The recent abundance of data combined with the current digitalisation all over the globe has made organisations across various industries become more involved with data-driven processes. The power of data is harnessed through wrangling and analysis in order to not only create valuable insights to guide strategic decision-making but to also improve efficiency and productivity. These data-driven processes often involve combining statistical analysis with sophisticated software such as machine learning, and while it shares similarities to business intelligence or big data analytics, it truly belongs to Data Science. The field is young and ever growing with rapid developments in both the industry and in academia, but its lack of maturity has made it challenging to determine how it fares in the landscape of other fields. Academic contributions have been made towards the field's interdisciplinary nature and suggest that Data Scientists are able to extract knowledge and insights from data and turn it into action. However, the constituents of the field have seen less attention and it is still unclear what the title entails. In this thesis, the phenomenon of Data Science is explored by investigating the field's possible interdisciplinary nature and what its possible constituents might be. Further, this thesis investigated the practical responsibilities and duties of a Data Scientist. The thesis followed a qualitative approach that consisted of interviews with experts within Data Science, an extensive review of relevant literature, and an analysis of a current education in Data Science. The conclusions suggest that the practical responsibilities of a Data Scientist are best described according to the workflow that permeates Data Science projects. The claim of the field being of interdisciplinary nature is strengthened, and the results suggest that its main constituents are mathematics and practices related to computer science. It also includes elements from less technical domains. / Den senaste tidens överflöd av data tillsammans med den pågående digitaliseringen över hela världen har gjort att organisationer inom olika branscher blir mer involverade i datadrivna processer. Kraften i data utnyttjas genom bearbetning och analys för att inte bara skapa värdefulla insikter som vägleder strategiska beslut, utan också för att förbättra effektivitet och produktivitet. Dessa datadrivna processer innefattar ofta kombinationer av statistisk analys med sofistikerad programvara som maskininlärning, och även om det har likheter med affärsintelligens eller storskalig dataanalys, hör det verkligen hemma inom Data Science. Fältet är ungt och ständigt växande med snabba framsteg både inom branschen och inom akademin, men dess brist på mognad har gjort det utmanande att bedöma hur det står sig i förhållande till andra områden. Akademiska bidrag har gjorts för att belysa fältets tvärvetenskapliga natur och antyder att Data Scientists har förmågan att utvinna kunskap och insikter från data och omsätta det i handling. Dock har mindre uppmärksamhet ägnats åt fältets beståndsdelar, och det är fortfarande oklart vad titeln egentligen innebär. I detta examensarbete utforskas fenomenet Data Science genom att undersöka fältets tvärvetenskapliga natur och vilka dess möjliga beståndsdelar kan vara. Dessutom undersöker avhandlingen de praktiska ansvar och uppgifter som en Data Scientist har. Avhandlingen följde en kvalitativ metod som bestod av intervjuer med experter inom Data Science, en omfattande granskning av relevant litteratur och en analys av en aktuell utbildning inom Data Science. Slutsatserna tyder på att de praktiska ansvar som en Data Scientist har bäst beskrivs utifrån arbetsflödet som genomsyrar Data Scienceprojekt. Påståendet om att fältet är tvärvetenskapligt stärks och resultaten tyder på att dess huvudsakliga beståndsdelar är statistisk matematik och metoder relaterade till datavetenskap. Det inkluderar också element från mindre tekniska områden.

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The Commonwealth of Virginia has implemented the Standards of Learning which are designed to ensure that students meet certain benchmarks at various points in their elementary and secondary educational careers. President George W. Busch signed into law the No Child Left Behind Act (NCLB) which is intended to ensure that all children succeed academically. Each of these mandates incorporates levels of accountability to which school administrators, especially the superintendent, must adhere. Recent studies indicate that the expectations for today's superintendent demand greater accountability and that the current systems, known as the standards movement, undermine the authority of the superintendency (Guthrie, 2003). These factors, according to Guthrie (2003), lead to a shortage in the profession (Guthrie, 2003). Research indicates that the average superintendent's tenure is six to seven years (Natkin, et al., 2002), that there is a national shortage of superintendent applicants (Cooper, et al., 2000), and that the quality of the applicant pool is diminishing (Glass, 2001). This study examines two independent variables, the Standards of Learning (SOL) and the No Child Left Behind Act (NCLB), to determine the effect these variables have on the tenure of school superintendents in Virginia. The purpose of this study was to determine if there is a relationship between the increased accountability with state and federal mandates, in particular Standards of Learning (SOLs), No Child Left Behind (NCLB), and other influences on superintendent tenure in the Commonwealth of Virginia. A survey instrument was utilized to answer the following questions: (1) What is the relationship, if any, between the Standards of Learning and the superintendent tenure? (2) What is the relationship, if any, between the No Child Left Behind Act and the tenure of the superintendent? (3) What is the relationship, if any, of other influences on the superintendent tenure? The data received from superintendents in Virginia was entered into SPSS and disaggregated by age, gender, race, years of experience as superintendent, number of years as superintendent in current district, enrollment, Adequate Yearly Progress status, and number of schools in respondent's district. The findings of this study revealed that of the superintendents who responded, 95% believe that the SOLs have had a positive impact on education in Virginia. Superintendents indicated that the SOLs are not a factor in their tenure as evidenced by 94% of the superintendents who revealed that they have not considered leaving the profession as a result of the SOLs. This study also revealed that superintendents in Virginia, 71% responding to the survey, believe that NCLB has not had a positive impact on education in Virginia. However, NCLB does not factor into superintendents' decisions to leave the profession or retire. In addition, other influences regarding superintendent tenure were revealed. This study revealed that local politics, evening responsibilities, pressure by the community to meet accreditation standards are not factors that affect superintendent tenure. However, superintendents indicated that interactions with the School Board could have an adverse affect on their tenure in the district as evidenced by 96% of the respondents. / Ed. D.

A qualitative study of 15 families caring for an elderly parent in a noninstitutional setting was conducted for the purpose of discovering how families perceive and carry out their responsibilities to their older relatives. Forty-three persons representing up to three generations per family were interviewed. They articulated the meaning of their responsibility to care for the parent, how they learned to be responsible to family members, and what experiences inside and outside the family shaped their sense of responsibility. They expressed their views about how family caregiving labor should be divided between male and female members. Questions about the factors that affected use of services provided by persons other than family were asked of all families. Results suggested that caregiving in this context requires balancing the needs of the parent with those of the whole family. Caregivers learn their responsibilities through incorporating family member expectations, through role modeling of family and friends, and through a continuous process of role-making. A sense of filial responsibility is shaped by feelings and interpersonal ties within the multigenerational family. Although respondents were divided in their thinking about which gender was best suited to assist the aged parent, most families practiced a very traditional gendered division of labor when helping their parents. Of the factors affecting use of formal care services, need of the older person for additional assistance was the most important. The family’s sense of responsibility was not altered by use of formal care services. Data from this study advance development of family caregiving theory by specifying relationships among perceptions of responsibility to the older person, individual and family ethos, and family caregiving patterns, and by delineating the components of family ethos. Findings affirm previous theoretical work on factors that affect family use of formal services. Results demonstrate that formal care services are valued by elderly persons and their families, and suggest the need for long-term care policies that offer home care services to all disabled adults. Findings indicate that obtaining data from multiple family members is desirable when seeking information about family relationships that contribute to family caregiving patterns. / Ph. D.

The purpose of this study was to identify the initial steps that a planning principal takes to open a new plus one elementary school. Too often, the focus is on the completion of the bricks and mortar of the facility instead of what takes place in the building once construction is complete (Lane, 2008). "Effective planning for the opening of a new school produces an environment in which teachers can teach and students can learn effectively and efficiently" (Lane, 2008, p. 2). Thus, the opening of a new plus one school requires a well-planned, detailed, organized approach for occupying the facility as the success or failure of the school opening process weighs heavily on the ability of the planning principal (Lane, 2008). New plus one schools are continuing to be built regularly within the United States to address student enrollment increases in existing schools with limited capacity, yet there is no set of instructions to guide a planning principal. With new school construction still needed to address increasing student enrollment in local school districts, the perceptions of the initial steps planning principals take to open a new plus one elementary school are valuable. This study involved interviewing four planning principals in the Mid-Atlantic region of the United States. Interview questions sought the actions that planning principals take to start a new plus one elementary school. All four planning principals indicated that they had no playbook or guide, were self-directed and initiated support when needed, and exercised a high level of autonomy with decision making, specifically with staffing, developing a school vision, and determining the school mascot and school colors. Implications for practitioners were identified including the need for a guide or handbook, a structure of support, and training or professional development. The outcome of the study provided opportunities for future planning principals to identify the key responsibilities, experiences, and guidance recommended for opening new plus one elementary schools. / Doctor of Education / New plus one schools are continuing to be built regularly within the United States to address student enrollment increases in existing schools with limited capacity, yet there is no set of instructions to guide a planning principal. With new school construction still needed to address increasing student enrollment in local school districts, the perceptions of the initial steps planning principals take to open a new plus one elementary school are valuable. This qualitative study interviewed four planning principals from the Mid-Atlantic region of the United States that served as a planning principal within the past five years of a public K-5 elementary school, had at least three years of experience as a school administrator, and opened a new plus one school versus a rebuild. The interview questions sought the actions planning principals take to start new plus one elementary schools. All four planning principals indicated that they had no playbook or guide, were self-directed and initiated support when needed, and exercised a high level of autonomy with decision making, specifically with staffing, developing a school vision, and determining the school mascot and school colors. Implications for practitioners were identified including the need for a guide or handbook, a structure of support, and training or professional development. The outcome of the study provided opportunities for future planning principals to identify the key responsibilities, experiences, and guidance recommended for opening new plus one elementary schools. A suggestion for future research would be to expand the sample to secondary planning principals to compare and contrast responsibilities with elementary planning principals.

The way in which educators’ competency to enforce disciplinary measures in the classroom is influenced by learners’ fundamental rights is investigated in this study. An in-depth literature study was conducted, and questionnaires and semi-structured interviews were used to collect data at five rural high schools in the Southern Cape. The research findings indicate that participants’ understanding of the stipulations of important relevant acts and government notices is insufficient to manage problem situations regarding discipline with confidence. There is undoubtedly a need for information sessions and/or workshops that not only convey information on a theoretical level, but apply the stipulations of relevant legal sources and the principles of effective classroom management to educators’ daily classroom situations in a practical and functional way. A positive approach to discipline and restorative disciplinary measures that are based on respect and the positive development of learners are upheld, and various important principles that will promote more effective classroom management are suggested. / Teacher Education / M. Ed. (Onderwysbestuur)

The thesis aims at analyzing the responsibility corporations, which are extracting valuable minerals from conflict risk and conflict affected areas, have in terms of respecting human rights. The thesis analyzes corporate responsibility mostly from a moral but also a legal perspective. In terms of the moral responsibility, the thesis has strategically chosen to examine the moral responsibility of corporations to respect human rights through the moral responsibility of their employees. The stance, that the thesis launches, is that the moral responsibility of the employees as individuals does transcend upon corporations making the business enterprise responsible for respecting human rights. The legal obligation of corporations in this matter is referred to domestic court decisions, which have ruled that corporations through business decisions have violated the human rights of affected individuals.  The theoretical framework is based on the principle of due diligence, which has proven to be crucial when incorporating management policies and risk-assessment mechanisms within the structure of corporations. Through the analysis of the Kimberley Certification Scheme, which is a state-to-state agreement with the aim to hinder conflict-diamonds from entering into the international market, a lack of due diligence framework suitable for corporations has been revealed. The scheme is flawed as it does not provide corporations extracting diamonds from conflict risk and conflict affected areas with a due diligence framework. The thesis draws the conclusion that corporations are both morally and legally responsible to respect human rights. In addition, the Kimberley Certification Scheme is a step to hinder conflict diamonds from entering into the international market. However, the scheme must be re-examined and elaborated into a framework where due diligence is included. These measures will allow corporations to operate with clear guidelines on how to extract valuable minerals in conflict risk and conflict affected areas whilst performing due diligence. Such an adjustment will allow corporations to avoid either directly or indirectly to finance actions, which could lead to human rights abuses.

Made available in DSpace on 2016-08-11T14:41:28Z (GMT). No. of bitstreams: 1 ArthurWPS_DISSERT.pdf: 1201730 bytes, checksum: e5e8d7a0154e8fe2268aa693dac0cedc (MD5) Previous issue date: 2014-03-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The ISO 26000 standard has been contributing to the development of RSE, but still retains the generic nature characteristic of previous approaches and the absence of indicators. Within this context, a guiding question is made from this research: does the lack of indicators for the rule ISO 26000 implicates with the assessment and consequently with the internalization of the socially responsible behavior by the organizations? As the main objective the research proposes: to analyze PETROBRAS sustainability report to identify how the principle of the ISO 26000 standard are internalized. As a secondary objective, the research seeks to: check whether the principle of the ISO 26000 keeps the generic form of the classical approaches to corporate social responsibility; Find out how many companies operating in exploration and production of oil and natural gas sector in Brazil implemented the ISO 26000 standard; Check for any contradictions between PETROBRAS talks over social responsibility and its actions. This research was developed in two stages, one was exploratory and the other explanatory. The method of research used was the case studied, and the company studied was Petróleo Brasileiro S/A PETROBRAS. The approach chosen for data collection was a documentary research. The research results showed that: The principle of ISO 26000 keeps the generic form of the classical approaches to corporate social responsibility; of all the 97 organizations that operate in the exploration and production of oil and natural gas segment in Brazil, only PETROBRAS states that it has implemented the ISO 26000 standard; There are contradictions between PETROBRAS talks on social responsibility and some of its actions, and finally, the generality and lack of indicators to measure the level of adequacy of the actions taken by the company and proposed actions by the principle of ISO 26000, compromises the assessment of socially responsible behavior by the organizations. / A ISO 26000 vem contribuindo com o desenvolvimento da RSE, porém ainda mantém a natureza genérica característica das abordagens anteriores e a ausência de indicadores. Dentro desse contexto, é lançada a questão norteadora desta pesquisa: A ausência de indicadores da norma ISO 26000 compromete a avaliação e consequentemente a internalização do comportamento socialmente responsável por parte das organizações? Como objetivo principal a pesquisa propõe: Analisar o relatório de sustentabilidade da PETROBRAS a fim de identificar de que forma os princípios da norma ISO 26000 são internalizados. Secundariamente busca: Verificar se os princípios da ISO 26000 mantém a forma genérica das abordagens clássicas sobre responsabilidade social empresarial; Pesquisar quantas empresas que atuam no segmento de exploração e produção de petróleo e gás natural no Brasil implantaram a norma ISO 26000; Verificar a existência de incoerências entre os discursos sobre responsabilidade social da PETROBRAS e suas ações. Esta pesquisa desenvolveu-se em duas etapas, uma de natureza exploratória e outra explicativa. O método de pesquisa utilizado foi o estudo de caso, sendo a empresa objeto do estudo a Petróleo Brasileiro S/A PETROBRAS. A técnica escolhida para a coleta dos dados foi à pesquisa documental. Os resultados da pesquisa evidenciaram que: Os princípios da ISO 26000 mantém a forma genérica das abordagens clássicas sobre responsabilidade social empresarial; Das 97 organizações que atuam no segmento de exploração e produção de petróleo e gás natural no Brasil, somente a PETROBRAS declara ter implantado a ISO 26000; Existem incoerências entre os discursos sobre responsabilidade social da PETROBRAS e parte de suas ações, e por fim, que a generalidade e a falta de indicadores que possibilitem a mensuração do nível de adequação entre as ações praticadas pela empresa e as ações propostas pelos princípios da ISO 26000, comprometem a avaliação do comportamento socialmente responsável por parte das organizações.

The way in which educators’ competency to enforce disciplinary measures in the classroom is influenced by learners’ fundamental rights is investigated in this study. An in-depth literature study was conducted, and questionnaires and semi-structured interviews were used to collect data at five rural high schools in the Southern Cape. The research findings indicate that participants’ understanding of the stipulations of important relevant acts and government notices is insufficient to manage problem situations regarding discipline with confidence. There is undoubtedly a need for information sessions and/or workshops that not only convey information on a theoretical level, but apply the stipulations of relevant legal sources and the principles of effective classroom management to educators’ daily classroom situations in a practical and functional way. A positive approach to discipline and restorative disciplinary measures that are based on respect and the positive development of learners are upheld, and various important principles that will promote more effective classroom management are suggested. / Teacher Education / M. Ed. (Onderwysbestuur)

Rights and responsibilities are enshrined in the Constitution of the Republic of South Africa. These rights are the basic rights of every human being. This study focuses on the rights and responsibilities of Grade 3 learners across diverse school settings; I identified five significant aims. The main aim of this research was to use the findings gained to assist and guide educators and all adults working with children in all school contexts and in all grade levels to transform education related to rights and responsibilities to empower children. The aim of the study was to understand the experiences of Grade 3 learners regarding their rights and responsibilities across diverse settings. My objectives were firstly to investigate whether children were educated and informed about their rights and responsibilities as child citizens. Secondly, to explore possible gaps in the knowledge of children’s experience and understanding of their rights and responsibilities. Thirdly, to give children an opportunity to use their voices through participating in this study. Fourthly, to identify the similarities and differences through comparison of the of Grade 3 learners’ experiences of their rights and responsibilities across the three diverse school settings. The comparison of data sets highlighted challenges and gaps in children’s education and their experiences of rights and responsibilities. It enabled me to draw conclusions that assisted me in making recommendations to supplement and improve children’s understanding of their rights and responsibilities. I believe that the findings from my study contribute to the growing body of knowledge regarding rights and responsibilities education as a strong focus in the Life Skills programme – locally and globally _ and to improving the education of the young child. Through the comparison of the experiences of the participating children across the three school settings, similarities and differences arose that deepened insight into the main findings. The first finding is that education improves children’s understanding and experience of their rights and responsibilities. Secondly, basic needs have a substantial impact on children’s experience of their rights and responsibilities. Thirdly, the participating children understood that people have needs and rights, and that those rights must be acknowledged to ensure a good quality of life. I further found that children can be empowered through using their voices and in gaining positive experiences and understanding, which ultimately contributes to raising strong well-adjusted adults. This research was qualitative in nature using a multiple case study design. The themes and sub-themes that emerged from the data analysis of three diverse schools were then compared. Data gathering occurred through interviews, observation, documents, field notes and visual artefacts. The artefacts consisted of collages, drawings and writings made by the participating children and formed a large part of the data collection and analysis. Data collection took place in the Grade 3 classrooms and school venues made available by the diverse schools where data was collected. The ninety-six (n = 96) participating children contributed the data for this study and I analysed the data to understand how Grade 3 children understood their rights and responsibilities. Grade 3 learners were from three school settings where the participants had diverse backgrounds regarding language, capability, socio-economic circumstances, race, belief and religion. Children were typically between nine and ten years of age in Grade 3. An emerging conceptual framework created through combining existing theories was utilised for explaining children’s experiences of their rights and responsibilities across the diverse settings. The theories employed were the sociology of childhood, empowerment theory, Maslow’s hierarchy of needs and the framework is the arch of human rights. To empower young children with their rights and responsibilities, adults should listen, educate, communicate, and encourage decision making, accountability and responsibility so that young children will understand their rights and responsibilities as active citizens in their country. This would benefit children to modify and adjust the world they live in. / Thesis (PhD)--University of Pretoria, 2019. / Early Childhood Education / PhD / Unrestricted