Thesis (MA (Political Science. International Studies))--University of Stellenbosch, 2009. / After 1994, South African foreign policymakers faced the challenge of reintegrating a country, isolated for many years as a result of the previous government’s apartheid policies, into the international system. In the process of transforming South Africa's foreign identity from a pariah state to a respected international player, some commentators contend that presidents Mandela and Mbeki were informed by two contrasting theories of International Relations (IR), namely, idealism and realism, respectively. In light of the above-stated popular assumptions and interpretations of the foreign policies of Presidents Mandela and Mbeki, this study is motivated by the primary aim to investigate the classification of their foreign policy within the broader framework of IR theory. This is done by sketching a brief overview of the IR theories of idealism, realism and constructivism, followed by an analysis of the foreign policies of these two statesmen in order to identify some of the principles that underpin them. Two case studies – Mandela's response to the ‘two Chinas’ question and Mbeki's policy of ‘quiet diplomacy’ towards Zimbabwe – are employed to highlight apparent irregularities with the two leaders’ perceived general foreign policy thrusts. It takes the form of a comparative study, and is conducted within the qualitative paradigm, with research based on secondary sources. The findings show that, although the overarching foreign policy principles of these two former presidents can largely be understood on the basis of particular theoretical approaches, they neither acted consistently according to the assumptions of idealism or realism that are ascribed to them. The conclusion drawn is thus that categorising the foreign policies of presidents Mandela and Mbeki as idealist and realist, respectively, results in a simplistic understanding of the perspectives that inform these two statesmen, as well as the complexity of factors involved in foreign policymaking. More significantly, it is unhelpful in developing a better understanding of South Africa's foreign policy in the post-1994 period.

Thesis (MPhil)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: This thesis deals with nation-building in South Africa since 1994 with a view to finding out the direction taken by nation-building since then. This issue has been and it still is a controversial issue in South Africa. The new dispensation in South Africa occasioned a need for the creation of new national institutions, leaders and policies for the nation. Hence, an inclusive/liberal nation-building programme was put in place. Since 1994 this programme has been carried out by two presidents, namely former president Mandela (1994-1999) and President Mbeki (1999-2002+) respectively. Nevertheless, these two leaders do not only subscribe to different philosophies but also have two divergent approaches to nation-building. Although they are both individualists, Mandela is Charterist whereas Mbeki is an Africanist. Moreover, Mandela promoted nation-building through reconciliation and corporatism. Mbeki's approach to nation-building, on the contrary, emphasises transformation and empowerment through the market. These approaches seem contradictory and thus mutually exclusive. This does not augur weU for fragile democracy of South Africa. Therefore, an attempt will be made to find out whether this is true and thus finding out the direction taken by nationbuilding. This will be done by comparing the Mandela and Mbeki approaches to nation-building. / AFRIKAANSE OPSOMMING: Hierdie werkstuk handeloor nasiebou in Suid-Afrika sedert 1994, met die doelom die tendense sedertdien te bepaal. Dit was en is steeds 'n kontroversiële kwessie in Suid- Afrika. Die nuwe bedeling in Suid-Afrika het dit noodsaaklik gemaak dat nuwe instellings, leiers en beleide in die nasie tot stand sal kom. Daar is vervolgens op 'n inklusiewe/liberale nasiebou program besluit. Sedert 1994 was dit uitgevoer onder die leierskap van twee presidente, te wete Mandela (1994-1999) en Mbeki (1999-2002+) respektiewelik. Dié twee leiers onderskryf verskillende filosofieë en het ook verskillende benaderings tot nasiebou. Beide is individualiste, en Mandela die Charteris terwyl Mbeki weer die Afrikanis is. Meer spesifiek, Mandela het nasiebou bevorder deur versoening en korporatisme te bevorder. Mbeki aan die ander kant, plaas weer klem op transformasie en bemagtiging deur die mark. Hierdie benaderings skyn teenstrydig te wees. Daarom is 'n poging aangewend om te bepaal hoe insiggewend die verskille is en wat die tendense is. Moontlik spel dit niks goeds vir die nuwe demokrasie nie. Dit is gedoen deur Mandela en Mbeki sistematies te vergelyk.

Dans cette thèse, nous nous intéressons au problème de la confidentialité des données. Nous proposons une nouvelle approche pour faciliter l'administration des règles de contrôle d'accès pour assurer la confidentialité des données au niveau des vues matérialisées. Dans les bases de données relationnelles, une vue est une table virtuelle représentant le résultat d'une requête. À la différence d'une vue simple, une vue matérialisée stocke le résultat de la requête dans une table. Cette dernière peut être alors interrogée comme une table quelconque. Il est donc important d'y contrôler l'accès. Parmi les différents modèles proposés pour contrôler l'accès aux relations de base, nous nous basons dans notre approche sur l'utilisation des vues d'autorisations pour exprimer des règles de contrôle d'accès à grains fins. Nous proposons d'inférer, à partir des vues d'autorisations attachées aux tables de base, les vues d'autorisations qui doivent être attachées aux vues matérialisées. Répondre à ce problème revient à répondre à un problème fondamental dans les bases de données relationnelles : Comment caractériser les informations calculables à partir de deux ensembles de vues ? Nous répondons à cette question en nous appuyant sur la réécriture de requêtes. Nous adaptons l'algorithme de réécriture de requêtes M iniCon aux spécificités de notre problème et nous proposons l'algorithme 1-l M iniCon+ qui se base sur un enchainement de réécritures. Nous nous intéressons aux vues représentées par des requêtes conjonctives en autorisant les égalités. Nous nous sommes intéressés par la suite aux propriétés de cet algorithme. Nous démontrons que cet algorithme permet de calculer un ensemble de vues correctes, c.-à-d. toute information calculable à partir de l'ensemble de vues générées est cal­ culable à partir de chacun des deux ensembles de vues de départ / In this thesis, we address the problem of data confidentiality. We propose a new approach to facilitate the administration of access control policies to ensure confidentiality of data in materialized views. In relational databases, a view is a virtual table representing the result of a query. Unlike a simple view, a materialized view persistently stores the data in a table. The latter can be queried like any other database table. We then need to control the access to the materialized view. Among the various models proposed for controlling access to base relations, we choose to express fine-grained access control through authorization views. We propose to infer, from the basic authorization views attached to the base tables, authorization views that will be attached to the materialized views. Tackling this problem amounts to address a fundamental problem in relational databases : How to characterize computable information from two sets of views ? We handle this problem by resorting to query rewriting. We adapt the query rewriting algorithm MiniCon to the context of materialized views with access control and propose the H MiniCon+ algorithm which is based on successive rewritings. We mainly consider conjunctive queries with equalities. We study the properties of our approach. We show that our algorithm can calculate a correct set of views, i.e. any computable information from the generated views is calculable from the two sets of views. In order to prove the termination of our algorithm, we define rewriting trees generated by the application of 1-l MiniCon+ and we study their features. We characterize in which case a tree is finite and show that the approach is maximal, i.e., any derivable information from the two sets of views can be derived from the set of generated views. We characterize in which case the algorithm could not terminate i.e., infinite application of the query rewriting algorithm. In this case, it is impossible to determine the maximality of results and this remains an open problem. We implemented a prototype of the approach and we led some experiments by using synthetic data sets

[pt] Devido ao tamanho e complexidade dos sistemas de software, torna-se cada vez mais difícil manipular os modelos que os representam. É difícil identificar o impacto de mudanças, modificar, ou reutilizar partes da modelagem em outros projetos porque as características do sistema são, na maioria das vezes, muito relacionadas umas às outras. Métodos tradicionais de modelagem e programação utilizam métodos de separação para minimizar este acoplamento, porém eles priorizam apenas uma dimensão das características do sistema (classes, funções, eventos, dentre outras). Características em outras dimensões permanecem espalhadas e entrelaçadas, i.e, elas são características transversais. Nesta tese, propomos que a separação considerando diferentes dimensões, abordado pela programação orientada a aspectos, seja realizada durante a definição de requisitos. Definimos um metamodelo para integração de características transversais que provê um conjunto de atividades e mecanismos para facilitar a modularização, rastreabilidade, modificação e reuso de requisitos. Estes mecanismos são centrados em uma linguagem que define um novo construto para ser utilizado em linguagens de requisitos tradicionais, possibilitando a descrição e composição de características transversais. Mostramos como aplicar este metamodelo utilizando o V-graph, um tipo de modelo de metas, e realizando dois estudos de caso. / [en] Due to the increasing software complexity, it has been difficult to manipulate the models that represent them. It is difficult to identify the impact of changes, to modify, or reuse model parts in other projects because the system concerns are, in general, strongly interconnected. Traditional modeling and programming methods use separation method to minimize this coupling, however they consider only one dimension (classes, functions, events). Therefore, the concerns in other dimensions continue scattered and tangled, i.e., they are crosscutting concerns. In this thesis, we applied aspect- oriented concepts in modeling requirements. We define a metamodel to integrate crosscutting concerns that provides a set of activities and mechanisms to facilitate the requirements modularization, traceability, evolution and reuse. These mechanisms are centered in a language that defines new constructs to be used in traditional requirements languages, allowing the separation and composition of crosscutting concerns. We present two detailed case studies to show the proposed metamodel instantiated to a goal oriented requirements model, V-graph.

論文(哲學碩士)--香港中文大學硏究院敎育學部,1994. / 參考文獻: leaves 150-151 / 林憶芝. / 論文目錄 / Chapter 第一章 --- 題目析義與問題之提出 --- p.3 / Chapter 第一節 --- 題目析義 --- p.3 / Chapter 第二節 --- 硏究的意義 --- p.3 / Chapter 第二章 --- 硏究方法及文獻 --- p.14 / Chapter 第一節 --- 硏究方法 --- p.14 / Chapter 第二節 --- 文獻回顧 --- p.15 / Chapter 第三節 --- 硏究限´制ؤ --- p.18 / Chapter 第三章 --- 孔子的哲學思想 --- p.22 / Chapter 第一節 --- 現代學者對『仁』之詮釋 --- p.22 / Chapter 第二節 --- 論語中『仁』之涵義 --- p.26 / Chapter 一 --- 內在的感通 --- p.29 / Chapter 二 --- 對他人的感通 --- p.37 / Chapter 三 --- 對天命的感通 --- p.45 / Chapter 第四章 --- 孔子的敎育思想 --- p.50 / Chapter 第一節 --- 敎育目標 --- p.50 / Chapter 第二節 --- 敎材 --- p.52 / Chapter 第三節 --- 敎材選取的原則 --- p.78 / Chapter 第四節 --- 敎學目標與敎材的關係 --- p.80 / Chapter 第五章 --- 高中中國語文科敎學目標與精讀敎材之關係 --- p.86 / Chapter 第一節 --- 敎學目標 --- p.86 / Chapter 第二節 --- 現行精讀敎材的敎學重點分析 --- p.90 / Chapter 第三節 --- 現行精讀敎材的敎學重點忽略品德敎育之情況 --- p.96 / Chapter 第四節 --- 敎學重點重語文訓練而輕品德培養之原因 --- p.98 / Chapter 第六章 --- 以孔子的理論架構分析精讀敎材與德育的關係 --- p.102 / Chapter 第一節 --- 精讀敎材的內容分析 --- p.102 / Chapter 第二節 --- 以孔子的理論架構重訂品德敎學的重點 --- p.110 / Chapter 第三節 --- 精讀敎材與品德敎學的關係 --- p.119 / Chapter 第四節 --- 以孔子的理論架構，增删敎材 --- p.122 / Chapter 第七章 --- 結論及建議 --- p.124 / Chapter 第一節 --- 現時難以精讀敎材推行品德敎育的原因分析 --- p.124 / Chapter 第二節 --- 改善現況的幾點建議 --- p.128 / 〔附錄一〕二十六篇精讀敎材之篇目 --- p.131 / 〔附錄二〕五十九章含仁字之篇章 --- p.134 / 〔附錄三〕三出版社敎學重點總表 --- p.140 / 〔附錄四〕三出版社敎學重點圖表 --- p.147 / 參考書目 --- p.150

英冠球. / 論文 (哲學碩士)--香港中文大學, 1999. / 參考文獻 (leaves 93-94). / 附中英文摘要. / Ying Guanqiu. / Lun wen (zhe xue shuo shi)-- Xianggang Zhong wen da xue, 1999. / Can kao wen xian (leaves 93-94). / Fu Zhong Ying wen zhai yao. / Chapter 第一章： --- 儒學與歷史之間 --- p.1 / Chapter 一、 --- 引言：中國傳統學術的一本性與中國傳統心靈對歷史的重視 --- p.1 / Chapter 二、 --- 先秦儒家對歷史的基本態度 --- p.7 / Chapter 三、 --- 哲學與歷史之間 --- p.14 / Chapter 四、 --- 本論文的目的與結構 --- p.20 / Chapter 第二章： --- 明道的歷史觀 --- p.23 / Chapter 一、 --- 引言：儒家歷史觀的特質 --- p.23 / Chapter 二、 --- 明道對唐虞三代之崇尚 --- p.30 / Chapter 三、 --- 明道論唐虞三代之微意及對漢唐之態度 --- p.36 / Chapter 四、 --- 稽古而不泥於古：總結「倒退論」與「復古論」解釋之不當 --- p.45 / Chapter 第三章： --- 明道的史學思想 --- p.50 / Chapter 一、 --- 爲何治史´ؤ´ؤ明道論史學活動的目的 --- p.50 / Chapter 二、 --- 何謂史學´ؤ´ؤ明道論史學活動的本質 --- p.59 / Chapter 第四章： --- 思入風雲變態中´ؤ´ؤ明道論人生實踐的歷史性 --- p.69 / Chapter 一、 --- 引言：本章問題之提出 --- p.69 / Chapter 二、 --- 「理一分殊」的睿識 --- p.71 / Chapter 三、 --- 明道論人生踐履的時代性與處境性：「識時」與「時中」 --- p.77 / Chapter 四、 --- 明道論「理一分殊」原則 --- p.83 / 參考書目 --- p.93

吳偉強. / 論文(哲學碩士)--香港中文大學, 1998. / 參考文獻: leaves 151-156. / 中英文摘要. / Wu Weiqiang. / Chapter 第一章 --- 問題闡述 --- p.1 / Chapter 第一節 --- 前言 --- p.1 / Chapter 第二節 --- 硏究背景 --- p.3 / Chapter 第二章 --- 文獻综述 --- p.10 / Chapter 第一節 --- 民族國家理論 --- p.10 / Chapter 第二節 --- 敎育對民族國家的貢獻 --- p.15 / Chapter 第三節 --- 中國近代知識份子的民族國家觀念述評 --- p.19 / Chapter 一. --- 建構内的主張一魏源「師夷之長技以制夷」和 早期議院論 --- p.20 / Chapter 二. --- 建構外的迥響一由王韜至譚嗣同 --- p.21 / Chapter 第三章 --- 研究設計 --- p.28 / Chapter 第一節 --- 研究問題 --- p.28 / Chapter 第二節 --- 研究對象 --- p.28 / Chapter 第三節 --- 研究方法 --- p.31 / Chapter 一. --- 定性研究 --- p.31 / Chapter 二. --- 内容分析法 --- p.32 / Chapter 三. --- 研究限制 --- p.35 / Chapter 第四章 --- 梁啓超、張之洞「民族國家觀念」的比較 --- p.37 / Chapter 第一節 --- 新觀念的發韌 --- p.38 / Chapter 第二節 --- 《新民¨®Ơ》中的「自甴主義」民族國家思想 --- p.45 / Chapter 第三節 --- 《開明專制論》透示的集體主義 --- p.51 / Chapter 第四節 --- 張之洞「中體西用論」文化觀 --- p.59 / Chapter 第五章 --- 民族國家底下的「民」 --- p.67 / Chapter 第一節 --- 張之洞的「子民」觀念 --- p.68 / Chapter 一. --- 「民」惟邦本，本固邦寧 --- p.68 / Chapter 二. --- 「保」民而王，天下莫之能禦也 --- p.70 / Chapter 三. --- 精忠「報」國 --- p.74 / Chapter 第二節 --- 梁啓超的「公民」性格 --- p.76 / Chapter 一. --- 主權在民 --- p.77 / Chapter 二. --- 「動」與公民性格 --- p.78 / Chapter 三. --- 「群性」與公民 --- p.82 / Chapter 第三節 --- 「子民」和「公民」的社會功能 --- p.84 / Chapter 第六章 --- 變法與敎育 --- p.91 / Chapter 第一節 --- 張之洞高度結構分殊取向與君權神授的協奏曲 --- p.92 / Chapter 一. --- 《勸學篇》中高度結構分殊取向 --- p.92 / Chapter 二. --- 「癸卯學制」的中體西用精神 --- p.97 / Chapter 第二節 --- 梁啓超普遍參與的取向 --- p.105 / Chapter 一. --- 「群性j與普遍參與取向 --- p.109 / Chapter 二. --- 《敎育政策私議》下「動」的敎學法 --- p.111 / Chapter 三. --- 從湖南時務學堂回顧「動」和「群性」 --- p.116 / Chapter 第三節 --- 報刊和學會的社會敎育 --- p.119 / Chapter 一. --- 官報宣國是，民報達民内情 --- p.121 / Chapter 二. --- 學會報刊的公共空間與普遍參與取向 --- p.123 / Chapter 第七章 --- 總結 --- p.128 / Chapter 第一節 --- 民族國家觀念再詮釋 --- p.128 / Chapter 第二節 --- 民族國家在當代的困境與契機 --- p.131 / Chapter 第三節 --- 結語 --- p.136 / 附錄 --- p.138 / 參考書目 --- p.151

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Historically, research on Aboriginal education issues has ignored the needs of Aboriginal people and disempowered the Aboriginal community. This thesis seeks to offer a corrective to that trend. <p> The intent of the thesis research was to establish a process for conducting educational research with one Aboriginal community - the Dakota People of Wahpeton which would enable this community to have a legitimate voice and control over future research that will be conducted on their behalf. A methodology called community-Based Participatory Research (CBPR) was utilized because it provided the means for community input and direction. Through the use of CBPR, collaborative relationships were established with 20 Dakota People of Wahpeton, who were identified as the research participants. The interview was used as the primary research method. <p> The thesis discusses how the conflict between two cultural world views - the Aboriginal view of the Dakota, Nakota, and Lakota People, generally referred to as "Sioux", and the contemporary Western view - was resolved within the process of implementing the Community-Based Participatory Research methodology. This resolution of differences was accomplished by bridging, then mirroring, the methodologies and ways of gaining knowledge unique to these two respective cultural world views. Additionally, theoretical and practical suggestions are offered so that the thesis might serve as a model for Dakota-Nakota-Lakota Community-Based Participatory Research in the future. <p> In keeping with Community-Based Participatory Research, the voice of the people will be emphasized in this thesis, through extensive use of quotes. Furthermore, the voice of the researcher will be clearly identified so that he may be held accountable for his input.

Historically, research on Aboriginal education issues has ignored the needs of Aboriginal people and disempowered the Aboriginal community. This thesis seeks to offer a corrective to that trend. <p> The intent of the thesis research was to establish a process for conducting educational research with one Aboriginal community - the Dakota People of Wahpeton which would enable this community to have a legitimate voice and control over future research that will be conducted on their behalf. A methodology called community-Based Participatory Research (CBPR) was utilized because it provided the means for community input and direction. Through the use of CBPR, collaborative relationships were established with 20 Dakota People of Wahpeton, who were identified as the research participants. The interview was used as the primary research method. <p> The thesis discusses how the conflict between two cultural world views - the Aboriginal view of the Dakota, Nakota, and Lakota People, generally referred to as "Sioux", and the contemporary Western view - was resolved within the process of implementing the Community-Based Participatory Research methodology. This resolution of differences was accomplished by bridging, then mirroring, the methodologies and ways of gaining knowledge unique to these two respective cultural world views. Additionally, theoretical and practical suggestions are offered so that the thesis might serve as a model for Dakota-Nakota-Lakota Community-Based Participatory Research in the future. <p> In keeping with Community-Based Participatory Research, the voice of the people will be emphasized in this thesis, through extensive use of quotes. Furthermore, the voice of the researcher will be clearly identified so that he may be held accountable for his input.