The professional literature contains little or no documentation of university curriculum in adult education that deals with ethical practice. Nor is there evidence indicating what graduate students learn about ethics in their professional studies.Purposes of this study were to identify: (a) the extent to which university graduates, at the doctoral level, in adult education were aware of ethical dilemmas in their practice; (b) how practitioners determined ethical behavior; (c) the influence of graduate studies on determining ethical situations; (d) self perceptions of preparedness to face ethical dilemmas; and (e) the extent to which adult educators rely on codes of ethics.The study sought to answer the following questions: (a) Are adult education practitioners aware of ethical dilemmas in their practice? (b) How often do they encounter ethical dilemmas in their practice? (c) Do they have a way to determine ethical behavior in their practice? (d) How do they describe the impact of their graduate work on their ability to make ethical decisions? (e) How do they perceive their preparedness to face ethical dilemmas? (f) Do they consider codes of ethics when making decisions?Findings include: (a) over 90% of the respondents indicated they are aware of ethical dilemmas/situations in their work; (b) while all respondents indicated that they faced ethical dilemmas in areas such as program planning, marketing of programs, evaluation of programs, and in the teaching of adults approximately two thirds said they encountered them infrequently; (c) virtually all respondents indicated they had determined what ethical behavior was in their practice and cited personal values and religious beliefs as the two primary sources of information; (d) 83.3% of participants described graduate work as a significant factor in their ability to make ethical decisions; (e) s significant majority (89.0%) of participants indicated they were very well or well prepared to face ethical dilemmas; and (f) less than half indicated they used a code of ethics in their decision making process.Conclusions from the study include: (a) ethical dilemmas are perceived to be pervasive in the practice of adult education, (b) a person's own value system and religious beliefs were the most influential on impacting the way participants approached ethical dilemmas, (c) although professional knowledge obtained in graduate school was deemed influential, it was not deemed more important than one's personal values and beliefs.Recommendations include: (a) further study is needed to probe the specific elements raised on evaluation of students as an area of ethical concern, (b) further study could reveal why practitioners differ with regard to the frequency of encountering dilemmas, (c) if a deeper understanding of the value of graduate school is to be achieved more study is necessary, (d) a clearer understanding of the value of codes of ethics is needed. / Department of Educational Leadership

Assignment (MPhil)--University of Stellenbosch, 2006. / ENGLISH ABSTRACT: Since 2003 various incidents of plagiarism in the South African media were reported. The South African copyright law does not define plagiarism, only copyright infringement. The issue of plagiarism is a complex one, due to the conflicting views within professional, intellectual, social, moral and legal contexts. The advent of the Internet era saw the eradication of the boundaries guarding copyright ownership. Also, the Internet offers infinite access to information which makes it tempting for any journalist to “borrow” quotes, facts, stories and articles freely and under the auspices of a post-modernist approach to knowledge and copyright ownership. Most media companies have ethical codes which cover plagiarism, but there is no working document that can empower media managers and journalists to combat the problem effectively. This document should define the boundary between negligence and plagiarism and offer suggestions on how to approach cases of plagiarism. This study investigates different theories on plagiarism, specifically with regard to the cases of Darrel Bristow-Bovey, Cynthia Vongai and Willem Pretorius. It will also study the ethical codes of media companies and will try to formulate a document which can address the problem of plagiarism. / AFRIKAANSE OPSOMMING: Talle voorvalle van plagiaat in die Suid-Afrikaanse drukmedia het sedert 2003 plaasgevind. Die Suid-Afrikaanse wet omskryf nie plagiaat nie, slegs outeursregskending en met die talle teenstrydige opvattings oor plagiaat binne professionele, intellektuele, sosiale, morele en regskringe, word plagiaat moeilik gedefinieer. Met die toeganklikheid van inligting danksy die koms van onder meer die Internet, het die grense van eienaarskap van geskrewe werke begin vervaag. Veral die Internet bied ’n magdom inligting aan. Dit word al hoe makliker vir joernaliste om met gemak aanhalings, feite, stories en artikels te “leen” sonder die nodige erkenning. Die meeste media-instellings beskik oor etiese kodes wat plagiaat dek, maar daar is nie werksdokumente wat bestuurders en joernaliste kan bemagtig om plagiaat te bekamp nie. Die werksdokument of handleiding behoort die grense tussen nalatigheid en plagiaat te definieer, en om voorstelle te bied oor hoe gevalle van plagiaat hanteer kan word nie. Hierdie studie ondersoek verskillende teorieë oor plagiaat, bespreek die plagiaatgevalle van Darrel Bristow-Bovey, Cynthia Vongai en Willem Pretorius, bestudeer die etiese kodes van media-instellings en poog om ’n werksdokument saam te stel wat plagiaat kan bekamp.

At the beginning of the 21st century the public interest in environmental and social sustainability, and corporate governance grew exponentially fuelled by recurring ecological and financial crises. The market demand for cleaner production and corporate transparency created opportunities for sustainability entrepreneurs in a variety of industries, including financial markets and investment management. An increasing number of financial institutions across the world now offer ethical or socially responsible products to meet the environmental, social and governance (ESG) aspirations of their clients. In the US, according to the Social Investment Forum (SIF), responsible investment (RI) assets reached US$ 2,29 trillion in 2007 (Mitchell, 2008). The European Sustainable Investment Forum (EuroSIF) estimated that total European SRI assets reached EUR 5 trillion in 2009 (Wheelan, 2010). In June 2011 the International Finance Corporation (IFC) reported that at the end of 2010 professional sustainable investment under management in South Africa approximately equalled US$ 122,6 billion (IFC, 2011:44). The statistics describing the rapid growth in the ESG-type investments are, however, complicated by the variety of names and definitions used to describe this emerging type of investment and a general market uncertainty about what constitutes the practice of RI. The purpose of this case study is to better understand responsible investment principles and practice as seen through the eyes of a South African private equity fund, which specializes in clean technology.

M.Cur. / The purpose of this study is to establish guidelines for the utilization of narratives in popular literature in nursing education in order to facilitate reflective thinking with nursing students. The purpose of nursing education is to equip the prospective nursing practitioner to be able to function independently and effectively in a multicultural, technological and scientific nursing practice where caring is important. Quality nursing care demands critical analytical thinking (cognitive skills) and moral values (affective skills) of the nursing practitioner. This study investigates firstly the "what" of reflective thinking and concludes that reflection accommodates both thinking skills and values that should be facilitated at the prospective nursing practitioner. The facilitation of reflective thinking is demanding as it is a complex cognitive and affective thinking skill. The research focuses secondly on the way in which the narrative in popular literature can be applied to facilitate reflective thinking in nursing education. According to the constructivist learning approach meaningful learning and reflective thinking occur when coupled to previous knowledge and experience. The nursing student as adult learner has at his/her disposal certain advance knowledge and previous experience. Narratives and popular literature form part of the adult learner's advance knowledge and previous experience. The research design is a philosophical inquiry in which the following research strategies are used namely philosophical analysis as well as qualitative, exploratory, descriptive and contextual strategies. In order to meet the purpose of the research, four goals were set and which were executed in four phases. At first the term reflective thinking was subjected to the process of concept analysis in order to clarify it's specific meaning (connotations and denotations). A theoretical definition of reflective thinking was formulated for the study from the connotations whereas denotations were used as the basis of learning outcomes for the Programme of Euthanasia as an Ethical Issue in Nursing Education (the Programme).

Text in Afrikaans / Summaries in English and Afrikaans / Die Konstitusionele Hof het ir:i S v Makwanyane besluit dat die doodstraf nie versoenbaar is met die Grondwet nie en dit ongeldig verklaar. Die kritiek teenoor die regbank en die openbare mening oor die doodstraf was nog altyd s6 prominent dat die hof nie anders kon as om hieraan aandag te skenk nie. Die hof besluit dat die openbare mening nie 'n rol speel in die hersieningsproses nie. In hierdie verhandeling word die hof se standpunte en red es daarvoor ontleed. Ek kom tot die gevolgtrekking dat die hof korrek bes I is het. Die open bare mening is onseker. Daar is 'n verskil tussen die aard van die waardes in die Grondwet en die aard van die open bare mening. Die kritiek op die uitspraak is te wyte aan die gebrek aan insig en begrip onder lede van die gemeenskap oor die nuwe bestel en die rol van die regbank daarin. / The Constitutional Court in S v Makwanyane declared that the death penalty was inconsistent with the Constitution. The criticism on courts and the public opinion on the death penalty have been so severe that the court could not have but considered these issues. The court concluded that public opinion is not relevant in constitutional review. In this dissertation, I analyze the court's viewpoints and the reasons therefor. My conclusion is that the court made the correct decision. The public opinion is uncertain, and differs from values. The judgment is criticised due to a lack of understanding amongst the public as to the meaning of the new dispensation and the role of our courts therein. / Law / Thesis (LL.M.)--Universiteit van Suid-Afrika, 1996.

Submitted in fulfillment of the requirements for the Degree of Doctor of Technology: Education, Durban University of Technology, 2013. / In this study I have explored scientific insights towards establishing how the biochemistry of the human being could have a significant impact on human learning in a number of different ways. I have discovered that the biochemistry within the whole human being is triggered by the molecules of emotion occurring in a psychosomatic network active throughout the whole being. The molecules of emotion are neuropeptides such as endorphins, linked to their receptors, such as opiate receptors. This triggering of the molecules of emotion constitutes the pleasure principle which enables and encourages learning. In addition, the growth of myelin ensheathing all the neurons, through a process of myelination, also informs human learning biochemically. These biochemical processes make human learning ‘active’. These biochemical processes also constitute a network of subtle energies operating in the viscera of all human beings, and so account for the anthropology of learning, viz. what is common to all human learning, regardless of ethnic group, language, economic circumstances, religious belief system, level of education, social class, age, gender, rural or urban location, inter alia. I have then drawn on my own learning experiences – my autobiography - and the experiences of others – an autoethnography - for evidence of the operation of the biochemistry in my and their learning. I have presented evidence of the emotions of joy, love and fun activating whole-being-learning that occurs in all of personal, spiritual and educational human learning. I have described my living spiritual and living educational theory as one where human learning happens when there is joy-filled love and love-filled joy within a safe community of practice. Within this safe community of practice, at least three aspects are argued to be features of whole-being-learning:  the relationships between the learners, their teachers and the subject are characterised by joy-filled love and love filled joy.  the talents and gifts of both the learners and the teachers are explored, celebrated, and used for inclusive benefit.  the knowledges of, about, and between, learners and teachers become integrated and coherent. My original contributions to the body of scholarly knowledge evidenced by my study include the following :  I have established the link between human learning as a biochemical process and the efficiency of games as a learning tool, thereby showing the link between learning and fun.  I have explored the holistic, organic intrinsic connections between personal, spiritual and educational human learning.  I have contributed to a growing understanding of the study of self as a subject and object in terms of my ways of human knowing (my epistemology), my ways of being human (my ontology) and my values (my axiology) which (in)form my attitudes of joy-filled love and love filled joy in all that I do.

Thesis (PhD)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This dissertation explores the utility of using Complexity studies to improve our understanding of peacebuilding and the coherence dilemma, which is regarded as one of the most significant problems facing peacebuilding interventions. Peacebuilding is said to be complex, and this study investigates what this implies, and asks whether Complexity could be of use in improving our understanding of the assumed causal link between coherence, effectiveness and sustainability. Peacebuilding refers to all actions undertaken by the international community and local actors to consolidate the peace – to prevent a (re)lapse into violent conflict – in a given conflict-prone system. The nexus between development, governance, politics and security has become a central focus of the international effort to manage transitions, and peacebuilding is increasingly seen as the collective framework within which these diverse dimensions of conflict management can be brought together in one common framework. The coherence dilemma refers to the persistent gap between policy-level assumptions about the value and causal role of coherence in the effectiveness of peacebuilding and empirical evidence to the contrary from peacebuilding practice. The dissertation argues that the peacebuilding process is challenged by enduring and deep-rooted tensions and contradictions, and that there are thus inherent limits and constraints regarding the degree to which coherence can be achieved in any particular peacebuilding context. On the basis of the application of the general characteristics of Complexity to peacebuilding, the following three recommendations reflect the core findings of the study: (1) Peacebuilders need to concede that they cannot, from the outside, definitively analyse complex conflicts and design ‘solutions’ on behalf of a local society. Instead, they should facilitate inductive processes that assist knowledge to emerge from the local context, and such knowledge needs to be understood as provisional and subject to a continuous process of refinement and adaptation. (2) Peacebuilders have to recognise that self-sustainable peace is directly linked to, and influenced by, the extent to which a society has the capacity, and space, to selforganise. For peace consolidation to be self-sustainable, it has to be the result of a home-grown, bottom-up and context-specific process. (3) Peacebuilders need to acknowledge that they cannot defend the choices they make on the basis of pre-determined models or lessons learned elsewhere. The ethical implications of their choices have to be considered in the local context, and the effects of their interventions - intended and unintended - need to be continuously assessed against the lived-experience of the societies they are assisting. Peacebuilding should be guided by the principle that those who will have to live with the consequences should have the agency to make decisions about their own future. The art of peacebuilding lies in pursuing the appropriate balance between international support and home-grown solutions. The dissertation argues that the international community has, to date, failed to find this balance. As a result, peacebuilding has often contributed to the very societal weaknesses and fragilities that it was meant to resolve. On the basis of these insights, the dissertation concludes with a call for a significant re-balancing of the relationship between international influence and local agency, where the role of the external peacebuilder is limited to assisting, facilitating and stimulating the capacity of the local society to self-organise. The dissertation thus argues for reframing peacebuilding as something that must be essentially local. / AFRIKAANSE OPSOMMING: Hierdie proefskrif ondersoek die toepaslikheid van Kompleksiteitstudies om ons begrip van vredesbou en die dilemma van koherensie te verbeter, wat as een van die gewigtigste probleme vir die toetrede tot vredesbou beskou kan word. Vredesbou word as kompleks beskou en die implikasies van hierdie siening word in hierdie proefskrif ondersoek. Dienooreenkomstig word die vraag na die nut van Kompleksiteitstudies vir die verbetering van ons begrip van die veronderstelde kousale verband tussen koherensie, doeltreffendheid en volhoubaarheid aangespreek. Vredesbou verwys na alle handelinge wat deur die internasionale gemeenskap en plaaslike belanghebbendes onderneem word om vrede binne ʼn gegewe sisteem, wat neig na konflik, te konsolideer om sodoende ’n (her)verval in gewelddadige konflik te voorkom. Die aanknopingspunt tussen ontwikkeling, staatsbestuur, staatkunde en sekuriteit is tans die sentrale fokus van die internasionale poging om sodanige oorgange te beheer, en vredesbou word toenemend as ’n kollektiewe raamwerk beskou, waarbinne hierdie onderskeie dimensies van konflikbestuur in een gemeenskaplike raamwerk saamgebring kan word. Die koherensiedilemma verwys na die voortdurende gaping tussen beleidsvlakaannames ten opsigte van die waarde en kousale rol van koherensie vir die doeltreffendheid van vredesboupogings en empiriese data vanuit die vredesboupraktyk wat hierdie aanvaarde kousale verband weerspreek. Die proefskrif toon dat vredesboupogings uitgedaag word deur voortdurende en diepgewortelde spanninge en teenstrydighede, en dat daar dus inherente beperkings en stremmings is ten opsigte van die mate waartoe koherensie binne enige spesifieke vredesboukonteks moontlik is. Op grond van die toepassing van die algemene kenmerke van Kompleksiteitstudies op die vredesbouproses, weerspieël die volgende drie aanbevelings die kernbevindings van die studie: (1) Vredesbouers moet toegee dat hulle nie daartoe in staat is om komplekse konflikte van buite af bepalend te analiseer en ‘oplossings’ namens ’n plaaslike gemeenskap te ontwerp nie. Hulle behoort eerder induktiewe prosesse te fasiliteer om ondersteuning te bied sodat kennis uit die plaaslike konteks na vore kom, en sodanige kennis moet as voorlopig en onderhewig aan ’n voortdurende proses tot verfyning en aanpassing, verstaan word. (2) Vredesbouers moet besef dat die selfvolhoubaarheid van vrede direk verband hou met, en beïnvloed word deur, die mate waartoe ’n gemeenskap oor die vermoë tot en ruimte vir selforganisering beskik. Vir vredeskonsolidering om selfvolhoubaar te wees, moet die proses wat daartoe aanleiding gee inheems, van ‘onder-na-bo’ en konteks-spesifiek wees. (3) Vredesbouers moet aanvaar dat hulle nie die besluite wat hulle neem op grond van voorafbestaande modelle of lesse wat elders geleer is kan regverdig nie. Die etiese implikasies van hulle besluite moet in terme van die plaaslike konteks beoordeel word, en die effekte van hulle ingrepe – bepland en onbepland – moet voortdurend opgeweeg word teen die daaglikse ervaring van die samelewings wat bygestaan word. Vredesbehoupogings behoort gelei te word deur die beginsel dat diegene wat met die gevolge van die proses sal moet saamleef, die agentskap behoort te hê om besluite oor hulle eie toekoms te neem. Die kuns van vredesbou lê in die vasstel van ’n toepaslike balans tussen internasionale ondersteuning en inheemse oplossings. Die proefskrif se argument is dat die internasionale gemeenskap tot dusver daarin gefaal het om hierdie balans te vind. As gevolg hiervan het pogings tot vredesbou dikwels bygedra tot die presiese swakhede en broosheid in die gemeenskap wat dit veronderstel was om aan te spreek. Op grond van hierdie insigte sluit die proefskrif af met ’n beroep tot ’n betekenisvolle herbalansering van die verhouding tussen internasionale invloed en plaaslike agentskap, waarin die rol van die eksterne vredesbouer beperk moet word tot die ondersteuning, fasilitering en stimulering van die plaaslike gemeenskap se vermoë tot selforganisering. Die proefskrif bepleit dus dat vredesbou herontwerp word binne ’n essensieel plaaslike raamwerk.

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Thesis (MCur)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Academic integrity is of undisputed importance in the educational environment as honesty is regarded as a basic ethical value in all educational programmes. Yet, academic dishonesty is a wide-ranging practice which is also encountered in the nursing education environment. This phenomenon causes concern in the nursing fraternity because of the positive correlation between unethical academic practices and future unethical professional behaviour. This correlation, together with the lack of research data regarding academic dishonesty at nursing education institutions in South Africa, motivated the researcher to undertake the present study. The purpose of the study was to examine the status of academic integrity among nursing students at a nursing education institution in the Western Cape. The objectives were to determine the incidence of academic dishonesty and to investigate the individual and contextual factors that influence academic dishonesty. The students’ knowledge of institutional policies regarding academic dishonesty, their understanding of plagiarism and referencing, their attitudes towards cheating, and their recommendations to prevent cheating were also explored. A quantitative research approach with a descriptive survey design was chosen for the study. The population (N=688) included all the pre-registration nursing students in the second- (N=319), third- (N=199) and fourth-year (N=170) groups. A nonrandom convenience sampling technique was used to select a sample of 80% (n=550) from each of the second-year (n=255), third-year (n=159) and fourth-year (n=136) student groups. A self-reported questionnaire, with a set of 61 Likert-type items, was designed to obtain information about academic dishonesty. Three openended questions were included in the questionnaire to generate more in-depth data. The questionnaire, which was based on a literature review and on the objectives for the study, was pilot tested to ensure reliability and validity. The inputs of experts in research methodology and nursing education also assured reliability and validity. Data collection, where only the researcher was involved, took place during scheduled classes. Descriptive statistics and, where appropriate, inferential statistical tests were used in analysing the data. Ethical approval was obtained. Measures were taken to ensure anonymity and confidentiality to all respondents. Consent was assumed on completion of the questionnaire. It was found that academic dishonesty was a reality at the nursing education institution where this study was done. Cheating behaviours associated with plagiarism and assignments were identified as the main problem areas. An unacceptably high level of dishonesty with the completion of practical records was also an area of concern. The main recommendations were the development and implementation of a code of honour and the implementation of comprehensive academic integrity policies at the nursing education institution. Practical measures aimed at combating cheating in tests and examinations were also recommended. / AFRIKAANSE OPSOMMING: Akademiese integriteit in die opvoedkundige omgewing is ongetwyfeld van groot belang omdat eerlikheid as ʼn basiese etiese beginsel in alle opvoedkundige programme beskou word. Desnieteenstaande, is akademiese oneerlikheid ʼn algemene praktyk wat ook in die verpleegonderwys omgewing voorkom. Weens die positiewe korrelasie tussen onetiese akademiese praktyke en toekomstige onetiese professionele gedrag veroorsaak hierdie verskynsel kommer in die verpleeggemeenskap. Hierdie korrelasie, tesame met die gebrek aan navorsingsdata ten opsigte van akademiese oneerlikheid by verpleegonderwys instellings in Suid-Afrika, het die navorser gemotiveer om die huidige studie te onderneem. Die doel van die studie was om die status van akademiese integriteit onder verpleegstudente by ʼn verpleegonderwys instelling in die Wes-Kaap te ondersoek. Die doelwitte was om die insidensie van akademiese oneerlikheid te bepaal, en om ondersoek in te stel na die individuele en kontekstuele faktore wat akademiese oneerlikheid beïnvloed. Die studente se kennis van die institusionele beleide met betrekking tot akademiese oneerlikheid, hul begrip van plagiaat en die verwysing van bronne, hul houding teenoor oneerlikheid, asook hul aanbevelings om oneerlikheid te voorkom, is ook ondersoek. ʼn Kwantitatiewe navorsingsbenadering met ʼn beskrywende opname-ontwerp is vir die studie gekies. Die populasie (N=688) het al die voorregistrasie-verpleegstudente in die tweede- (N=319), derde- (N=199) en vierdejaargroepe (N=170) ingesluit. ʼn Nie-ewekansige gerieflikheidsteekproeftegniek is gebruik om ʼn steekproef van 80% (n=550) uit elk van die tweede- (n=255), derde- (n=159) en vierdejaarstudente (n=136) te selekteer. ʼn Self-rapporteringsvraelys met ʼn stel van 61 Likert-styl-items is ontwerp om inligting ten opsigte van akademiese oneerlikheid in te samel. Drie oop vrae is ingesluit in die vraelys om meer in-diepte data te genereer. Die vraelys is op ʼn literatuurstudie en die doelwitte van die studie gebaseer en ʼn loodsstudie is gedoen om die betroubaarheid en geldigheid te verseker. Die insette van kundiges in navorsingsmetodologie en verpleegopvoedkunde het ook die betroubaarheid en geldigheid verseker. Data-insameling, waarby slegs die navorser betrokke was, het tydens geskeduleerde klastyd plaasgevind. Beskrywende statistieke, en waar toepaslik, inferensiële statistiese toetse, is gebruik vir data-analise. Etiese goedkeuring is verkry. Algehele anonimiteit en vertroulikheid is vir al die respondente gewaarborg. Voltooiing van die vraelys het ook toestemming tot deelname aangedui. Daar is gevind dat akademiese oneerlikheid ʼn werklikheid is by die verpleegonderwys instelling waar die studie gedoen is. Oneerlike gedrag geassosieer met plagiaat en werkopdragte is as die hoof-probleemareas geïdentifiseer. Die onaanvaarbare hoë vlak van oneerlikheid met die voltooiing van praktika-rekords is ook ʼn bron van kommer. Die hoofaanbevelings was die ontwikkeling en implementering van ʼn erekode en die implementering van beleide ten opsigte van omvattende akademiese integriteit by die verpleegonderwys instelling. Praktiese maatreëls gerig op die bestryding van oneerlikheid in toetse en eksamens is ook aanbeveel.