M.Com. (Business Management ) / The primary objective of the research was to investigate what business expects from its Corporate Social Responsibility (CSR) contribution to education, with the secondary objectives being the establishment of a sustainable partnership, and the solicitation of more funding to attain the strategic goals of the Education Department. To achieve these objectives, research was conducted with the research population consisting of 15 targeted companies. The sample comprised of CSR practitioners from the respective companies. Out of the 15 companies targeted, only 12 responded. A survey was utilised to collect the data, and the completion of the questionnaires was followed by in–depth interviews for clarity where necessary. The findings revealed six major expectations by business from its CSR contributions to education, namely: 1. Delivery of quality education 2. The need to form partnerships 3.Sustainability 4.Skills development 5. Leadership 6. Measurement, evaluation and reporting. It was also established that the six aspects identified by the participating companies were not only critical for CSR, but were also pivotal for the transformation of education, socio-economic development, and for the return of investment in the form of human capital.

M.Ing. / Engineering is a combination of natural and human science skills and expertise. Engineers are required to satisfy the needs of their customers at a human science level, yet they are also expected to solve problems that require meticulous calculation at a natural science level. Engineers who can negotiate with customers, but who do not have the competencies to solve complex problems, will find the profession extremely complicated and frustrating. On the other hand if engineers have developed the required skills to tackle and solve the most intricate problems but are unable to communicate and interact with their clients, they will soon realise that they are isolated from the community. Because of the workload associated with the curriculum for engineering studies at tertiary level, academic staff find it difficult to include topics other than hard core engineering in the curriculum. Potential engineers have to realise that they are entering a profession that requires -a- lifelong learning commitment to stay abreast of developments, especially because of the explosion of developments in high technology. The challenge lies with educational institutions, employers and the engineering fraternity alike to ensure that qualified engineers, technologists and technicians are wellbalanced, highly-skilled professionals with the ability to interact with the public at large. Engineering students need to be exposed to a wide range of additional skills, such as motivational, communication, negotiating, financial and psychological. A subject that is seldom addressed in educational institutions is ethics and its role in an engineer's life. Because ethics is based on various complex foundations, such as the various religions, cultural backgrounds and different values and norms of groups of people, academic staff tend to avoid broaching the topic. This dissertation has probed the complexities of ethics and how it differs depending on the background of a specific group of people or a specific profession. It further investigated the perceived needs among engineering students and qualified engineers so that engineering students can be exposed to ethics and the importance of a basic knowledge of ethics before they can be regarded as fully-fledged engineers. Results of a market research has revealed that qualified engineers and engineering students are aware of the importance of an expanded curriculum that would include the additional subjects mentioned earlier. The findings correlate with similar results obtained in a market research in United States of America. Literature claimed that Europe was lagging behind USA with regard to the inclusion of ethics in their curriculum but that it was rectifying the situation. he issue under discussion is that all role-players in South Africa should join forces to incorporate ethics in the curriculum of tertiary education institutions and in the in-house-training programmes of businesses. This programme can later be extended to include other human science skills. Control measures should be introduced to ensure the work done in South Africa by the engineering fraternity is in line with international standards. This will enable South Africa to remain a competitive role-player in the global market.

This study is a qualitative analysis of the author's previous publications, academic and operational practitioners input, the literature, and accreditation requirements for ethics education in healthcare. Two research questions were addressed: 1. Is a typology of ethics education in healthcare needed, and 2. Is more specificity of ethics education in healthcare required? Both research questions were answered in the affirmative. The results indicated that a typology of ethics education in healthcare is needed with the primary reason being the need for a focused manuscript that uses content validity to illustrate the hierarchy of ethical reasoning in healthcare. No one manuscript brings together the six ethics education domains that were identified as required for appropriate ethics education in healthcare. The second research question result indicated that there are sparse educational objectives available in the context of cognitive and affective educational domains, especially for the six ethics domains presented here: 1. Decision ethics, 2. Professional ethics, 3. Clinical ethics, 4. Business ethics, 5. Organizational ethics, and 6. Social ethics. Due to the limited specificity of the ethics education objectives identified in the literature, the author developed and presented a typology, beginning with 270 ethics educational objectives, for use in healthcare instruction. A discussion is provided on how healthcare can be improved by including more specific ethics education objectives within healthcare programs. Further recommendations include the creation of a taxonomy based on the typology developed here.

No description available.

Thesis (PhD)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: The history and evolution of nursing ethics situate caring as a central value of nursing. Since ancient times, codes of conduct, developed by societies, have protected the vulnerable. The value system of nursing in South Africa and Namibia is derived from Christian missionaries who hailed from England and Europe. Florence Nightingale is recognised as the founder of modern nursing and established a firm ethical foundation for nursing. Nursing ethics education has various aims, i.e. promotion of ethical insight of nurses and protection of patients. Ethics education is confronted daily with many challenges with continuous efforts to address these challenges through innovations. Throughout its history, the nursing profession has responded to moral challenges by developing ethical codes with guiding principles for nursing practice. An ethic of care gained ground as an important approach in nursing practice. The values and obligations proclaimed in the codes of ethics of some countries and the International Council of Nurses reveal shared values and beliefs in nursing. These codes of ethics describe the obligation of nurses towards patients, the nursing profession, society, co-workers and themselves as individual nurses. Nurses ought to develop certain required character traits. Aristotle’s ideas on intellectual virtues and practical wisdom specifically may provide nursing ethics educators with a viable approach in the teaching-learning of nursing ethics. The status of nursing ethics education in South Africa and Namibia revealed variability in most aspects of undergraduate nursing ethics education in institutions of higher education. This lack of standardisation complicates assessment of the quality of nursing ethics education. Nursing ethics educators in South Africa and Namibia identified challenges regarding the teaching-learning environment, practising nurses, students and educators as well as challenges related to the regulatory authorities and political and legislative framework. Suggestions to address these challenges were also offered by the nursing ethics educators. The effective internalisation of nursing values requires the efforts of nursing educators, students, practising nurses as well as stakeholders beyond institutions of higher learning. A critical assessment of nursing ethics education in South Africa and Namibia highlighted certain deficiencies in relation to regulatory and managerial aspects in nursing education and various issues related to nursing education generally and nursing ethics education specifically. Improving nursing ethics education needs nursing ethics educator specialisation, standardisation of ethics education and innovative teaching-learning strategies, including the inculcation of practical wisdom in nursing students. Health care facilities need upgrading, and practising nurses and educators must support nursing students effectively. Managerial and regulatory aspects need improvement. The challenges identified in this study can be resolved by improved collaboration amongst institutions of higher learning, nursing councils and service providers. Nursing ethics educators remain hopeful that nursing ethics education has the potential to be significantly improved both in South Africa and Namibia. / AFRIKAANSE OPSOMMING: Die geskiedenis en ontwikkeling van verpleegetiek dui op versorging as die kernwaarde van verpleegkunde. Sedert die vroegste tye sien die gedragskodes wat deur samelewings ontwikkel word, na kwesbare lede van die gemeenskap om. Die waardestelsel van verpleegkunde in Suid-Afrika en Namibië kan teruggevoer word tot die Christen-sendelinge wat uit Engeland en Europa gekom het. Florence Nightingale word as die stigter van moderne verpleegkunde beskou en het ’n stewige etiese grondslag vir verpleegkunde gelê. Verpleegetiek onderrig het verskeie doelwitte, waaronder bevordering van die etiese insigte van verpleegkundigies en beskerming van pasiënte. Etiek onderrrig word daagliks gekonfronteer deur menige uitdagings met volgehoue pogings om hierdie uitdagings deur innovering aan te spreek. Oor die geskiedenis heen het die verpleegberoep op morele uitdagings gereageer deur etiekkodes met rigsnoere vir die verpleegpraktyk op te stel. Mettertyd het die etiek van versorging veld gewen as ’n belangrike benadering tot verpleegpraktyk. Die waardes en verpligtinge wat in die etiekkodes van sommige lande sowel as dié van die Internasionale Raad vir Verpleegkundiges vervat is, toon bepaalde gemeenskaplike beginsels en oortuigings. Hierdie etiekkodes beskryf verpleegkundiges se plig jeens pasiënte, die verpleegberoep, die samelewing, hul medewerkers én hulself as individuele verpleërs. Verpleegkundiges behoort sekere vereiste karaktereienskappe te ontwikkel. Veral Aristoteles se gedagtes oor intellektuele deugde en praktiese insig kan verpleegetiekopvoeders van ’n lewensvatbare benadering tot onderrig en leer op hul vakgebied voorsien. Tog bied hoëronderwysinstellings in Suid-Afrika en Namibië oënskynlik wisselende mates van voorgraadse verpleegetiekonderrig. Hierdie gebrek aan standaardisering maak dit moeilik om die werklike gehalte van verpleegetiekonderrig te bepaal. Die verpleegetiekopvoeders in Suid- Afrika en Namibië wat vir hierdie studie geraadpleeg is, maak melding van uitdagings met betrekking tot die onderrig- en leeromgewing, verpleegpraktisyns, studente en opvoeders, die reguleringsowerhede sowel as politieke en regskwessies. Die opvoeders het ook voorstelle gemaak oor hoe hierdie uitdagings hanteer kan word. Die doeltreffende internalisering van verpleegwaardes vereis toewyding van verpleegopvoeders, -studente en -praktisyns sowel as belanghebbendes buite hoëronderwysinstellings. ’n Kritiese beoordeling van verpleegetiekonderrig in Suid-Afrika en Namibië dui op bepaalde tekorte wat regulerings- en bestuursaspekte van verpleegonderrig betref, en ook verskeie uitdagings met betrekking tot verpleegonderrig oor die algemeen en verpleegetiekonderrig in die besonder. Die verbetering van verpleegetiekonderrig vereis spesialisering deur verpleegetiekopvoeders, die standaardisering van etiekonderrig, en innoverende onderrig- en leerstrategieë, onder meer die inskerping van praktiese insig by verpleegstudente. Gesondheidsorgfasiliteite moet opgeknap word en verpleegpraktisyns en -opvoeders moet verpleegstudente doeltreffend ondersteun. Ook bestuurs- en reguleringsaspekte moet verbeter word. Die uitdagings wat in hierdie studie na vore kom, kan die hoof gebied word deur beter samewerking tussen hoëronderwysinstellings, verpleegrade en diensverskaffers. Intussen bly verpleegetiekopvoeders vol hoop dat verpleegetiekonderrig in Suid-Afrika en Namibië verbeter kan word.

No description available.

The notion of wildness as a concept that is essentially intractable to definition has profound linguistic and ethical implications for wilderness preservation and environmental education. A survey of the ways in which wilderness value is expressed through language reveals much confusion and repression regarding our understanding of the autonomy of nature. By framing discussions of wilderness through fact-driven language games, the value of the wild autonomy in nature becomes ineffable. In removing wildness from the discourse on wilderness we convert wilderness value from an intrinsic value into a distorted instrumental value. If we want to teach others that wilderness value means something more than a recreational, scientific, or economic opportunity, we need to include other ways of articulating this value in our education programs. Through linking the wildness of natural systems with the wild forms in human language games, I examine the conceptual freedom required for valuing autonomy in nature. The focus on what is required of language in expressing the intrinsic value of wilderness reveals that wilderness preservation and environmental education need complementary approaches to the current science-based frameworks, such as those used by the National Park Service. The disciplines of poetry, literature, ethics, and aesthetics offer alternative language games that allow for a more fluid, imaginative, and open-ended understanding of the autonomy of nature, and a means for articulating the value of this wildness that implies an ethical position of humility.

曾麗珠. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1996. / 參考文献 : leaves 108-115. / Zeng Lizhu [Zang Lai Zhu]. / 撮要 --- p.1 / Chapter 第一章 --- 研究問題 --- p.2 / Chapter 第二章 --- 文獻評述 / Chapter 第一節 --- 儒家倫理?東亞現代化 / Chapter (一） --- 韋伯的理論及現代的挑戰 --- p.6 / Chapter (二） --- 從儒定倫理的理論層面作評述 --- p.13 / Chapter (三） --- 具備中國文化特色的東亞商人文化 --- p.18 / Chapter (四） --- 小結 --- p.25 / Chapter 第二節 --- 課程社會學與德育課程 / Chapter (?) --- 課程界說 --- p.27 / Chapter (二） --- 意識型態?課程 --- p.28 / Chapter (三） --- 儒家的意識型態與德育課程 --- p.31 / Chapter 第三章 --- 研究設計 / Chapter 第一節 --- 研究目的 --- p.35 / Chapter 第二節 --- 研究對象 --- p.36 / Chapter 第三節 --- 兩地?科書的編纂 / Chapter (一） --- 台灣教科書的編纂過程 --- p.40 / Chapter (二） --- 香港?科書的編纂 --- p.41 / Chapter 第四節 --- 研究工具 / Chapter (一） --- 分析架構 --- p.42 / Chapter (二） --- 量表?各項的涵義及細目 --- p.47 / Chapter 第五節 --- 研究假設 --- p.51 / Chapter 第六節 --- 研究方法 --- p.53 / Chapter 第七節 --- 研究限制 --- p.54 / Chapter 第八節 --- 先導研究 --- p.55 / Chapter 第四章 --- 研究結果與分析（?） (港台兩地?科書?的儒家概念的分析比較） / Chapter 第一節 --- 研究的焦點及分析方法 --- p.57 / Chapter 第二節 --- 兩地?科書?容分析結果比較 --- p.60 / Chapter 第三節 --- 總結 --- p.63 / Chapter 第五章 --- 研究結果與分析（二） (港台兩地?科書?的儒家概念分佈情況比較） / Chapter 第一節 --- 研究焦點 --- p.64 / Chapter 第二節 --- 兩地?科書中的道德概念在各儒家倫理 範疇分佈情況比較 --- p.65 / Chapter 第三節 --- 兩地?科書的德育概念在各實踐層次 的分佈情況比較 --- p.75 / Chapter 第四節 --- 總結 --- p.97 / Chapter 第六章 --- 總結 / Chapter 第一節 --- 研究結果綜合 --- p.99 / Chapter 第二節 --- 研究結果剖析 --- p.102 / Chapter 第三節 --- 研究意義 --- p.105 / Chapter 第四節 --- 研究限制 --- p.107 / 【附錄】 一.英文參考書目 --- p.108 / Chapter 二. --- 中文參考書目 --- p.112 / Chapter 三. --- 教科書?容分析結果 --- p.116 / Chapter 四. --- 圖目次 --- p.145 / Chapter 五. --- 表目次 --- p.146

Education is supposed to advance humans towards the common good and a better future, but the present environmental education in trend has largely failed to inculcate a social perception of nature as is required in education for sustainability. The world is facing an ecological crisis as a result of unrestrained exploitation of natural resources and pollution; while the sustainability movement remains sluggish as prevailing citizenship education in the national context continues to serve dominant values through the top-down approach and fall behind actual needs in reforming societies. Outdated thinking of citizenship and the absence of civil society involvement are argued to be the main factors slowing down education for sustainability. Ecological citizenship as an emerging concept to address world sustainability suggests a stronger role to be played by the civil society particularly in renewing the political obligations of citizens towards their unsustainable relationship with nature. A paradigm shift in educational values towards critical pedagogy should encompass environmental justice and ecological footprint to reflect the global dynamics of environmental issues today. International environmental non-government organizations can capture opportunities of this rising role, as affirmed by the Hong Kong case analyzing the work of Greenpeace and WWF and views of local key stakeholders taking part in this movement. Through their usual environmental governance work in the forms of advocacy and stakeholder engagement, international environmental non-government organizations can foster more community-based sustainability education in formal, non-formal and informal settings through the more bottom-up tripartite approach of government-business-civil society. / published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education