Multinational corporations are often associated with human rights violations and devastating environmental pollutions. Despite this, non-governmental organizations, human rights groups and the United Nations Global Compact are now encouraging multinational corporations to engage in activities that are promoting peace and development for individuals in vulnerable communities and developing countries. This study is carried out in order to reach an understanding of the phenomenon of multinational corporations and their contribution to increased global development. Through an abductive content analysis and with the implementation of Archie B. Carroll’s model of corporate social responsibility, the research strives to find answers for the two selected research questions. The ambition is to combine the subjects of business ethics and peace and development in order to discuss the issues of MNC and obstacles for global development. The result shows that one cannot generalize all multinational corporations as a contributing role for increased conflict in developing countries. When peace, stability and development are in the business’ interest, the corporation should not have issues of engaging in peace-building activities that can ensure that all individuals that are affected by the business operation can benefit from its revenues.

The intention with this research was to investigate the challenges facing School Governing Bodies (SGBs) in historically disadvantaged schools with regard to their roles and responsibilities. The investigation departed from the premise of prescriptions of the South African Schools Act and other relevant legislation. From the literature review, it became clear that school governance would not be an easy task for schools, based on the precedence set by the apartheid school governance system. Indeed, it was found that SGBs in previously disadvantaged schools experienced numerous challenges. Decentralisation, stakeholder participation in school governance, SGB membership, determination of school policies requiring specialised knowledge and expertise, and policy-making and implementation were found to encapsulate most of the challenges facing SGBs in their roles and responsibilities. This research, being qualitative and phenomenological, used interviews to focus on some definitive school governance roles and responsibilities. Findings largely confirmed earlier research findings and included challenges such as a poor understanding of the school governance role of promoting the best interests of the school by school governors, the execution of roles and responsibilities being inhibited by poor training and poor capacity building, parent governors lacking knowledge and school governance skills, school governance functions requiring specialised knowledge and skills, a lack of trust, and the influence of suspicion and poor teamwork among school governors. The main recommendation relates to the review of the Schools Act in terms of specialised functions and who should perform them, and increasing the terms of office of school governors to derive maximum benefit from continuity before new members are elected and another cycle of capacity-building is needed. It is further recommended that the roles and responsibilities of school governors be well explained to stakeholders, even before nominations and elections are conducted, so that potential governors know exactly what is expected, and that continuous capacity-building becomes a regular feature at school level, including a school cluster-based programme addressing local school governance challenges. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

The intention with this research was to investigate the challenges facing School Governing Bodies (SGBs) in historically disadvantaged schools with regard to their roles and responsibilities. The investigation departed from the premise of prescriptions of the South African Schools Act and other relevant legislation. From the literature review, it became clear that school governance would not be an easy task for schools, based on the precedence set by the apartheid school governance system. Indeed, it was found that SGBs in previously disadvantaged schools experienced numerous challenges. Decentralisation, stakeholder participation in school governance, SGB membership, determination of school policies requiring specialised knowledge and expertise, and policy-making and implementation were found to encapsulate most of the challenges facing SGBs in their roles and responsibilities. This research, being qualitative and phenomenological, used interviews to focus on some definitive school governance roles and responsibilities. Findings largely confirmed earlier research findings and included challenges such as a poor understanding of the school governance role of promoting the best interests of the school by school governors, the execution of roles and responsibilities being inhibited by poor training and poor capacity building, parent governors lacking knowledge and school governance skills, school governance functions requiring specialised knowledge and skills, a lack of trust, and the influence of suspicion and poor teamwork among school governors. The main recommendation relates to the review of the Schools Act in terms of specialised functions and who should perform them, and increasing the terms of office of school governors to derive maximum benefit from continuity before new members are elected and another cycle of capacity-building is needed. It is further recommended that the roles and responsibilities of school governors be well explained to stakeholders, even before nominations and elections are conducted, so that potential governors know exactly what is expected, and that continuous capacity-building becomes a regular feature at school level, including a school cluster-based programme addressing local school governance challenges. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

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<p>This survey is a qualitative study about how teachers see on the concept student leverage and what they say about how they in practice work with it. We have chosen to examine the subject from a teacher’s perspective, because almost all investigations and literature, that we have found, discuss student influence from a student’s perspective. That’s why we are interested to examine what teachers think of the subject. We did three focus group interviews with teachers from preschool classes up to class 6. The teachers considered that student influence is when teachers listen to the students' interests and the lesson content then acts about that. Student influence is also that the students may influence the organization of social environment, evaluation and approaches. Evaluation was something the teachers regarded should be done, but they said that they didn’t have time to do it. All teachers expressed that when they work with student influence, it is through class - and pupil ' council. They considered that the students through this might have leverage in both classroom and school. We have come to a result that student effect means that the students should have leverage in both contents and approaches. Student effect is also that the student can have influence in his/hers situation in the school.</p>

My thesis focuses on demonstrating the limits of the human development approaches of Amartya Sen and Martha Nussbaum. While both offer excellent criticisms of the problems inherent in economic- or income-centered approaches to development, the framework of freedoms and capabilities from which they argue is too limited in identifying responsibilities and obligations to others. Thus, their approaches cannot sufficiently be used to transform the economic, social, and political structures that have caused and maintain the social justice issues they seek to address. In order to achieve universal recognition of the essential right of every individual to be free and able to live a life of value and human dignity, it is first necessary that people desire such recognition for others, not only themselves. Since the fulfillment of entitlements necessary for living a full and happy life essentially require institutions, governments, and numerous other socially-based public actions to secure them, the recognition of individual responsibilities and obligations is fundamental to being able to realize freedoms, rights, and capabilities. Therefore, I argue that the transformation from economic-centered to freedom- or capability-centered development processes must be grounded in responsibility and concern for others. What is needed is not an approach that is merely more of the same – freedom, liberty, rights – but instead a radical transformation of the moral and ethical values of society, which cannot be brought about without a shift, not just in the focus, but in the language of approaches to human development and social injustice.

Chinese society has greatly emphasized filial piety and other related societal norms. This thesis explores how Mainland Chinese international students, especially those who are from one-child households, maintain their familial responsibilities while studying in Canada away from home. The research is framed by the family migration strategy literature and empirically adopts a qualitative approach. Semi-structured face-to-face interviews with Mainland Chinese international students are undertaken. The findings show that as with many other types of migration, student migration, in this case, is a familial decision. To a certain extent, obtaining a foreign degree is the foundation for fulfilling familial responsibilities in the future. In addition, a new concept, delay remittances, is introduced as a way of conceptualizing the concrete meaning of familial responsibility for Mainland Chinese international students. The findings also show that the most significant tension for Mainland Chinese international is related to the uncertainty of how and where they will be able to fulfill their familial obligations to their parents.

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / This paper focuses on an investigation into adult students, experiences related to access, barriers to participation and success at a TVET college in the Western Cape. Through recognition of prior learning (RPL) many adult students have gained access to TVET colleges to obtain a qualification as educare practitioners. Many educare practitioners have worked in the ECD field for many years without a qualification. RPL provides an opportunity for these practitioners to upskill themselves and more importantly uplift themselves, giving them hope for a better future. The RPL offers adult students hope of advancement amidst challenging circumstances experienced in the past, thereby changing the tide in the latter years of their lives.

The prevailing approach to managing persons with criminal histories involves community supervision professionals like probation and parole officers partnering with other mental health providers to address clients’ needs. The relationships between individual professionals are seldom researched, though, and the current study aims to address this deficit in the empirical literature. This study utilized interviews about professionals’ perceptions of their work experiences, analyzed open-endedly to identify major themes. Mental health providers’ themes included appreciation and process of collaboration, individual characteristics and roles, characteristics of collaboration, elements of interprofessional relationships, and involvement of the courts. Community supervision professionals discussed issues pertaining to appreciation and process of collaboration, individual characteristics and roles, when conflict occurs, and the lack of basic knowledge about other professionals. Second, these partnerships were examined in light of interprofessional healthcare competencies. Themes identified here resembled healthcare values and ethics competencies and roles and responsibilities competencies; healthcare competencies regarding interprofessional communication and teamwork showed partial congruence with the current themes. Overall, interprofessional collaboration is valued. This research highlights the strengths of this type of interprofessional collaboration and offers suggestions for improving the efficacy of collaboration.

Background: With significant advancements in Machine Learning, the most advancing technology in multiple domains regardless of the field. It has primarily been the critical component of artificial intelligence and is used in a wide range of artificial Intelligence applications. In the industry, there is growing importance on machine learning, as organisations are actively looking for Machine Learning Experts who develop and create self-running AI systems that will automate processes; With the explosion of data in recent years and the increase in computing power, machine-learning systems have become much more capable. Thus the demand for machine learning skills is high in the job market due to the need for more advanced technology.   Objectives: Our thesis aims to provide a comprehensive understanding of primary machine-learning skills that are required by organizations to engineer a machine-learning system. The main objective of this research is to identify the important skills required to engineer a ML system; the important responsibilities looked for in a Machine Learning engineer. Methods: There are two parts of the methodology involved in this research. The first part of the research employs the method of Archival Research. In this method, we extracted the 3.4 million job ads dataset. We have got 6497 job ads related to machine learning. The Spacy Natural Language processing automated processing tool will be used to process the job advertisements and identify the required skills and responsibilities. After the skills and responsibilities are obtained, a qualitative survey is conducted on industrial expertise in machine learning to identify the most important skills that are needed and the most looked-for responsibilities for a ML engineer, which is the second part. Conclusions: The findings of this research have the potential to open up numerous opportunities for individuals who aspire to learn about machine learning systems. This includes software engineers and anyone else who wishes to gain a comprehensive understanding of the skills and responsibilities required to work on machine learning systems. The insights gained from this study may serve as a roadmap to transition into the machine-learning field and can also contribute to advancements in the field.