This dissertation focuses on how rural community college students make decisions regarding their post-secondary plans. To understand these decision processes, I interviewed students, faculty and administrators at Southeast Community and Technical College in Harlan County, Kentucky. The literature informing my research reflects on rural college going patterns. Most studies connect place and post-secondary plans. Central Appalachia has among the lowest population percentages with Bachelor degrees in the country. Studies argue this is because of limited application for such degrees in the region. Matching their education and training to local job market requirements, people hesitate to complete advanced degrees when little if any local application requires such additional education. This study discusses how place informs and shapes students’ decisions around college and degree selection. Unlike those who connect advanced education with outmigration patterns, my research highlights students who pursue post-secondary training in hopes of applying these degrees locally to build their communities and families’ quality of life in a rural place. From the twenty-eight student and fifteen faculty and administrator interviews conducted, rationales regarding the purpose of post-secondary degrees and training surfaced. Through selected follow up oral histories, students further described the application of their degrees towards terminal, transfer and/or transformative ends. Their articulated positions regarding the purpose and application of higher education in Central Appalachia adds to the continuing studies on how advanced degrees informs students’ decisions to stay or leave rural areas. From the Southeast interview data, I provide a critique of policy directives related to advanced education and economic development. Given many of the urban assumptions embedded in development theory, my study was interested in how these rural students, in a place considered underdeveloped partly because of low college attendance rates, attain and then apply their degrees and the rationale they articulate in doing so. As US policy makers continue to require advanced education for more and more of their citizens, my research shows the complications and complexities such rhetoric evokes when people, committed to rural places and ways of life, apply them in their local contexts.

Over the past decades, a convergence between civil and political human rights non governmental organisations (NGOs) and development NGOs have occurred. The fusion of the two disciplines have led to the construction of so called ‘Rights-Based approaches’ (RBA). One principal concept for RBA’s is the question of accountability. Functional accountability is no longer seen as sufficient and more focus on social accountability have advanced. In previous research NGOs are repeatedly questioned for their level of accountability. This comparative qualitative case study therefore aim to examine how three Swedish based NGOs perceive accountability, with the purpose to contribute to the academic discussion of NGO accountability. By using grounded theory and selective coding, this study will contribute with new empirical data to the ongoing development of RBA theory. Empirical data is collected through interviews, NGOs official strategies documents and analysed in relation to the empirically grounded theory. The main findings in this comparative case study is that organisations different backgrounds and values influence how they perceive RBA and accountability, and which methods are used to reconcile with accountability claims. The collected empirical data concludes perceptions of accountability mostly focuses on four interconnected key principles; power relations, democracy, transparency and empowerment.

Criminal liability of Corporations Abstract Criminal liability of corporations is still a current topic of Czech legal theory and practice. In order to properly grasp this new institute within the Czech legal system, it is necessary to understand the very nature and basics of legal entities, their formation and further existence. Historically, legal entities have been perceived differently and a relatively complex legal-philosophical path has led to the inference of any liability for wrongdoings or torts. Although the criminal liability of corporations is not unknown to continental law, its decline during the 18th and 19th centuries has led to the disappearance of the legal continuity. That is why it may seem today that the introduction of direct criminal liability of corporations is something completely new and absolutely unknown to countries of continental legal tradition. In this work, the author presents a number of historical arguments as to why this is not the case and demonstrates that this institute was known throughout the legal systems throughout Europe. For a better understanding of the whole issue, the interpretation is guided from the very philosophical and legal-historical foundations of corporate theories, through their later development and finally to application by recent law. The core of...

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Criminal liability of Corporations Abstract Criminal liability of corporations is still a current topic of Czech legal theory and practice. In order to properly grasp this new institute within the Czech legal system, it is necessary to understand the very nature and basics of legal entities, their formation and further existence. Historically, legal entities have been perceived differently and a relatively complex legal-philosophical path has led to the inference of any liability for wrongdoings or torts. Although the criminal liability of corporations is not unknown to continental law, its decline during the 18th and 19th centuries has led to the disappearance of the legal continuity. That is why it may seem today that the introduction of direct criminal liability of corporations is something completely new and absolutely unknown to countries of continental legal tradition. In this work, the author presents a number of historical arguments as to why this is not the case and demonstrates that this institute was known throughout the legal systems throughout Europe. For a better understanding of the whole issue, the interpretation is guided from the very philosophical and legal-historical foundations of corporate theories, through their later development and finally to application by recent law. The core of...

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Agenda 2030 has reached its half-way mark, making it a highly relevant topic to examine. A critical discourse analysis (CDA) is applied through this research to identify the underlying norms and values of Sustainable Development Goals (SDGs), 8 (decent work and economic growth) and 10 (reduced inequalities). The post-development theory provides five key concepts (economic growth, developed/developing countries, modernity and change and a lack of social, environmental and cultural aspects) that serve as the lens on which we view the SDGs. The analysis brings a new perspective to the limitations and challenges within Agenda 2030, while also identifying goal conflicts within and between the goals. The discourse within SDGs 8 and 10 shows traces of these five key concepts. Terms such as economic growth, developed and developing countries, innovation, modernity and change are mentioned throughout the respective targets. Other phenomena, although promised to be addressed, are being left out, such as cultural differences and non-economic forms of inequality. Further research indicated that the two goals came with dissimilarities and similarities, both within and between them. The similarities showed, although SDGs 8 and 10 are representing two different focuses, (economic and human rights) they shared almost identical underlying notions, namely the clear focus on economic development. These findings indicate a potential pitfall within Agenda 2030 in regards to their narrow and uncoordinated choice of making two goals with different intentions share the same objective. The dissimilarities became evident when some targets within SDG 8 promoted policies that would lead to less economic growth. The same can be said for SDG 10, as some policies would also contradict SDG 8’s aim. SDG 10 also contains certain targets that wrongfully use the term equality, contradicting the aim of the goal. Other similarities include certain contradictory statements between the targets in both goals.

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This thesis deals with volunteering at school and aims to inspire and motivate school (teachers) to involve students in volunteer activities. Volunteering is an activity which a person performs without remuneration and this activity fills and satisfies it. The first chapter is focused on high school students. It describes the development period of adolescence from the view of perspective of developmental psychology and evolutionary theories of Freud and Erikson. It also discusses students free time and studies at secondary school. The second part is about volunteering. It introduces the concept of volunteering and the motives for volunteering. It describes areas and forms of volunteer work, volunteering history, anchor of volunteering in the legislation of the Czech Republic. There are presented also organizations and projects in this part that use volunteers. Last and a central part of this thesis examines ways to engage high school students in volunteer activities. Why it makes sense to promote volunteer activities for students. It represents also the specific possibilities and ways to offer this activity and support. High school students are an important group of potential volunteers who are characterized by energy, ideas and enthusiasm. Voluntary work can be an important source of experience for them.