Dissertations / Theses: 'Master of Liberal Studies'

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Keizer, Kornelis Bote. "Effective engagement : the European Union, liberal theory and the Aceh peace process : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Europen Studies in the University of Canterbury /." Thesis, University of Canterbury. National Centre for Research on Europe, 2008. http://hdl.handle.net/10092/2486.

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Peace has finally come to Aceh. The Indonesian province has suffered for over 30 years through conflict with the Indonesian army. Instrumental in having achieved this peaceful outcome has been the role of the European Union (EU). Its crucial monitoring role and long term commitment had a profound impact on the province, helping to end the hostilities and to rebuild Aceh. The EU-led Aceh Monitoring Mission (AMM) is the central feature of this thesis. Like Aceh, Europe has experienced wars. However, since the beginnings of Western European institution building, peace and cooperation in the region transpired. This phenomenon has spread across the continent. The progressive structure enabled the EU to flourish as a cooperative institution, especially in the aftermath of the Cold War east-west division. This period also gave the EU an opportunity to expand its peaceful legacy by exporting its values abroad. The development of the EU's external capability to deliver such aspirations is a central part of this thesis. The thesis seeks to draw a connection with the EU's quest to bring peace to Aceh with international relations (IR) theory. As such, it assesses the EU's motives and interests in the Aceh peace process to discover what they were based on. After assessing both realist and liberalist IR viewpoints, the thesis’ central findings confirm the liberal motives of the EU. The EU has predominantly acted in the interests of Aceh. It helped bring many liberal based values to the province and experienced constructive relations with Indonesia and other powers in the region. Whilst realist orientated EU power motives are outlined, the EU's liberal agenda based on mediation, peace and security, multilateralism, democracy and human rights - as core liberal elements - are more convincing explanations as this thesis argues.

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Wong, Yin-chong Yvonne. "Liberal studies students' conceptions of critical thinking." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039997.

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Wong, Yin-chong Yvonne, and 黃燕莊. "Liberal studies students' conceptions of critical thinking." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039997.

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Sundar, Divya. "Saving “America’s Iconic Liberal City”: The Late Liberal Biopolitics of Anti-Gentrification Discourses in San Francisco." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406289984.

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Ennis, Andrew Edward. "Legitimising language : 9/11 and liberal democracy." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/12372.

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Includes bibliographical references (leaves 62-63).
Since the famous 9/11 terrorist attacks in America, the American government has increased their military presence across the world, most notably by occupying Iraq and Afghanistan. This they have done under the banner of spreading liberal democracy to oppressed peoples in far off places, arguing that their actions represent asense of moral clarity and are necessary if the world is going to be safe from evil. This paper argues that the term liberal democracy and all the ideological rhetoric of freedom that is employed give the Americans a moral high ground from which they seek to excuse and legitimise their actions. This thesis shows how the framework of spreading liberal democracy has been and is being used in order to legitimise actions which appear to be contradictory to the professed goals of spreading liberty and equality, to oppressed people.

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Gobes-Ryan, Sheila. "Organizational Office Space in the Virtual Age: The Role of Shared Space in Communication." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000048.

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Ady, Dawn S. "The Ultimate Irony: An Information Age Without Librarians." UNF Digital Commons, 2016. https://digitalcommons.unf.edu/etd/634.

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In this thesis, the continuing relevance of the profession of librarianship in the digital age is explored and assessed. After defining the library as information itself, the thesis establishes that electronic formats replacing printed matter is not an indication of libraries becoming extinct. Further, various aspects of the profession of librarianship—including library ethics, information extraction skills, and information literacy instruction—are discussed. Additionally, the potential for librarians to play an important role in a largely “jobless” society (as forecast by some experts and scholars as well as in a recent Oxford University study) is evaluated. Finally, a proposal is made for librarians to actively contribute to a more participatory and deliberative democracy by using the Internet to facilitate information access in the public sphere.

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Allman, Anne. "The Lost Legacy of Liberal Feminism." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1600441468583534.

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Leung, Hai-ka Elaine, and 梁凱嘉. "Critical thinking and knowledge in liberal studies: ways of seeing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B48364915.

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The study explores perceptions of critical thinking and knowledge by New Senior Secondary Liberal Studies teachers in Hong Kong. The insights in this study have implications for the curriculum development and pedagogy, particularly regarding how we can improve the teachers training of critical thinking. Seven Liberal Studies teachers (with various levels of teaching experience and differing backgrounds) were invited to in-depth interviews about their experience teaching Liberal Studies, and particularly regarding critical thinking and knowledge, as well as their pedagogies and views of this subject. Factors such as work experience, personality, school training, and cultural identity affect ways of seeing ‘critical thinking’ and ‘knowledge’. Also, these interviews provide insights into a better pedagogy in high order thinking. We can gain understanding of the difficulties and constraints of teaching critical thinking in Liberal Studies. The research is also a critical thinking process, which is explored in conversations with participants. The study asked them to reflect on what they thought and had experienced. The participants gave useful insights and suggestions.
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Education
Master
Master of Education

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Cheng, Wing Ming (Clement). "Liberal Studies in Hong Kong, 1992-2014 : a critical history." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/53345/.

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This thesis investigates the history of two Liberal Studies curricula in Hong Kong: Advanced Supplementary Level Liberal Studies (ASL LS) and New Senior Secondary Liberal Studies (NSS LS), which were introduced under two successive academic structures. The former follows the English Britain academic structure, with five-year junior and senior secondary, two further secondary years for matriculation, and a three-year undergraduate higher education. The latter resembles the Chinese academic structure with three years' junior secondary, three years' senior secondary and four year of undergraduate higher education. ASL LS formed part of the matriculation education curriculum and lasted for two years under the old academic structure; NSS LS is a component of a three-year senior secondary education under the new academic structure. The shift of academic structures in Hong Kong took place between 2009 and 2012, during which transition period both academic structures existed in parallel. This research has two main purposes. The first is to examine the history of the two Liberal Studies curricula. The second is to find out the key factors shaping the two curricula. The results and findings are mainly based mainly on documentary analysis supplemented by interviews with men and women who played significant parts in shaping the Liberal Studies curriculum. This historical research identifies three key overlapping stages in the development of Liberal Studies. The first stage relates to the formation and implementation of the ASL LS from 1992 to 2012. The second stage, beginning in September 2001, covers the consultation over and implementation (up to August 2014) of NSS LS. The third and comparatively short stage covers September to December 2014. This was initiated by the 79 day 'Occupy Central' and the 'Umbrella' movements in support of universal suffrage for the Legislative Council Election in 2016 and Chief Executive Election in 2017. While the predominant view in the academic literature locates the origins of Liberal Studies in the Sino-British Joint Declaration of 1984, Legislative Council records show that ideas about liberal studies began to emerge as early as 1978. Factors shaping the Liberal Studies curriculum are also identified at international, regional and local levels. The Liberal Studies curricula is seen as resulting from the interplay of factors at all three levels, with local level factors played the decisive role.

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Madigan, John J. "Graduate liberal studies: a nontraditional, interdisciplinary approach to higher education." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39926.

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Educators, authors and policymakers continue to address the quality and focus of higher education in the United States. Some have noted the unprecedented number of students entering professional colleges and universities as a gateway to promising careers, while others have suggested that our schools lack the wherewithal to reconstitute the idea of a liberally educated person. Yet, over the past 16 years there has been considerable growth in the number of institutions that have established new graduate programs in Liberal Studies. This study examined the growth associated with those programs and addressed the issues of why the programs were started; whom they served; and, how they fit and operated within their host institutions. The methodology encompassed survey and case study research. The population consisted of the total number of schools actively affiliated with the Association of Graduate Liberal Studies Programs (AGLSP).
Ed. D.

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Arapoff, Nikan. "Teacher Experiences With Credit-Related Finance Education." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/984.

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Recent financial problems have highlighted the portion of financial literacy classes related to credit and spending. The recent bursting of the real estate asset bubble and the ongoing economic crisis framed the research question for this study regarding the experiences of social studies and business teachers in teaching coursework in credit-related finance management. The purpose of this study was to understand teacher experiences in the classroom that involved teaching financial information related to consumer credit. The study was based on the theoretical foundations of constructivism and a synthesis of related economic and educational thought. A qualitative, constructivist, and interpretive case study was conducted using interviews with and observations of 6 business and 3 economics teachers. The results were horizontalized and then inductively grouped by phenomenological reduction into domains. Analysis showed that business and economics teachers were faithful in incorporating topics related to consumer credit-related finance education at, or greater than, the level outlined by state standards. The best methods recommended by research were prevalent in the instructional strategies. Teachers stressed the importance of literacy and numeracy. The infusion of economics in early grade levels had little effect on student performance. Participants felt that more finance education in high school was needed, either as a stand-alone course or integrated more efficiently into the curriculum. Implications for positive social change include evaluating financial curriculum components to improve instructional practices by being a part of the curriculum review process and helping administrators and teachers address poverty by improving students' financial skills.

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Pichler, Katharina C. "Tamed tiger? : the new notion of national security and liberal democracy." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/3714.

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Ng, Ka-yun Amanda. "Teaching, learning and assessment of liberal studies in secondary one classes /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37111905.

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Ng, Ka-yun Amanda, and 吳嘉欣. "Teaching, learning and assessment of liberal studies in secondary one classes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45007895.

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Ng, Ting-fai, and 吳廷輝. "Understanding values education in Hong Kong senior secondary liberal studies curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368647.

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The exploratory study examines how different stakeholders, namely the authority, teachers and students, understand values education in Liberal Studies as a core subject in Hong Kong Diploma of Secondary Education Examination. Qualitative research method is mainly employed to collect data from the stakeholders. A number of issues are discussed, like the subjectivity and types of values, ways of studying values, the importance of values education in the subject, the effectiveness of learning activities and assessment. It has been found that the linear mode of authority-teacher communication and teacher-student communication have an impact on the practical implementation of values education in the subject. Time constraints, the dominant influence of the media and the misconception that values are unimportant in the public examination are perceived as major difficulties of implementing values education. The negative orientation of using multiple perspectives, the low profile of values in examinations, stakeholders’ depreciation of values and indoctrination agenda greatly undermine the credibility of the public examination. Moreover, the design of the marking scheme cultivates negative meta-values. To boost the public acceptance of the subject, suggestions have been made on how stakeholders should communicate better with one another and how assessments should be adapted so as to allay the public’s fear of unfairness. The authority should convey to stakeholders in specific terms that values education is an integral component in the curriculum. A comprehensive list of various kinds of values should be published for stakeholders to conduct holistic values review. The marking scheme should be designed after a markers’ meeting in such a way that it consists of clear guidelines and yet nonrestrictive content.
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Education
Master
Master of Education

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Ng, Kar-wai Vivien, and 吳家慧. "Teachers' conceptions of liberal studies teaching in a case study school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/209524.

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This study is a qualitative case study which aims to investigate teachers’ conceptions of Liberal Studies teaching in a case study school after Liberal Studies became compulsory in the Senior Secondary curriculum. A list of aspects of teaching were compiled based on previous research studies and were used to identify teachers’ conceptions. Data were collected from three participating teachers with two research tools, namely, lesson observations and semi-structured interviews. The teachers came from different educational backgrounds but they taught students at the same secondary level. The findings reveal that participating teachers possess multiple conceptions and there are discrepancies between what they think Liberal Studies teaching should be and their real classroom practices. They also do not have complete understanding of what an issue-enquiry approach is. The reasons participating Liberal Studies teachers gave in response to the formation of their conceptions are found to be related to their major subject taught or major subject completed at a degree level. It is also found that when they attended Liberal Studies related training courses, they tended to use their educational background to selectively pick up teaching strategies introduced in the courses.
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Education
Master
Master of Education

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Chua, Dominique. "Edge of Town: Cultivating a Critical Design Discourse in the Liberal Arts." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/1011.

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As theoretical and practical explorations of design in the past century have broadened to integrate myriad disciplines, its ubiquity and pertinence across diverse ways of knowing grows more apparent and complex. However, in education, design often remains institutionally and intellectually contained to pre-professional programs and trade schools. I contend in this thesis that liberal arts campuses warrant their own critical design-oriented discourse. As a tangible way of addressing this assertion, I coordinated the publishing of a printed design magazine entitled Edge of Town. To support my rationale for my project I present in this written supplement a set of academic literature demonstrating how current political and economic forces shaping design practice justifies a critical evaluation of the discipline. I also illustrate how the growing body of research between rhetoric and design provides a theoretical template for this re-evaluation of contemporary design practice. In the second half, I outline the components of Edge of Town and how the community that worked to produce it came together.

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Shiltagh, Nabil. "An inevitable self-destruction? : A qualitative study on how liberal thinkers explain the crisis of the liberal international order." Thesis, Försvarshögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-9855.

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With the aim of contributing to the recent debate on the fate of the liberal international order, this thesis has examined how prominent advocates of the liberal international order explain its contemporary state of crisis. Taking a point of departure in John Mearsheimer’s critical argument of three essential flaws in the liberal order, I have expanded these flaws into three theoretical areas. These theoretical areas highlight fundamental components in the liberal international order that, according to Mearsheimer, endogenously undermine the liberal international order which will eventually lead to its demise. These theoretical areas are the expansion of the liberal order, resistance in liberal democracies and the threat of China. Analyzing the ideas of liberal advocates within these theoretical areas, I have found that they have offered strong arguments on why the liberal international order will not perish. Although the liberal advocates see a crisis of governance and legitimacy in the liberal order, they believe that the order’s beneficial and robustious architecture constrain states from abandoning the international institutions of the liberal international order. However, drawing on previous research, I have discussed the plausible possibility and consequences of an increasingly powerful China rising within the order. I have concluded that the liberal advocates have not satisfactorily explained this threat of China to the contemporary U.S-led liberal order.

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Blackmore, Jacqueline Hilary. "Teacher-Student Relationships and Student Writing Achievement." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1102.

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Past research has shown that learner-centered environments can improve students' self-esteem and increase their academic skills. The purpose of this study was to determine whether teaching the core curriculum within a caring classroom environment increases students ability to communicate effectively and perform at higher achievement levels in writing. The study addressed the experiences of teachers in implementing a new writing program with a strong emphasis on social skill development as a precursor to good writing. Guided by the social learning theories of Dewey, Rogers, and Vygotsky, who contended that social interaction is vital to the development of cognition, a qualitative case study was undertaken consisting of individual interviews with 15 teachers at 6 elementary schools in southwestern Connecticut. Data were collected to address the extent to which a caring community of students can foster positive academic outcomes. Data were analyzed and coded to discover common themes. Results showed that teachers perceived that the social skills taught through the program did increase students writing skills. In addition, students had better listening skills and were more comfortable taking academic risks. This finding supports past social learning theories. Based on these findings, 3 days of professional learning workshops were created with the goals of building student-teacher relationships, creating learner-centered environments, and curtailing bullying. Equipping teachers with this resource will help to create social change by helping students become better communicators in a diverse society, increasing their graduation rates, and preparing them to enter the global workforce of the 21st century.

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Osei, Eric. "Managing Humanitarian Relief Organizations with Limited Resources in Ghana." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4013.

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During disaster operations in Ghana in 2015, as a result of flood and fire, there was evidence of poor coordination between the workers and victims of the NGO, as well as inappropriate use of funds, which consequently caused compounding problems for disaster victims especially the outbreak of diseases. Little, however, is known about what conditions precipitated these events that may have delayed humanitarian, non-governmental organizations' (NGOs) ability to engage in disaster relief to victims. Using Freeman's stakeholder theory as the foundation, the purpose of this case study of the 2015 fire/flood disaster in Ghana was to understand from the perspective NGOs what events and conditions may have contributed to lack of coordination and inefficient practices. Data were collected from 13 executive directors, employees, and volunteers of the NGO through personal interviews. Interview data were deductively coded and subjected to a thematic analysis procedure. Findings revealed that participants perceived that the NGO provided financial accountability to donors, but not to disaster victims, nor were victims involved in the NGO's operations. The study's findings have implications for how future researchers in related disasters may approach studies in disaster management by including the perspectives of both NGO and victims in humanitarian aid operations. Implications for social change include recommendations to NGO management to develop and engage in accountability practices to ensure financial accountability to all stakeholders as well as active involvement of the disaster victims.

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Shilo, Molly. ""I Feel Your Pain": Service-Learning Programs And The Liberal Narrative Of Empathy." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593092026.

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Over the past several decades, service-learning programs have proliferated at colleges and universities, gaining broad support for their incorporation of critical reflection, academic learning, and volunteer work. The stated objective of these programs is transformation, both for students personally and for the communities with which they engage in terms of resources and justice. Through a case study of Fordham University's Global Outreach program, though, I demonstrate that, by positing the emotion empathy as the most productive mechanism through which to radically transform oneself and set off a ripple of social change, university administrators and educators avoid actual structural transformation and instead obscure how service-learning often reaffirms hierarchical and postcolonial relations. I argue that by historicizing the concept of empathy by identifying similar rhetorical devices deployed within service-learning programs in the late twentieth and twenty-first centuries, colonial legacies of Christian missionary work across time, and the nineteenth-century movement for the abolition of slavery we can better understand the rise of service-learning programs, especially within Jesuit universities, and their promotion of direct encounters with racialized others as the premier mode of gathering authentic and real knowledge that can lead to change. The focus on affective relations between individuals within service learning, I argue, carries forward dynamics that obscure rather than elucidate and attempt to change relations of power that depend on the continuation of systemic, racialized inequities.

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Leung, Lai Sim. "Aligning summative assessment with curriculum aims of liberal studies in Hong Kong." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715784.

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Cuellar, Eduardo, and Eduardo Cuellar. "Tokugawa Zen Master Shidō Munan." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/621441.

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Shidō Munan (至道無難, 1602-1676) was an early Tokugawa Zen master mostly active in Edo. He was the teacher of Shōju Rōjin, who is in turn considered the main teacher of Hakuin Ekaku. He is best known for the phrase that one must“die while alive,”made famous by D.T. Suzuki. Other than this, his work has not been much analyzed, nor his thought placed into the context of the early Tokugawa period he inhabited. It is the aim of this work to analyze some of the major themes in his writings, the Jishōki (自性記), Sokushinki (即心記), Ryūtakuji ShozōHōgo (龍沢寺所蔵法語), and the Dōka (道歌). Special attention is paid to his views on Neo-Confucianism, Pure Land thought, and Shinto- traditions which can be shown through their prevalence in his writings to have placed Zen on the defensive during this time period. His teachings on death are also expanded on and analyzed, as well as some of the other common themes in his writing, such as his teachings on kōan practice and advice for monastics. In looking at these themes, it is possible to both compare and contrast him from some of his better-known contemporaries, such as Bankei and Suzuki Shōsan. Additionally, selected passages from his writings are offered in translation.

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Edwards-Ingram, Ywone. "Master-Slave Relations: A Williamsburg Perspective." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539625579.

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Larkin, Clare. "Becoming liberal : a history of the National Union of South African students : 1945-1955." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/7892.

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Includes bibliographical references.
The National Union of South African Students (NUSAS) was established in 1924 as a forum for white South African students. The rise of Afrikaner Nationalism in the 1930s and the establishment of the ultra-nationalist Afrikaanse Studentebond (ANS) led to the disaffiliation from NUSAS of the student bodies of the Afrikaans-medium universities. Until the end of the Second World War, two groups of students jostled for control of NUSAS. The first championed the ideal of a broad white South African national feeling and worked for the return of the Afikaans-speaking centres, while the second group, predominantly left-wing radicals based at Wits, called for NUSAS to become a racially more inclusive organisation and admit Fort Hare to membership.

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Mootoo, Alexis Nicole. "Structural Racism: Racists without Racism in Liberal Institutions within Colorblind States." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6909.

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Afro-Descendants suffer sustained discrimination and invisibility that is proliferated with policies that were once blatantly racist, but are now furtive. This study argues that structural racism is alive and well in liberal institutions such as publicly funded colleges and universities. Thus, structural racism is subtly replicated and reproduced within these institutions and by institutional agents who are Racist without Racism. This study builds on theories from Pierre Bourdieu, Frantz Fanon, Glen Loury and Eduardo Bonilla-Silva. The juxtaposition of their theoretical arguments provides a deeper insight into how structural racism becomes a de facto reflexive phenomenon in liberal and progressive institutions such as universities, which are heralded as the epitome of racism-free spaces in colorblind states. Inspired by Lieberman’s nested mixed methods approach, the study examines Afro-Descendants’ sustained discrimination and invisibility in publicly funded universities in New York City and the city of São Paulo. The success of race-based affirmative action is examined quantitatively in New York City and São Paulo. Semi-structured interviews are conducted with Afro-Descendant professors, students and administrators in New York City and São Paulo’s publicly funded liberal university systems. These interviews are conducted to (1) understand the respondents’ experiences in their respective liberal spaces as racial minorities; and (2) determine whether they have benefited or been harmed by a public policy designed to ameliorate their inferior positions. Overall, findings from this study suggest that structural racism exists and persists in New York City and São Paulo. Moreover, Afro-Descendant participants in both cities acknowledge and experience structural racism within their respective liberal university systems.

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Yiu, Si-in Sianna, and 姚思言. "Education for sustainable development in liberal studies : perceptions from teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/209468.

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The period 2005-2014 was the United Nations Decade of Education for Sustainable Development. Many countries, especially those in European and North America have been implementing or looking for ways to implement education for sustainable development (ESD) in their education system. In Hong Kong, Liberal Studies (LS) is an important new channel for ESD. It is the only compulsory subject in secondary schools which required students to learn about sustainable development (SD). There are a lot of similarities between LS and ESD in terms of goal, perspectives, values and attitudes, pedagogy and the development of skills, however, both LS and SD are new to many LS teachers. This study aims to examine LS teachers’ perception of SD and ESD and the ways they implement ESD through LS in order to identify opportunities and constraints for implementing ESD through LS and find out what can be done to further promote SD in schools. Apart from desktop research, first-hand data were collected mainly from questionnaires and interviews with LS teachers. Interviews were also conducted with some relevant government officers and LS teacher educators working at universities. This study finds that LS teachers generally support SD and ESD and have developed some common understandings on SD and ESD. They pay special attention to preservation and conservation and the controversial nature of SD issues. They put special emphasis on helping students see SD issues from multi-perspectives and balance different interests. They are able to recognize the importance of experiential learning, place-based education and active and participative learning approaches to ESD. LS teachers generally agree that LS is a very important channel for ESD as it raises students’ awareness and sensitivity to current SD issues and can help students think about SD across modules by applying the concept on different geographical and time scales. However, there are a number of factors limiting the effectiveness of ESD in LS. This study shows that there are four major types of constraints affecting the implementation of ESD through LS, including conceptual constraints, LS curriculum constraints, resource constraints and the over-reliance on LS. This study also identifies some opportunities to improve ESD in LS. Base on the study findings, some general recommendations for improving ESD in the Hong Kong education system are made followed by some specific recommendations for improving ESD in LS.
published_or_final_version
Kadoorie Institute
Master
Master of Philosophy

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Nason, Erick W. "Assessing the Impact of Mandated Standards for Teaching on United States History Achievement Scores in Public Schools." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/855.

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The purpose of this study was to demonstrate how a well developed and validated national standard for United States history can affect public school achievement levels. Currently, there is no mandated national standard for United States history; rather it has been left to the respective states to create their own. This study focused on the state of Virginia, which has been able to meet both the nationally mandated adequate yearly progress (AYP) level, and achieve high proficiency levels in United States history achievement. This comparative case study examined two neighboring states of similar demographics: Virginia which made both the AYP and high history achievement, and a southern U.S. state which did not meet either the AYP or acceptable history scores. Archival data included achievement levels as assessed by the National Assessment of Education Progress (NAEP) test scores in U.S. history for both states, and State of the State (SOS) national assessments of state history standards. It was hypothesized that there would be a correlation between well established and vetted standards and achievement levels. Sequential analyses employing Pearson correlations and Somers' D tests of association demonstrated significant correlations between SOS standards and NAEP achievement scores. These results can contribute to positive social change by informing research based decision making related to best practice standards for U.S. history curricula that will increase student achievement levels, and provide a more common curricular foundation from which supporting resources can be developed and shared to offset reductions in education budgets.

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Witte, Klemens. "The (Re-) Creation of Latvian Citizenship : Questioning Ethnic and Liberal Democracy." Thesis, Södertörn University College, Södertörn University College, Baltic & East European Graduate School, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1931.

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This thesis is foremost dealing with the process and the consequences of the restoration of the Latvian republic after 1991.

It was examined what liberal and ethnic democracy can tell about the assessment of citizenship in general and about the restoration of Latvia in particular. Further, it was analysed how the Latvian legislation defines the citizenry and if preference to a certain ethnic group is given. The change over time of the relevant legal documents was subject to this study as well.

It was evaluated, which impact the exclusive approach to citizenship (initially purely based on state-continuity) that in 1991 disfranchised 30% of the population, had for the rights of these people.

The method of ideational analysis was used to scrutinise the law texts.

In order to gain information on the effects for the population in question, the method of effect analysis was used. This was enriched with interviews conducted by the author on two occasions with governmental representatives, researchers and members of NGO´s in Riga 2008.

The legal documents here, encompass the Latvian Constitution (1922), the Resolution on Restoration (1991), the Law on Citizenship (1994, 1995, 1998) and the Law of the Republic of Latvia on the status of former USSR citizens who have neither the Latvian nor another state’s citizenship (1995). The literature read for the purpose of this study spans generally from 1992 to 2006.

The conclusion drawn here is that the strict application of the state-continuity thesis and the denying of state responsibility for the changes of population in 50 years time are inconsistent with liberal democracy. Rather this citizenship policy resembles features of an ethnic democracy.

The changes in the Law on Citizenship of 1995, where ethnic Latvians and Livs were given the possibility to come to Latvia and receive citizenship automatically (even if they were not citizens of interwar Latvia), while children born to non-citizen (all of them non-ethnic Latvians) after 1991, were not automatically conferred citizenship, made the preferential treatment for one ethnic group obvious.

Due to the fact that large parts of the minority population were disenfranchised, they were not able to contest important governmental decisions. As a result, laws directed against the interest of the minority population were introduction.

As a whole, a marginalisation of the minority population took place.

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Hjort, Linn. "South Africa's new social movements and their approach to the liberal-democratic state : differences and possibilities." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/3779.

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Cihlar, Mark T. "Real estate master planning for multinational corporations : a developing model." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/65236.

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Lee, Ying-chi. "Conceptions of critical thinking of advanced supplementary level liberal studies teachers in Hong Kong." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039833.

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Lee, Ying-chi, and 李盈芝. "Conceptions of critical thinking of advanced supplementary level liberal studies teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039833.

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Leung, Chi-yan, and 梁子茵. "Curriculum interpretation of advanced supplementary level liberal studies in secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42182475.

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Chan, Yuen-Ki, and 陳菀淇. "NSS liberal studies mass tutoring in Hong Kong: the experience of senior secondary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50177643.

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Liberal Studies was introduced to the Hong Kong Senior Secondary Curriculum as a compulsory subject in 2009. Liberal Studies lays strong emphasis on students’ self-learning abilities and critical thinking skills, and reduces rote memorization or cramming of knowledge. However, the large-scale tutorial schools – also known as cram schools - which are notorious for teaching students to focus on examination materials instead of genuine learning have ironically been successful in attracting student-consumers for the subject. This dissertation describes elements students receive from tutorial schools and reasons why the elements can successfully retain student-customers, followed by a discussion on the possible impacts of tutorial school learning which may have on students’ learning and on their formal schooling. Maslow’s hierarchy of needs is employed in the analysis. It is found that tutorial business have made use of a lot marketing strategies for the promotion. Not only that they employ a lot of tactics to satisfy students’ needs, but they also create and stimulate demand by boosting students’ anxiety levels and by devaluing the day school education that they are receiving. On one hand, the extent to which the so-called ‘examination techniques’ or ‘skills’ is useful to students’ learning is doubted; on the other hand, it is found that tutorial schools’ unethical business practices and their business-driven ways of teaching would impose hidden yet serious long-term impacts on students’ learning and whole-person development. Moreover, tutorial schools’ marketing strategies would hinder the education reform which is in progress. All in all, tutorial school’s hindrance to successful schooling deserves immediate attention from educational policy makers.
published_or_final_version
Education
Master
Master of Education

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Liu, Yiqi, and 劉依祺. "Critical gender awareness of Hong Kong Chinese students in EMI and CMI liberal studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/211110.

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This thesis is a qualitative ethnographic inquiry that explores how to apprentice senior secondary school students into critical awareness of gender issues within the Hong Kong New Senior Secondary Liberal Studies (hereafter NSSLS) curriculum context. The project attempts to engage students in thinking about gender issues from different levels of criticality or critical thinking. It was guided by the following research questions: (a) What Discourses of gender are co-constructed, negotiated or/and resisted by the NSSLS curriculum and teachers and students? (b) What Discourses about critical thinking are co-constructed by the NSSLS curriculum and teachers and students? (c) Is it possible to enhance these students’ critical thinking regarding gender issues in the NSSLS subject? To this end, an intervention unit on gender stereotyping designed with genre-based pedagogy was taught and co-taught by the researcher in one traditionally Chinese as the medium-of-instruction (TCMI) and one traditionally English as the medium-of-instruction (TEMI) secondary schools. The study had three stages and adopted multiple research methods, triangulating ethnographic data from interviews, classroom observation, and students’ writing assignments. In the first stage, the pre-intervention stage, the intervention unit was designed by the researcher and the LS teachers in the two schools. Interviews were conducted with focal students to gain insights of their perceptions of gender stereotypes. Pre-measure writing assignments were also given to the students to investigate their cognitive academic language proficiency and gender identities. In the second stage, the intervention unit was respectively taught and co-taught by the researcher and lessons were video- and audio-taped in both schools. In the third stage, the post-measure writing assignments were given to the same groups of students to interpret the potential effectiveness of the unit. Additionally the focal student informants from both schools were interviewed again. Data analysis drew upon theoretical perspectives from poststructuralism, social constructivism and critical theories. Specifically Reisigl and Wodak (2009)’s discourse-historical (DHA) approach to CDA, positioning theory, and other discourse analysis tools were used to examine the Discourses of gender and criticality embedded in the teaching and learning of NSSLS in the two schools. It is found that the Discourses of gender equity, essentializing gender differences, resistance and submission to traditional gender norms, together with the Discourses of criticality such as multiple perspective thinking and writing logical and substantiated arguments are constructed and re-constructed across different fields of action of the NSSLS subject. It is also revealed that some students embody higher critical gender awareness after the intervention unit. Taken as a whole, the study shows that it is a difficult and yet still possible task to raise students’ critical gender awareness in the NSSLS subject. It is hoped that the study will serve as a springboard for future research on critical literacy/pedagogy in NSSLS and longitudinal studies on the itinerary of transformation of secondary school students’ gender identity in a time of change for the Asian societies.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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Leung, Chi-yan. "Curriculum interpretation of advanced supplementary level liberal studies in secondary schools in Hong Kong." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42182475.

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Dinaburg, Mark P. (Mark Paul). "A Russian-American collaboration for the St. Petersburg master plan competition." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/65681.

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Newberry, Susan Elaine. "Instructional Writing Practices in Grade Five." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1734.

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Nationally and locally, a paucity of students are effective writers. The purpose of this exploratory, sequential mixed methods study was to explore effective research-based writing strategies and influences on writing skills of 5th grade students. Guided by Vygotsky's zone of proximal development theory, the research questions investigated teachers' perceptions of the best instructional writing practices, the effect of writing practices on students' state writing scores, the relationship between student attendance and performance on the state writing test, and the amount of instructional planning dedicated to best writing practices. Data were collected from interviews with 5th grade teachers (N = 5), student scores on the state writing assessment (N = 247), student attendance records, and teacher lesson plans. Interview data were open coded and thematically analyzed, quantitative data were analyzed using descriptive statistics and t tests, and lessons plans were content analyzed for time spent on best writing practices, as identified in the review of literature. The overarching themes from the teacher interviews included (a) importance of teacher guided instruction, (b) confusion about the best practice in writing instruction, and (c) additional supports for students to be effective writers. Current writing instructional practices did not improve state writing assessment scores. There were significant differences in the state writing scores between students who passed and those who did not pass the state writing test. Attendance data were not related to student writing scores. Teacher planning did not reflect the use of best practices in the classroom. These findings informed a 21-hour professional development program to increase awareness of best practices in writing instruction. This study contributes to social change by potentially affecting students' proficiency in writing for 21st century college and career expectations.

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Lysén, Jan. "Ett postsekulärt Sverige?" Thesis, Högskolan Dalarna, Religionsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-33538.

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Religionens synlighet i en global värld och krav på politiskt inflytande är föremål för debatt och forskning. Ett av forskningsfälten är revideringen av sekulariseringsteorin som öppnat för en avprivatisering av religionen i det civila samhället, där den kan utgöra en motkraft mot totalitära rörelser, kritik av kapitalismen avigsidor som konsumism och en fördjupad diskussion om existentiella frågor. I Sverige är Joel Halldorf - liberal krönikör, akademisk forskare och kristen – en förespråkare för postsekultärt förhållningssätt till den religiösa diversifieringen med grund i migrationen. Undersökningen inriktas på hur Halldorf utifrån sina olika roller argumenterar för religionen ökade inflytande i samhället. En grund för Halldorfs argumentation är en funktionell religionsdefinition som låter Halldorf betona religionernas förmåga att till gemenskap och organisation i föreningar. Halldorfs tankar har mött motstånd från delar av den liberala pressen varför detta motstånd kommer att korreleras mot Halldorfs olika roller i den här uppsatsen.
The visibility of religion in a global world and demands for political influence are subject to debate and research. One of the fields of research is the revision of the theory of secularism which has opened to the de-privatization of religion in civil society, where it can constitute a counterforce against totalitarian movements, criticism of capitalism downsides to consumerism and an in-depth discussion of existential issues. In Sweden, Joel Halldorf - Liberal columnist, academic scientist and Christian - is an advocate of post-secularistic approach to religious diversification based on migration. The survey focuses on how Halldorf based on his different roles argue for religion increased influence in society. A basis for Halldorf's argumentation is a functional definition of religion that allows Halldorf to emphasize the ability of religions to fellowship and organization in associations. Halldorf's thoughts have met resistance from parts of the liberal press why this resistance will be correlated to Halldorf's different roles.

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Look, Wing-kam, and 陸詠琴. "Using variation theory to study teachers' understanding of the new senior secondary liberal studies curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44390701.

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Solomon, Kelsey Alannah. "New Appalachians of the Twenty-First Century: Reinventing Metanarratives and Master-Images of Southern Appalachian Literature." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3022.

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The Appalachian studies tradition ascertains that Appalachian people politically, socially, and academically represent a heterogeneous minority group of our own. In post-capitalistic America, however, the Appalachian region serves as a hotspot for media misrepresentation and tourism that perpetuate through works of fiction, nonfiction, and scholarship both negative and positive stereotypes in the overall American consciousness. Twenty-first-century Appalachian authors, I contend, are reinventing Appalachia from its postmodern rubble through fictionalized reconceptualizations of our region’s history, shifts in our collective consciousness from anthropocentric to ecocentric, and subversions of the heteronormative discourse of our internal colony through explorations of the psychosexual. The contemporary Appalachian texts that exemplify these abilities are Ron Rash’s The Cove, Barbara Kingsolver’s Prodigal Summer and Jeff Mann’s Loving Mountains, Loving Men because each represents a paradigm shift within their own aesthetic metanarratives in Appalachian literary history.

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Worsham, Lucas. "Unearthing the Seeds of Oppression and Injustice within Education: Using Intuition, Care, and Virtue to Guide the Educative Process and Cultivate Morality." UNF Digital Commons, 2016. https://digitalcommons.unf.edu/etd/645.

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The emphasis of the inquiry is on the domain of education and the relationship present between the teacher and student more specifically. Essentially, the first part of the thesis outlines how the larger social-political system impacts the domain of public education, with the predominant issues of adversity becoming manifest at the level of the relationship that exists between teacher and student. The second part of the work utilizes the problems discovered and their impact on human experience to propose a virtue/care based method for approaching the relationship with the student in a way that both aligns more closely with the movement of experience, while also functioning to assist the student in shaping their own moral character. Essentially, the method being proposed is something that is meant to assist the teacher in her attempts to communicate with the student in a more personal sort of way, thus allowing for a higher degree of understanding of the unique personality of each student, with this understanding leading the teacher to form a more flexible approach that takes into account the various personalities of the students. In so doing the teacher is working to bring the experience of the student into the educative process, which should thereby increase student performance through their feeling more involved in the education being received.

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Mongrut, Rosado Kiara. "Resisting Liberal Peace: Unpacking the FARC-EP’s Documents for La Habana Peace Negotiations." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/38679.

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Peace negotiation is a complex political process used to end a conflict and establish peace. This thesis provides a qualitative analysis of the FARC-EP documents in preparation for the peace negotiations. Using Neocleous concept of pacification and Hannah Arendt’s concept of the political, I explored the ways in which the FARC-EP resist liberal peace by re-politicizing the conflict, addressing the sources of the inequalities and injustices generated by and for capitalism, and implying alternative ways of thinking about politics, power, justice and security to transform society. The analysis revealed that the FARC-EP thinks about peace and conflict resolution as a political process requiring social transformation of deep structural conditions through negotiation and deliberation in order to create a more just society. The FARC-EP conceptualizes peace as a complex political process that must be under local ownership and domestically rooted. In doing so, the FARC-EP addresses the root causes of the conflict by calling for transformative justice, replacing national security with integral security, extending politics beyond representative democracy and demanding equality to end the power imbalances that are so prominent in Colombia. By negotiating with the Colombian state, the FARC-EP accepts that not all their proposals will be implemented, given that it is in fact a negotiation. As a result, I conclude that peace negotiations can have the opposite effect and pacify political-military organizations in order to protect capitalist order after armed conflict has failed to succeed.

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Glisan, Mary Hornback. "White students' racial attitudes and racial identity development in a liberal arts environment." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618897.

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The purpose of this study was to document the racial attitudes and racial identity development scores of White students in a liberal arts environment. of particular interest was gender differences, classification differences, and Greek/nonGreek affiliation differences. Furthermore, an effort was made to predict the racial attitude and racial identity development scores using self-report biographical variables.;The College of William and Mary, a public liberal arts university was the institution studied for this project. A stratified random sample was obtained of all White students attending the College. Participants completed the White Racial Identity Attitude Survey (WRIAS), the Racial Attitude and Opinion Scale (ATTW), and a personal data sheet.;It was hypothesized that there would be a significant difference in scores between those with a Greek affiliation and those without a Greek affiliation, males and females, and freshmen and seniors. More specifically, Greeks, males and freshmen would score higher on the ATTW and lower on the WRIAS than would nonGreeks, females, and seniors, respectively. This would signify more negative attitudes toward Blacks and a less healthy racial identity.;The results indicated five of the six hypothesis to be supported to a certain extent. Even though the total population reported positive racial attitudes, Greek males and freshmen may need to be provided with additional educational opportunities concerning race to bring them closer to the same level as the other groups.;It was also concluded that colleges need to address the issue of race and racism. High scores on the lowest stage of the racial identity development model indicated that respondents were naive about the topic of race in general.

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Baxter, Christie I. "In search of the master builder : government use of design/build contracts." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/14050.

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Dolinger, Amy Denise. "Playboys, Single Girls, and Sexual Rebels: Sexual Politics 1950-1965: A Trilogy of Significant Developments." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etd/128.

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In the years between 1950 and 1965, three significant developments in American culture left women struggling to merge the housewife archetype of the Cold War era with changing attitudes toward sexuality. Because of these cultural shifts, the developments that dominate the research presented here are; first, the changing elements in the lives of the women who pass through the halls of academia during this time of societal flux; second, the impact of the development of the birth control pill; and third, the impact of the publications of Playboy magazine and Sex and the Single Girl. These developments mark a shift from an age of idealism that permeated the consciousness of postwar Americans to an age of realism concerning American sexuality.

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Chik, Mei-ling, and 戚美玲. "An evaluation of project assessment in environmental education: the case of environmental studies module inthe liberal studies curriculum in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957778.

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Daily, Amanda. "Why Hollywood Isn't As Liberal As We Think and Why It Matters." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2230.

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Hollywood has long had a reputation as a liberal institution. Especially in 2019, it is viewed as a highly polarized sector of society sometimes hostile to those on the right side of the aisle. But just because the majority of those who work in Hollywood are liberal, that doesn’t necessarily mean our entertainment follows suit. I argue in my thesis that entertainment in Hollywood is far less partisan than people think it is and moreover, that our entertainment represents plenty of conservative themes and ideas. In doing so, I look at a combination of markets and artistic demands that restrain the politics of those in the entertainment industry and even create space for more conservative productions. Although normally art and markets are thought to be in tension with one another, in this case, they conspire to make our entertainment less one-sided politically. From the role that China plays in Hollywood productions to examining the politics of The Matrix and other pop culture staples, I work to deconstruct the notion that Hollywood and its entertainment are solely a liberal endeavor. Less polarization in entertainment brings forth a variety of important implications, one such being that Hollywood will continue to act as an institution that provides intellectual diversity and entertainment for all.

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Dissertations / Theses on the topic 'Master of Liberal Studies'

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