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Diese Dissertation ist eine Sammlung von Artikeln, die sich auf Kinderarbeit beziehen. In mehreren Ländern wurde eine Analyse durchgeführt, welche die Leistungsfähigkeit von arbeitsintensiven Exportgeschäften beurteilte. Das Ergebnis enthüllte, dass Kinderarbeit arbeitsintensive Exporttätigkeiten negativ beeinflusste gemessen am Bruttosozialprodukt. Die Faktoren zur Kinderarbeit wurden genauer untersucht, indem Datenmaterial von nationalen Stichprobenerhebungen Indiens benützt wurden. Man fand heraus, dass familiäre Eigenschaften, insbesondere der Bildungsgrad, ein bedeutsames Verhältnis zu den täglichen Tätigkeiten eines Kindes aufweist. Mit der gleichen Datengrundlage wurden die finanziellen Auswirkungen von Ausbildung im "informellen und formellen" Arbeitsmarkt für die Städte und die ländlichen Regionen Indiens untersucht. Die Ergebnisse zeigten, dass die finanziellen Auswirkungen im "informellen Arbeitsmarkt" sowie in ländlichen Regionen und im primären Wirtschaftssektor geringer ausfielen. Eine Kostennutzenanalyse wurde durchgeführt, um den tatsächlichen Nutzen von Ausbildungskosten für alle Kinder ohne jegliche Schulausbildung zu untersuchen. Die Ergebnisse zeigten, dass die Durchführung solcher Projekte für die indische Regierung sogar von großem Nutzen wäre. ; This Dissertation is a collection of articles all related to child labour. A multi country analysis estimating performance of labour intensive exports was performed and the results revealed that child labour negatively influenced the labour intensive exports share to GDP. Using National Sample Survey data from India, determinants of child labour were studied. It was found that family characteristics, especially literacy levels had a significant relationship with the daily activity status of the child. With the same data set, returns to education in the informal and formal labour markets were studied for rural and urban India. Results showed that returns were lower in the informal market, rural regions and in the primary sector. A Cost Benefit Analysis was performed to examine the net benefits of educating all out of school children and the results showed that such a project would be within the reach of Indian Government.

Apply analytics to business problems using two very popular software tools, SAS and R. No matter your industry, this book will provide you with the knowledge and insights you and your business partners need to make better decisions faster. Learn Business Analytics in Six Steps Using SAS and R teaches you how to solve problems and execute projects through the "DCOVA and I" (Define, Collect, Organize, Visualize, Analyze, and Insights) process. You no longer need to choose between the two most popular software tools. This book puts the best of both worlds--SAS and R--at your fingertips to solve a myriad of problems, whether relating to data science, finance, web usage, product development, or any other business discipline. You will: Use the DCOVA and I process: Define, Collect, Organize, Visualize, Analyze and Insights. Harness both SAS and R, the star analytics technologies in the industry Use various tools to solve significant business challenges Understand how the tools relate to business analytics See seven case studies for hands-on practice

This article aims to explore Chief Executive Officers' (CEOs') past experiences in shaping the learning process that occurred at the workplace. A theoretical framework for this study is anchored from the situated learning theory. The primary elements of the situated learning theory are communities of practice and legal peripheral participation, which these concepts were investigated among the CEOs of private organizations in Malaysia. The study is interpretive in nature, employing a qualitative research approach with in-depth interviews to gain in-depth insights on the topic. The findings are meant to capture empirical insights that broaden the framework for a better understanding of situated learning in a workplace context. According to the study, experiences gained from the roles and responsibilities in contexts of learning-in-practice increase awareness and knowledge. Understanding learning occurs as a result of social experiences that include ways of thinking, perceiving, problem-solving, and interacting, in addition to declarative and procedural knowledge.