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Lee, Keum-Jung. "Trends in facility management responsibilities." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-01242009-063120/.
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Reynolds, Sadie. "Investigating HR : its role and responsibilities." Thesis, University of Manchester, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557103.
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The thesis explores Human Resources in terms of its current role and responsibilities. It investigates whether or not the move from the title of the function from Personnel to Human Resources is an indication of a change of role. Perceptions of how HR sees itself and how it is seen by the other departments in the organisation have been elIcited in order to clarify the current situation. The data were collected using face-to-face interviews, focus groups and a postal questionnaire. In all, 232 interviews were held with the staff of five organisations, 42 HR staff took part in three focus groups, and self-response questionnaires were posted to 1,230 employees in 21 companies questionnaires and 206 responses were received. As the main thrust of the research was qualitative, the thesis does not suggest that the findings can be generalised. What can be said, however, is that the views of the 480 individuals who provided information concerning their HR department leans towards the negative. The central findings take the form of two paradoxes - firstly, while the other departments have firm views of what the role and responsibilities of their HR department are, they also maintain that they know nothing about their HR department and its services, and secondly, while the other departments state that their HR department is very necessary to the finn's wellbeing, they also declare that the firm woul~ manage just as well if the entire HR department were outsourced. These ne¥atIve perceptions that staff hold of their HR department produce a demoralising effect on an HR department's role and relationships within its organisation. It w?uld .seem that a repositioning of HR within its organisation is necessary so that the fu~ctlOn can be viewed as it wishes to be seen - as an innovate, value-adding, proactI.ve and important part of the organisation, providing services and advice app:eclated at all levels from the Board of Directors down to the shop t100r or its eqUivalent.
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Wright, Simon Robert. "British policing : future roles and responsibilities." Thesis, Manchester Metropolitan University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311208.
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Smith, Liesl Ann Lynn. "Revisiting human responsibilities: prospects and challenges." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/13947.
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Since the drafting of the Universal Declaration of Human Rights (UDHR) (1948), the extent to which individuals should bear responsibilities for the fulfilment of universal human rights has been a contentiously debated subject. Despite conflicting value-based claims, the approach of international human rights law traditionally has been to recognise states as primary obligation bearers. While the UDHR focuses primarily on state obligations, deliberately unspecified duties of individuals are included under Article 29(1). The meaning of these duties has remained contested, often by relativist critics claiming that a stronger focus on responsibilities would provide a more balanced approach to human rights. The end of the Cold War brought a renewed interest in the normative potential of human rights and a parallel renewal of relativist objections to the universality of the UDHR. In this context transnational campaigns have emerged to advocate for a universal declaration of human responsibilities complementary to the UDHR. The issue has received attention from a number of initiatives, including those of United Nations bodies and agencies and of nongovernmental organisations. The most prominent of these initiatives have received firm opposition from influential Western state and non-state actors. Approaching the topic from a constructivist perspective, this dissertation draws on the social movement literature on the international political opportunity structure to argue that the activities of opponents to human responsibilities initiatives, particularly their framing of human responsibilities as having the potential to undermine and weaken the international human rights framework, have constrained the political opportunities available to human responsibilities campaigns.
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de, Campos Thana Cristina. "Responsibilities for the global health crisis." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:3e22ef01-09ec-435c-8264-ae05d6a371ba.
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This thesis aims to provide a framework for analyzing the moral responsibilities of global agents in what I call the Global Health Crisis (GHC), with special attention devoted to the moral responsibilities of pharmaceutical companies. The main contribution of this thesis is to provide a general account of the moral responsibilities of different global players, mapping the different kinds of duties they have, their content and force, and their relation to the responsibilities of other relevant actors in the GHC. I also apply this account to current debates surrounding the need for reforms to the international legal rules addressing the GHC, notably the TRIPs regime. In doing so, this thesis will discuss the allocation of responsibilities for the GHC among different global players, such as state and non-state actors, the latter including pharmaceutical companies. In order to investigate the allocation of duties, I will first analyze the object of such allocation which constitutes the object of the current GHC (Part A); then the agents responsible for addressing this crisis (Part B); and finally, existing institutional alternatives to reform the international legal rules addressing the GHC, such as the TRIPs regime (Part C).
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Nelson, Gillian. "Global climate justice and China's responsibilities." Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/2879.
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This research develops a distinctive theory of climate justice that addresses important gaps in the existing literature, and provides an account of China’s ethical responsibilities in the context of climate change. China is the world’s largest emitter of greenhouse gases and a key actor in international climate negotiations. The Chinese Government has offered various arguments to justify its current climate policy, which includes a commitment to reduce the energy intensity of the Chinese economy while rejecting an absolute limit on Chinese emissions. This research critically examines five key aspects of the Chinese position: (1) the bearers of climate responsibilities are states; (2) the right to development should excuse developing states from binding emissions limits; (3) consumers should be held responsible for the embedded emissions in the goods that they consume; (4) developed states bear more responsibility for tackling climate change because of their greater historic emissions; and (5) China can fulfil its climate responsibilities by reducing the energy intensity of its economy. Cumulatively, this analysis produces a distinctive theory of climate justice and an accompanying account of China’s climate responsibilities. More specifically, this thesis defends a Revised Beneficiary Pays Principle, which takes into account: (1) distinctions between subsistence, development and luxury benefits; (2) the degree to which benefits have been voluntarily accepted; and (3) the degree of influence that beneficiaries might have had over the quantity of emissions generated. Based upon the proposed theory of climate justice, the thesis offers a qualified defence of China’s commitment to reduce emissions intensity in the context of a fair global climate agreement.
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Hall, Barbara Jean 1956. "On reproduction: Rights, responsibilities and males." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288746.
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In this dissertation, I have analyzed some of the problems associated with male reproduction. I discuss basic notions regarding the origin of parental rights concluding that whatever rights parents have regarding their children arise because of the biological connection between the parents and child. A biological parent has prima facie rights to his child because that parent has property-type rights to his own body. I suggest that parental responsibilities automatically incur whenever the conception of a child is intentional or voluntary, or when conception is the result of negligent or reckless sexual activity. Only when procreation is involuntary does automatically delegating parental responsibilities to a male seem morally problematic. The category of acts which would constitute involuntary procreation, however, is very narrow. I discuss morally problematic issues that arise when a child is born against the wishes of the male progenitor. Focusing specifically on the issue of child support, I conclude that the father should have some responsibility for the support of the child. The only time for which the imposition of parental responsibilities upon a reluctant father is morally questionable would involve the fraudulent misrepresentation of the female regarding her use of contraceptives, combined with some affirmative action by her to undermine the male's attempted effort at contraception. Finally, I discuss the moral and legal implications of a woman's decision to obtain an abortion against the wishes of the potential father. I conclude that her abortion could seriously harm the male's procreation interests. But, given the vital role women have in the reproductive process, women should possess rights (regarding their bodies and reproduction) superior to those males might possess. The evolution of reproductive technology, however, has made these greater rights a contingent fact.
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Glasscock, Ed. "Moral and ethical responsibilities of Biblical teaching." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.
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Curtis, Bernard. "Roles, responsibilities, and risks in management contracts." Thesis, University of Southampton, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240907.
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Rangongo, Paul. "Role players' understanding of public school principals' legal responsibilities regarding financial management in Limpopo." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60974.
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Financial management is a very complex issue; at the dawn of democracy the full responsibility for the financial management in public schools was given to school governing bodies. The governing body usually asks the school principal to act as finance manager who executes the financial responsibilities on a daily basis. This puts the principal in a precarious position. The research investigates the role players' understanding of the public school principals' legal responsibilities regarding financial management in Limpopo province. It looks at how the school principals, finance officers and the departmental officials perceive the public school principals' understanding, interpretation and application pertaining to his or her legal responsibilities. It further looks at the knowledge of legislation, reporting of financial expenditure at school level, reporting of financial irregularity cases found in schools, as well as the legal responsibility of financial accountability.
A predominantly qualitative research approach with nominal application of the quantitative approach, an interpretive paradigm and multiple case studies allowed the researcher to gain an in-depth understanding of how various role players view or perceive the public school principals' legal responsibilities regarding financial management. I interviewed six principals, six finance officers and six departmental officials about their understanding of the public school principals' legal responsibilities regarding financial management in Limpopo Province. A total of 53 principals, 22 finance officers and four departmental officials successfully completed a questionnaire about their understanding, perceptions and experiences of the public school principals' stipulated legal responsibilities regarding financial management. All these people were involved in the day-to-day management and administration of funds in public schools. Documents such as finance policies, finance files, minute books, school budgets and audited financial statements were analysed to build a clear picture of the state of financial management in the selected public schools.
Findings from this study are that there are vast differences in how various role players understand and interpret the public school principals' legal responsibilities regarding financial management in Limpopo. The rationale for having the legislation is to make things uniform and give guidelines. There is a lack of implementation of legal responsibilities by principals who sometimes experience fear of intimidation and victimisation and threat from teacher unions defending their members, SGB and the community. There is lack of knowledge of legislation and sheer ignorance of the law. There are misconceptions that principals in South Africa are accounting officers for everything happening in their respective schools. I found misconceptions of the principals' responsibilities of reporting the financial expenditure and financial mismanagement cases which are not reported, but resolved in schools. There is a culture of non-accountability, non-adherence to prescripts as a result of limited knowledge of legislation, expertise and experience of the principal in financial management.
The study has unearthed a number of challenges that are serious concerns for the role players such as the principals, finance officers and the departmental officials regarding financial management. These include issues such as limited understanding, interpretation and application of the law, inadequate knowledge of legislation and financial skills, ignorance of policy and legislation, lack of transparency and openness when dealing with public finances, signing of blank cheques, intimidation, threats and victimisation from victims, teacher unions' interference in the appointment of principals, a lack of proper monitoring and control of expenditure at school level by the principal as well as by departmental officials from circuit level up to provincial level characterise school financial management. Much work remains to be done to close the gaps identified and to make financial management in South African public schools even better.
The findings of the study have led to recommendations to assist public school principals, finance officers, school governing body members and departmental officials to understand the legal responsibilities of the principal in this regard better. The recommendations include models for the understanding principals' legal responsibilities in financial management, internal financial control and monitoring in public schools by holding principals accountable for the use of every cent in the schools. Other recommendations include intensive training and capacitating, compliance with legislation and the centralisation of auditing of public school financial books.Thesis (PhD)--University of Pretoria, 2016.
Education Management and Policy Studies
PhD
Unrestricted
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Wopat, Alexander J. "Responsibilities of general managers of Wisconsin golf courses." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006wopata.pdf.
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Leblanc, Renée. "The principalship: Five women principals' relationships and responsibilities." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6390.
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Many women currently occupy the position of high school principal, and the number of studies conducted with women educational administrators has increased to reflect that reality. In the past, women who became school administrators had to have succeeded according to rules that they had no part in making; they were accommodating the demands of administrative roles shaped by men (Young, 1995). Since Young wrote that conclusion in 1995, the landscape has changed, and even more women occupy educational administrative positions. This study attempted to ascertain to what extent and in what ways women are now able to shape administrative roles to suit themselves; in terms of their leadership approach, and their conception of power, and authority. The qualitative study is based on data collected from semi-structured, open-ended interviews with five women high school principals, as well as observations conducted at their work place. The aim of the study was to further our understanding of how they enact their role as the principal of a high school. (Abstract shortened by UMI.)
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Alderson, Karl Law Faculty of Law UNSW. "Powers and responsibilities: reforming NSW criminal investigation law." Awarded by:University of New South Wales. Law, 2001. http://handle.unsw.edu.au/1959.4/19056.
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The thesis is a historical study from a socio-legal perspective of debates about, and developments in, criminal investigation law in NSW since 1945. In that period, the NSW parliament has enacted extensive criminal investigation powers and safeguards. This can be seen as the result of the increasing political sensitivity of 'law and order'. Politicians have sought to exercise (and demonstrate) greater control over the criminal justice system. Legislation has been employed to provide a framework for police actions, and to define a role for others, including judges, magistrates and the Ombudsman. Political focus on law and order has also reversed the incentive structure for the police hierarchy. In the 1950s, there were strong incentives not to push for extra powers, lest policing practices and effectiveness receive unwanted scrutiny. In the 1970s, police were dragged into debate about their powers, in the face of the 'authorise and regulated' model suggested by numerous inquiries. More recently, police organisations have often initiated calls for new powers, in part to explain past failings. Another important factor driving debate and reform in recent decades has been the proliferation of oversight agencies, and academic insights that have debunked the 'rotten apple' paradigm. The Federal Government and Parliament have also been increasingly active in what would once have been considered purely State/Territory realms of criminal justice law and politics. These major influences have been coupled with a host of others, including the impact of a series of Royal Commission and law reform reports, the ongoing war on drugs, and the campaign against police verbals in the 1970s and 1980s. The examination of the forces that have influenced debate and reform yields other insights. For example, the complexity of the phenomenon of 'non-reform' is apparent from an examination of debates about policing in the 1950s. Prevailing trends in law and order politics (eg, that populist politics supports additional powers) can be seen to be anchored in the contemporary political context rather than being timeless truths. The multiple roles of law, in governing relationships between state agencies and actors, not just between police and suspects, are also highlighted.
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Cheong, Peng Niouk Ping. "Workplace supervision of interns : roles, responsibilities & effects." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23712.
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Following survey of the literature on the subject of internship, this study reports the findings on a Canadian-wide survey of organizations providing internship to cooperating educational institutions. The findings point clearly to the high degree of importance these organizations attach to internship and the high level of attention and resources that they commit to supervision of interns. They also point to an absence of full understanding of the role of internship and what it can potentially accomplish for both the interns and the participating organizations. In order to fully realize these potentials, the study proposes suggestions to coordinate internship amongst the cooperating institutions as well as interns.
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Leonard, Colleen. "Teachers' responsibilities towards the bullying behaviours of students." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116881.
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Bullying is a serious issue faced by teachers on a regular basis in schools. Governments are instating antibullying legislations to try to curb bullying in schools. However, teachers may not be equipped to effectively recognize bullying, let alone deal with it successfully. This research examines the legal responsibilities of teachers and what barriers may be present that prevent teachers from meeting their obligations. It also investigates what resources and supports are necessary to ensure teachers are best equipped to successfully deal with bullying in their schools and classrooms.L'intimidation est un problème grave qui confronte les enseignants régulièrement dans les écoles. Les gouvernements adoptent des législations contre l'intimidation pour tenter de l'endiguer dans les écoles. Toutefois, les enseignants ne sont pas nécessairement équipés pour reconnaître effectivement l'intimidation, et encore moins y faire face avec succès. Cette recherche examine les responsabilités légales des enseignants et quels obstacles peuvent être présents qui empêchent les enseignants de s'acquitter de leurs obligations. Elle enquête également sur les ressources et les soutiens nécessaires pour s'assurer que les enseignants sont les mieux équipés pour traiter avec succès l'intimidation dans les écoles et dans les classes.
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Laidlaw, Emily. "Internet gatekeepers, human rights and corporate social responsibilities." Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/317/.
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Access to the Internet and participation in discourse through the medium of the Internet have become integral parts of our democratic life. Facilitation of this democratic potential critically relies on a governance structure supportive of the right to freedom of expression. In western democracies, governance is largely the preserve of the private sphere. This is because of two reasons. First, the communication technologies that enable or disable participation in discourse online are privately-owned. In order to find information, we use search engines. In order to sort through the clutter, we use portals. In order to access the Internet, we need to use Internet Service Providers (ISPs). Thus we inevitably rely on these companies to participate in discourse online and they thereby become gatekeepers to our digital democratic experience. Second, governance of such technologies has been largely left to companies to address through corporate social responsibility (CSR) frameworks such as in-house codes of conduct found in Terms of Service, through the work of bodies such as the Internet Watch Foundation (IWF), and industry initiatives such as the Global Network Initiative (GNI). The state has stayed out of it, rigidly retaining the focal point of free speech laws on government. This has fractured the administrative structure of free speech between free speech as a legal concept and as an experienced concept. It is in this fissure that CSR has grown and taken shape. This thesis argues that the CSR frameworks that currently govern the activities of these information gatekeepers are insufficient to provide the standards and compliance mechanisms needed to protect and respect freedom of expression online. Equally, topdown legal controls are too blunt a tool for this tricky arena. What is needed is a framework that embraces the legal and extra-legal dimensions of this dilemma. To that end a new corporate governance model is proposed to help mend the deficiencies identified in the case studies and move forward with a democratic vision for the Internet.
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Farrelly, Colin Patrick. "Rights and responsibilities : an examination of Rawlsian justice." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297887.
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Appell, Neil. "The role and responsibilities of a biblical evangelist." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
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Sabattini, Laura. "Building a community : single mothers manage family responsibilities /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2004. http://uclibs.org/PID/11984.
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Henriette, Farida G. "Family responsibilities, obligations, and commitment in the Seychelles." Thesis, Keele University, 2018. http://eprints.keele.ac.uk/4999/.
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Drawing on a small-scale qualitative study, this thesis examines family relations in post-colonial Seychelles. The Seychelles is considered a post-colonial society because it used to be a colony. The aim of this qualitative research, using an interpretive epistemology, is to explore family responsibilities, obligations, and commitment in the Seychelles, and how this varies for different generations and genders. Semi-structured interviews and vignettes were used to gather data from forty participants who consented to take part in the research. The analysis of the data revealed that there are different types of family structures and they are in flux. Post-colonial societies have certain common characteristics and the analysis of the data revealed that the racial, power and gender characteristics common to such societies can be found in the Seychellois Creole family. The analysis revealed that gender is more important than the other characteristics which post-colonial writers have written about and that several family practices are considered as gendered practices. This include the care of the elderly. The analysis also revealed that there are certain family responsibilities that are considered more important than others which include the care of children, the sick and the elderly, and helping each other. The findings showed that obligations within family relationships are not necessarily negotiated – there is more of an expectation. The findings also revealed that commitment is developed through the idea of reciprocity and commitment is then displayed through the support that exists between family members and through intergenerational solidarity – where care of the elderly is provided, usually by the adult daughter. This thesis contributes to discourses about family life, obligations, duties, commitment, generation, racism, gender, care, and post-colonialism. In its novelty, it brings new knowledge to family relationships on small post-colonial island states and acts as an impetus for future sociological research.
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Klein, M. "Determinism, blameworthiness and deprivation." Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375909.
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Flynn, Marli Faye. "Management roles and responsibilities for Winnipeg's riparian stewardship groups." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0010/MQ32917.pdf.
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Cunningham, E. James. "Northrop Frye and the educational responsibilities of contemporary criticism." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35136.pdf.
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McLean, Kayla M. "School counselors' perceptions of their changing roles and responsibilities." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006mcleank.pdf.
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Hollingsworth, K. L. "The rights and responsibilities of children in youth crime." Thesis, University of Cambridge, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604172.
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This dissertation examines children’s rights and responsibilities in the area of youth crime within the context of the domestic incorporation of the European Convention on Human Rights and the increasing emphasis within Government policy of the need to hold children responsible for their offending behaviour. The mechanisms for securing the responsibility of children within youth crime have widened since the Labour Party was elected to government in 1997, prompting two questions. Firstly, has the increased responsibilisation of children been met by an increased protection of their human rights? Secondly, does an emphasis on responsibility detract from the child’s needs, vulnerabilities and limited competence? It is argued that, in contrast to the child in the family law context, the child in the criminal law holds a dual status: he is both offender and child. This dual status affects the type of rights available to the child, and the way in which those rights are protected. In particular, it is noted that the child’s status varies at different stages of the youth justice process, and that in turn, there is a variation in the type of rights being protected. Specifically, children’s rights theory is drawn on to distinguish the types of rights the child has: rights qua child (clustered around ideas of welfare and care and protection); and rights qua person (shared in common with adults and which are based on notions of autonomy). A broadly sequential approach is taken: first, the pre-crime context and the use of preventative orders is examined, followed by a consideration of the pre-court stage of police investigation and the diversion of young people away from the criminal courts, then the rights of the child in court are explored, and finally attention turns to the sentencing framework.
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Mullan, Kenneth. "The re-interpretation of the professional responsibilities of pharmacists." Thesis, University of Glasgow, 2001. http://theses.gla.ac.uk/4483/.
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An analysis of judicial attitudes in the United States of America towards pharmacist responsibility has shown distinct patterns or trends. Early cases set the standards for pharmacists at a high professional level. The courts later restricted liability to technical inaccuracy in prescription processing. More recently, the judiciary is recognising the necessity to apply standards appropriate to the pharmacist’s new roles and functions. A legislative gloss to these developments has been provided in the United States of America by the enactment of legislation which seeks to recognise professional roles, enhance pharmacy practice standards and improve the outcome of drug therapy for patients, by bettering patient compliance with drug regimes. There is a current expectation, particularly on the part of the public, but also on the part of health care policy makers, that pharmacists have a responsibility to detect problems with prescribed medications, and that to fail in this responsibility is a direct threat to the public health. The new expectations of drug therapy and the parallel anticipation of the participants in drug therapy have created a new duty on the part of the pharmacist, to intervene and promote the patient’s best interests. In this thesis, it is argued that this perspective is a reasonable one. Pharmacists ought to detect and prevent problems with drug therapy. The public should be disappointed if a profession, a government-sanctioned monopoly, has the ability to improve the public health but fails to do so. In turn, courts (and a legislature) that refuse to recognise expanded responsibilities for pharmacists, and that fail to impose corresponding expanded liabilities for the failure to meet a responsibility, are perpetuating an outdated view of pharmacy practice based on an incomplete understanding of the medication use system. There are solid policy reasons for imposing a higher standard for pharmacists that includes, but goes beyond, mere technical accuracy in order processing. In turn, there are limits to what pharmacists can reasonably be expected to do, and a legal system exploring the subject of expanded pharmacist responsibility should be aware of those limits.
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Bezzina, Christopher George. "The Maltese primary school principalship : perceptions, roles and responsibilities." Thesis, Brunel University, 1995. http://bura.brunel.ac.uk/handle/2438/5149.
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The main aim of this research was to investigate the conditions that influence and shape the occupational perceptions of principals; systematically observe primary school principals in the islands of Malta, and to contrast these findings with the perceptions of a group of deputy principals. To achieve this aim three studies were conducted. The first study employed a self-administered questionnaire survey method employed with all principals in primary schools (i. e. state, church and private). 'Discussions with parents', 'discussions with staff' and 'desk work' have been highlighted as the major job functions taking up most of the principals' time. Half of the respondents rated 'desk work' as their majorjob function. The Maltese principal tended to perceive his/her role as falling within the chief executive model. The principal's duties related largely to the division and allocation of work, the co-ordination and control of organisational activities, communication with parents and staff, maintaining discipline and order, and maintaining the level of resources and plant upkeep. This survey, however, shows that principals wanted to take on functions within the leading professional model. In the second study, an observational study was conducted with the aim of checking out some of the perceptions principals held towards their role and to add another dimension to the overall picture by identifying what principals actually did in their daily life at work. The study explored the work patterns of eight primary school principals in the state sector. The observational study attested to the multi-varied nature of the principal's role. The principal's day was generally hectic in pace, varied in its composition, discontinuous and superficial in any pursuit of tasks, with the unexpected always as one of the few certainties of thejob. The principal's energy was observed as being devoted to keeping the school ticking over in the short run with hardly any time being devoted to discuss matters of direct relevance to the teaching-learning process, such as classroom practice, curriculum review and update. The dominant model was that of the transactional leader who is fixing things, managing and coping in order to maintain the smooth operation of the organisation. As highlighted in the questionnaire survey principals devoted their time to administration, pastoral care and communication with parents. Little to no time was stated as being devoted to high value tasks such as strategic planning and curriculum review. The portrayal of Maltese primary school principals is that they are not so much reflective or transformational leaders, rather they are chronically busy, reactive as against proactive, and caught up in, and tied down by the unceasing demands of others for their attention. The present research seems to have identified the transactional nature of leadership as the main medium of interaction that the primary school principals opted for. Bearing in mind the present period of changes and development of school management practices in Malta, it was felt appropriate to seek feedback from deputy principals whose own role was undergoing change. A small group of twenty newly-appointed deputy principals were approached to view how they perceived the role of the principal. At the same time it sought to identify their perceptions of their own role, and get an indication of how they viewed tomorrow's principalship. This, it was felt, would provide data as to how Maltese administrators in general viewed their role. Deputy principals presented similar feedback to that presented by principals. The major difference being in the way deputy principals perceived tomorrow's principalship – one which went beyond the transactional model of principal as administrator to the transformational model of principal as leading professional. However, nothing conclusive can be drawn out. There is a strong indication that principals and deputy principals desire this move but some responses express a certain degree of inconsistency which shows that the implications behind the transformational model are not well and truly understood by the participants of this survey. The implications of the findings for today's and tomorrow's principalship were discussed.
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Gonzalez, Correa Flor. "Transnational corporations and human rights : an institutional responsibilities framework." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5043/.
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This thesis argues that transnational corporations (TNCs) bear primarily negative moral duties in relation to human rights, i.e. to avoid doing harm, and that they can be held responsible when they fail to discharge such duties. Thus, their duties are not primarily to protect human rights, as some commentators have argued. To defend the negative duties claim, I detail ways in which corporations inflict harm not only directly through their operations, but also by shaping and supporting a global institutional arrangement that foreseeably and avoidably produces human rights harms. Therefore, the negative duties of corporations should be understood to include refraining from engaging in harmful institutional practices, or participating overall in a harmful institutional order without providing adequate compensation to the victims of harm. If they fail to do so, TNCs can be held accountable for the negative outcomes engendered by the global order.
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Lehman, Joseph John. "Mission Officers in Catholic Higher Education: Responsibilities and Competencies." Thesis, Boston College, 2014. http://hdl.handle.net/2345/bc-ir:103551.
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Thesis advisor: Karen D. ArnoldThe purpose of this research was to identify the primary duties and responsibilities of mission officers in Catholic higher education and develop an accompanying set of core competencies for professional development purposes. Mission officers first appeared in Catholic colleges and universities in the 1980s, in response to declining numbers of priests and religious on campuses, increased secularization of the academe, and reduced course requirements in the liberal arts, particularly philosophy and theology. These changes as well as others within higher education, American society, and the Catholic Church raised concerns about the distinctive Catholic identity and mission of Catholic colleges and universities. Although 80% of Catholic colleges and universities have appointed a mission officer to galvanize campus-wide efforts to strengthen the religious character of these institutions (Gilroy, Sloma-Williams, & Galligan-Stierle, 2014), as of yet there are no established educational qualifications, professional norms, or set of competencies to guide the professional practice and development of current and future mission officers. Thirty-seven experienced mission officers participated in four rounds of data collection using a modified Delphi research method. Seventy-four percent of the 27 duties and over eighty percent of the 32 competencies identified, refined, and prioritized in this study reached consensus as critically important or very important by more than three-quarters of the study participants. The study findings indicate that mission officers interact on a regular basis with many groups and individuals at both senior and lower levels within the institution. Many mission officer duties involve efforts to galvanize the campus community, particularly faculty and student affairs professionals, in order to integrate the mission across the institution. Effective mission leadership requires both a top-down and bottom-up approach to mission integration along with leadership skills, knowledge of the Catholic intellectual tradition, collaboration and communication skills, and a demonstrated commitment to the Catholic identity and mission of the university
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Holdsworth, Elizabeth Anne. "Grandmothers' performance in contemporary society : role, rules and responsibilities." Thesis, King's College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395202.
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Bridges, Tracy Raye. "Farm women : roles, responsibilities, and relationship with the environment /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486397841221614.
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Coffell, Amy Marie. "Hospice Social Workers' Roles and Responsibilities Within Interdisciplinary Hospice." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4431.
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The role of the hospice social worker is unclear and misunderstood by interdisciplinary team members due to role blurring, communication challenges, and poor collaboration efforts. This is important because these actions may result in decreased quality of patient care and decreased quality of life for the clinical hospice social workers. The purpose of this action research project was to explore communication, role blurring, professional activities and abilities, and cohesive goals among hospice clinical social workers. The theoretical foundation for this research was the model of interdisciplinary collaboration (MIC) which was used to describe both the concepts of interdisciplinary collaboration and the influences on that collaboration. The research question addressed the 5 concepts of the MIC to fully understand the collaboration challenges identified within hospice interdisciplinary teams. This action research study utilized the design and method of open-ended questions to gather the information using an online questionnaire. The data were coded by the action researcher to yield the key results of 3 main concepts of challenges for clinical hospice social workers (a) underutilization and misunderstanding of skillsets, (b) role blurring among the disciplines, and (c) working toward cohesive goals. A conclusion of this research was that hospice social workers are misunderstood, which presents a spectrum of challenges for the entire hospice interdisciplinary team. Implications for positive social change occurred through recommendations to reduce or eliminate these challenges, thus improving the quality of patient care and clinical hospice social workers' quality of life.
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K, Nilsson Annika. "Enforcing Environmental Responsibilities : A Comparative Study of Environmental Administrative Law." Doctoral thesis, Uppsala universitet, Juridiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-151797.
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This thesis is about the distrubution of responsibilities in the environmental law enforcement procedure, between the state and the individual environmental actor. The state and its public authorities have a fundamental environmental responsibility. This responsibility is nevertheless shared with the actors. Actor responsibilities include taking sufficient precautionary measures, and controling the own activities. This also covers responsibilities for knowledge and investigation, which are in focus in the thesis analysis. Such responsibilities are enforced by administrative authorities. Enforcement, however, also entails exercise of public power against the individual, and thus warrants proper procedure and safeguards of legal certainty. Such procedural responsibilities include ensuring decision making materials to support their exercise of authority. It also means that the authority has formulate clearly to the actor what their legal duties are, and what they need to do to avoid further enforcement. These administrative duties may entail the authority taking over the actor's information responsibilities under environmental law. Enforcement of actor responsibilities thus becomes inconsistent, or even contraproductive. This thesis comprises analysis of the meeting of environmental and administrative law in the enforcement situation. The analysis is focused on balancing effective implementation and enforcement of policy aims, and the safeguards of the individual's rights and freedoms. The aims is to find ways to coordingate instead of prioritising these objectives. The research is based on a comparative study and analysis of the enforcement systems of Sweden, the United Kingdom (England and Wales), and the Netherlands. The importance of distinguising between the different purposes and aims of the responsibilities is argued. Actor responsibilities for precaution and information should be recognised also in the enforcement procedure. A communicative enforcement procedure, and more purposive assessment of the proper distribution of responsibilities in the individual case may provide both effective enforcement and legal certainty.ENFORCE
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Chen, Huimin. "Mainland Chinese International Students and Their Familial Responsibilities in Canada." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36581.
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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.
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Miller, Patricia S. "Varsity team sport coaches' perceptions of their roles and responsibilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20938.pdf.
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Murray, Ellen Jane Anne. "Exploring children's emerging conceptions of their participation rights and responsibilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/NQ41361.pdf.
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Sheikh, Abdullah Zafar. "Beyond 'flexibility': The outsourcing of Employers' responsibilities to employment agencies." Thesis, University of Nottingham, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517739.
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Bradley, Megan. "Just return : Redress for refugees and the responsibilities of states." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516992.
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Welch, Lolita V. Ross. "Selected educators' perceptions about the performance responsibilities of curriculum specialists." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1995. http://digitalcommons.auctr.edu/dissertations/637.
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The purpose of this study was to determine the perceptions of middle grades (6-8th grade) principals, teachers and school-level curriculum specialists about the performance responsibilities of curriculum specialists. The study was done to assess the extent to which these educators' perceptions correlated and differed on the specific roles and responsibilities of school-level curriculum specialists on job performance. Statistical analyses showed that the responses of principals and curriculum specialists were similar on all twelve performance responsibility items, while the perceptions of teachers were significantly different from principals and curriculum specialists. There were statistical differences between responses of teachers as compared to principals and curriculum specialists based on levels of educational degrees earned. As a result of this research, the following recommendations are suggested. 1. There is a need for further research to clarify and define job descriptions that are communicated to teachers and administrators. 2. School district training should give more attention to the fact that degrees of specialization (curriculum instruction and supervision) need to be more clearly defined and functions of curriculum leadership need to be clarified. The district should offer staff development for all school personnel on how the curriculum specialist can provide assistance and resources to the total school program. 3. In order to be more effective, curriculum specialists must have training in curriculum planning and development. This should lead to certification in the area of curriculum. 4. Functions of curriculum specialists or instructional supervisors must be maintained because their role is critical in curriculum integrity, curriculum development and making teachers a part of the whole decision making process.
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Pavasant, Nopnuanparn. "Director's responsibilities : a study of Thai corporate governance and ethics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/197107.
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Corporate governance of Thailand has been developed and reformed, particularly after 1997 Asian financial crisis. However, problems regarding director’s responsibilities are still entrenched in company law and corporate practices. The challenges of Thai corporate governance on director’s responsibilities are found in the areas of director’s accountability and minority shareholders protection. Legal provisions on director’s fiduciary duties and director’s duty of care and skill are unable to regulate director’s misbehaviors. Directors are not fully aware of their proper responsibilities to the company. They tend to act for their own interest or interest of their group, the controlling shareholders. In addition, legal enforcement on director’s responsibilities is not effective in practice. Shareholders litigation or other actions against directors who are in breach of their duties is rare, though there is derivative action provided as remedy for minority shareholders. In finding solutions for those problems, all relevant aspects should be brought into consideration. Corporate governance on director’s responsibilities is related to law, business and ethics. Director’s responsibilities are matters concerning human conducts, actions, behaviors as well as practices. They are related to ethics of each company director and ethics of the board members as a whole. In addition to legal and business aspects, ethical aspect should also be considered in the reform of corporate governance on director’s responsibilities of Thailand. This thesis is the study of Thai corporate governance on director’s responsibilities and ethics in order to find appropriate ethical theory where good corporate governance principles will be built on. Among relevant ethical theories i.e. utilitarianism, Kantian ethics, virtue ethics and contractualism, virtue ethics of Aristotle is the most appropriate ethical theory to be applied to corporate governance on director’s responsibilities of Thailand. It is suitable for the nature of corporate governance on director’s responsibilities, the conditions underlying its problems, and the understanding and practices of people in Thai society. Virtues and means of virtue ethics should be applied as complements to fiduciary principles for enhancing director’s accountability. The doctrine of mean of virtue ethics should be applied as complement to derivative action for enforceability and effectiveness of minority shareholders protection. In this regard, some related regulations and codes of best practices will be prescribed by adopting appropriate virtues or means, and the relevant regulators i.e. the Securities and Exchange Commission (the SEC) and the Stock Exchange of Thailand (the SET) will be given authority to interpret and apply such regulations and codes of best practices on a case by case basis.published_or_final_version
Law
Master
Doctor of Legal Studies
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Melendez, Reath. "Eldercare responsibilities among CSULB faculty and staff| A needs assessment." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1595782.
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The purpose of this study is to assess the eldercare needs of the faculty and staff of California State University Long Beach (CSULB) and evaluate the need for adult day care services on campus. With the elderly population expected to double by 2050 and CSULB being the third largest employer in Long Beach, it is likely that caregiving will impact the productivity of its workforce. Additionally, the struggle to balance work and eldercare responsibilities will impact the health of the CSULB workforce.
Results indicate there is not currently a need for adult day care services on campus. However, there is a need for eldercare resources, referrals and access to professional gerontology consultations. Additionally, there is interest in eldercare resources such as seminars on veterans’ services, assisted living, Medicare, Medi-Cal, reverse mortgage, legal advice, financial advice, advanced directives, power of attorney, long-distance caregiving, supports for the sandwich generation and telecommuting options.
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Nkabinde, Mfulathelwa Maria Bongi. "The roles and responsibilities of foundation phase heads of department." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/24454.
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The aim of this research project is to investigate the roles and responsibilities of foundation phase heads of departments (HoDs) in the Mpumalanga Province in South Africa. A quantitative research approach was used to assess the perceptions of the foundation phase HoDs. Questionnaires were distributed to 274 foundation phase HoDs in Mpumalanga and SPSS 20 was used to analyse the data. The findings show that HoDs perceive that they are overworked, whereas in reality, the amount of time they spend in school is not as expected in the Personnel Administrative Measures (PAM) document. It emerged that most educators leave school earlier than normal and thus experience a lack of time for supervision and administration, which then becomes a stress factor in the completion of their roles and responsibilities. Twenty two percent of the respondents indicated that they are not familiar with the HoD duties as outlined in the PAM document. Furthermore, the study uncovered issues such as lack of support and training for HoDs, the role of parents as motivators in terms of learner achievement, and the importance of evaluating and developing teachers to provide quality education in the 21st century. This research project utilises instructional leadership as a conceptual framework and maps out the roles and responsibilities of the HoD as outlined in the PAM document. Due to the low Annual National Assessment (ANA) results in literacy and numeracy, the research focuses on the challenges that HoDs in the foundation phase face regarding fulfilling their roles and responsibilities towards ensuring a quality education. On Tuesday 28 June 2011, the Minister of Basic Education, Angie Motshekga, revealed the results of the February 2011 ANA. In excess of 6.5 million learners from Grades 2 to 7 and a sample of G10s wrote tests in literacy/language and numeracy/mathematics. According to the statistics released by the Department of Basic Education (DBE), the average mark for literacy for G3 learners was a mere 35%. Grade 3 learners scored an average of 28% in numeracy. Amongst the Grade 3 learners, the Western Cape performed the best in both literacy and numeracy with 43% for literacy and 36% for numeracy. In Mpumalanga, Grade 3 learners scored 27% in literacy and only managed to score 19% for numeracy (DBE Report 40). If learners can’t read, write, spell and calculate at Grade 3 level, surely there is something wrong. Where are the foundation phase managers and how do they spend their time? Internationally, teachers responsible for supervising Grade R-3 are called middle managers. In South Africa, middle managers are called heads of departments (HoDs). The duties and roles of middle managers (or HoDs) in the foundation phase might be the cause of poor performance of learners in numeracy and literacy, due to insufficient support being provided to educators and learners. The role of HoDs in schools is not widely understood (Turner, 1996; Blandford, 1997; McLendon&Crowther, 1998). As a consequence, the literature relating to their role and functions is sparse. What is apparent, however, is the dual role that HoDs play, namely an administrative role within the school, as well as a teaching responsibility. A great deal of the work in managing the teaching-learning process operates at the middle management level in schools. However, management development often occurs at the senior management level, and HoDs remain the forgotten tier in schools. HoDs co-ordinate all educational activities between the top management of the school and the educators. Gold (1998:1) describes the role of HoDs as the most exciting and probably the most influential position in a well-organised school. Given the dual roles of HoDs, it is evident that they are exposed to a dilemma in executing duties carrying competing demands namely managing a department and being a class teacher at the same time (Blandford, 1997:13). This dual role becomes a particular challenge in the foundation phase, depending on the type of school, e.g. private school, former model C school, township or rural schools (which normally fall under Quintile 1-3), and lastly farm schools. It is challenging, especially in township and farm schools, to manage teaching, supervise educators, ensure learners cooperate positively in a class, and to be responsible for all the classes in a phase, including the own HOD’s class. Educators are experiencing overcrowding in their classrooms and schools are under staffed. A thorough study needed to be conducted to ensure that HoDs in the foundation phase are operating as effectively as those in the intermediate, senior and FET phases. It is critical to formulate strategies to ensure that learners progress positively in the foundation phase, especially in terms of their literacy and numeracy. HoDs must be able to perform their roles and responsibilities to ensure that learners can read and write at Grade 3 level. The PAM document clearly spells out the roles and responsibilities of the HoD; however when an HoD has 90% of their time allocated for teaching, one wonders if it is fair to expect them to carry out their administrative role in the remaining 10% of their time.Dissertation (MEd)--University of Pretoria, 2012.
Education Management and Policy Studies
unrestricted
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Shane, Ruth Hardie. "Private Actions--Public Responsibilities: Reflections on West v. Atkins (1988)." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/11062.
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This dissertation explores the pragmatic implications of judicial rhetoric found in a 1988 Supreme Court decision, i.e., this is a dissertation about public administration using constitutional law to illuminate an administrative question. My viewpoint is a legal/constitutional one which uses the law as pedagogue to inform public administration and to offer a useful message for the public administration practitioner. That message deals with a legal/constitutional distinction between publicness and privateness and the implications of that distinction.
Quincy West was sentenced to prison in 1973 for armed robbery. While in prison he suffered a torn Achilles tendon for which he received inadequate medical care. After numerous attempts to obtain medical care, West filed suit against the prison physician contractor in federal courts for cruel and unusual punishment. This dissertation uses the story of West's legal efforts and the Supreme Court's decision in his case to discuss the broad implications of that decision for the public administration practitioner and government contractors. The lens is a constitutional one. The framework is John Rohr's schema for understanding a Supreme Court case: viewing that case from the institutional, concrete, dialectical, and pertinent perspectives.
The specifics of West's allegations against his physician invite discussions of bioethical topics such as informed consent and medical legal topics such as malpractice and patient abandonment. The Court's determination of state action in West v. Atkins (1988) requires discussion of the administrative areas of contracts and grants administration as well as risk management. The complex responsibilities of the public administration practitioner are examined, as is his or her need to follow and independently learn from the messages included in the courts' interpretation of the law.
This historic story illustrates that there is no bright line between law and policy. The Court's dialogue with itself is not merely interpretation and development of the law - it is policy reformulation. For this reason, among others, the conscientious administrator must monitor the Court's ongoing dialogue and listen attentively to its messages of import for our field and our practice.Ph. D.
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West, Susan Thompson. "From owning to owning up : authorial rights and rhetorical responsibilities." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287413464.
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Corderman, Julie. "LEARNING-CENTERED PROFESSIONAL STAFF DEVELOPMENT: EXAMINING INSTITUTIONAL AND LEARNER RESPONSIBILITIES." Doctoral diss., Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002021.
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Griffin, Charles R. "The changing role and responsibilities of the independent school headmaster /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7875.
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Haley, James R. "School board and superintendent responsibilities : a study of role congruency /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901302.
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Engquist, Jill Bridget. "Teachers' perceptions of the roles and responsibilities of school counselors." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004engquistj.pdf.
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Buynak, Mary E. "Paraeducators' Perceptions of Their Responsibilities Based on the Utah Standards." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4359.
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Paraeducators are increasingly involved in the education of students with disabilities. In order for paraeducators to properly work with this population, they must have adequate and ongoing training. Research has shown that paraeducators do not receive appropriate training in order to work with students with disabilities. The purpose of this study is to investigate the self-perceived knowledge of paraeducators working in special education and their level of training need. The study examines paraeducators' work environment, responsibilities, knowledge based on the Utah Standards for Paraeducators and perceived training needs. Ninety-five special education paraeducators working in a large, suburban school district in the intermountain west participated in a survey. The results of this research suggest that paraeducators desire training in areas of their assigned duties. Overall, they feel confident in their abilities but are open to learning more. This study suggests that there is not enough training for paraeducators who generally work with the most at-risk population in the school.
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Martello, Kristen Lynn. "Influence of Professional Learning Communities on K-8 Teacher Responsibilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5373.
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Professional learning communities (PLCs) were established in a local suburban school district in 2010; however, since their inception, the value of the program has not been determined. In a K-8 school district, a qualitative case study was conducted to determine the influence of PLCs on the 4 domains of teacher responsibilities: preparation, classroom environment, teaching, and professional duties. The conceptual framework was based on Bandura's social learning theory and Danielson's framework for teaching. The research questions focused on how teacher participation and the allotment of time in a PLC, and the structure of a PLC, influence teacher classroom responsibilities. Data collected included interviews, written narratives by teachers, and a review of formative assessment documents. The participants were 5 teachers, selected through a purposeful sampling of teachers from across the grade levels of kindergarten to Grade 8, who had actively participated in a PLC for a minimum of 1 year. The data was analyzed to determine themes. The findings confirmed that PLCs allow for the exploration of ideas within a small group and that professional development is necessary to develop PLCs that influence teacher responsibilities in all 4 domains by Danielson. Based on the findings and supporting literature, a 3-day workshop was developed to provide teachers with an improved understanding of PLCs and how they can support teachers in implementing appropriate instructional practices for all students. This effort may result in a collaborative school culture for teachers and significant improvement in student achievement due to the recurring cycles of collective inquiry.