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- All Subjects: The United States
- Creators: Liu, Chaofan
- Creators: Thomson, Henry
Description
Regarding the question “Why do sanctions fail?” the majority of sanctions studies take the perspective of the target countries or the interactions between the dyadic countries involved, but the sender countries’ impact on sanctions’ effectiveness is largely neglected. This dissertation looks at the domestic economic actors, i.e., enterprises and consumers, of the sender countries. By answering “Who participates in economic sanctions?” this dissertation assesses one factor potentially influencing the sanctions’ effectiveness: the sanctions participation and evasion inside the sender countries. More precisely speaking, this dissertation applies the factor of the political connections economic actors have with their governments to explain their participation in or circumvention from sanctions imposed by their own countries. This dissertation consists of three independent empirical papers, respectively. The first looks at the anti-Japanese consumer boycotts in China 2012, the second at the trade controls by companies inside mainland China targeting Taiwan in 2002, and the third, the Steel and Aluminum Tariffs imposed by the US since 2018. Generally speaking, the papers find that strong political connections in China promote sanctions participation, reflected via the larger transaction reduction by organizational consumers and State-Owned Enterprises, yet facilitate sanctions evasion in the US, reflected by the larger chance for tariff exemptions for companies with more political importance and monetary investment to the governments. Dissertation findings reveal the effect of connections on sanctions, and at the same time show how divergent institutions make one variable function in the opposite way.
ContributorsKONG, FANYING (Author) / Thies, Cameron (Thesis advisor) / Shair-Rosenfield, Sarah (Committee member) / Thomson, Henry (Committee member) / Arizona State University (Publisher)
Created2021
Description
Students’ learning experience in studio are an essential part in studio-based learning mode and design education. Studio-based learning is defined as an active pedagogy in which the student learns multimodal by solving cases or problems. Students work with personal assignments or group assignments that are critiqued on the basis of formal and informal presentations. Studio-based Learning (SBL) is unlike other learning modes, not only because the pedagogy is different but also because of its distinctive learning spaces. SBL is carried out in the studio, a type of classroom within the university that supports this pedagogy. The studio is more like a combination of classroom and study room, students take courses in studio and are encouraged to finish their design project in the studio during their off-school hours.
Nowadays, the development of undergraduate design education and practice varies significantly among countries as a result of the varying curriculum and pedagogical evolution. For instance, Chinese education in interior design has only thirty years of development while the United States has over one hundred years of experience in the field. Even though both educational goals expect students to be able to manage developing design concepts and design projects, the differences between the two are numerous. This thesis studies a comparative analysis between the two systems and aims to identify students’ real needs and their perception of studio-based learning at Nankai University in China and Arizona State University in the United States as a means to recognize possibilities to improve students’ learning experience. The study includes students, their studio spaces, and their interior design undergraduate programs in both universities. The study utilizes qualitative methods including questionnaires, semi-structured interviews, and observations. The study also includes an analysis of both undergraduate interior design programs in these two universities as case studies. The findings are analyzed and translated into physical and pedagogical recommendations. The findings should be of value for students and faculty in interior design programs in both countries.
Nowadays, the development of undergraduate design education and practice varies significantly among countries as a result of the varying curriculum and pedagogical evolution. For instance, Chinese education in interior design has only thirty years of development while the United States has over one hundred years of experience in the field. Even though both educational goals expect students to be able to manage developing design concepts and design projects, the differences between the two are numerous. This thesis studies a comparative analysis between the two systems and aims to identify students’ real needs and their perception of studio-based learning at Nankai University in China and Arizona State University in the United States as a means to recognize possibilities to improve students’ learning experience. The study includes students, their studio spaces, and their interior design undergraduate programs in both universities. The study utilizes qualitative methods including questionnaires, semi-structured interviews, and observations. The study also includes an analysis of both undergraduate interior design programs in these two universities as case studies. The findings are analyzed and translated into physical and pedagogical recommendations. The findings should be of value for students and faculty in interior design programs in both countries.
ContributorsLiu, Chaofan (Author) / Zingoni, Milagros (Thesis advisor) / Fischman, Gustavo (Committee member) / Brunner, Lori (Committee member) / Arizona State University (Publisher)
Created2020