The history of Korean immigration to America Presentation Your presentation should include 7-15 PowerPoint slides. Tables from American Fact Finder or IPUM

The history of Korean immigration to America Presentation Your presentation should include 7-15 PowerPoint slides. Tables from American Fact Finder or IPUMS are required.
Your presentation should include the following sections:
Introduction: In this section you want to inform your audience of all the relevant background information of your research project.
Literature Review: In this section you would want to list the author(s) and a brief statement about what you gleaned from their work and how it helps aid your research.
Research Question: This should be the question that your paper’s findings try to answer. It should also be the same topic with with your research statement from your proposal.
Methodology: In this section you should share with your audience how you went about collecting and analyzing your data (American Fact Finder or IPUMS data, and your first-hand data).
Findings: In this section you want to clearly organize and display your data and findings. This is where graphs, tables and images are most helpful. Remember, let the data do the talking in this section. You should just explain the graphs, charts and images that you are presenting to your audience. Do your best to display your data in the most clear, concise way possible.
Conclusion: This section is a concise summary of your main findings. Ideally you should be able to state the answer to your research question that you initially posed in the beginning. This is also where you will discuss how your findings can be helpful for the general public, as well as the limitation of your project.
Don’t include too many words on slides. You need to illustrate the findings instead of letting the audience read the slides.

Requirements:

Organization

Has a clear opening statement that catches audience’s interest; maintains focus throughout; summarizes main points

Content

Demonstrates substance and depth; is comprehensive; shows mastery of material

Quality of conclusion

Delivers a conclusion that is well documented and persuasive

Delivery

Has natural delivery; modulates voice; articulate; projects enthusiasm, interest, and confidence; uses body language effectively

Use of media

Uses slides effortlessly to enhance presentation; has an effective presentation without media

Note: You don’t need to do the part about speech, just work on powerpoint. I upload two sample ppts below. Salary Differentiation Among
Vietnamese and Taiwanese in California
By:
Amanda Montana, Jacky Wu, Sunny Rahman
Brief History of Vietnamese
Migration
✢
✢
–
Vietnamese War (1955 – 1975)
Civil war between Communist North and Anti-Communist South
Push factor
Political instability; North won battle and Vietnam reunified as a
Communist country
– Livelihoods of people destroyed
✢ Pull Factor
– Safety and freedom from communist
– Government guaranteed legal passage and assistance with
resettlement to all Vietnamese refugees, regardless of Social Class
History Continued
✢ First Wave of Immigrants
– 1975 and 1977
– Did not choose to come to America, forced by
American military to evacuate
– Majority were rich, the elite upper class, well
educated, traveled by plane
✢ Second Wave of Immigrants
– After the war in 1978
– War veterans, little to no education, poor or
working class from rural area
– “Boat people”
Literature Review
Ellis, M., Wright, R., & Parks, V. (2007). Geography and the Immigrant Division of Labor.
Economic Geography, 83(3), 255-281.
✢ Geography shapes division of immigrant labor, networks impact immigrants housing
and job opportunities. Ex. Orange county California, Vietnamese work closer to
computer firms than Chinese- niche advantage because they do not have to commute far
✢ For our research, this allows us to have a better understanding as to why one group would
make more than the other
ZHOU, Y. (2006). A Different Path to Homeownership: The Case of Taiwanese Immigrants in
Los Angeles. Housing Studies, 21(4), 555-579. doi:10.1080/02673030600709082
✢ In Los Angeles in the 1990’s, Taiwanese immigrants had a homeownership rate of 75%.
Taiwanese are known as being a “well-off” Asian migrant group. Many Taiwanese
brought their wealth over with them when they immigrated.
✢ For our research, this allows us to better understand why one group could potentially
have more money than the other group
Methodology:
Variables used:
– Race
– Educational
Attainment
– Income
– Occupation
– Labor Force
– Age
– Sex
– Birthplace
– State
Source:
– IPUMS Data
– 2011-2015 ACS
sample
Variables:
Birthplace and
Race
Variables: Labor Force
Variables: Labor Force,Educational Attainment
Variables: Gender, and Educational Attainment
Variables:
Race, Age
and Income
Variables:
Race, Age
and
Income
Variables: Occupation, Gender and Race
Variables: Income,Race and Occupation
Continued…
Continued…
Conclusion
Vietnamese
✢ Have higher rates of
poverty and wealth
✢ There are more
Vietnamese in the
workforce
✢ Over 50% of Vietnamese
live below the poverty line
✢ Overall make more money
Taiwanese
Taiwanese
✢ Higher Educational
Attainments, specifically
Bachelor’s and
Postgraduate
✢ Over 50% live below the
poverty line
✢ Make overall less money
than Vietnamese
Reference List
✢
Aratani, Lori. “Secret Use of Census Info Helped Send
Japanese Americans to Internment Camps in WWII.”
Twin Cities, Twin Cities, 3 Apr. 2018,
✢
James, Thomas. Exile within: the Schooling of Japanese
Americans, 1942-1945. Harvard University Press,
1987.
Brain Circulation of Global Talents?
Students Migrants Between China
and the U.S.
Wan Yu
PH.D. Student
School of Geographical Science and Urban Planning
Arizona State University
Image source: littleblackblog.net
Research Background- Growing
international student migration flows
– 30%-50% scientifically and technologically trained
person in developing countries eventually migrate to
developed world (Barré et al., 2004)
– U.S.
• top receiving country;
• 690,923 international students on campus by 2010
• $20 billions to U.S. economy in 2010
2
Research Background- International
Students in the U.S.
Number of International Students in the
U.S., 2001-2010
800,000
700,000
600,000
500,000
400,000
300,000
200,000
100,000
0
Open Door Report, Fast Fact 2010, Table B
Conceptual Framework
• International Migration
Migration
Theories*
Reasonings*
Perspectives on
Return Migration*
Neoclassical
economic approach
(Todaro, 1969)
Income differentials and wage
inequalities are key factors for
migration
Outcome of a failed migration
New economic
approach (Stark,
1991)
Migration as a calculated household Result of successful migration
strategy involving risk and
experience
opportunity evaluation
Structural approach
(Lewis and Williams
1986; Portes 1999)
Social and institutional factors in the Part of a circularity of
sending countries and receiving
movements, not the end of a
countries
migration cycle
4
Li and Lo (2010)
Conceptual Framework
• Highly-skilled migrants – “human capital”
– “Brain-drain” (Meyer & Brown 1999, Barré et al., 2004)
– “Optimal Brain-drain” (Beine et al., 2003; Lowell and Gerova, 2004;
Stark, 2003)
• Highly-skilled emigration can stimulate the education industry
– “Brain Gain” (Meyer and Brown,1999; Stark, 2008)
– For developing countries to lure skill-migrants back
– “Brain-circulation” (Chan et al, 2002; Kurian, 1997; Lowell and
Gerova, 2004)
5
Research Questions
• How the demography of Chinese migrants for highereducation in the U.S. changed in recent years?
• Is there highly-skilled brain-circulation existing
between the U.S. and China? If so, what are the
motivations for the student migrants to return?
Methodology- Chinese Student Migrants
⚫ Survey of 222 Chinese returnees at Beijing :
• Age
– 46% are 30~40 years old;
• Gender
– 90.5% male
– 9.5% female
• Receiving Countries
– 64.4% from the U.S.
– 16.2% from Canada
• Degree
– 93.7% received graduate degrees from foreign countries
7
Finding One: Chinese Student MigrantsDemographic Changes
• Total number growing in both graduate and undergraduate level
• Declining share of graduate studies level Vs. roaring undergraduate
level
Number of Students in Thousand
70
Number of Chinese Oversea Students to the U.S., 2001
to 2010
60
Undergraduate
Percentage
Percentage of Chinese Oversea Students by
50
Academic Level, 2000 to 2008
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
40
Graduate
30
Percentage of
Graduate
20
10
0
2000- 2001- 2002- 2003- 2004- 2005- 2006- 2007- 2008- 200901
02
03
04
05
06
07
08
09
10
Percentage of
Other
Other
Percentage of
Undergraduate
Academic Year
Academic Year
8
Source: Open Doors Report, 2001-2010
Finding Two: Socio-economic status
of Chinese student returnees
• Industry worked after return:
– Most not choose the same industry as they major in
– Many changed to IT, Biomedical, and Industrial engineering
industries.
50%
40%
Before
return
30%
20%
After
return
10%
Oth
er
Fin
an
ce
Arg
ricu
ltu r
e
Ed
uc
Arc
atio
hite
n
ctu
re,
env
En
…
e rg
ya
nd
che
m..
.
0%
IT
rela
Bio
ted
me
dic
al in
du
Ind
stry
ust
rial
En
gin
ee.
..
Percentage of returnees work in
Industries Chinese returnees worked in 2006 survey
Industry
Source: Xia, 2006
9
Finding Three: Motivation to
Return
• Female returnees- Family ties
– “When heard my Dad’s total paralysis, I just couldn’t
concentrate on anything here (in the U.S.). I have to go
back… I am the only child… I am the only one can support
the family.”
• Male returnees- Chinese booming economy
– “The reason strikes me to return is when I went to my high
school reunion dinner in China last year. Many of my
classmates who found jobs after graduated from college now
earn much more than I do, cars, houses, family, everything…
and I am still doing useless experiments in the lab 10 hours a
day and waiting for my almost impossible Green Card… I
don’t want to be miserable anymore… I need to go back to
catch the opportunity since I am still young, since I am still
willing to make a change of my life.”
10
Conclusion
Outgoing
Increasing student migrants;
Shifting from graduate to
undergraduate students
Returning
Growing return migration flow;
great impact on Chinese society
“Brain-circulation”:
a win-win situation?
11
Discussion: Policy Impact
• Growing Impact of Returnees in China
– Academically
• 81% of the members in Chinese Academy of Science
• 54% of the members in Chinese Academy of Engineering
• 78% of Chinese university presidents
– Economically
• 11 among the 50 representatives of Chinese business leaders who were invited to
recent the Buffett and Gates Charity Dinner
• Governmental incentive policies
– Outgoing migration
• 2008, stimulating scholarly exchange- government funded“J-1 exchange
scholars” projects;
– Return migration
• “Yangzi Scholars Project”- 500,000 to 1 million RMB award
• “Thousand Scholars Project” – 1 million RMB start-up funding
http://politics.people.com.cn/GB/8198/190371/index.html
Thank you!

Purchase answer to see full
attachment