DIPL 6611 AA International Relations in Southeast Asia

This course is designed to introduce students at the graduate level to the international relations system of Southeast Asia and the foreign policies of the Southeast Asian states. Throughout the course three levels of interaction will be examined: the Southeast Asian states as autonomous actors, the regionalization of Southeast Asian foreign policies, and the states\u27 and region\u27s relations in the IR environment external to Southeast Asia. A major focus of the examination of the issues and dynamics of Southeast Asia\u27s international relations will be the impetus toward and impediments to the development of regionalism. A subtheme will be analysis of conflict and conflict resolution within the regional international relations environment

International Relations of Southeast Asia

This course is designed to introduce the student to the international relations system of Southeast Asia and the foreign policies of the Southeast Asian states. Throughout the course three levels of interaction will be examined: the Southeast Asian states as autonomous actors, the regionalization of Southeast Asian foreign policies, and the states’ and region’s relations in the IR environment external to Southeast Asia. The course will begin with a review of the major environmental and historical factors shaping the regional international system. A review of the principal interests and capabilities of the system’s actors will follow. A major emphasis of the course will be regionalism in an analysis of the Association of Southeast Asian Nations (ASEAN) and the ASEAN Regional Forum (ARF). The background to this is the changes in the oostCold War security environment in Southeast Asia, in particular the new, emerging regional distribution of power. The course also will give consideration to emerging problem areas in the region, including ethno-religious conflict, the environment and human rights

DIPL 4196 AA International Relations in Southeast Asia

This course is designed to introduce the student to the international relations system of Southeast Asia and the foreign policies of the Southeast Asian states. Throughout the course three levels of interaction will be examined: the Southeast Asian states as autonomous actors, the regionalization of Southeast Asian foreign policies, and the states\u27 and region\u27s relations in the IR environment external to Southeast Asia. The subtitle of the primary text, the struggle for autonomy, expresses the key proposition for the examination and understanding of the issues and dynamics of Southeast Asia\u27s international relations

International Relations in Southeast Asia

This course is designed to introduce the student to the international relations system of Southeast Asia and the foreign policies of the Southeast Asian states. Throughout the course three levels of interaction will be examined: the Southeast Asian states as autonomous actors, the regionalization of Southeast Asian foreign policies, and the states\u27 and region\u27s relations in the IR environment external to Southeast Asia. The subtitle of the primary text, the struggle for autonomy, expresses the key proposition for the examination and understanding of the issues and dynamics of Southeast Asia\u27s international relations

International Relations in Southeast Asia

This course is designed to introduce students at the graduate level to the international relations system of Southeast Asia and the foreign policies of the Southeast Asian states. Throughout the course three levels of interaction will be examined: the Southeast Asian states as autonomous actors, the regionalization of Southeast Asian foreign policies, and the states\u27 and region\u27s relations in the IR environment external to Southeast Asia. A major focus of the examination of the issues and dynamics of Southeast Asia\u27s international relations will be the impetus toward and impediments to the development of regionalism. A subtheme will be analysis of conflict and conflict resolution within the regional international relations environment

Developing writing proficiency through cooperative learning strategies in limited English proficient college students

The purpose of this study was to describe the process involved in the implementation of cooperative learning strategies in the development of writing proficiency of limited English proficient college students. Cooperative learning strategies in this study involved: (a) metacognitive text structure awareness and awareness of students\u27 performance in peer and group settings, (b) reading-writing interaction and process writing, (c) thinking-writing and writing-thinking processes, and (d) reading- and writing-based prose in narrative and expository patterns. The study examined, through observations, questionnaires, interviews, and students\u27 written essays, how students develop writing proficiency in cooperative learning settings. Participants were involved in the use of cooperative learning strategies as a mode of learning and writing in the second language. By using writing as a mode of learning, participants learned the academic language and context by using different styles of writing. Students needed to know how to think, organize their ideas through logical reasoning, and write them on paper. The findings of the study suggested that cooperative learning strategies are effective strategies to improve LEP college students\u27 writing proficiency in English. When they exchanged ideas they learned new content, vocabulary, essay structure, and they understood the language they were learning and experimented freely with new concepts of writing. They learned, preferably through small-group and peer interactions, to develop and improve writing skills. Students\u27 perceptions of their personal experiences of writing indicated that writing was a difficult task, but cooperative learning strategies helped them to discover writing as a mode of learning, and as a result they have improved their writing skills and are better writers