<p>The focus of this paper is the right of the visually impaired to access tertiary education that is not unfairly discriminative and unequal. The study is intended to highlight the inadequacy in the current legislation on equality such as the Promotion of Equality and Prevention of Unfair Discrimination Act 4 of 2000 and the Higher Education Act 101 of 1997 in properly promoting the ideals and purpose of constitution. Furthermore to analyse the constitutional court's approach to equality and non discrimination in order to provide solutions and recommendations for changes to existing legislation that is indeed to be effective.It also aim to define what it means to have equality for the visually impaired, more especially in tertiary education through the constitutional court's definition of equality...</p>

Bill C-31 represents an important piece of policy in the history of Canadian citizenship. It takes its place in a dialog of policy and resistance about who &lsquo;gets in&rsquo; and who is excluded from Canadian citizenship. By critically reading the text of Bill C-31 through other policy texts, academic arguments and research, and activist texts, this analysis elucidates historical connections between relations of capital, immigration, labour, and the criminal justice system. It works from a materialist feminist framework, critical of race, gender, class, and sexual orientation as systems that work through one another in dialectical and historically specific ways. The analysis argues that Bill C-31 is a continuation of relations of capital and that a dialectical conceptualization can yield strategies for a revolutionary praxis that offers hope for the transformation of existing social relations towards new and more humane ways of relating to one another.

On legal-philosophical grounds the constitutional protection of socio-economic rights has been the subject of much debate. The question is whether socio-economical rights should be protected by a constitution and, if so, to what extent. In this study a theological-ethical evaluation is done about socio-economical rights and the protection thereof. This is done by examining certain Biblical themes and parts of Scripture of the Old and New Testament. From this investigation it is clear that socioeconomical rights are very important human rights that must be protected as effectively as possible. Several points of view on the constitutional protection of socio-economical rights are investigated and evaluated. These points of view are based on legal-philosophical grounds and argue respectively against the constitutional protection of socioeconomical rights, the protection of socio-economical rights as directive principles and the protection of socio-economical rights as fundamental rights. From this investigation it is clear that in principle the constitutional protection of socioeconomical rights as fundamental rights is the most effective way to protect these rights. The current state of affairs with regard to socio-economical rights in the Constitution of South-Africa is also investigated and evaluated. From this investigation it is clear that the Constitution does protect certain socio-economic rights, but not all of them. The rights to labour, clothing and scientific progress do not occur in the Constitution. In principle the right to labour is a very important socio-economic right and it leads to the realization of other socio-economic rights. The Constitution of South Africa also has several measures in place to ensure the protection of socio-economic rights. In spite of these measures, the socio-economic rights in the Constitution remain little more than rights on paper. There state, private sector, church and each individual will still have to do a lot to ensure the protection of socio-economic rights in South-Africa. / Thesis (M.Th. (Ethics))--North-West University, Potchefstroom Campus, 2004.

The role of brain dominance in the maintenance of learner discipline Recent research in especially Education Law has shown that maintaining discipline in South African schools constitutes a problem for many educators. Research over the last few decades has also indicated a strong link between brain dominance and behaviour. The aim of this research was to establish to what extent the brain dominance of learners and educators influence their attitude towards and perceptions of the implementation of schools' codes of conduct and their resulting behaviour in class. Educators' response to indiscipline was studied against the backdrop of the Constitution, and more specifically the Bill of Rights, as well as other legislation pertaining to learner discipline. The findings revealed a strong link between brain dominance and the behaviour and attitudes of learners and. educators regarding school discipline. It is therefore suggested that the code of conduct should be developed with input from learners and educators from all four quadrants of the brain. Where possible, a measure of flexibility should be included in these documents in the form of incentives for good behaviour and by using discretion when implementing the code of conduct. The insight of educators and learners into the implications of brain dominance was also found to be crucial. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

World-wide research has shown that educators are suffering physical as well as psychological symptoms because of their experiences in their school environment. A large body of legislation, including the Bill of Rights, general and education legislation protect the rights of educators to working conditions which are safe and healthy. It seems clear from the literature that protecting the security of the educator implies the inclusion of psychological security. One of the aims of this research was to establish to what extent legislation succeeds in protecting the psychological security of educators at school. The study showed that although a large body of legislation exists, a lacuna exists in the application of this legislation. Furthermore, the research showed that educators are not experiencing this protection in actuality, are suffering several stress symptoms and are generally not aware of the rights which should protect them. The findings revealed that learner discipline and work overload were experienced as the main causes of psychological insecurity for participating educators. During the research it was investigated whether the development of creative skills could enhance the ability of educators to cope with the psychological insecurities in their workplace. Further aims of the study were to design a theoretical creativity development model and to determine the characteristics of an effective programme to enhance workplace psychological security in education. The literature and findings revealed that creativity programmes which could inter alia enhance attitude and general health should include aspects such as problem solving processes, the development of positive attitudes and the enhancement of the psychological work environment. The study also includes the design of a creativity programme which can be applied in the participating and similar schools in order to develop creativity skills which may be able to assist educators to cope more effectively in their work environment. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2009.

World-wide research has shown that educators are suffering physical as well as psychological symptoms because of their experiences in their school environment. A large body of legislation, including the Bill of Rights, general and education legislation protect the rights of educators to working conditions which are safe and healthy. It seems clear from the literature that protecting the security of the educator implies the inclusion of psychological security. One of the aims of this research was to establish to what extent legislation succeeds in protecting the psychological security of educators at school. The study showed that although a large body of legislation exists, a lacuna exists in the application of this legislation. Furthermore, the research showed that educators are not experiencing this protection in actuality, are suffering several stress symptoms and are generally not aware of the rights which should protect them. The findings revealed that learner discipline and work overload were experienced as the main causes of psychological insecurity for participating educators. During the research it was investigated whether the development of creative skills could enhance the ability of educators to cope with the psychological insecurities in their workplace. Further aims of the study were to design a theoretical creativity development model and to determine the characteristics of an effective programme to enhance workplace psychological security in education. The literature and findings revealed that creativity programmes which could inter alia enhance attitude and general health should include aspects such as problem solving processes, the development of positive attitudes and the enhancement of the psychological work environment. The study also includes the design of a creativity programme which can be applied in the participating and similar schools in order to develop creativity skills which may be able to assist educators to cope more effectively in their work environment. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2009.

Humans impact rivers in many ways that modify ecological processes yielding ecosystem services. In order to mitigate anthropogenic impacts, scientists are challenged to understand interactions among physicochemical factors affecting large river food webs. An understanding of socioeconomic factors also is critical for ecosystem management. In this dissertation, I explore spatiotemporal patterns in floodplain river food webs and political barriers to management of environmental flows, an important factor influencing river ecology. In Chapter II, I reviewed the scientific literature to test conceptual models of river food webs and predictions of environmental factors that might produce variation in basal production sources supporting consumer biomass. My review indicates that algae are the predominant production source for large rivers worldwide, but consumers assimilate C3 plants in rivers 1) with high sediment loads and low transparency during high flow pulses, 2) with high dissolved organic matter concentrations, and 3) following periods of high discharge or leaf litter fall that increase the amount of terrestrial material in the particulate organic matter pool. In Chapter III, I descrobe field research conducted to examine relationships among hydrology, nutrient concentrations, turbidity, and algal primary production and biomass in the littoral zone of five rivers in Texas, Peru, and Venezuela differing in physicochemical conditions. I used stable isotope signatures to estimate contributions of algal-versus terrestrial-based production sources to consumers during different hydrologic periods. My research indicates that during flow pulses in floodplain rivers, a decrease in algal biomass and productivity, combined with increased inputs of terrestrial organic matter, can result in increased terrestrial support of metazoan consumers in the aquatic food web. In 2007, Texas Senate Bill 3 directed that environmental flow recommendations be developed for river basins. Despite emphasis on use of the "best available science" to develop environmental flow regimes and "stakeholder involvement" to address needs of all water users, for the first two basins to complete the SB3 process, final environmental flow rules did not mimic a natural flow regime. In Chapter IV, I reviewed this process, concluding that incentives for river authorities to increase compromise with diverse stakeholders should result in more sustainable management of freshwater.

Out of the Shadows: The Mezzotints of Graeme Peebles investigates Victorian printmaker Graeme Peebles' engagement with the mezzotint medium since the early 1970s. Over fifty works from the artist's oeuvre of nearly 300 mezzotints are examined to demonstrate Peebles' high quality technical skills and his unique approach to subject matter. This has ranged from enigmatic, surrealist-inspired subject matter to landscapes of the Lake Eucumbene region in the Kosciusko National Park, which range from the ominous and foreboding to the romantic and sublime. In this thesis I explore the intellectual groundwork on which much of Peebles work is based. In doing so I am redressing the imbalance between the popularity of Peebles' work and the lack of critical writing about his art. While his work has been widely collected (see for instance the list of Public Collections that contain holdings of Peebles' work, on page 96), to date his work has not received the attention as deserved by a master of their chosen medium. In reviewing his work in such a manner I believe that Peebles deserves greater recognition in contemporary Australian Art. In conjunction with this thesis I have curated an exhibition bearing the same title, which was displayed at the QUT Art Museum, Brisbane, 12 March - 30 May 2004. It then toured to the Latrobe Regional Gallery, Warrnambool Art Gallery, Geelong Gallery, Gold Coast City Art Gallery and Perc Tucker Regional Gallery. A 16-page colour catalogue was also produced to accompany the exhibition.

Thesis (M.A.) - Curtin University of Technology, 2002. / Cover title. At head of title: Centre for Aboriginal Studies. "This thesis is presented as part of the requirements for the award of the Degree of Master of Arts, Indigenous Research and Development of the Curtin University of Technology" " ... it was this second generation, and particularly Maley, Bill and Eric, who are regarded as the catalysts of the sporting tradition of the family (primarily in football and professional running)."--p. 18. Includes bibliographical references: p. 182-187.

Thesis (Ph.D.) - University of St Andrews, August 2008.