/Thesis / Ph.D. Architecture 2012

In today's society, smartphones are so widely established that corporations have even changed their cooperate culture when it comes to bringing your own personal device to work. Sales graphs prove that smartphones are more established today than ever before, which creates pressure for companies big, as small to extend and provide their services from the pocket of the user in the form of a smartphone mobile application. This paper focuses on the development of smartphone applications. Looking into the native development way for iOS and the code fragmentation that characterizes the long and costly development in order to provide the application on the big mobile operating systems by evaluating the cross-platform solution React Native that bypasses the fragmentation. 
 The experiment presents the collected data and its solutions, with an evaluation of the React Native framework. Finally, thoughts and future work to further extend the category is presented.

abstract: Tewa Women United (TWU) is a Native women-founded, centered and run organization located in northern New Mexico, in the original boundaries of the Tewa homelands. TWU is the only independent Native women’s non-profit organization providing direct services, advocacy and prevention services in the Pojoaque-Española Valley area within Northern Santa Fe and Rio Arriba Counties. TWU believes in building beloved families and communities to end all forms of violence against women, girls and Mother Earth and have been working for the past 25 years toward fulfillment of this vision. This dissertation, including a journal article, book chapter, and policy red paper, looks at what happens when Pueblo/ Tewa women become active agents in resistance to the Colonial-White Supremacist Capitalist Scientist Patriarchy. In these distinct dissertation pieces, I examine how TWU has developed a theory of Opide (pronounced Oh-Peh-dee) and Research Methodology to design and implement culturally responsive programs and projects which support ending violence against Pueblo/ Tewa women, girls and Mother Earth. In this instance looking at a campaign and project that Tewa Women United has developed: The Protect Those Most Vulnerable Campaign under the Environmental Justice and Health Program and A’gin Healthy Sexuality and Body Sovereignty project under the Women’s Leadership and Economic Freedom Program. Opide means braiding and weaving together, it is a theory of practice to action. / Dissertation/Thesis / Doctoral Dissertation Justice Studies 2015