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Every year millions of children worldwide are forced into the labour pool. More than half of these children are involved in some of the worst forms of child labour, which include slavery, work under hazardous conditions and illegal activities such as drug trafficking and prostitution. Children involved in child labour are usually deprived of access to basics such as proper nutrition, adequate shelter, education, basic hygiene and healthcare, and recreation. Due to the increase in poverty across the world, the vulnerability of children in child labour, and their need for income to survive in a poverty-stricken environment, these children simply cannot escape from the exploitative practices and worst forms of labour. Despite the dangers associated with child labour, not all forms of work done by children are hazardous to them. The income earned by children in this way contributes substantially to their own survival and that of their families. Work can also help children acquire certain skills, which can contribute to their development. This dissertation investigates, in the light of the current socio-economic circumstances of South Africa, the possibility to allow children to work for their survival and simultaneously to protect them through regulatory measures from exploitative labour practices and the worst forms of child labour. The dissertation starts with a general overview of child labour, including the historical development of the regulation of child labour, problems encountered in defining child labour, advantages and disadvantages of child labour as well as the various current perspectives and approaches to child labour. Special attention is given to the importance of education and the current problems experienced in the education system (which needs to be adjusted for child labourers) as well as the situation regarding girls in the labour market. An exploration of the international legal framework applicable to child labour is coupled with a description of the current international conventions as well as international initiatives, which mainly seek to eliminate child labour. Emphasis is placed on the most important conventions that have a direct impact on child labour: The United Nations Convention on the Rights of the Child, the International Labour Organisation's conventions and the African Charter on the Rights and Welfare of the Child. Subsequently, the dissertation canvasses the approach to child labour in South Africa with an overview of the nature and extent of child labour in South Africa and an exploration of the nexus between international law and South African national law. The author expounds in detail on the current South African national legal framework applicable to children and child labour, as well as the variety of South-African programmes that seek to effectively regulate child labour. By way of comparison, the author investigates the approach to child labour in India, exploring the socio-economic and political circumstances as well as the extent of child labour in India, as also the federal law and child labour programmes that regulate child labour in India. India’s approach to child labour is compared with that of South Africa to gauge how the two differ and what South-Africa can adopt from India. The dissertation critically evaluates the South African approach to child labour and offers proposals to address the challenges in limiting, if not eradicating, the worst forms of child labour and its exploitative practices in South Africa. The author reviews and evaluates the measures and programmes implemented in India, with a view to improve the position of children involved in child labour in South Africa. The author closes by critically analysing the hypothesis posed at the outset of this study: that a judicious acceptance of child labour (excluding its worst forms), when considered in the context of its proper and effective regulation through legislation and enforcement, is the best approach to combat the perils associated with child labour in South Africa. / Dissertation (LLM)--University of Pretoria, 2012. / Private Law / unrestricted

Integrierte Stadtentwicklung findet ihren Niederschlag in den unterschiedlichsten Ansprüchen an Fläche. Die Konkurrenz der Nutzungsansprüche hat sich in den letzten Jahren deutlich verschärft. So stehen zum Beispiel Wohnen oder soziale Infrastruktur als Nutzungsarten oft mit gewerblicher Nutzung im Wettbewerb um die Flächen. Wohnen und Gewerbe wiederum rivalisieren mit dem ebenfalls erforderliche Freiraum. Diese konkurrierenden Nutzungsansprüche setzen zwingend voraus, dass Städte sich über die strategischen Ziele der Stadtentwicklung verständigen und ihr Handeln daran orientieren. Strategisches Flächenmanagement und strategische Stadtentwicklung bedingen sich wechselseitig. Nur in dieser Verbindung können die Städte Zielkonflikte lösen und den vielfältigen und wachsenden Anforderungen gerecht werden, die an sie gestellt werden. Schlagworte, wie Globalisierung und Internationalisierung, Klimawandel und Umweltkonflikte, Demografischer Wandel sowie Heterogenisierung und soziale Polarisierung der Gesellschaft, enge Vorgaben zur Nachhaltigkeit bei der Flächeninanspruchnahme (30-Hektar-Ziel), skizzieren neben immer weniger werdenden finanziellen Spielräumen die aktuellen Herausforderungen, vor denen die Städte heute stehen. Der Deutsche Städtetag beschäftigt sich daher kontinuierlich mit dem Thema „Strategisches Flächenmanagement“ und veröffentlicht regelmäßig Handlungsempfehlungen, Positionspapiere und Beschlüsse. Die nachstehenden Textbausteine sind aus den jeweiligen Veröffentlichungen entnommen (DST 2014; DST 2017).

Thesis (DTh)--University of Stellenbosch, 1995. / ENGLISH ABSTRACT: A number of theories aimed at more effective ways of religious education have seen the light in recent years. They are all characterized by a holistic approach which emphasises the fact that we should try to utilise more than just the cognitive and verbal potential of man. This study does not merely accept this view but would also like to go further and look for practical means to implement these ideas. The central hypothesis of the study is that symbols and rituals are eminently suitable instruments if one opts for a holistic approach towards religious education. Various shifts which have recently occurred in modern society are highlighted in the study. These include a new outlook on life, new behavioural patterns, new ways of communication and new theories on communication. The complexity of our society is described because it has a major influence on the functioning of symbols and rituals. Secondly, symbols and rituals are defined and their functioning is described. Issues like the interplay between symbol and ritual and society, the way in which order and identity are given to society by symbols and rituals, the way in which symbols and rituals communicate without the use of a multitude of words, the pastoral function that symbols and rituals can fulfil and the gradual disappearance of symbols and rituals from our society are discussed. Attention is also paid to the concepts "liminality" and "commullitas", as described by the anthropologist Victor Turner. These two concepts are central to the understanding of the way in which rituals function. Thirdly, symbols and rituals are viewed from a Biblical and theological angle. The study shows that man was created as a symbol, but also underlines the importance of seeing man's body and soul as a unity. This has special implications for the manner in which we ritualize. It is also pointed out that symbols and rituals have played a major role in worship since the earliest times. The important role which kerugmatic and cultic acts, as well as the sacraments have played and can still play in the life of a believer is also described. Fourthly, the study concludes that symbols and rituals can indeed play a vital role in the process of religious education and the deepening and expansion of faith. The argument is supported in a deductive manner by the insights of people like H. Westerhoff, P. Babin, C.R. Foster, S. McLean and others. It is stressed that symbols and rituals should be used in a nuanced manner. Finally a number of proposals are made as to how these principles could be implemented in practice, together with some suggestions for further study. We believe that this should stimulate both the utilisation of symbols and rituals and further discussion and research in this regard. / AFRIKAANSE OPSOMMING: Daar het die afgelope aantal jare 'n hele aantal teoriee rakende die effektiewe oordrag van geloofsinhoude die lig gesien. Die teoriee word feitlik deurgaans gekenmerk deur 'n holistiese benadering wat beklemtoon dat meer as die kognitiewe en verbale potensiaal van die mens benut behoort te word. Hierdie studie sluit daarby aan, maar soek verder na praktiese instrumente vir geloofsvorming wat aan hierdie vereiste sal voldoen. Die sentrale hipotese van die studie is dat simbole en rituele by uitnemendheid geskik is om geloofsinhoude op 'n holistiese wyse oor te dra en so mee te werk aan 'n proses van geloofsvorming. Daar word in die studie gewys op skuiwe wat die afgelope aantal jare binne die moderne samelewing plaasgevind het en die mens se gedrag, lewens- en wereldbeskouing, asook kommunikasie en teoriee ten opsigte van kommunikasie daadwerklik beinvloed het. Die kompleksiteit van die samelewing word uitgelig omdat dit sowel positiewe as negatiewe implikasies vir die funksionering van simbole en rituele het. Tweedens word simbole en rituele gedefinieer en die funksionering daarvan beskryf Sake soos die wisselwerking tussen simbole en ritue1e en die gemeenskap, die wyse waarop simbole en rituele orde en identiteit aan die gemeenskap gee, die wyse waarop simbole en rituele sonder 'n omhaal van woorde kommunikeer, die pastorale funksies wat deur simbole en ritue1e vervul kan word en die wyse waarop simbole en rituele algaande uit die samelewing verdwyn het, word bespreek. Aandag word ook aan die begrippe "liminaliteit" en "communitas" gegee. Daar word veral aangesluit by die werk van die antropoloog Victor Turner. Hierdie twee begrippe word as wesenlik vir die verstaan van die funksionering van rituele beskou. Derdens word simbole en rituele deur 'n teologiese en Bybelse bril beskou. Ten aanvang word daarop gewys dat daar aan die mens die kwaliteit gegee is om as lewende simbool te funksioneer. Vervolgens word aangetoon hoe be1angrik dit is om die liggaamlikheid van die mens ernstig op te neem en daarna hoedat simbole en rituele vanaf die Bybelse tye 'n sentrale rol gespeel het in die aanbiddingswereld van gelowiges. Die besondere rol wat kerugmatiese en kultiese handelinge, asook die sakramente, in die geloofslewe van mense gespeel het en steeds speel, word bespreek. Vierdens word die gevolgtrekking gemaak dat simbole en rituele inderdaad 'n belangrike rol kan speel in die proses van geloofsvorming. Die argument word verder op deduktiewe wyse ondersteun deur insigte van persone soos J.H. Westerhoff, P. Babin, R. Osmer, C.R. Foster, S. McLean e.a. Daar word veral gewys op die belangrikheid van 'n genuanseerde gebruik van simbole en rituele. Ten slotte word enkele bedieningsvoorstelle en aanbevelings vir verdere navorsing gemaak wat as stimulering van die bedieningspraktyk behoort te dien.

No description available.

No description available.

Introduction: The emergence of Pavlovian-to-instrumental transfer (PIT) research in the human neurobehavioral domain has been met with increased interest over the past two decades. A variety of PIT tasks were developed during this time; while successful in demonstrating transfer phenomena, existing tasks have limitations that should be addressed. Herein, we introduce two PIT paradigms designed to assess outcome-specific and general PIT within the context of addiction. - Materials and Methods: The single-lever PIT task, based on an established paradigm, replaced button presses with joystick motion to better assess avoidance behavior. The full transfer task uses alcohol and nonalcohol rewards associated with Pavlovian cues and instrumental responses, along with other gustatory and monetary rewards. We constructed mixed-effects models with the addition of other statistical analyses as needed to interpret various behavioral measures.- Results: Single-lever PIT: both versions were successful in eliciting a PIT effect (joystick: p < 0.001, ηp² = 0.36, button-box: p < 0.001, ηp ² = 0.30). Full transfer task: it was determined that the alcohol and nonalcoholic reward cues selectively primed their respective reward-associated responses (gustatory version: p < 0.001, r = 0.59, and monetary version: p < 0.001, r = 0.84). The appetitive/aversive cues resulted in a general transfer effect (gustatory: p < 0.001, ηp² = 0.09, and monetary: p < 0.001, ηp ² = 0.17). - Discussion/Conclusion: Single-lever PIT: PIT was observed in both task versions. We posit that the use of a joystick is more advantageous for the analysis of avoidance behavior. It evenly distributes movement between approach and avoid trials, which is relevant to analyzing fMRI data. Full transfer task: While gustatory conditioning has been used in the past to elicit transfer effects, we present the first paradigm that successfully elicits both specific and general transfers in humans with gustatory alcohol rewards.

Pavlovian cues can influence ongoing instrumental behaviour via Pavlovian-toinstrumental transfer (PIT) processes. While appetitive Pavlovian cues tend to promote instrumental approach, they are detrimental when avoidance behaviour is required, and vice versa for aversive cues. We recently reported that susceptibility to interference between Pavlovian and instrumental control assessed via a PIT task was associated with risky alcohol use at age 18. We now investigated whether such susceptibility also predicts drinking trajectories until age 24, based on AUDIT (Alcohol Use Disorders Identification Test) consumption and binge drinking (gramme alcohol/drinking occasion) scores. The interference PIT effect, assessed at ages 18 and 21 during fMRI, was characterized by increased error rates (ER) and enhanced neural responses in the ventral striatum (VS), the lateral and dorsomedial prefrontal cortices (dmPFC) during conflict, that is, when an instrumental approach was required in the presence of an aversive Pavlovian cue or vice versa. We found that a stronger VS response during conflict at age 18 was associated with a higher starting point of both drinking trajectories but predicted a decrease in binge drinking. At age 21, high ER and enhanced neural responses in the dmPFC were associated with increasing AUDIT-C scores over the next 3 years until age 24. Overall, susceptibility to interference between Pavlovian and instrumental control might be viewed as a predisposing mechanism towards hazardous alcohol use during young adulthood, and the identified high-risk group may profit from targeted interventions.

Section 29 of the Constitution of the Republic of South Africa, 1996 states that everyone has the right to basic education. This provision must be interpreted in order to determine whether it refers to a period of education, or a certain standard or quality of education that also includes infrastructure. In this dissertation, the scope of the right to basic education and the state’s obligation with regard to infrastructure, are discussed. The dissertation will point out that the right to basic education should also consider the best interests of the child-standard as well as the right to equality. The Constitution provides that everyone has the right to basic education, which implies that there should be no discrimination against any child. In order to determine the scope of section 29 and the duty of the state accordingly, the provisions of international instruments must also be consider. The Convention on the Rights of the Child, the African Children Charter and specifically the International Covenant on Economic, Social and Cultural Rights refer to the obligations of the state in respect to the provision of basic education and infrastructure. The Schools Act provides for the Minister of Basic Education to prescribe minimum norms and standards relating to school infrastructure. The importance of minimum norms and standards for quality education has been investigated with specific reference to libraries, learning material and water and sanitation facilities. Lastly, the lack of an internal limitation clause and the effect of section 36, the general limitation clause, were considered to evaluate the state’s obligation to provide quality education. / LLM (Comparative Child Law), North-West University, Potchefstroom Campus, 2014

Section 29 of the Constitution of the Republic of South Africa, 1996 states that everyone has the right to basic education. This provision must be interpreted in order to determine whether it refers to a period of education, or a certain standard or quality of education that also includes infrastructure. In this dissertation, the scope of the right to basic education and the state’s obligation with regard to infrastructure, are discussed. The dissertation will point out that the right to basic education should also consider the best interests of the child-standard as well as the right to equality. The Constitution provides that everyone has the right to basic education, which implies that there should be no discrimination against any child. In order to determine the scope of section 29 and the duty of the state accordingly, the provisions of international instruments must also be consider. The Convention on the Rights of the Child, the African Children Charter and specifically the International Covenant on Economic, Social and Cultural Rights refer to the obligations of the state in respect to the provision of basic education and infrastructure. The Schools Act provides for the Minister of Basic Education to prescribe minimum norms and standards relating to school infrastructure. The importance of minimum norms and standards for quality education has been investigated with specific reference to libraries, learning material and water and sanitation facilities. Lastly, the lack of an internal limitation clause and the effect of section 36, the general limitation clause, were considered to evaluate the state’s obligation to provide quality education. / LLM (Comparative Child Law), North-West University, Potchefstroom Campus, 2014