ABSTRACT The purpose of this paper is to demonstrate that one way New Zealand's high prevalence of child abuse can be reduced is by the government increasing the legislative and policy responses within an ecological framework, to child abuse prevention. This is because such responses would ensure a 'best practice' approach to child abuse prevention. This 'best-practice' approach is one where child abuse prevention measures are community-driven, child-centred, multi-disciplinary and inter-sectoral. Section 1 of this thesis will provide a background on the different types of child abuse, why child abuse occurs and what the consequences of child abuse are. This section will also cover some current statistics on the incidences of child abuse in New Zealand. Additionally, there is a discussion on how child abuse is increasingly being minimised within a family violence paradigm - even though family violence is only one form of child abuse. New Zealand does not have a good track record when it comes to its rates of child abuse. Section 1 is intended to give the reader a very clear picture of how children in New Zealand are not currently being protected adequately enough from child abuse. This protection should be coming from the adults in their lives, in their community and in their nation. Section 2 of this thesis outlines an ecological framework for child abuse prevention. More specifically the way in which such an ecological model is operating presently in New Zealand, at particularly an exosystem (community) and macrosystem (national) level. The second part of this section discusses factors which will ensure the 'success' of an ecological framework for child abuse prevention. By 'success' the author is referring to a framework in which the primary outcome is the prevalence of child abuse in New Zealand is reducing. Section 3 of this thesis will contain the substantive arguments of this paper. New Zealand does currently have in place legislative and policy responses to child abuse prevention. However, the author maintains these responses to date have not been sufficient because New Zealand's rates of child abuse continue to escalate. This section consists of 19 recommendations of legislative and policy responses that could be implemented at a macrosystem/national level. At the conclusion of the recommendations contained in this thesis, it becomes clear that the government does need to respond urgently to New Zealand's growing child abuse rates. New Zealand can no longer afford to have a reactive, ad-hoc approach to child abuse. Nor can the response at a macro level continue to be one of rhetoric where there is more talk on child abuse prevention than there is on activating, monitoring and funding practical solutions. It is the author's contention that if the government considered the interests and welfare of children as paramount in legislative and policy decisions that relate to children, then this will send a strong and clear signal to the adults in childrens' lives that children are not to be abused. Instead, children are to be nurtured, respected and cherished in every way.

This article discusses on the new theory of legislation. It is presented considering its antecedents, and its treatment from sociology of law to the current state of its development. It is make emphasis on the interdisciplinary nature of this theory for a better understanding of the legislative process, without failing to acknowledge the importance of its legal status. / El presente artículo nos introduce a la denominada “Nueva Teoría de la Legislación”. Se presenta sus antecedentes, así como su tratamiento desde la Sociología del Derecho al su estado actual de desarrollo. Por otra parte, se hace énfasis en la naturaleza interdisciplinaria de esta teoría para un mejor entendimiento del proceso de creación de leyes, sin dejar de reconocer la importancia de su situación jurídica.

Successful implementation of equity driven policies has proven to be a difficult and vexing issue especially in developing countries. As a result, many educational reforms were found in practice to be at variance with their founding objectives. The purpose of this exploratory and descriptive study therefore was to trace the implementation pathway traveled by the National Norms and Standards for School Funding (NNSSF) Policy from the center (National Department of Education) to the periphery (school level). This was informed by the necessity to explain where, how and why the discrepancy developed between the policy intentions and educational outcomes (i.e. effects). The NNSSF policy aimed at the fundamental transformation of the schools since it requires the following things to happen : the delegation of financial management and authority to the School Governing Body (SGB), the day-to-day management of curriculum delivery, the generation of additional funds, and the improvement and maintenance of school infrastructure. The allocation and management of these functions constitute in what is called “self-managing schools”, thus freeing such schools from the bureaucratic processes associated with centralization. This (research) investigation is guided by two research questions: 1. How was the new School Funding Policy (SFP) implemented within and through the different levels of the education system? 2. What were the effects of the National Norms and Standards For School Funding (NNSSF) policy on equity at school level? In essence, this research explains how different education stakeholders understand the new funding policy, and with what effects. In tracing the course of the NNSSF policy, I paid special attention to policy breakdown by comparing and contrasting the views and estimations of various implementers across the four levels of the education system namely: national, provincial, regional and school levels. This research on the understandings of policy was not restricted to formal definitions of policy, but went further to seek understanding on the practical unfolding of the funding policy separately, and in relation to other policies. Data was collected over a period of seventeen (17) months. In this regard, I used multiple methods of data collection including profiling, semi-structured interviews, critical observations of the setting, document analysis, photographic records and structured questionnaires. The main findings of the study include the following : ¨ The National officials showed a legalistic and formal understanding of the NNSSF policy, but such understanding lacked a holistic, coherent and integrated approach to equity. ¨ The understanding of the policy varied among the provincial officials. But such understanding again demonstrated a bureaucratic or functionalist-oriented approach to the implementation of the NNSSF policy. This suggests that much emphasis was placed on observing protocol and official communication of the new policy.. ¨ The regional policy implementers demonstrated a limited understanding of the policy. Such an understanding could be characterised as a disengaging approach to policy and a sense of despair on how the implementation unfolded. ¨ The effects of the NNSSF policy on equity differed across the five case study schools. For example, previously advantaged schools (like Siege) experienced negative effects due to inadequate state allocation. This had ripple effects in the form of exorbitant school fees and the issuing of a lawsuit against a parent who was not able to pay such high fees. ¨ The previously disadvantaged schools were able to do their own planning which led to the timeous acquisition of resources as a result of the financial allocation to the school level. The key findings as well as the implications of this research only make this study unique, but also offer critical insights into policy implementation in developing contexts. The fact that the research involved the collection of data at four levels of the education system over a period of seventeen months generated extensive data sets for policy analysis. The collection of both qualitative (contextual) and quantitative data contributed to strengthening the validity and reliability of the study as a whole. Most importantly, the knowledge gained from this study not only offers policy lessons for the North-West province, but it yields important insights for policy implementers across the education system. / Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2004. / Education Management and Policy Studies / unrestricted

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This study aimed to assess the determinants and deterrents of profit shifting, which can occur as a result of corporate income tax competition, with a view to aid in collecting sufficient tax revenue to meet public spending requirements. The study theoretically and empirically analysed the effectiveness of the introduction of the South African transfer pricing regulations on deterring the occurrence of profit shifting in South Africa using annual financial information of South African parented multinational enterprises for the period 2010 – 2017. The study established that the implementation of transfer pricing regulations resulted in a reduction in profit shifting that became increasingly more prominent as the rules became stricter. Based on the findings of the study, it is recommended that the South Africa government should allocate sufficient resources to ensure that the transfer pricing regulations are being adhered with an aim to reduce profit shifting from South Africa. / Economics / M. Com. (Economics)

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