Thesis (PhD)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: We live in a time of unprecedented wealth and ease, taking airplanes to exotic locales and enjoying a variety of foods from across the globe. Significant improvements in healthcare have increased life expectancy to three times that of Ancient Egypt, once considered the most advanced civilization of its time. Yet despite these advances, millions of children continue to suffer. Ninety-nine percent of the millions of child deaths before the age of five each year are preventable through low cost treatments. Poor children who live past age five usually experience a lifetime of intellectual, physical, and emotional setbacks because of their disadvantaged circumstances. What, if anything, is to be done? This dissertation argues we have strong moral obligations to help children by providing a substantive equality of opportunity so that any differences in socioeconomic or life circumstance result from individual choice, not poor moral luck. These obligations are grounded in the common morality, arise from cosmopolitan applications of beneficence, and include the provision of nutritious food, safe drinking water, adequate sanitation, shelter, certain levels of healthcare and education, and love and guidance. Although the task before us is large, it is not impossible and thus incumbent upon us to fulfill it. / AFRIKAANSE OPSOMMING: Ons lewe in ‘n tyd van ongekende rykdom en gemak, waar ons vlieg na eksotiese bestemmings en ‘n verskeidenheid van kos en ontspanning van regoor die wêreld geniet. Groot verbeterings in mediese sorg het ons lewensverwagting opgestoot tot drie keer die van Antieke Egipte, wat eens op ‘n tyd beskou is as die mees gevorderde samelewing op aarde. Ten spyte van hierdie vooruitgang is daar steeds miljoene kinders wat hulself in ellendige toestande bevind. Nege-en-negentig persent van die kinders onder vyf jaar oud wat jaarliks sterf kon gered word deur laekoste mediese sorg. Arm kinders wat wel langer as ouderdom vyf leef, ervaar gewoonlik ‘n leeftyd van intellektuele, fisiese en emosionele terugslae as gevolg van hulle benadeelde omstandighede. Wat, indien enigiets, kan gedoen word? Hierdie proefskrif argumenteer dat ons ‘n sterk morele plig het om kinders te help deur substantiewe gelykheid van geleenthede te skep sodat verskille in sosio-ekonomiese of lewensomstandighede die resultaat sal wees van individuele keuses, en nie morele geluk nie. Hierdie pligte word begrond deur ons gemeenskaplike moraliteit, spruit voort uit ‘n kosmopolitaanse toepassing van goedwilligheid (‘beneficence’), en sluit die voorsiening van veilige drinkwater, voldoende sanitasie, skuiling, sekere vlakke van mediese sorg en opvoeding, en liefde en voorligting in. Alhoewel die taak wat wat voor ons staan ‘n groot een is, is dit nie onmoontlik nie en dus is dit ons plig om dit te vervul.

published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / abstract / Criminology / Master / Master of Social Sciences

Americans live in a service-oriented, computer-based society whose collective market place is fueled by the collection, use, exchange, and storage of information about people by government and business institutions. Consequently, individuals are having fewer face-to-face contacts in their relationships with these institutions while more decisions affecting their everyday lives are being made by strangers based upon information maintained in computer data systems. This being so, public concern about privacy, specifically the potential abuse and misuse of personal information by government and business, has increased substantially in recent years. There also exists the constant threat of information technology outstripping existing legal frameworks and outpacing the privacy expectations of citizens. More than ever, government and business policy makers will face the dilemma of balancing the legitimate needs of institutions for information about people with the privacy standing of the individual. Knowledge of public views are essential to this task. The purpose of this opinion research study is to learn the views of Arizona residents regarding their personal privacy and relationships with select privacy-intensive public and private institutions. The results provide empirical data for the privacy protection deliberations of the government and business policy makers who practice within Arizona. The results show personal privacy as an issue of serious public concern, with Arizona residents requesting further government laws and business policies and practices to protect their privacy. Arizona residents recognize the legitimate information needs of government and business institutions, but they expect protections against unwelcome, unfair, improper, and excessive collection and dissemination of personal information about them. Computers are perceived as threats to personal privacy, suggesting if institutions expect to be able to continue widespread applications of computers, measures must be taken to assure the public that the personal information stored in such systems are safeguarded from abuse and misuse. The results also show that there is a direct relationship between the degree of alienation or estrangement which individuals feel from government and business institutions and their attitudes toward privacy issues and perception of computer benefits and dangers. Consequently, to affect such attitudes will require sound measures.

The purpose of this study was to answer the research question, "Are there areas of philosophical agreement between the contemporary world views of secular humanism and Judeo-Christian traditionalism as they apply to public school curricula, or are these two belief systems mutually exclusive and irreconcilable?" The literature was reviewed with a focus on three areas: (1) the historical development of secular humanism, (2) the contemporary conflict between secular humanism and Judeo-Christian traditionalism regarding the public schools, and (3) this conflict as it is exemplified in "Family Life Education." Utilizing the statements of recognized secular humanist and Judeo-Christian traditionalist leaders, an attempt was made to clarify the philosophical positions of the two world views by having each side in the controversy "speak for itself." The guiding assumptions, beliefs, and values of these leaders were categorized into areas of standard philosophical inquiry, such as metaphysics, ontology, epistemology, and ethics, and into basic educational viewpoints. The resulting composite world views, validated by the reliability of their sources, provided for two comprehensive alternative philosophies of education: that of secular humanism ("humanism") and Judeo-Christian traditionalism ("traditionalism"). The two world views were summarily juxtaposed according to philosophical assumptions. Areas of agreement and conflict were located. In order then to determine the effects of the beliefs of humanism and traditionalism upon actual classroom curricula, a sample "Family Life Education" curriculum was examined from each world view. The sample was chosen as representative of those in use in over three hundred school districts nationwide. A noted humanist and two traditionalist authorities provided a supplemental verification of the results of the study. It can be concluded from this study that there are very few areas of philosophical agreement between humanism and traditionalism as they apply to the public schools. They are based upon mutually exclusive presuppositions and aside from the assumptions of logic, there are no major philosophical beliefs that humanism and traditionalism hold in common. When the public school attempts directly to shape human values, these two world views will come into conflict. They are fundamentally irreconcilable.

This study argued that the issue of non-state actors requires a comprehensive response that includes the recognition of both non-binding and binding human rights obligations of these actors. It examined critically the emerging norms on voluntary obligations, state responsibility, and direct responsibility of these actors with regard to human rights at both international and domestic levels.

No abstract available. / Thesis (LL.M.)-University of KwaZulu-Natal, Durban, 2008.

This study has presented insights into emotional perceptions surrounding ethical practices in the public relations field. The evidence resulting from the Q-sort process alluded to the grouping of practitioners as Truth Seers and students as Pragmatists. The Truth Seers revealed complete, balanced and consistent feelings identifying truth as the primary motivation for personal decision making. The Pragmatists were conversely found to believe that while truth was the basis of decision making, it was often necessary to make decisions or be confronted with moral choices that were not the most ethical out of necessity of circumstance. These groupings were general and did not apply toward all of the students or practitioners who participated. No definitive partition was established only a general theory. / Department of Journalism

This study examines the ethical beliefs and behaviors of full-time community college faculty. Respondents report to what degree they practice sixty-two behaviors as teachers and whether they believe the behaviors to be ethical. Survey participants engaged in few of the behaviors, and only reported two actions as ethical: (1) accepting inexpensive gifts from students and (2) teaching values or ethics. The participants reported diverse responses to questions about behavior of a sexual nature, but most agreed that sexual relationships with students or colleagues at the same, higher or lower rank were unethical. Additional findings relate to the presence of diversity among the faculty, using school resources to publish textbooks and external publications, selling goods to students, and an expansive list of other behaviors. Findings of this study are compared to results from earlier studies that utilized the same or similar survey instrument with teaching faculty. The study has implications for organizational policy and procedure, for faculty training and development, the teaching of ethics or values in the classroom and for future research.

No description available.