For years, promotional activities in South Africa have been subject to regulation by various industry-specific regulatory bodies, such as inter alia, the Advertising Standards Authority, the Direct Marketing Association of South Africa and the Independent Communications Authority of South Africa. In addition, various, legislative pieces including the Consumer Affairs (Harmful Business Practice) Act 71 of 1988, the Tobacco Products Control Act 83 of 1993, and the Electronic Communications and Transactions Act 25 of 2002 have regulated important aspects pertaining to promotional activities. Following the promulgation of the Consumer Protection Act 68 of 2008 (hereafter referred to as the CPA or the Act) all forms of promotional activities in South Africa are now regulated under this single piece of legislation, or are they? The potential problems that arise from the application of the provisions pertaining to promotional activities in the CPA are the threefold: namely, the possible redundancy of these pre-existing regulatory bodies; the over-regulation of promotional activities in South Africa; and the interplay between the provisions of the CPA, as well as the legislation and Codes pertaining to promotional activities, that have not been repealed by the Act. The investigation into these three major concerns will be conducted with reference to the regulation of promotional activities in terms of other South African statutes and existing Codes. In addition a comparative analysis with the regulation of promotional activities in the United Kingdom will be carried out. / Dissertation (LLM)--University of Pretoria, 2014. / Mercantile Law / unrestricted

Magister Artium - MA / This thesis started off as a biographical discussion on my association with District One. I was able to widen the scope of this thesis as my research brought more information to light with regard to the city’s past. The dramatic uncovering of the Prestwich burial ground and subsequent struggles provided the impetus to link the past with contemporary concerns on identity and memory. The narrative of District One is about the topography of the land and people while the archive of the area reflects a history of punishment, settlement, removal and memory. The disinterment of the skeletal remains from the Prestwich burial ground evokes a prior unsettlement and a historical routine of multiple dislocations and separations. The public domain contains seemingly little information on the history of the dockland area of District One. However, I want to suggest that the area has generated a powerful archaeological and social archive of the city’s founding antecedents. This includes the Khoi burials uncovered in Cobern Street, the slave burial ground at Prestwich Street and the denominational and paupers’ cemeteries along Somerset Road. These are a register of significant, yet inadequately understood, elements of the making of Cape Town. It is also the nexus of my personal history and I have written this thesis conscious of the tension between myself as an individual and as historian, and the importance of interrogating those early and formative experiences. / South Africa

No abstract available Copyright / Dissertation (LLM)--University of Pretoria, 2012. / Mercantile Law / unrestricted

The thesis for the Doctor of Musical Arts degree in Composition consists of an original musical work, accompanied by an analytical document. “The Piano Teacher” is a chamber opera in one act, based on a libretto by the composer, adapted from the fantastic tale “With the Gypsy Girls” by Mircea Eliade. With a duration of approximately fifty minutes, the work calls for four singers (tenor, soprano, bass-baritone, mezzo-soprano) and fifteen instrumental parts (flute, oboe, clarinet, bassoon, French horn, trumpet, trombone, percussion, piano, harp, two violins, viola, cello, contrabass). The aim was not only to set to music a symbolic story, but also to adopt a personal approach to the operatic genre. This approach proposes a less explicit plot, as well as minimal stage design. In adapting the story, the central character of the teacher receives an extensive music-dramaturgical role, while the other characters are assigned relatively equal supporting roles. The opera comprises a prelude and twelve short scenes, most of which unfold uninterruptedly. A thorough discussion of the nature, influences, and vocabulary of the opera accompanies the musical score. The analytical document concentrates on particular musical ideas, as well as on several cyclical elements, providing detailed exemplification to illustrate their use. Both the score and the analysis suggest possible approaches to the stage production of the opera. / Arts, Faculty of / Music, School of / Graduate

During the l?st few years, much has been said in the local newspapers about Sectional Titles and most of what has been said was enough to scare most people from buying homes under Sectional Title. Admittedly Sectional Titles is a new innovation to the property market of South Africa because it is different from the normal situation whereby a person can now buy a section of a building whereas previously a person could only buy a plot of ground with or without a building on it. In other words, the block of flats of which each unit could only be rented, or in some cases in recent years, be "bought" on Blockshare basis (which will be discussed later), can now be individually bought as well as the owner now having a pro rata share in common property which consists of, inter alia, the passages, the roof, the grounds on which the building is situated, the swimming pool etc.

The purpose of this study was to investigate—by utilizing data obtained from the Kentucky Community and Technical College System (KCTCS) PeopleSoft database—whether the American College Testing (ACT) assessment was a predictor of student success for students who had graduated from respiratory, radiography, and nursing programs at Southeast Kentucky Community and Technical College (SKCTC). In addition, the study sought to determine whether the pre-program grade point average was a predictor of student success. The analysis was based on existing data for three random samples of 100 students each drawn from graduates of respiratory, radiography, and nursing programs for the years 2000 to 2005 for a total of 300 participants. ACT composite scores and pre-program grade point averages (GPAs) at the time of entrance along with the students’ final GPAs at the end of the program of study were obtained from the college’s database. A multiple regression analysis was performed, with final GPAs as the response variable and ACT scores and pre-program GPAs as predictors. Also, in terms of evaluating the individual contribution of each predictor, the part correlations were analyzed. The analyses were performed using Statistical Package for Social Sciences (SPSS), version 16. The findings of the study indicate that the pre-program grade point averages were a stronger predictor of the final GPAs than the ACT scores. In addition, the ACT scores were not shown to be a significant predictor of the final grade point averages, after controlling for the pre-program GPAs that were recorded at the time of entry into the programs of study.

No description available.

This study describes an evaluation of some aspects of the Australian Capital Territory Resource Teacher Program during 1985. The Resource Teacher Program was an Australian Capital Territory Schools Authority initiative whereby an additional specially trained teacher was allocated to a school to assist with fulfilling particular needs which the school had identified. The study used two techniques to collect information, questionnaire and interview. The questionnaire data was analysed and provided response frequencies of all 263 respondents in relation to students, teachers, parents and schools in each of the sixteen schools in the Program. Interviews were also conducted to allow for those involved in the Resource Teacher Program to make a direct contribution to the study's information base. Aspects of two theoretical education evaluation approaches were used as the basis of the study's theoretical framework. The TenBrink model was used, working from required judgements through to recommendations. Aspects of Stake's approach to educational evaluational were also used to enable identification of issues and to facilitate input of the Resource Teacher Program's participants. It was shown that students who had been involved in the Resource Teacher Program benefitted in the areas of academic progress, behaviour modification programs, previously unmet needs and gifted and talented programs. Teacher benefits were in the areas of in-school curriculum and advisory support. Parents who had been involved in the Program had benefitted by developing an increased understanding of current educational practice and how to help their children. Schools had benefitted through better use of school counsellors, increased parent participation and improved teaching resources. The identification of issues which required consideration in order to enhance the Program's effectiveness were of major importance in this study. These included the Resource Teachers' role definition, Resource Teacher stress, school commitment to the Resource Teacher Program, evaluation of the Program, the training program, the notion of secondary school resource teachers and the Australian Capital Territory's Schools Authority's commitment to the Resource Teacher Program.

n/a

Thesis (M.B.A.)--Boston University