This thesis explores if and how states can regain control over large social media platforms like Facebook, and by doing so ensuring that individuals on those platforms can de facto enjoy their human rights, as enshrined in international treaties. Today, the platforms are crucial facilitators of human rights but at the same time facilitators of threats towards the enjoyment of the same rights. Behind this duality hides three gaps, namely between individuals’ de jure enshrined human rights and their de facto possibilities to enjoy them on social media, states extensive de jure obligations to ensure those rights on social media and their limited de facto possibilities to actually do so, and lastly between the platforms limited de jure responsibilities to respect human rights and their extensive de facto influence over human rights. The reason that these gaps have arisen is essentially that public international law – mainly its strict horizontal character and its definition of jurisdiction as something exclusively tied to a delimited physical territory – is inadequate to tackle the virtual, cross-border, and non-state activity that the platforms are pursuing. To find what could be done to lessen these gaps, this thesis turns to theories in analytical jurisprudence and public international law: the identity of systems, legal pluralism and international legal subjectivity. The first suggests that this issue cannot be solved due to different legal systems having different identities and thus cannot be bridged. The second also suggests that the issue cannot be solved not because of differing identities of systems but because the platforms should be regarded as autonomous legal systems, not subordinate to state law. Finally, the third alternative suggests an actual solution: making the platforms subject directly to international law and universal jurisdiction. Even though this is a legally sound solution it is, however, not as simple a solution as it might appear.

This thesis aims to analyze the issue of the creation of a state as the most important subject of the international relations, then the concept of international legal personality and especially the territories with controversial international legal personality. The thesis closely analyzes the emergence and recognition of the state and the right of peoples to self-determination in the contrast with the principle of territorial integrity. In the practical part, the case of Kosovo and Western Sahara is examined by a qualitative analysis. It describes the process of these entities becoming independent, the current situation and the diplomatic relations of both entities. It is outlined what Kosovo and Western Sahara are doing to improve their recognition as well as the reasons why some states recognize other entities and some other not. The thesis has a goal to unify the views on the issues of secession and recognition of newly created territories and to show a different approach to the process to independence of Kosovo and Western Sahara by the international community.

Harming the dignity of the learner; refusing to hear his side of the story; neglecting to help him retrieve his stolen property : such are the unfortunate occurrences at many South African schools, and such are the experiences that have led to this research. Dedicated educators sometimes default, leaving their wronged learners out m the cold. The questions are therefore: • What causes this conduct of educators and why does it recur? • Is it ignorance of their legal position? • Is it insensitivity to common law principles and statutory provisions? • Is it sheer carelessness? Mindful of the introduction of the South African Constitution Act 108 of 1996, wh1ch contains the long-awaited Bill of Fundamental Rights, this study has been undertaken to give an educational-juridical perspective of the educator-learner relationship 1n South African public schools by means of a literature study and an elementary legal comparative study. Various legal terms which influence the educator-learner relationship significantly are defined. In conjunction with the private law status of the learner, the position of the learner within the school system, and the fundamental rights of the learner in the context of the administration of justice are identified and dealt with in so far as they have any bearing on the educator-learner relationship, Moreover, the legal determinants of the educator-learner relationship and the educator's duty of care are pinpointed to determine their significance in an accountable, responsive and open educator-learner relationship, A comparative school law perspective of the sources of school law, the duties and responsibilities of educators, the fundamental rights and legal obligations of the learner, the educator's duty of care, discipline and legal liability in England and Wales, Canada, Japan, and South Africa is presented in terms of similarities and differences, Attention is paid to the necessity of informing educators and learners concerning their respective rights and duties, in order to develop accountable, responsive and open educator-learner relationships in South African schools, / Thesis (Ph.D.)--Potchefstroom University for Christian Higher Education, 2000

Harming the dignity of the learner; refusing to hear his side of the story; neglecting to help him retrieve his stolen property : such are the unfortunate occurrences at many South African schools, and such are the experiences that have led to this research. Dedicated educators sometimes default, leaving their wronged learners out m the cold. The questions are therefore: • What causes this conduct of educators and why does it recur? • Is it ignorance of their legal position? • Is it insensitivity to common law principles and statutory provisions? • Is it sheer carelessness? Mindful of the introduction of the South African Constitution Act 108 of 1996, wh1ch contains the long-awaited Bill of Fundamental Rights, this study has been undertaken to give an educational-juridical perspective of the educator-learner relationship 1n South African public schools by means of a literature study and an elementary legal comparative study. Various legal terms which influence the educator-learner relationship significantly are defined. In conjunction with the private law status of the learner, the position of the learner within the school system, and the fundamental rights of the learner in the context of the administration of justice are identified and dealt with in so far as they have any bearing on the educator-learner relationship, Moreover, the legal determinants of the educator-learner relationship and the educator's duty of care are pinpointed to determine their significance in an accountable, responsive and open educator-learner relationship, A comparative school law perspective of the sources of school law, the duties and responsibilities of educators, the fundamental rights and legal obligations of the learner, the educator's duty of care, discipline and legal liability in England and Wales, Canada, Japan, and South Africa is presented in terms of similarities and differences, Attention is paid to the necessity of informing educators and learners concerning their respective rights and duties, in order to develop accountable, responsive and open educator-learner relationships in South African schools, / Thesis (Ph.D.)--Potchefstroom University for Christian Higher Education, 2000