The College of LiberalStudies has a one week free-drop period for all 8-week LiberalStudies courses, and a two week free-drop period for all 16-week LiberalStudies courses. LiberalStudies Independent Study courses have a one month free drop period. Any course that is dropped within this free-drop period will be eligible for a credit for 100% of the tuition and fees assessed for the course. Our full Drop/Withdrawal Policy is available on the CLS Web site.
Sciences supports scholarly activity that advances teaching and contributes to the broader intellectual, artistic, and professional communities. Its faculty and administration share the belief that interdisciplinary collaboration and scholarship enhance our individual disciplines and benefit our students. The College of Arts and Sciences further acknowledge that service to the Southwest Florida community is a public trust and a social responsibility. The proposed B.A. LiberalStudies fits perfectly with the foregoing beliefs, principles and responsibility for service to the community.
The Education Program builds from the foundation of the undergraduate LiberalStudies option in Teaching and Learning. Early Childhood Studies major and academic majors in biology, chemistry, English, mathematics and history/social science (subject matter programs) and extends to Masters of Arts in Education. Our Education Programs contribute to the teaching profession by producing teachers and school administrators who believe that all students have the ability to achieve high standards, who adapt their teaching to reach all students, and who respect the diversity of all students. Our graduates are reflective about their teaching, their attitudes, and their ability to work in collaborative analytical teams. The Master of Arts in Education program focuses on Educational Leadership or Special Education. The Educational Leadership specialization leads to the Preliminary Administrative Services Credential. All credential programs have been approved by the California Commission on Teacher Credentialing. Students who are hired by local public schools prior to receiving a credential may be eligible for an internship program. Contact the credential advisor for an internship application.
This booklet provides application information for prospective students of the OU College of LiberalStudies. It contains an application and instructions for the preparation of a complete application package. Please read all instructions before completing the application. If you have questions, please contact the College of LiberalStudies:
For each of the tracks below, students--in consultation with their LiberalStudies adviser--should take a coordinated array of 3000- or 4000-level courses in the Natural Sciences, Social Sciences, Humanities, or Writing. Some courses require prerequisites and labs. When required, lab courses will give credit in the remaining 27 hours elective category. As appropriate, Global Learning courses may count towards meeting the major requirements within the tracks below.
Respondents were asked regarding the source of capital used to start their businesses. It was revealed that, 42(75%) had their capital through personal savings or from relatives to start their businesses. In addition, 11(19.6%) said they obtained their capital from microfinance institutions (MFIs) whereas, 3 (5.4%) revealed that, they received their initial capital from traditional banks. This particular result explained the small nature of many SMEs in the New Juaben Municipality. The results confirms studies by  in their study of access to finance by SMEs in South Africa, as they explained that, access to finance is a challenge to start up SMEs and this constraint business growth.
T he PUC California Academy for Liberal St udies Early College High School (PUC CALS ECHS) is celebrat ing it s t ent h year of operat ion in 2012-13. W e are a small chart er school t hat is operat ed by Part nerships t o Uplift Communit ies (PUC Schools). W e serve st udent s and families from Nort h East Los Angeles and have been doing so for t en years. PUC CALS ECHS is an early college model w hich allow s st udent s t o t ake college classes w hile in high school. Our focus from our st art is individualized st udent at t ent ion t o help creat e a fut ure college graduat e. W e believe in serving t he w hole child in order t o have a st rong high school graduat ion rat e, college going rat es, and college ret ent ion rat e w it h every graduat ing class. Our st udent s and families underst and t hat w e have high academic expect at ions because t hey mat t er and deserve it . W e w ant every st udent t o graduat e from high school prepared for college success.
When general education was first introduced into the FE curriculum it was usually referred to as liberalstudies and aimed to involve students on vocational and work-related courses in learning material other than that which was central to their main programme of study. The growth and development of such an approach is often associated with the broad consensus which existed amongst those responsible for organising and delivering further education and training after the end of World War Two. Central to this was a belief amongst key figures within national and local government, as well as many college leaders and large employers, that courses which centred chiefly on the acquisition of craft skills and technical abilities should also promote students’ social, moral and cultural development. This consensus, though never total, was at its strongest during the 1950s and early 1960s (see, for example, NIAE 1952; NIAE 1955 and the 1957 government circular (323), LiberalStudies in Technical Colleges), although there is no doubt that much of the thinking which underpinned the development and growth of liberal and general studies pre-dated this time. Whilst its genesis can arguably be traced back to classical conceptions of education as a social good, many of its key principles, at least in the context of the FE curriculum, were articulated by the 1919 Ministry of Reconstruction’s Adult Education Committee:
recognise that there was little central direction or guidance about the expected form, nature or content of LS; formal assessment of learning was rare and LiberalStudies was, at this time, almost always free from external regulation. Although cultures varied both between colleges and within individual institutions, such arrangements meant that staff responsible for delivering LS and similar provision often had more scope than other FE teachers to develop radical and progressive approaches both to teaching and learning, and curriculum content (Watson, 1973; Gleeson and Mardle, 1980). The development and growth of the LiberalStudies movement at this time was, however, part of a much broader set of progressive educational reforms which took place in post-war Britain. Key advances included the abolition of fees for state secondary schools, the raising of the minimum school-leaving age to 15, and the substantial growth and improvement of all forms of post- compulsory education, led largely by local authorities. These changes, in turn, need to be viewed as part of a wider programme of social, economic and political change, central to which was the establishment of the welfare state and the expansion of a range of public services in the two decades after the end of World War Two.
This paper invites its readers to revisit the liberal democratic values and to keep an open mind in understanding what may cause drawbacks in the acceptance and the establishment of a po- litical system that claim to be grounded on universalistic values. This rhetorical criticism aims to emphasise the Western hegemon- ic status of defining what liberal democracy is, which is pertinent to the world today considering that it is through these values that actions, policies, and other values are to be construed and judged. It will do so by (1) highlighting the role of moral cosmopolitanism as the initial step of Western hegemony, (2) identifying the para- dox of defining liberal democracy as universal but treating it as a particular, and (3) discussing the ironies of democratic imperial- ism and its hindrance to self-determination. The paper aims to highlight the importance of creating an approach that is more comprehensive in such a way that it takes into consideration the diversities of societies today instead of overlooking them.
In this Appendix we take account of the potential unobserved characteristics that aect the four dierent processes reported in Tables 4a, 4b, 4c and 4d by estimating a quadrivariate probit model which allows for correlation in the error terms in the four univariate probability models. Taking account of this correlation in unobserved explanatory variables is important because failing to do so may lead to an underestimation of the eect of having a liberal pro- fessional father especially on the later processes. Allowing for a non-zero correlation between errors in the four probit models is equivalent to consider for each model a composite error term given by the sum of a random eect, which is an individual random eect identical- ly and independently normally distributed across individuals and entering each of the four models multiplied by a dierent coecient, and of an idiosyncratic error term, which is iden- tically and independently normally distributed across individuals and across the four models but with a variance that can vary across models. By assuming, without loss of generality, that the individual random eect aects positively the probabilities of taking the four steps needed to become a liberal professional, students with a low level of the unobserved random component are more likely not to take these four steps; therefore the sub-sample of students who choose degrees providing access to liberal professions which require a compulsory prac- tice period is a selected sample with relatively larger random eects and the sub-samples of students completing a period of compulsory practice and passing a licensing exam are even a more selected sub-samples with larger random eects. This selection process is known as \weeding out" or \sorting eect". 25 If having a liberal professional father has a positive eect
In Texas and throughout the United States, demand for graduates with knowledge of international business, cultural and area studies, and language skills continues to increase. The growing movement toward intercontinental and international trade blocs, such as NAFTA and the European Union, has created a need for persons who are not only skilled in business and communications technology, but also cultural understanding and international business practices. The Bachelor of Arts in International Studies (B.A.I.S.) degree offered by the Center addresses this need and prepares students for work in multinational corporations, state and federal governmental agencies with international divisions, and nonprofit corporations.
practice responsibility: no reasonable complaint could be brought to bear in respect of an individual deprived of liberty, livelihood or health as a consequence of that person freely choosing not to fulfill their part of the social contract. But the question in liberal political reason turns on how self-government in Aboriginal communities is able to be thought, and whether the terms and conditions of individual and community self-governing are given by dominant imperial powers or by the construction of ‘therapies of freedom’ defined by Aboriginal communities themselves (McGillivray, 2002, p. 47). The problem of the rights of the child has a special place within practices of Aboriginal self-governing. For it is Aboriginal connections to a ‘generative culture’, as distinct from policies of assimilation or the more recent paternalist state projects such as ‘mutual obligation’, that new spaces to practice freedom can be found.
World Languages and Cultures students may elect to study abroad for a summer, a semester, or a year in a country such as Spain, France, Germany, Italy, Japan, Chile, Mexico, or Costa Rica. Administered by International Programs, such study provides students with first- hand experience of the language and culture of the host country while earning UNLV credits. Credits taken abroad will be recorded as CHI; WLC; FREN; GER; ITAL; or SPAN 187, 287, 387, or 487. Whether they correspond to courses offered by the department or count toward a major or minor will be determined by a standing committee of the Department of World Languages and Cultures. Consult Interdisciplinary Programs for information on Asian and Latin American studies.
We should be cautious, however, about restricting charitable purposes according to Rawls’ account given that they are indeed primary goods, intended to inform the arrangement of the basic structure. The existing legislation would perhaps fare better if we could establish a more general set of goods that were found to be uncontroversial between different conceptions of the good. Animal sanctuaries, for example, are not a primary good but I do not foresee them giving rise to disputes between conceptions of the good. Some may well insist, and reasonably so, that the relief of poverty or advancement of health is a more urgent pursuit, but this does not undermine an animal sanctuary being a viable neutral purpose. The urgency and extent to which purposes are pursued would be determined by the support received by the given organisations from the public. Provided we have sufficient grounds for assuming such purposes lend themselves to all concerned conceptions of the good, it seems satisfactory according to the general liberal doctrine to include them alongside primary goods.