AS-607-03 Resolution on Endorsement of Central Coast Center for Arts Education

Endorses the creation of the Central Coast Center for Arts Education

Liberal Studies at Longwood College: Preparing Teachers for Virginia\u27s Future

The Liberal Studies Major provides future teachers studying at Longwood College with an excellent opportunity to prepare for all aspects of teaching in elementary school classrooms. In the area of mathematics and science, the Liberal Studies Major contains a total of 24 hours of mathematics and science, and prepares future K-6 classroom teachers to teach all components of the Virginia Standards of Learning (SOL) in these disciplines. Longwood College is currently studying how requirements can be modified within the Liberal Studies Program to make it possible for students to complete the discipline specific course work that will be necessary for middle school endorsement

A Tale of Two Provinces: The Institutional Environment and Foreign Ownership in China

In this paper, we use a unique dataset covering joint ventures in two provinces of China, Jiangsu and Zhejiang, to test the effect of the institutional environment for domestic private firms on ownership structures of FDI projects. Unlike many studies on this subject, we approach the issue from the perspective of local firms seeking FDI rather than from the perspective of foreign firms seeking to invest in China. Applying the prevailing bargaining framework in studies on ownership structures of FDI projects, we find that a more liberal institutional environment for domestic private firms is associated with less foreign ownership of the joint ventures operating there. Several mechanisms can contribute to this outcome. One is that a more liberal institutional environment may enhance the bargaining power of those domestic firms negotiating with foreign firms to form alliances (the capability effect). The other mechanism is that a more liberal institutional environment may reduce some of the auxiliary benefits associated with FDI—such as greater property rights granted to foreign investors—and thereby attenuate incentive to form alliances with foreign firms (the incentive effect).http://deepblue.lib.umich.edu/bitstream/2027.42/40053/3/wp667.pd

Textbooks and genders : gender representation in teaching materials of liberal studies in Hong Kong

This study is analyzing the gender representation of liberal studies textbooks. Education Bureau suggested that Liberal Studies aims to arouse students’ attention on gender stereotypes. Recently researches have shown that more than 90% of students in Hong Kong are using textbooks to learn in liberal studies lessons. However, as the use of textbooks is not encouraged for Liberal studies, the textbooks review mechanism does not apply to liberal studies textbooks. This study aims to review 5 liberal studies textbooks available in the market. The study focuses on the coverage part and content analysis. The result shows that gender stereotype could also be found, in terms of the ratio between male and female characters, the domestic roles and social roles of characters depicted, as well as the activities taken up by the characters.published_or_final_versionEducationBachelorBachelor of Education in Liberal Studie

Development and the Liberal Peace

According to the liberal peace proposition, pairs of democratic states and pairs of states with extensive trade ties are more peaceful than other pairs of states, and democratic states are also more peaceful internally than other regime types. This article reviews the recent literature on the liberal peace, and proceeds to review the literature on how factors assoiciated with socio-economic development are related to democratization, democratic stability, and to the risk of war. Based on this review and a set of recent empirical studies, it argues that development is a precondition for the liberal peace.

Teachers' understanding of the development of students' creativity in liberal studies classrooms

This research aims at studying teachers’ understanding of the development of students' creativity in Liberal Studies classrooms. Education reform and Liberal Studies Curriculum and Assessment Guide emphasize the development of creativity in Liberal Studies classrooms, however, unlike Taiwan and United Kingdom, there is no specialised curriculum in guiding teachers’ development of students’ creativity. It is interested to know how teachers’ perception of creativity in related to Liberal Studies, what pedagogies they use in developing students’ creativity, what students’ behaviors and personalities they regard as creative and their perception of Liberal Studies’s contribution on developing students’ creativity in the education reform. Seven in-service Liberal Studies were participated in semi-structured interviews to express their views on creativity with the relationship of Liberal Studies. To see whether teachers make use of the pedagogies in developing students’ creativity and have a clear understanding of students’ creative behaviors and personalities, the well-known and comprehensive creativity curriculum model, the Williams model is used to match with the pedagogies, behaviors and personalities mentioned by teachers. This study points out that though teachers use various pedagogies in Liberal Studies classrooms to develop students’ creativity, most of the teachers weigh relatively low importance of Liberal Studies in developing students’ creativity. The main constraint for them is the analysis and evaluation need in examination system that critical thinking is much more important than creativity. It is reflected that teachers lack understanding that creativity needs criticality. The study also shows that most teachers do not think Liberal Studies could contribute much in developing students’ creativity in education reform, though education reform and Liberal Studies curriculum emphasize creativity. Teachers have discrepancies in understanding the aim of authority in developing creativity.published_or_final_versionEducationBachelorBachelor of Education in Liberal Studie

A different crossroads:Meeting the devil in cultural studies

The Crossroads Conference in Paris, July 2012 offered an international perspective on cultural studies. After the event, seeing mention of cultural studies in the context of Nazi Germany opened up questions about the history of cultural studies, its ambitions and position in the contemporary, neo-liberal academy. Drawing on various conjunctures in personal and social life, the article reflects on the challenges for cultural studies when set against knowledge of European history

Major Facelift Set for Northup Hall

Imagine a center that combines the liberal arts, professional studies and experiential learning with opportunities that spread far beyond the confines of the college setting

Digital literatures; digital democracies; digital threats?

Technology is reconfiguring the ways in which we consume, produce and disseminate literature, both within literary studies and outside of the academy. However, most importantly, the apparent breakdown of the gatekeeper function that has been triggered by technology in the distribution of both fiction and criticism leads to a form that looks, at least to some perhaps neo-liberal degree, as though it might be more democratic. In this paper, I explore the ways in which these new technologies unearth value structures within our discipline that have been present for a long time, despite the corrective efforts of cultural studies, but are now more overtly surfacing in a swing back toward Leavisite modes. How are we to strike a balance and sensitivity in our practice of reading and teaching towards a liberal model of value and a top-down authoritarian approach? How might technology enable or hinder such a balancing act

The New Zealand social studies curriculum struggle 1993-1997: An "insider" analysis.

The development of Social Studies in the New Zealand Curriculum over the 1993-1997 period was highly contested. The authors were directly involved in the social studies development over this period, and this paper reflects on some of the major events in the development, from our "insiders" viewpoint. The paper argues that the contest was strongly influenced by two major "dominant voice groups with very different views on what a social studies curriculum should be like and by key elements of the political and economic reform agenda of the day. The paper traces the rise and fall in influence of each "dominant voice" group and also examines the way in which the reform agenda changed throughout the development. It argues that in the end the inclusive and liberal-democratic voice was dominant over the neo-liberal and educationally conservative one. It also suggests that a return to a more cooperative, negotiated style of curriculum development, rather than a pure "market-contract model" approach, was needed to bring the development to a satisfactory conclusion