South Africa, notwithstanding her comprehensive legislation, has disturbingly high figures of child sexual violence. These crimes and the low conviction rates should put any role-player within the field of sexual violence to shame. Concerns are raised that, unless trained professionals deal with child sexual abuse victims, we will fail to protect children from abuse and fail in our quest for justice. The South African police, in its efforts to prioritize crimes against women and children, employed forensic social workers. This article presents the results of an explorative study of the role and responsibilities of the forensic social worker in the SAPS. Data was collected from three groups of participants (forensic social workers, state prosecutors and police investigating officers) according to a mixed method approach. Both qualitative (semi-structured interviews) and quantitative (statistical data) methods were therefore employed. The forensic process is designed to answer a question of relevance to the legal system, which makes the role of the forensic social worker very specific. If roleplayers in the field of child sexual offences, however, are not entirely familiar with what forensic social work entails, it could not only complicate matters for the forensic social workers, but it could also mean that their services are not used optimally and effectively. The findings of the study indicate that forensic social workers make a valuable contribution to the successful investigation of child sexual offences; however, in the absence of adequate continuous trainin training, supervision and consultation, they could fail in providing a proficient service. / Thesis (MSW (Forensic Practice))--North-West University, Potchefstroom Campus, 2013.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2018-02-23T18:58:02Z No. of bitstreams: 1 FATIMARAMALHO.pdf: 3238217 bytes, checksum: a5152dbf8c4bdfc696e478e211fe944a (MD5) / Made available in DSpace on 2018-02-23T18:58:02Z (GMT). No. of bitstreams: 1 FATIMARAMALHO.pdf: 3238217 bytes, checksum: a5152dbf8c4bdfc696e478e211fe944a (MD5) Previous issue date: 2017-08-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This dissertation presents discussions about the role of the School Director as a training agent, highlighting the reflection on his duties, competencies and functions with emphasis on pedagogical and training aspects. The vision of the role of the School Director, although multiple, cannot be understood as multifaceted, but permeated by interrelated and complementary actions that indicate pedagogical leadership. We consider the convergent importance of the dimension of the director's work, even if we think of the ideal formation for the real, we have to keep in mind that the ideal is the real reality and we cannot limit ourselves to the ranks and vices of pragmatism and authoritarianism. Demands announce the arrival of new educational paradigms and the incessant search for quality teaching. Although we understand the various demands arising from the position, we consider the pedagogical and leadership presence in the Director's role to be fundamental, especially in the continued formation of the teacher, as a complex and propulsive movement for the exchange of experiences and formative trajectories of the subjects that coexist in the daily school life and, Besides him, subjects that are protagonists in the student formation movement. Thus, for the deepening and amplification of these questions, we conducted a review of the literature, which had as main authors: Aguiar (2011); Certeau (2009); Franco (2003); Freire (1997; 2001; 2008); Gadotti (2005); Libâneo (2001; 2004; 2005; 2011); Luck (2006; 2009); Morin (2015); Nóvoa (1992); Paro (2002; 2015); Penin (2001); Pimenta (2005; 2011); Saviani (2008); Veiga (2007) and Zabala (2001). We also carried out a documentary analysis of the period 1989 to 2015, from the Municipal Department of Education of Sao Paulo, and a field study that involved, as subjects, School Directors, Coordinators and Teachers to apply a questionnaire (for outlining the profile) And conducting in-depth interviews on the Director's performance, his/her facilities and/or difficulties regarding the fulfillment of pedagogical demands. For the organization, application of the instruments of data collection and for the analyzes we use as references Franco (2003); Minayo (2001) and Szymanski (2010). The results point out the numerous demands attributed to this subject, as well as the fragility in terms of theoretical contribution, so that it can develop formative actions in schools, as well as perceive that the Own system characterizes it as preposition. We consider important the possibility of the opening of an agenda by the central and intermediate bodies, emerging the debate around the functions of the School Director, resizing his pedagogical doing. / A presente Dissertação apresenta discussões em torno do papel do Diretor Escolar enquanto agente de formação, evidenciando a reflexão sobre as suas atribuições, competências e funções com ênfase nos aspectos pedagógicos e formativos. A visão da função do Diretor de Escola, apesar de múltipla, não pode ser compreendida como multifacetada, mas permeada por ações inter-relacionadas e complementares que indicam uma liderança pedagógica. Consideramos a importância convergente da dimensão do fazer do Diretor, ainda que pensemos na formação ideal para a real, temos que ter em mente que o ideal é o real concretizado e não podemos nos limitar aos ranços e vícios do pragmatismo e autoritarismo, pois as novas demandas anunciam a chegada de novos paradigmas educacionais e a busca incessante pela qualidade de ensino. Apesar de compreendermos as diversas demandas advindas do cargo, consideramos fundamental a presença pedagógica e de liderança no fazer do Diretor, especialmente na formação continuada do professor, enquanto movimento complexo e propulsor de trocas de experiências e trajetórias formativas dos sujeitos que coexistem no cotidiano escolar e, para além dele, sujeitos esses que são protagonistas no movimento de formação discente. Assim, para o aprofundamento e ampliação destas questões, realizamos uma revisão da literatura, que teve como autores principais: Aguiar (2011); Certeau (2009); Franco (2003); Freire (1997; 2001; 2008); Gadotti (2005); Libâneo (2001; 2004; 2005; 2011); Luck (2006; 2009); Morin (2015); Nóvoa (1992); Paro (2002; 2015); Penin (2001); Pimenta (2005; 2011); Saviani (2008); Veiga (2007) e Zabala (2001). Realizamos, também, análise documental do período 1989 a 2015, da Secretaria Municipal de Educação de São Paulo, e um estudo de campo que envolveu, como sujeitos, Diretores de Escolas, Coordenadores e Professores para a aplicação de um questionário (para delineamento do perfil) e realização de entrevistas de aprofundamento sobre a atuação do Diretor, suas facilidades e/ou dificuldades em relação ao atendimento das demandas pedagógicas. Para a organização, aplicação dos instrumentos de coleta de dados e para as análises utilizamos como referências Franco (2003); Minayo (2001) e Szymanski (2010). Os resultados apontam, como aspectos dificultadores da ação do Diretor de Escola, as inúmeras demandas atribuídas a este sujeito, bem como a fragilidade em termos de aporte teórico, para que o mesmo possa desenvolver ações de cunho formativo nas escolas, além de percebermos que o próprio sistema o caracteriza como preposto. Consideramos importante a possibilidade da abertura de uma agenda pelos órgãos centrais e intermediários, emergindo o debate em torno das funções do Diretor de Escola, redimensionando seu fazer pedagógico.

The increasing dependence upon Information Systems (IS) in the last few decades by businesses has resulted in many concerns regarding auditing. Traditional IS auditing has changed from auditing "around the computer" to a hands-on approach (auditing through and with the computer). Technology is changing rapidly and so is the profession of IS auditing. As IS auditing is dependent on Infonnation Technology (IT), it is essential that an IS auditor possesses IT and auditing knowledge to bridge the gap between the IT and auditing professions. The aim of the study is to: 1) define the roles and responsibilities expected from IS auditors, based on the different types of audit assignments and the steps involved in perfonning an IS audit assignment; 2) describe the basic IT and audit knowledge required from IS auditors based on the roles and responsibilities identified; 3) describe the soft skills required from IS auditors to successfully perfonn an IS audit assignment; 4) define the main types of IS audit tools and techniques used most often to assist IS auditors in executing IS audit roles and responsibilities; and 5) establish an IS auditor's profile based on the 4 characteristics defined above / Computing / M.Sc.

O tratamento diferenciado dos países em desenvolvimento surge a partir da década de 70 como expressão de resistência dos países do então Terceiro Mundo a uma ordem mundial pós-guerra entendida essencialmente como injusta e cuja doutrina do desenvolvimento tal como prescrita não conseguia equalizar. A partir de movimentações políticas, os países em desenvolvimento emplacaram tal tratamento no âmbito de importantes documentos internacionais e acordos multilaterais. O tratamento diferenciado dos países em desenvolvimento se expressa no direito internacional ambiental por meio do princípio das responsabilidades comuns mas diferenciadas e respectivas capacidades, consagrado da Declaração do Rio sobre Meio Ambiente e Desenvolvimento, de 1992, e cuja expressão máxima é a Convenção-Quadro das Nações Unidas sobre Mudanças Climáticas (CQMC). Tendo como objeto o tratamento diferenciado dos países em desenvolvimento, delimitado às obrigações centrais no âmbito da CQMC, a presente pesquisa encara o problema de sua operacionalização desde a mencionada Convenção até o seu Acordo de Paris. Para tanto, a pesquisa vale-se do método dedutivo, uma abordagem estruturalista e materialista-histórica para a análise de conteúdo dos textos jurídicos, observando a operacionalização do tratamento diferenciado em nas obrigações em termos de vinculatividade, precisão e delegação. O resultado foi que as mudanças climáticas são necessariamente um debate sobre desigualdades em termos de responsabilidade, mitigação e vulnerabilidade. Sob a alegação de um mundo mais complexo, onde a expressão ‘Terceiro Mundo’ é substituída pela noção de ‘Sul Global’, afirma-se que tal enquadramento de uma dívida Norte-Sul não seria mais pertinente, esvaziando o significado do tratamento diferenciado dos países em desenvolvimento. Porém, a persistência da dívida Norte-Sul em termos dinâmicos aponta que tal tratamento diferenciado dos países em desenvolvimento também continua atual. No intuito de instrumentalizar as obrigações da Convenção, o Protocolo de Quioto – endossado principalmente pelos países europeus – estabelece uma arquitetura descendente, apoiado em normas diferenciais por meio de compromissos de redução precisos, vinculantes e firmados internacionalmente, tendo como destinatários, em um primeiro momento, os países desenvolvidos. O Acordo de Paris – que reflete a estratégia dos Estados Unidos desde antes da própria Convenção – estabelece uma arquitetura ascendente, recorrendo a normas contextuais, onde os compromissos são nacionalmente determinados e isentos de um escrutínio internacional. O Acordo – cuidadosamente redigido – não estabelece nenhuma obrigação substancial precisa ou mesmo vinculante sobre tais contribuições, deixando ampla margem para todos os países e tornando a liderança dos países desenvolvidos no enfrentamento das mudanças climáticas apenas uma obrigação retórica. Deste modo, conclui-se que, sob o argumento de prover diferenciação para todos, o Acordo de Paris esvazia o significado do tratamento diferenciado dos países em desenvolvimento. Entretanto, apenas no âmbito da delegação, ou seja, dos mecanismos de cumprimento estabelecidos pelo Acordo, notadamente o balanço geral de implementação por meio de ‘naming and shaming’ que os países em desenvolvimento poderão exigir a necessária liderança dos países desenvolvidos. / In the 1970s, countries recognised as ‘developing’ began to be treated differently with regard to international agreements and doctrines that affected those countries development, following a widespread consensus among developing countries that the post-war order was unjust. As a result of political moves, developing countries have introduced such treatment in the framework of important international documents and multilateral agreements. The differentiated treatment of developing countries is expressed in international environmental law through the principle of common but differentiated responsibilities and respective capacities enshrined in the 1992 Rio Declaration on Environment and Development and culminated in the United Nations Framework Convention on Climate Change (UNFCCC). Having as its object the differentiated treatment of developing countries, limited to the central obligations under the UNFCCC, this research faces how international climate agreements operated within the differentiated treatment for developing countries. The research is based on the deductive method, a structuralist and historical materialist approach to the analysis of the content of legal texts, observing the differential treatment in obligations in terms of obligation, precision and delegation. The result was that climate change is necessarily a debate on inequalities in terms of responsibility, mitigation and vulnerability. Under the claim of a more complex world, where the expression 'Third World' is replaced by the notion of 'Global South', it is stated that such framing of a North-South divide would not be more relevant, depriving the meaning of differential treatment of developing countries. However, the persistence of the North-South divide in dynamic terms points out that such differentiated treatment of the developing countries is still relevant. In order to implement the obligations of the Convention, the Kyoto Protocol - endorsed mainly by European countries - establishes a downward architecture, supported by differential norms through precise, binding and internationally agreed reduction commitments, directed primarily to developed countries. The Paris Agreement - which reflects the US strategy prior to the Convention itself - establishes an upward architecture, using contextual norms where commitments are nationally determined and thus exempt from international scrutiny. The Agreement - carefully worded - does not establish any substantive or precise binding obligation on such contributions, leaving wide scope for all countries and does not require substantive efforts from developed countries in tackling climate change. In this way, it is concluded that, under the argument of providing differentiation for all, the Paris Agreement emptied the meaning of the differential treatment of developing countries. However, only within the scope of the delegation, through compliance mechanisms established by the Agreement, notably the global stocktake through naming and shaming that developing countries may require the necessary leadership of the developed countries.

O tratamento diferenciado dos países em desenvolvimento surge a partir da década de 70 como expressão de resistência dos países do então Terceiro Mundo a uma ordem mundial pós-guerra entendida essencialmente como injusta e cuja doutrina do desenvolvimento tal como prescrita não conseguia equalizar. A partir de movimentações políticas, os países em desenvolvimento emplacaram tal tratamento no âmbito de importantes documentos internacionais e acordos multilaterais. O tratamento diferenciado dos países em desenvolvimento se expressa no direito internacional ambiental por meio do princípio das responsabilidades comuns mas diferenciadas e respectivas capacidades, consagrado da Declaração do Rio sobre Meio Ambiente e Desenvolvimento, de 1992, e cuja expressão máxima é a Convenção-Quadro das Nações Unidas sobre Mudanças Climáticas (CQMC). Tendo como objeto o tratamento diferenciado dos países em desenvolvimento, delimitado às obrigações centrais no âmbito da CQMC, a presente pesquisa encara o problema de sua operacionalização desde a mencionada Convenção até o seu Acordo de Paris. Para tanto, a pesquisa vale-se do método dedutivo, uma abordagem estruturalista e materialista-histórica para a análise de conteúdo dos textos jurídicos, observando a operacionalização do tratamento diferenciado em nas obrigações em termos de vinculatividade, precisão e delegação. O resultado foi que as mudanças climáticas são necessariamente um debate sobre desigualdades em termos de responsabilidade, mitigação e vulnerabilidade. Sob a alegação de um mundo mais complexo, onde a expressão ‘Terceiro Mundo’ é substituída pela noção de ‘Sul Global’, afirma-se que tal enquadramento de uma dívida Norte-Sul não seria mais pertinente, esvaziando o significado do tratamento diferenciado dos países em desenvolvimento. Porém, a persistência da dívida Norte-Sul em termos dinâmicos aponta que tal tratamento diferenciado dos países em desenvolvimento também continua atual. No intuito de instrumentalizar as obrigações da Convenção, o Protocolo de Quioto – endossado principalmente pelos países europeus – estabelece uma arquitetura descendente, apoiado em normas diferenciais por meio de compromissos de redução precisos, vinculantes e firmados internacionalmente, tendo como destinatários, em um primeiro momento, os países desenvolvidos. O Acordo de Paris – que reflete a estratégia dos Estados Unidos desde antes da própria Convenção – estabelece uma arquitetura ascendente, recorrendo a normas contextuais, onde os compromissos são nacionalmente determinados e isentos de um escrutínio internacional. O Acordo – cuidadosamente redigido – não estabelece nenhuma obrigação substancial precisa ou mesmo vinculante sobre tais contribuições, deixando ampla margem para todos os países e tornando a liderança dos países desenvolvidos no enfrentamento das mudanças climáticas apenas uma obrigação retórica. Deste modo, conclui-se que, sob o argumento de prover diferenciação para todos, o Acordo de Paris esvazia o significado do tratamento diferenciado dos países em desenvolvimento. Entretanto, apenas no âmbito da delegação, ou seja, dos mecanismos de cumprimento estabelecidos pelo Acordo, notadamente o balanço geral de implementação por meio de ‘naming and shaming’ que os países em desenvolvimento poderão exigir a necessária liderança dos países desenvolvidos. / In the 1970s, countries recognised as ‘developing’ began to be treated differently with regard to international agreements and doctrines that affected those countries development, following a widespread consensus among developing countries that the post-war order was unjust. As a result of political moves, developing countries have introduced such treatment in the framework of important international documents and multilateral agreements. The differentiated treatment of developing countries is expressed in international environmental law through the principle of common but differentiated responsibilities and respective capacities enshrined in the 1992 Rio Declaration on Environment and Development and culminated in the United Nations Framework Convention on Climate Change (UNFCCC). Having as its object the differentiated treatment of developing countries, limited to the central obligations under the UNFCCC, this research faces how international climate agreements operated within the differentiated treatment for developing countries. The research is based on the deductive method, a structuralist and historical materialist approach to the analysis of the content of legal texts, observing the differential treatment in obligations in terms of obligation, precision and delegation. The result was that climate change is necessarily a debate on inequalities in terms of responsibility, mitigation and vulnerability. Under the claim of a more complex world, where the expression 'Third World' is replaced by the notion of 'Global South', it is stated that such framing of a North-South divide would not be more relevant, depriving the meaning of differential treatment of developing countries. However, the persistence of the North-South divide in dynamic terms points out that such differentiated treatment of the developing countries is still relevant. In order to implement the obligations of the Convention, the Kyoto Protocol - endorsed mainly by European countries - establishes a downward architecture, supported by differential norms through precise, binding and internationally agreed reduction commitments, directed primarily to developed countries. The Paris Agreement - which reflects the US strategy prior to the Convention itself - establishes an upward architecture, using contextual norms where commitments are nationally determined and thus exempt from international scrutiny. The Agreement - carefully worded - does not establish any substantive or precise binding obligation on such contributions, leaving wide scope for all countries and does not require substantive efforts from developed countries in tackling climate change. In this way, it is concluded that, under the argument of providing differentiation for all, the Paris Agreement emptied the meaning of the differential treatment of developing countries. However, only within the scope of the delegation, through compliance mechanisms established by the Agreement, notably the global stocktake through naming and shaming that developing countries may require the necessary leadership of the developed countries.

Context. Industry is moving from co-located form of development to a distributed development in order to achieve different benefits such as cost reduction, access to skillful labor and around the clock working etc. This transfer requires industry to face different challenges such as communication, coordination and monitoring problems. Risk of project failure can be increased, if industry does not address these problems. This thesis is about providing the solutions of these problems in term of effective roles and responsibilities that may have positive impact on GSD team. Objectives. In this study we have developed framework for suggesting roles and responsibilities for GSD team. This framework consists of problems and casual dependencies between them which are related to team’s ineffectiveness, then suggestions in terms of roles and responsibilities have been presented in order to have an effective team in GSD. This framework, further, has been validated in industry through a survey that determines which are the effective roles and responsibilities in GSD. Methods. We have two research methods in this study 1) systematic literature review and 2) survey. Complete protocol for planning, conducting and reporting the review as well as survey has been described in their respective sections in this thesis. A systematic review is used to develop the framework whereas survey is used for framework validation. We have done static validation of framework. Results. Through SLR, we have identified 30 problems, 33 chains of problems. We have identified 4 different roles and 40 different responsibilities to address these chains of problems. During the validation of the framework, we have validated the links between suggested roles and responsibilities and chains of problems. Addition to this, through survey, we have identified 20 suggestions that represents strong positive impact on chains of problems in GSD in relation to team’s effectiveness. Conclusions. We conclude that implementation of effective roles and responsibilities in GSD team to avoid different problems require considerable attention from researchers and practitioners which can guarantee team’s effectiveness. Implementation of proper roles and responsibilities has been mentioned as one of the successful strategies for increasing team’s effectiveness in the literature, but which particular roles and responsibilities should be implemented still need to be addressed. We also conclude that there must be basic responsibilities associated with any particular role. Moreover, we conclude that there is a need for further development and empirical validation of different frameworks for suggesting roles and responsibilities in full scale industry trials.

Sedan IT-bubblan sprack 2002 har marknaden nu börjat återhämta sig. Allt fler mindre organisationer investerar i IT igen. Detta gör att IT-konsulterna blir mer eftertraktade på marknaden. I takt med att IT-konsulternas ökade arbete och ökningen av de mindre företagens investeringar, ökar vikten av IT-konsulternas råd angående kommunikation, ansvarsfördelning och samordning som förmedlas till de små och medelstora företagen under investerings processen. Samtidigt presenterar dagens litteratur en mix av olika rekommendationer för hur organisationer bör hantera olika roller och dess ansvarsfördelning. Dessa teoretiska rekommendationer är både tydligt –och otydligt uttryckta av diverse författare. På grund av denna teoretiska kunskap, de små –och medelstora företagens (SME) ökade entreprenad av IT och vikten av en klar ansvarsfördelning vid IT-investeringar, har syftet med denna studie varit att undersöka vilka råd dagens IT-konsulter ger till SME i relation till de teoretiska riktlinjerna. Studien har sedan genomförts ur ett konsultperspektiv. Genom detta syfte har metoden för att samla in data varit personliga semistandardiserade intervjuer med 12 olika IT-konsulter i Jönköpings län riktade mot SME. För att vi skulle kunna utvinna en djup förståelse för dessa konsulters syn på roller och ansvarsfördelning har vi använt oss av en kvalitativ metod. Dessutom har vi haft en utforskande och jämförande ansats genom vår granskning av studie området och vår jämförelse av roller och ansvarsfördelning som först mellan alla IT-konsulter och sedan mellan IT-konsulternas kategoriserade synsätt och de identifierare teoretiska synsätten. En faktor som påverkar studiens tillvägagångssätt är den teoretiska studie som gjorts kring ämnet roller och ansvar vid IT-investeringar av Granehäll et al. (2005). Dessa författare presenterar tre olika teoretiska synsätt av roller och ansvarsfördelning vid applikationsinvesteringar. Vi fann dessa synsätt vara i behov av att kompletteras för att bli fullständiga och anpassade för små –och medelstora företag. Detta utgav grunden för den teoretiska del i denna studie och påverkat strukturen och presentationen av de teoretiska data som här presenteras. Efter en presentation av ytterligare teori om roller och ansvar och en utökning av de tidigare fastställda teoretiska synsätten, kunde vi i denna studie identifiera tre nya teoretiska synsätt fokuserade på roller och ansvar vid applikationsinvesteringar Den empirisk data som vi fått fram under studien av de olika medverkade IT-konsulterna presenteras var för sig. Detta har gjorts för att ökad förståelse och underlättad läsning. Under studien av roller och ansvar i applikationsinvesteringar och IT-konsulternas synsätt på roller och ansvar i SME applikationsinvesteringar har vi kommit fram till att teorins rekommendationer riktar sig mot företag i allmänhet, då oftast mot större företag, vilket gör att teorins rekommendationer till viss del skiljer sig från IT-konsulternas syn på roller och ansvarsfördelning. Vi såg även att IT-konsulterna presenterar olika råd angående roller och ansvar. Vi har därför haft möjlighet att kategorisera dessa olika råd till tre synsätt med olika fokus. / As the market now has begun to recover from the IT-crash in 2002, many smaller organisations are now starting to invest in IT again. This makes the IT-consultants more wanted on the market. In proportion to the increasing work of the IT-consultants and the increasing SME investments, the IT-consultants advices becomes more important regarding communication, responsibilities and collaboration, given to the Small and Medium sized Enter-prises (SME) in the time of their investment process. At the same time the theory presents a mix of recommendations for how roles and responsibility should be managed within the general organisation. These recommendations are clearly and vague expressed by different authors. Given this theoretical knowledge, the SME’s increasing outsourcing of IT-management and the importance of a clear structure of responsibilities in IT-investments, has the purpose of this study been to investigate in the advices the IT-consultants are communicating to SME in relation to the theoretical rec-ommendations. The study has then been accomplished through a consultant’s perspective. Due to the purpose this study has been accomplished by face-to-face semi-standardised interviews with 12 IT-consultants within the County of Jönköping directed towards SME in application investments. Given that we wanted to gain a deep understanding of these IT-consultants recommendations on roles and responsibilities we therefore used a qualitative method. Furthermore, we also used an explorative effort due to our purpose to scrutinise the research area and a comparative effort when comparing the IT-consultants views with each other and then comparing the categorised IT-consultants views to the theoretical views identified in this study. One factor influencing the mode of procedure is the theoretical study of roles and responsibilities made by Granehäll, Karlström and Uyanik (2005). These authors present three different views of roles and responsibilities in application investments. We found these views necessary to be further developed. This became the foundation of the theoretical data of roles and responsibilities in this study, setting the structure of the presentation of theoreti-cal data. After presenting the additional theory and adding it to the all ready known views, we were in this study able to identify three new theoretical views on roles and responsibilities fo-cused on different roles. The empirical data, established during this study, expressed by each participative IT-consultant is presented separately. This has been done to increase understanding and to facilitate the reading. During this study on roles and responsibilities in application investments and the IT-consultants view on roles and responsibilities in SME application investments we found that the theory is directed to organisations in general, with an undertone that specifies the direction towards larger organisations, causing the theory to recommend different roles of responsibilities than the IT-consultants actually are practising. The IT-consultants we found to present different advice regarding roles and responsibilities. We have therefore been able to categorise these different advices into three different views with different focus.

This study focuses on one of the emerging issues in Corporate Social Responsibility (CSR), “conflict minerals”. The discussion of the “conflict minerals” issue is that the trade of “conflict minerals”, originating from the eastern Democratic Republic of the Congo (DRC), helps to finance conflicts characterized by extreme violence including killing and rape, therefore, the downstream companies which indirectly buy these minerals should take actions (Global Witness, 2010).This study first seeks to provide an overview of the Swedish companies’ progress on the conflict minerals issue through desktop research, and later tries to find out the driving forces, the measures and the existing challenges related to the conflict minerals issue through case studies. In the case studies, interviews were carried out with Sony Ericsson and Atlas Copco. The results of the study show that most companies studied in the six industries have not addressed the conflict minerals issue while companies in the electronic industry has made the most progress on conflict minerals in Sweden. In the case studies, the results present that external pressure is one of the major driving forces for both companies, and Sony Ericsson have taken several measures which seem to be aligned with supply chain risk management approach and OECD DD Guidance. In addition, both companies have tried to integrate conflict mineral management into existing supply chain management. The challenges are different depending on the progress of the companies.The study contributes to providing a better understanding of the current situation surrounding the conflict minerals issue in Sweden and to elaborating examples of the measures and the existing challenges.

The parent-child relationship in South Africa has recently undergone revolutionary changes. These changes are especially evident in relation to guardianship, care and contact. <p.The parent-child relationship has been revolutionised from one where the paterfamilias had the right of life or death (ius vitae necisque) over members of the family who fell under his power, to one where children have rights and parents have responsibilities. In Roman law the original power of the paterfamilias was later limited and duties were placed on the paterfamilias. In Roman Dutch law parents had not only parental powers or rights over their children, but also parental duties which they had to perform. In both Roman law as well as Roman Dutch law the father of a child born out of wedlock had no parental authority whatsoever. This meant that such father did not even have a right of access to his child. Roman Dutch law was received into South Africa. The South African Children’s Act 38 of 2005 does not refer to parental power or parental authority, instead the term “parental responsibilities and rights” is used. Guardianship is defined similarly in South African law prior to the Children’s Act as well as in the Children’s Act itself. The Children’s Act replaces the term “custody” with the term “care”. The Act also replaces the term “access” with the term “contact”. The definitions of these terms in the South African Children’s Act are similar to the definitions found in South African law prior to the Children’s Act. However, the Children’s Act has revolutionised the concepts of guardianship, care and contact in a number of ways. Firstly, the father of a child born out of wedlock acquires automatic parental responsibility and rights in certain instances. Secondly, the mother of a child may enter into a parental responsibility and rights agreement with the father of a child born out of wedlock, who does not acquire automatic parental responsibility and rights, or with any other person. Thirdly, any person having an interest in the care and welfare of the child, this includes the father of a child born out of wedlock and grandparents, may approach the court for an order granting them guardianship, care of or contact with a child. In South African law the best interests of the child standard has been applied for a number of years in matters concerning children. The best interests of the child standard is enshrined in section 28(2) of the South African Constitution, 1996 and in the Children’s Act. The rights of children in South Africa are protected in the South African Constitution, as well as in the Children’s Act. The trends evident in the Children’s Act, such as the emphasis of parental responsibility, and the protection of the rights of the child, are in line with trends in both international law (found in international conventions) as well as foreign law (for example, in the Children’s Acts of Ghana, Uganda, Kenya and the United Kingdom) and enhances the evolution of children’s rights. / Thesis (LLD (Private Law))--University of Pretoria, 2008. / Private Law / unrestricted

The purpose of this study was to explore and understand school-based teacher unionism by conducting an empirical analysis of the views and experiences of stakeholder groups in a Gauteng district. Participants saw the role of teacher unions at school level as being the protection of their members. Principals and SGB members and some SMT members thought school based unions protected teachers from being disciplined. Defending of teachers or members was seen as one of the most important roles of teacher unions. This was seen as important because it will ensure that the rights of teachers are not trampled upon especially by school principals. While school principals recognised the rights of union members to join union and the right of unions to organise in the schools they thought that they were unduly and wrongly defending bad teachers. This article also argues that principals were never adequately trained on how to manage union existence at schools. Most participants thought that the role, responsibility and right of teacher unions at school level could not be overlooked. However they still felt that this was emphasised over the rights of other stakeholder groups in the schools especially the learners. Principal and teacher participants, most notably SADTU members, expressed dissatisfaction with their union and did not seem to think that it plays a constructive role in schools. It is argued in this article that teachers’ unions play a role in schools and that this role is either positive or negative. This article is based on my research of school based teacher unionism in one Gauteng district. / Dissertation (MEd)--University of Pretoria, 2013. / Education Management and Policy Studies / unrestricted