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Living with ambiguity integrating an African elite in French and Portuguese Africa, 1930 - 61Keese, Alexander January 2004 (has links)
Zugl.: Freiburg (Breisgau), Univ., Diss., 2004
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Die kerkorde en die kerklike reg in die Nederduitsch Hervormde Kerk van Afrika aan die hand van die presbiteriaal-sinodale kerkbegripVan Wyk, B.J. January 2005 (has links)
Thesis (PhD(Kerkreg)--University of Pretoria, 2004. / Includes bibliographical references (leaves [286]-303)
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Interdisziplinarität - Kulturtransfer - Literatur : Afrika-Fremdwahrnehmung in ausgewählten deutschsprachigen Reisewerken von der Kolonialzeit bis zur Gegenwart /Nantcha, Sylvie. January 2009 (has links)
Diss. Univ. Freiburg i.Br., 2007/2008. / Originaltitel: Metatheoretische Überlegungen zum Transfer von Kategorien und Teiltheorien in die Interpretation interkultureller Texte, Titel der Diss. Originaltitel: Metatheoretische Überlegungen zum Transfer von Kategorien und Teiltheorien in die Interpretation interkultureller Texte.
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Die organisatoriese werking van Suid-Afrikaanse universiteite : 'n teoretiese en empiriese ondersoek na doelwitformulering, organisasiestruktuur en interne koördinasie by sekere Suid-Afrikaanse universiteite / Simon GeertsemaGeertsema, Simon January 1981 (has links)
The Aim of the Study - The study aims at describing the organizational functioning
of certain South African Universities, mainly in terms of
a) The processes of goal formulation,
b) The structure of the universities, as well as the relationships
between the main structural components,
c) The nature of the communication and control processes in the
Universities.
By doing this the study could be of use in promoting a better
understanding of the university as an organization.
The Method of the Study - The first part of the study consist of an investigation of
the literature pertaining to:
a) The historical development of the university in the western
world with particular emphasis on structural aspects.
b) The theory of organizations.
c) Contemporary studies of universities, mainly in the USA and
Great Britain.
The second part of the study deals with the results of an empirical
investigation at nine South African universities. During
visits to these universities interviews were held with sixty-eight
individuals.
In the final part of the study the results of both the literature
study and the interviews were interpreted leading to a model
of the organizational functioning of these universities.
The Limitations of the Study - a) The study was limited in that only nine of the seventeen
universities in South Africa were included in the investigation.
This was done to ensure a sample of similar
institutions for the study.
b) The university can be studied from different perspectives.
This study concentrates on the university as an organization,
rather than on the perspectives of the university as
an institution or as a community.
c) The study limits itself to the main structural components
of the university, thus avoiding personal or interpersonal
aspects.
d) The study concentrates on the managerial level of the
functioning of the universities avoiding any detailed
involvement in aspects of instruction and research.
The Historical Development of the University -
The mediaeval university was modelled after the mediaeval
guilds, and the university thus became an organization controlled
by its members, particularly the masters or teachers.
The structure of the University of Paris, consisting of four
nations and four faculties, was complex, but it is noteworthy
that the elected officials of the University had little
executive authority and were only elected for short periods
at a time. This was not the case in Bologna where the students,
and not the teachers, were in control of the
university and where the elected officials had more executive
authority.
The development of colleges at particularly the Universities
of Oxford and Cambridge introduced, for the first time, a
structure whereby the daily lives of students were controlled
by the university.
This was probably the first of a series of additional functions
that the university took upon itself since the middle
ages. These additional functions, including in later centuries.
various aspects of research, student services and
community services, brought about a greater complexity in
the university but it was nevertheless still handled within
the basic structural arrangements of the mediaeval universities.
The new German universities of the nineteenth century introduced
research as an essential function of the university and
also introduced active involvement by the government in
university affairs. These developments also lead to a more
prominent position for the professor as the head of the
academic department.
The first South African universities grew from colleges that
were founded by public groups in the nineteenth century. The
first of those colleges came to be governed by a College
Council consisting of a majority of lay members, including
government representatives. Purely academic matters were
delegated to a Senate, consisting of the professors of the
College. This structure was eventually adopted by all South
African universities.
The Theory of Organizations and its application on Universities - The work of the early management thinkers like Fayol, Weber
and Taylor lead to the development of a school of thought about
management witch came to be known as the classical school. This
work has gained widespread acceptance, particularly because
of the "management' principles" that it developed.
The work of the behaviouralist school challenged the classical
school's incomplete view of particularly the human aspects of
organizations and thus lead to a more comprehensive view of
organizations.
During the sixties various systems based approaches to the
•Study of organizations were developed. The sociotechnical model,
based on the work of Homans and the Tavistock-group, and the
decision-based approach of the Carnegie-school formed a basis
from which the contingency theory of organizations evolved.
The contingency theory provides a useful approach to the study
of various organizations, particularly because it recognises
the differences that exist between organizations and also
because it allows the prediction of such differences. on the
basis of the various contingencies faced by organizations.
The work of Khandwalla (1977) is a useful compilation of the
contingency theory and the propositions of Khandwalla are
used to predict the characteristics of South African universities
on the basis of a description of these organizations and
their environments. Different sets of assumptions and predictions
were developed for both the academic activities of
the university and the non-academic support functions. These
predictions correlated well with the results •of the empirical
investigations.
Lastly the applicability of the organizations type, the
"professional beaurocracy" (Mintzberg, 1979), was also
evaluated in relation to these universities. This model
correlated well with some aspects but not with all.
Models of the University - Beaurocratic and Collegial Models: The two basic models of the university are the beaurocratic
and the collegial models. These• models are both incomplete
descriptions of South African universities. The beaurocratic
model ignores the important decision-making processes in universities
and the collegial model ignores the authority of the
different formal positions in the university structure.
Other Models: Rice (1970) outlines a model of the university largely based
on the concept of "process flow". This model reduces the
university to a rather mechanical structure, neglecting the
many complex interactions that form part of the functioning
of universities.
Verry and Davies (1976) use an econometric approach to describe
the university. This is useful in analyzing aspects
such as marginal costs but it is not useful for the purposes
of this study Baldridge (1971) developed a "political" model
of the university focusing on the processes of negotiating
and the role of interest groups. This is a useful model but
it places too much emphasis on crisis and conflict situations
and too little on the normal functioning of universities.
Richman and Farmer (1974) states that universities are mismanaged
due to a lack of clear goals and they propose goal
formulation as the basis for a proposed system of university
management. Cyert (1975) agrees with this reasoning and outlines
a process of evaluation based on this approach.
Clark (1977) described the university as a federation of
groups.-whilst the groups are often run on a collegial basis
the coordination between the groups is more often handled
on a beaurocratic basis.
Cohen and March (1974) found that the university was an
"organized anarchy", an organization in which departments
and other segments of the organization were almost autonomous.
Leadership was very weak and the organization as a whole aimless
and purposeless.
Two generalized Models: From the foregoing two generalized models of the university
were postulated. The first is called the "traditional model"
and this model stresses values such as individual autonomy
and collegial values. The second model is called the
"management model" and it stresses the necessity of clear
goals, evaluation of achievement and a •strong role for the
university management. The management model is of a
normative nature whilst the traditional model is more often
found in empirical studies of universities.
The Goals of Universities - The nature of an organization is largely determined by the
goals of that organization. The model of goal formulation
described by Cyert and March (1963) states that goals are not
determined only by the management of an organization but that
it should rather. be seen as the result of a negotiation process
involving numerous persons and groups both inside and outside
the organization.
Normative goals of the University - Various authors discussed the role of the university and
amongst them Newman (1858) is notable for his view that
universities should see their main task as the transmission,
of culture and the general education of men rather than
training for professions.
Another view is that universities should see their task firstly
as the quest and transmission of knowledge. This emphasis
on research has gained widespread acceptance as another basic
function of the university.
The function of training people, particularly for professions
in the community, has always been a part of the task of
universities. Particularly from the point of view of the
community this is an important task of the university.
The task of community service as a secondary function of
universities has also been firmly established.
It is shown that these views of the university are not necessary
complementary and that a clear formulation of aims based
on all these various views is difficult to achieve.
Commissions of Enquiry into universities in Britain, the
USA and South Africa all formulated aims of the university
in similar terms, indicating the wide and vague nature of
university goals.
The Empirical Investigation into goals - The questions asked during the interviews which formed part.
of this study were analyzed and it was shown that goals in a
university are formulated on different levels. Goals pertaining
to the area of research of individual academics were
established by individual academics. Goals pertaining to the
nature and content of courses were established by academic
departments with some control by faculties. The management
of the university thus had little direct involvement in the
formulation of goals pertaining to the basic university
functions. Their role was mostly on the level of the
allocation of resources.
THE STRUCTURAL COMPONENTS OF SOUTH AFRICAN UNIVERSITIES - The structure of the universities was reduced to the following
seven components:
1. The Council and its committees,
2. The Senate and its committees.
3. The Principals and Vice-Principals.
4. The. Academics.
5. The Administrative Staff.
6. The Students.
7. The Environment of the University.
Each of these components were analyzed in the literature and
various aspects were also dealt with during the interviews,
particularly by establishing the amount of agreement that
the respondents had with a list of twenty statements concerning
universities.
The Council and its committees - It was found that whilst the council had great legal powers in
running the university the style of the council, consisting
of a majority of lay members, was likely to be reactive. The
councils are often informed and guided by those members who
are employed by the universities and lay members have limited
influence.
The Senate and its committees - Many respondents found university senates to be clumsy and
ineffective bodies, mainly because they mostly consist of more
than 100 members. Various mechanisms have been employed to
streamline the functioning of senate but the overall
results does not indicate a clear picture.
The Principals and Vice-Principals - This component of the university is in a key position,
not only because of its roll in both the council and senate
but also because of its great influence in the allocation
of resources within the University. The authority of the
principals and vice-principals is however limited by the
large amount of autonomy enjoyed by academics. The style of
leadership that is appropriate to this component is that of
persuasion and academic leadership rather than that of directing
and controlling.
The Academics - It is shown that academics can, for many purposes, be regarded
as professionals but that there are also basic differences
between the traditional professions and the academic’s role
in a university. The academic department is the basic component
in the university structure. Because it handles both
the teaching and research functions without much outside,
interference it can be regarded as the essential part of the
university structure. The role •of the heads of departments
in South African universities follows the British pattern
in which the head is in a very strong position relative to
the staff and students in his department.
The Administrative Staff - The management of the administrative component of the university
can either be handled by a committee structure consisting
mainly of academics or the administration could be seen as a
component that should be managed in a beaurocratic manner.
These two styles are often found mixed in South African :
universities and this causes tension and leads to frustration
and inefficiency.
The Students - Despite various efforts to involve students to a larger extent
in the decision-making processes of the university the
actual role played by students is limited to sporadic inputs
in certain areas.
The Environment of the University - South African Universities are influenced by a great number
of institutions and individuals in the community. This
influence is brought to bear on practically all the components
of the university.
Control Processes at Universities - It is shown that universities are traditionally reluctant
to introduce effective control processes, including evaluation
and corrective procedures, in respect of academic
activities. The empirical study indicated that whilst most
respondents were agreeable to the basic principles of control
processes most of them also had serious reservations
to the practical implications of the introduction of such
measures.
Organizations such as universities are also ill equipped to
adopt themselves to changes in the demands made on them.
Rather than making basic changes in the organizational
structure new demands are normally met by establishing new
organizational units to handle these new responsibilities.
Conclusion.
When evaluating the results of the study against the "traditional"
and "management" models of the university it was
found that both the theoretical predictions and the empirical
investigation strongly supported the traditional model of
the university as the applicable one to South African universities.
The limited role of council, the large amount of
freedom that academics enjoy in teaching and research, the
subordinate role of administrative staff and the virtual
absence of control processes all support this view.
The very active and influential role of the principals
and vice-principals in the management of the university
and the importance of the environment to the university
does however indicate that important aspects of the
management model are also present in the universities. / Thesis (DBA)--PU vir CHO, 1982
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The rôle of government in tertiary education : the case of South Africa since 1945 / John DreijmanisDreijmanis, John January 1985 (has links)
Although the South African government plays an increasing role in tertiary
education, its involvement has not received the attention that it
deserves. The goals of tertiary education are multi-dimensional at the
individual and societal levels, but the guiding paradigm was viewing it
in relation to the manpower and socio-economic needs of the country.
This meant analysing how the government attempted to deal with these
needs, especially in certain key professions, such as engineering and
teaching.
The following hypotheses were tested:
HYPOTHESIS 1
The prestige of the universities within the tertiary education system will
persist for a longer period than the economic rewards of its graduates
alone would justify.
HYPOTHESIS 2
The expansion from elite to mass tertiary education will lead to greater
dependence on government funding and increased need for control,
co-ordination, and national standards.
HYPOTHESIS 3
Governments will underinvest in technical education.
HYPOTHESIS 4
In "bad" economic times tertiary education enrolments will decline.
HYPOTHESIS 5
Continuing university prestige will cause the college of advanced technical
education (CATE) and technikon enrolments and diplomas and certificates
awarded to lag behind university degrees and diplomas.
HYPOTHESIS 6
In "bad" economic times CATE and technikon technical enrolments will
decline.
HYPOTHESIS 7
Fears of surpluses of university graduates, especially in the arts, on the
one hand and shortages of certain types of manpower on the other hand
will lead to government efforts to redress the balance.
HYPOTHESIS 8
There will be significant limitations on government efforts to create the
desired numbers and types of skilled manpower, for interventionism of
this sort will run counter to individual aspirations.
Tertiary education for all of the population groups since 1945 was covered.
Whilst there are some gaps in the available enrolment and expenditure
data, they do not invalidate the conclusions.
In a plural society with deep cleavages amongst the four main population
groups and lesser intra group cleavages, separate education systems
developed. All population groups value academic education very highly,
especially the blacks. The biases in favour of an academic education
are deep rooted and multi-faceted, going back to the colonial times.
Within the South African context, there are also political, socio-economic,
educational, and vocational factors reinforcing these biases.
Ever since the creation of the Union in 1910 there has been an ongoing
debate and controversy about the division of authority in education between
the central government and the provincial governments. This has
been especially the case with the colleges of education for the whites.
It Will soon end, however, when the central government will take them
over, as well as primary and secondary schools for the whites.
Black education was taken over from provincial governments in 1954 up
to the university level as part of the separate development policy. The
same was done in the case of coloured education in 1967, and by 1970
with Indian education. In 1960 the University College of Fort Hare was
taken over by the central government, and the University Colleges of
Zululand and North were also created in 1959 for specific ethnic groups.
Since then all of the non-white universities have experienced student
unrest, especially the black ones. The government policy had the unintended
consequence of contributing to their politicisation.
The administrative structure is a complex one. There is one education
ministry for each major population group, plus one dealing with general
education matters. An elaborate statutory advisory system of boards,
committees, and councils exists. There is, however, no body offering
advice to the government on tertiary education as a whole for any of the
population groups.
The current expenditures for universities from 1953 until 1985 were under
the Holloway formula, consisting of the basic subsidy, standard provision,
cost of living allowance, free income, and capital expenditure.
The new formula provides more emphasis upon outputs, with half of the
funds being made available in June and the other half in December.
Those in the natural sciences also receive somewhat more than those in
the human sciences.
University enrolments have grown much faster than the college of education,
CATE, and technikon enrolments. Thus, the first part of Hypothesis
1 was substantiated. One of the consequences of •this
phenomenal growth has been a significant failure rate, especially amongst
first-year university students. This great expansion of tertiary education
has led to greater dependence on government funding, as predicted
by Hypothesis 2. Hypothesis 3 also holds true, for there was underinvestment
in CATE and technikon education for a long time as opposed
to university education, although this is no longer true for the
non-whites. Hypotheses 4 and 6 lacked significant supporting evidence
and thus they were not confirmed. Tertiary education overall enrolments
are not normally economically determined to any marked degree. Hypothesis
5 was upheld, because CATE and technikon enrolments and
certificates and diplomas awarded as contrasted to university enrolments
and degrees and diplomas awarded have lagged behind total awards and
constitute a declining proportion. The last part of Hypothesis 1 is
confirmed; technicians earn almost as much as teachers and sometimes
even more than university graduates. Yet, they lack their prestige.
Human capital theory, beginning in the 1960s, provided the theoretical
justification for the great expansion of tertiary education. It maintained
that investment in education will yield rich dividends to the individuals
and to the economy in terms of higher growth. Since the early 1970s,
however, it has come under increasing criticism from social scientists.
Many maintained that there might be a declining positive correlation between
education enrolments and growth rates and even negative correlations.
Some even maintained that there are social limits to growth,
including in education.
Developing surpluses of university graduates abroad, continuing shortages
of engineers and technicians, and the rising number of secondary
school graduates, most of them with an academic education, led to government
concern and the creation of the De Lange Commission. The
government tried to redress the balance between university graduates in
general and the shortages of technical and teaching personnel in particular.
The De Lange Commission maintained that education must be linked
to the manpower and economic development needs of the country. Earlier
government commissions addressed the problems of technical and teaching
personnel shortages. Many of their recommendations were implemented,
but shortages of technical personnel have remained. Hypothesis 7 was
thus confirmed.
The government has tried to pursue the goals of manpower and economic
development needs of the country, but as hypothesised (Hypothesis 8)
it has run into difficulties because its goals run counter to individual
aspirations. Many students pursue tertiary education for purely
utilitarian or socio-economic reasons. There is also a minority which
desires it for self-development or the advancement of knowledge regardless
of the economic consequences. Moreover, the prestige of university
education creates a strong social demand for it.
Supply and demand projections for engineers and technicians indicate
continuing shortages in the short- range at least. As far as the teachers
are concerned, there will be enough white, coloured, and Indian ones,
perhaps even some surpluses in the medium-range. In the case of the
blacks, shortages will remain.
The number of non-white university students by 1990 might equal white
university students. The white population alone is no longer able to
provide sufficient numbers of high level manpower. In the short-range
the demand for university graduates looks good, but this does not mean
that there will be no problems in the long-range. Unemployment of
university graduates has been low, but underemployment, especially in
the arts, has been far more significant. There will be increasing numbers
of underemployed university graduates, with the potential for political
discontent amongst highly educated and frustrated people, especially the
blacks.
Possible solutions to engineer and technician shortages include the
granting of degrees by technikons, validation of technikon courses, and
the awarding of degrees by an external authority. In the case of
teachers, increasing their renumeration and the merging of the colleges
of education with the university faculties of education would result in
increasing their prestige and attracting more men to the profession.
As far as unemployment and underemployment of university graduates
are concerned, the solution lies in relating individual actions to societal
needs. Incentives or disincentives of one sort or another appear to be
necessary, such as differentiated fee structures and the limiting of
enrolments in those disciplines which produce labour market surpluses.
The government could also provide employment for unemployed university
graduates and encourage the private sector to do the same. All of these
solutions have disadvantages as well as advantages, but in the long run
they have the potential of avoiding even more serious consequences. / Proefskrif (DPhil)--PU vir CHO, 1986
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Komerční právo v MarokuUrbanová, Kamila January 2006 (has links)
Tato práce pojednává o Maroku a jeho obchodním právu. Po charakteristice Maroka, jeho historie, státní moci a soudnictví se zaměřuje na právní úpravu obchodního práva, detailněji rozebírá obchodní společnosti. Jsou zde rozebrány i aktuální problémy jako korupce, dodržování autorských práv či postavení žen. Cílem práce je zjistit příčiny velkého rozdílu mezi relativně dobrou právní úpravou a její praktickou aplikací, která dosti zaostává.
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Enjeux de la dégradation de l'environnement en Afrique Crise écologique et conception négro-africaine de la vie. Approches éthique et théologique / Die Folge der Umweltzerstörung für die Lebensdenkweise des Schwarzafrikaners. Ethische und théologische AnsätzeNzamba Diba Pombo, Théodore January 2013 (has links) (PDF)
A l’heure où le monde moderne est secoué par la crise environnementale, il se pose la question de son impact sur les populations d’Afrique noire qui conjuguent dans un même élan la relation à la nature et la loi de la société dans sa dimension intérieure et extérieure et dont les croyances tournent autour de l’environnement, qui édicte des normes de compréhension des valeurs et de la signification de l’existence humaine.
Par ailleurs, le Négro-africain appréhende les choses dans leur globalité interactive sur tous les registres: environnement et société, monde visible et invisible, naturel et surnaturel, etc. L’homme est intégré à l’univers par la médiation du milieu naturel qui le porte, le nourrit, le soigne, l’habille et l’oriente. En effet, il existe dans la cosmovision négro-africaine, des profondeurs fondamentales qui rendent compte à l’Absolu des attitudes face à la vie, à la terre, à la nature, aux végétaux, aux minéraux, aux animaux et aux humains. L’environnement oriente toute sa vie. Le milieu naturel détermine les attitudes profondes, les croyances, les comportements et les pratiques sociales ; le mode vie et les systèmes de penser ainsi que les représentations mentales des individus et des groupes sociaux, qui fournissent, à leur tour, un théâtre à l’action, un idéal ou un archétype de ce que signifie la vie, laquelle s’articule autour de la nature et la société. Dans ce sens, la crise environnementale interpelle devait devenir partie de l’annonce voire de l’inculturation de la de la Bonne Nouvelle sur ce continent. / Die Folge der Umweltzerstörung für die Lebensdenkweise des Schwarzafrikaners. Ethische und théologische Ansätze
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Indien insideJanuary 2013 (has links)
Die Bilder vom heutigen Indien faszinieren, aber mehr noch erschrecken sie. Der gnadenlose Kontrast, der mehr ist als „soziale Ungleichheit“, die grausame Armut, die trotz Wachstum in den vergangenen Jahren dramatisch angestiegen ist. 42 Prozent der Inder leben heute unter der Armutsgrenze. Das sind 500 Millionen Menschen! Dazu kommen die sich über das ganze Land ausbreitende, oft tödliche Gewalt, nicht nur, aber vor allem gegen „Indiens Töchter“, ein fortdauerndes archaisches Kastenwesen, ein immer stärker werdender Separatismus, der die nationale Einheit ernsthaft infrage stellt, bürgerkriegsartige Zustände in einigen Bundesstaaten und eine massive Zerstörung der Umwelt.
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Politisk tillit i Afrika : En flernivåanalyse av institusjonell tillit i 20 afrikanske landMortensen, Silje January 2013 (has links)
Individers tillit til det politiske systemet er viktig for myndighetenes evne til å styre effektivt. En stat som ikke har tillit fra sine innbyggere kan bli nødt til å ta i bruk virkemidler som vold, trusler og tvang for få sine innbyggere til å opptre som ønskelig. Slike virkemidler kan bli møtt med motstand, noe som vil minke effektiviteten, og kan i verste fall føre til kollaps av staten. Denne analysen har som hensikt å undersøke hva som genererer tillit til de politiske institusjonene i Afrika. Det afrikanske kontinentet er hjemsøkt av ustabilitet, væpnede konflikter, borgerkrig og etniske konflikter. En viktig oppgave verdenssamfunnet står ovenfor er dermed hvordan vi skal få Afrika ut av denne negative spiralen. Ved å anvende flernivåanalyse i 20 afrikanske land finner jeg at individenes subjektive oppfattelse av landets økonomiske situasjon, ulikhet mellom etniske grupper, generalisert sosial tillit samt korrupsjon har en innvirkning på individers grad av tillit. / Popular trust in the political institutions is vital for a regime’s ability to govern effectively. A regime that does not inhabit trust from its citizens will have to use other measures to obtain obedience and cooperation from their citizens – like coercion, use of force and threats. These measures may reduce the efficiency of the regime, and may also lead to a collapse of the state. The purpose of this thesis is to investigate what the sources of political trust are in Africa. The African continent is hunted by instability, armed conflicts, civil wars and ethnic conflicts. One of the tasks for the international society is therefore how to get African countries out of this negative spiral. Since political trust is linked to the stability of the regime, it is essential to investigate what the sources of trust are. By using multilevel modeling in twenty African countries, I find that individual evaluations of the country’s economic situation, horizontal inequalities, social trust and corruption all have an influence on political trust.
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Regionalmacht SüdafrikaJanuary 2013 (has links)
Der „schwarze Kontinent“ emanzipiert sich vom Westen, auch außenpolitisch. Afrikanische Lösungen für afrikanische Probleme – dies wird gefordert. Dabei spielt Südafrika, das jüngste Mitglied der aufstrebenden BRICS-Gruppe, eine Hauptrolle. Trotz schwacher Wirtschaft und geringer militärischer Kapazitäten zeigt das Land Selbstbewusstsein sowohl in der konfliktreichen Region als auch auf der globalen Bühne. Im neuen Heft prüfen südafrikanische Stimmen die neue Außenpolitik des „Koloss am Kap“ auf Anspruch und Wirklichkeit.
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