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The purpose of this study is to analyze the foreign policy of a weak state, the Philippines, from 1972 to 1981. The focus of this study is on the Philippines’ authoritarian regime and its foreign policy change toward the United States, the ASEAN (Association of Southeast Asian Nations), and the Socialist Bloc. I examined two major factors, internal and external. These are authoritarianism, as exemplified by martial law in the Philippines, and greater power policy in the region, in this case, U.S. policy in Asia. The first explanatory factor, authoritarianism, was chosen as a concept to be examined regarding its relation to foreign policy change. The second explanatory factor, U.S. policy in the region in the late sixties and seventies, was examined on the basis of the existence of an action reaction framework in international relations. In the Philippines’ foreign policy change, it was seen that the external variable, great power policy, was one of the sources for change. The internal variable, authoritarianism, served as an intervening variable between the sources and foreign policy change itself.

The subject of our research is reinvention of Taoist ritual among Yao minorities. Imperial protocolary deeds are examined as one form of proceedings open to transformation. Liturgy or ritual installations are discussed with reference to choreography and scenography. Fieldnotes from Thailand, 1995, are provided as a side illustration.

Thesis (M.A.)--Columbia International University, 1996. / Abstrakt. Includes bibliographical references (leaves 139-147).

Thesis (M.A.)--Florida State University, 2003. / Advisor: Dr. Barry Faulk, Florida State University, College of Arts and Sciences, Dept. of English. Title and description from dissertation home page (viewed Aug. 31, 2004). Includes bibliographical references.

Thesis (M.A.)--Fuller Theological Seminary, 1992. / Includes abstract and vita. Includes bibliographical references (leaves 234-243) and index.

Thesis (M.S.)--University of Central Florida, 2008. / Adviser: Allyn MacLean Stearman. Includes bibliographical references (p. 98-103).

<p> The purpose of this study was to investigate the use of the nine-step problem design process (Hung, 2009) to design a problem based learning course. I applied a descriptive case study approach to conduct design and development research (Richey &amp; Klein, 2007). The study was conducted in the Malaysian teacher education setting. In this study, I served both as the researcher and instructional designer of the course. The instructor also involved as co-designer. The student participants were 25 preservice teachers enrolled in a video production course. Various data sources were collected such as a designer log, extant data, surveys, and interviews. The findings indicated that the nine-step problem design process was somewhat suitable in the context of this study due to conditions such as decision-making power, existing materials, lack of knowledge, unclear information of the steps, and time. Therefore, it is recommended that designers have client buy-in when deciding which design model or processes to follow and have some content expertise and experience designing problem based learning. It is also important to have subject matter expert involvement when using the steps to design problem based learning. In regards of participants&rsquo; perceptions, the instructor had positive views toward problem based learning and indicated her intention to use it again in the future. However, the instructor felt that designing problem based learning was a challenging and time-consuming task. Overall, the students found problem based learning to be interesting but challenging in terms of completing the video competition and reflection tasks. For future research, performance data such as students&rsquo; achievement and problem-solving skills should be collected to inform the effectiveness of the problems developed by using the nine-step problem design process.</p><p>

<p> The South China Sea has long been a region of competition and tension. In the Spratly Islands alone, Brunei, China, Malaysia, the Philippines, Taiwan, and Vietnam maintain disputing claims to the region&rsquo;s land features and surrounding maritime territories. Some argue that ongoing negotiations between China and the Philippines toward joint explorations of one of these disputed regions could be the key to promoting greater cooperation amongst the other claimants. These arguments, however, do not consider other elements of the international system that drive states to compete. Looking specifically at China, the Philippines, and the United States, this thesis analyzes joint explorations within the framework of motivational realism to understand the interaction of relevant historical elements, state objectives, and state estimations of one another&rsquo;s power, offense-defense balance, and motives&mdash;greedy or security-seeking. The thesis then examines the specific case of joint explorations to understand historical, domestic, and international legal components restricting the pathways within which the two states could reach an agreement. Finally, this thesis concludes that, due to domestic constraints, international legal developments, state objectives, and the way in which China, the Philippines, and the United States assess one another&rsquo;s motives, the South China Sea will likely remain a region of long-term competition and tension.</p><p>

<p> There is a large body of research that suggests the concept of a professional learning community (PLC) can promote improved student learning by increasing collective teacher capacity to meet the diverse learning needs of students (Reeves, 2016; Battersby &amp; Verdi, 2013; Marzano &amp; DuFour, 2011; Fullan 2010, Senge, 2006; Morrissey, 2000; Hord, 1997). Many schools have implemented PLCs around the world. Despite the well-documented benefits of PLCs, there is inconsistency to the extent with which PLCs are implemented within schools and districts. The purpose of this study was to (a) understand how the elementary division at Progressive Academy of Southeast Asia (PASA), an independent private school, has implemented PLCs; (b) learn about promising practices utilized by high performing PLCs to promote teacher collaboration and high productivity; and (c) understand barriers confronted by PLCs during the PLC process. A qualitative research design was used to understand the implementation process through focus group discussions. Focus group discussions were conducted with all grade levels, kindergarten to grade 5 in the elementary division. Ten themes emerged from the study (1) an alignment of belief in the mission and vision and purpose of PLCs by faculty and administration, (2) the elementary school has implemented systems and structures to support the PLC process, (3) there is a collaborative culture for the PLC process, (4) collective responsibility for student learning is still at its infancy stage, (5) PLCs are results oriented and have clearly established SMART goals that align with the elementary school&rsquo;s strategic plan, (6) instructional assistants are a strong system of support for learning for students, (7) trust is a key to high performing PLCs, (8) there is a low level of trust in some PLCs, (9) there is a transient faculty, and (10) there are an overwhelming number of initiatives that require the time of PLCs at the school.</p><p>