Family mediation as a method of resolving family disputes Family disputes rank among the most mentally and emotionally demanding. Despite that they can be resolved in a cultivated manner through an intermediate. A mediator does not decide the dispute on behalf of the parties but he/she can help them to find their own solution acceptable for all the involved parties. The theoretical part of the thesis outlines the conflict as a subject matter of the mediation. It also describes mediation as a form of negotiation. One part of the thesis is dedicated to the person of the mediator and his/her role and competence in the mediation process. Further, the thesis deals with the process and forms of mediation. The theoretical part also contains a characterization of mediation in family conflicts and it describes objectives of family mediation, its advantages and limitations. It also describes the tasks of the mediator in a divorce procedure and the legal regulation of family mediation. The thesis also deals with children in parental legal disputes and with the importance of a family for a child. The objective of the practical part was to determine how mediation, as a method of resolving divorce disputes, is viewed by workers in charge of social and legal protection of children operating in the South Bohemian region and to determine to what extent the respective social workers are familiar with mediation. In order to obtain comprehensive information about the divorce mediation, we also approached mediators involved in this type of disputes. One of the objectives of the thesis was to determine how the mediators view divorce mediation in the South Bohemian region. Last but not least, I was interested in mutual cooperation between the two involved entities. The purpose of the conducted interviews was to find out whether there are any obstacles which prevent the development of divorce mediation and its more frequent use in the South Bohemian region. Main object, by having answered partial questions, was to describe the potencial of divorce mediation and its real usage in the South Bohemian region. In order to obtain the necessary data we used a qualitative research. As a technique to collect the qualitative data we used semi-structured interviews with open questions. The respondents {--} workers of social and legal protection of children - were asked previously defined circles of questions which focused on a mediation method in general, mediator´s working post, divorce mediation and questions focusing on cooperation with mediators specialized in divorce mediation. The first three circles of questions were identical also for the interviewed mediators. The latter were additionally asked questions about the introduction of divorce mediation and availability of the method. Interviews were recorded on a dictaphone and subsequently converted into a written form. Before the beginning of the interview each interviewed person was assured that the interview was anonymous and no names or workplaces were recorded. For the purposes of a qualitative research we approached seven workers of the authority in charge of social and legal protection of children at workplaces in Písek, České Budějovice, Strakonice and Milevsko. For the purposes of research we also interviewed four mediators dealing with family (divorce) mediation in the South Bohemian region. The results of the thesis may improve the awareness of the discussed issues. The thesis may also serve as a pilot project for a more extensive research.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-01-11T13:54:13Z No. of bitstreams: 1 antoniotomedasilvasouza.pdf: 1001530 bytes, checksum: 81609945a394cabac094e31c8eeb0fe4 (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2017-01-31T11:18:50Z (GMT) No. of bitstreams: 1 antoniotomedasilvasouza.pdf: 1001530 bytes, checksum: 81609945a394cabac094e31c8eeb0fe4 (MD5) / Made available in DSpace on 2017-01-31T11:18:51Z (GMT). No. of bitstreams: 1 antoniotomedasilvasouza.pdf: 1001530 bytes, checksum: 81609945a394cabac094e31c8eeb0fe4 (MD5) Previous issue date: 2016-02-25 / A presente dissertação aborda o caso de gestão referente à formação dos Professores Presenciais no Projeto Ensino Médio Presencial com Mediação Tecnológica/EMPMT no município de Beruri/AM. A pesquisa possui as seguintes questões centrais: a formação do Professor Presencial que atua no Projeto Ensino Médio Presencial com Mediação Tecnológica consegue atender a todas as atribuições que a ele compete? A formação em licenciaturas ou Normal Superior, juntamente com a capacitação ofertada pelo Centro de Mídias, dá ao Professor Presencial o suporte necessário para o aprendizado dos alunos no Projeto? Para analisar estas questões, a pesquisa pautou-se na metodologia qualitativa, com a utilização dos seguintes instrumentos: análise documental, entrevistas e questionários. As entrevistas foram realizadas com a responsável pela contratação de professores e a responsável pela formação/capacitação dos Professores Presenciais do Projeto EMPMT. O questionário foi aplicado a todos os Professores Presenciais que atuam no Projeto EMPMT em Beruri. Para fundamentação desta pesquisa foi utilizado como referencial teórico as reflexões de autores como Maia (2010), Campos (2011), Costa (2015), Kenski ( 2003, 2007). A pesquisa dialoga também com as reflexões de Saviani (2013), Cardoso e Toscano (2011) e Moran (2013). Os resultados da pesquisa apontam para uma problemática central: as dificuldades dos Professores Presenciais em realizar com competência a mediação pedagógica dos componentes que compõem a matriz curricular do Projeto EMPMT no município de Beruri. A partir dessa constatação, propusemos um Plano de Ação Educacional (PAE) para minimizar essa questão. Este PAE visa implementar duas ações, um Curso de Formação em Metodologia para o Ensino Médio Presencial com Mediação Tecnológica para os Professores Presenciais do município de Beruri e, a proposta de seminários semestrais para o diálogo entre os Professores Ministrantes, os Professores Presenciais e a Equipe Pedagógica do Centro de Mídias cuja intenção é proporcionar maior participação ao Professor Presencial na implementação do Projeto. / This thesis addresses the management case concerning the formation of In-Person Classroom Teachers in Secondary Education Project with Technological Mediation in the municipality of Beruri / AM. The research has as its central issue: The formation of the Classroom Teacher that works in the Classroom School Project with Technological Mediation realize all assignments that he competes? Does training in undergraduate or Normal Superior, along with the training offered by the Media Center gives, Professor Face, the support necessary for effective student learning in the project? To examine this question, the research was based on the qualitative methodology, using the following research tools: document analysis, interviews and questionnaires, which supported the data collection. Interviews were conducted with responsible for hiring teachers and responsible for the formation / training of Teachers in On-site EMPMT Project. The questionnaire was administered to allPerson Teachers who work in EMPMT Project Beruri. For reasons of this research was used as theoretical reflections of authors such as Maia (2010), Campos (2011), Costa (2015), Kenski (2003, 2007). The survey also dialogues with the reflections of Saviani (2013), Cardoso and Toscano (2011) and Moran (2013). The survey results point to a major problem: the difficulties of In-Person Teachers perform competently in the mediation of the components that make up the curriculum of EMPMT Project in the municipality of Beruri. From this observation, we proposed a PAE to minimize this problem: Methodology Training Course for High School Classroom with Technology Mediation for On-site teachers of the municipality of Beruri, to be held on vacation in January and June at the Amazon Educational Media Center and the proposed biannual meetings for dialogue between ministering Teachers, Teachers and Educational On-site team , with the aim of giving voice to Professor Face in the implementation of the Project.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-06-15T11:09:21Z No. of bitstreams: 1 joaoribeirocosta.pdf: 1394847 bytes, checksum: 137987dcab6c89db8bb2e77b185aa6fb (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T14:08:03Z (GMT) No. of bitstreams: 1 joaoribeirocosta.pdf: 1394847 bytes, checksum: 137987dcab6c89db8bb2e77b185aa6fb (MD5) / Made available in DSpace on 2016-07-13T14:08:03Z (GMT). No. of bitstreams: 1 joaoribeirocosta.pdf: 1394847 bytes, checksum: 137987dcab6c89db8bb2e77b185aa6fb (MD5) Previous issue date: 2015-08-28 / A presente dissertação, desenvolvida no Programa de Pós-Graduação Profissional em Gestão e Avaliação da Educação Pública do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora, aborda o caso da gestão referente à atuação dos Professores Presenciais no Projeto Ensino Médio Presencial com Mediação Tecnológica no município de Parintins-AM. A pesquisa traz a seguinte questão norteadora: Qual o potencial e quais os entraves para a atuação do Professor Presencial no Projeto Ensino Médio Presencial com Mediação Tecnológica em Parintins (AM), tendo em vista os aspectos tecnológicos e pedagógicos? A fim de analisar essa questão, a pesquisa empreendida pautou-se em uma metodologia de base qualitativa, com a utilização de entrevistas e questionários como instrumentos de coleta de dados. As entrevistas foram realizadas com o responsável técnico pelo Ensino Médio do Centro de Mídias do Amazonas, com a responsável pela contratação de professores, a responsável pela formação/capacitação dos Professores Presenciais. Já o questionário googledocs aplicado aos Professores Presenciais que atuam no Projeto Ensino Médio Presencial com Mediação Tecnológica de Parintins. A realização deste trabalho teve como referencial teórico as reflexões de autores como Maia (2010), Arruda (2009), Freitas (2011), Lemgruber e Bruno (2010) e Kenski (2009 e 2014). A pesquisa dialoga também com Belloni (2012), Teixeira (2010), Saviani (2008), Dias e Leite (2010), Cardoso e Toscano (2010) e Gervai (2007). Os resultados da pesquisa apontaram para três problemáticas principais: i) dificuldades dos Professores Presenciais realizarem com competência a operacionalização dos instrumentos tecnológicos das salas de aula; ii) dificuldades dos Professores Presenciais em exercerem plenamente a atribuição de mediação pedagógica; iii) a necessidade de implementação de monitoramento, acompanhamento e avaliação das atividades técnicas e pedagógicas realizadas pelos Professores Presenciais no cotidiano escolar. A partir dessas constatações, como proposição para minimizar essa problemática, delineou-se a seguinte proposição de intervenção: i) Realização de um Curso de Formação Técnica; ii) Realização de um Curso de Formação sobre os procedimentos de mediação pedagógica; iii) Implementação do monitoramento, acompanhamento e avaliação das atividades técnicas e de mediação pedagógica realizadas pelos Professores Presenciais de Parintins. / The present dissertation, developed at the Graduate Program in Education Management and Assessment of the Centre for Public Policies and Assessment in Education of the Federal University of Juiz de Fora, deals with the case study regarding the work of local teachers at the Secondary School via Technological Mediation Project in the municipality of Parintins – AM. The research bring the following guiding question: What is the potential and which are the hurdles to the work of local teachers at the Secondary School via Technological Mediation Project in Parintins – AM, regarding technological and pedagogical aspects? In order to analyze this question, the research was conducted with a qualitative basis utilizing interviews and surveys as instruments of data gathering. The interviews were conducted with the person in charge of secondary school at the Media Centre of Amazonas, with the one in charge of hiring local teachers, the person in charge of training the local teachers. The survey, applied through GoogleDocs, was sent to local teachers working at the Secondary School via Technological Mediation Project of Parintins. This research had as theoretical basis the concepts by authors such as Maia (2010), Arruda (2009), Freitas (2011), Lemgruber and Bruno (2010), and Kenski (2009 e 2014). We also dialogued with Belloni (2012), Teixeira (2010), Saviani (2008), Dias and Leite (2010), Cardoso and Toscano (2010), and Gervai (2007). The results pointed to three main issues: i) difficulties by the local teachers in handling the technological instruments competently in the classroom; ii) difficulties by the local teachers in carrying out pedagogical mediation; iii) the need to implement monitoring, follow-up and assessment of the technical and pedagogical attributions of local teachers in the everyday school life. From these realizations, we proposed the following intervention plan to minimize the issues found: i) conducting a technical training course; ii) conducting a training course regarding pedagogical mediation; iii) implementing monitoring, follow-up and assessment of the technical and pedagogical activities by the local teachers of Parintins.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-03T12:16:13Z No. of bitstreams: 1 nathanefernandesdasilva.pdf: 1323851 bytes, checksum: cb5c61f17be31b12f65f8070909ca8ea (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-03T19:54:58Z (GMT) No. of bitstreams: 1 nathanefernandesdasilva.pdf: 1323851 bytes, checksum: cb5c61f17be31b12f65f8070909ca8ea (MD5) / Made available in DSpace on 2018-04-03T19:54:58Z (GMT). No. of bitstreams: 1 nathanefernandesdasilva.pdf: 1323851 bytes, checksum: cb5c61f17be31b12f65f8070909ca8ea (MD5) Previous issue date: 2018-06-30 / PROQUALI (UFJF) / Este estudo objetiva propor uma metodologia de mediação que seja voltada às necessidades da população brasileira, notadamente dos setores sociais que sofrem com a falta de acesso à justiça e que, consequentemente, tem reforçada sua condição de exclusão e de negação da cidadania. A partir de um conceito ampliado de acesso – o acesso à justiça pela via dos direitos – que compreende a efetividade de direitos e a participação na conformação do próprio direito, buscou-se evidenciar a carência deste acesso no Brasil, bem como demonstrar que o Poder Judiciário não tem conseguido ser instrumento para sua plena realização, designadamente para populações marginalizadas. Nesse contexto, acredita-se que a mediação possa ser um canal de ampliação do acesso à justiça via direitos para segmentos sociais vulnerabilizados – considerando, sobretudo, a questão do território para o fomento a um acesso à justiça democrático – desde que seja trabalhada em cenários não judiciários e que tenha sua metodologia reformulada, para que considere as peculiaridades da sociedade brasileira, dentre as quais se destaca a falta de acesso à informação e ao conhecimento. Assim, a proposta de mediação social informativa construída neste trabalho funda-se no compartilhamento da informação, fundamental para a realização de direitos, para a participação consciente e para a abordagem dos conflitos. Concretizou-se, enfim, um projeto de mediação voltado ao acesso à justiça pela via dos direitos que possa ser desenvolvido em espaços extrajudiciários, que intente minimizar a exclusão social e fortalecer a cidadania no Brasil. / This study aims to propose a methodology of mediation that is geared to the needs of the Brazilian population, especially the social sectors that suffer from lack of access to justice and, consequently, have reinforced their condition of exclusion and denial of citizenship. Based on an expanded concept of access – access to justice by means of rights – which encompasses the effectiveness of rights and participation in the conformation of the law itself, the aim was to highlight the lack of access in Brazil, as well as demonstrate that Judiciary has not been able to be an instrument for its full realization, especially for marginalized populations. In this context, it is believed that mediation can be a channel for expanding access to justice through rights for vulnerable social segments – considering, above all, the issue of the territory to foster access to democratic justice – as long as it is worked out in non-judicial scenarios and that has its methodology reformulated, so that it considers the peculiarities of Brazilian society, among which the lack of access to information and knowledge stands out. Thus, the proposal of informative social mediation built on this study is based on the sharing of information, fundamental for the realization of rights, for conscious participation and for approaching conflicts. Finally, a mediation project aimed at access to justice by means of rights that can be developed in extrajudicial spaces, which seeks to minimize social exclusion and strengthen citizenship in Brazil, was finally implemented.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-11-01T19:12:37Z No. of bitstreams: 1 lucianadermanideaguiar.pdf: 1739545 bytes, checksum: d12e7953b054bba7ec9a39cff5314e81 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-11-23T11:20:16Z (GMT) No. of bitstreams: 1 lucianadermanideaguiar.pdf: 1739545 bytes, checksum: d12e7953b054bba7ec9a39cff5314e81 (MD5) / Made available in DSpace on 2018-11-23T11:20:16Z (GMT). No. of bitstreams: 1 lucianadermanideaguiar.pdf: 1739545 bytes, checksum: d12e7953b054bba7ec9a39cff5314e81 (MD5) Previous issue date: 2018-07-17 / A presente dissertação é desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora, o caso de gestão aborda o exercício da docência em uma iniciativa educacional mediada por tecnologia no estado de Rondônia, mais especificamente no chamado Ensino Médio com Mediação Tecnológica (EMMT). A pesquisa tem a seguinte questão norteadora: como é exercida a docência dos Professores Presenciais no Ensino Médio com Mediação Tecnológica em Rondônia? Assumimos como hipótese as possibilidades do exercício docente em um projeto mediado por tecnologias em que o Professor Presencial presente na sala de aula atua com dificuldades técnicas e que tende, em várias situações, a exercer mais atribuições técnicas do que pedagógicas. O objetivo geral do estudo é investigar as práticas docentes resultantes desta iniciativa educacional, assim como as dificuldades enfrentadas pelos Professores Presenciais que atuam no Ensino Médio com Mediação Tecnológica (EMMT). Para tanto, será necessário: i) descrever o Ensino Médio com Mediação Tecnológica em Rondônia, ii) analisar a atuação do Professor Presencial frente aos procedimentos de operacionalização dos instrumentos técnicos e de mediação pedagógica no contexto da sala de aula e iii) propor um plano de ação educacional (PAE) para que este profissional tenha uma atuação mais significativa quanto aos aspectos teóricopedagógicos e que não se limite apenas na operacionalização de equipamentos tecnológicos e reprodução de conteúdo. A fim de responder a esta questão, o estudo se pauta em uma metodologia qualitativa. Para tanto, os dados analisados foram obtidos por pesquisa documental e pela aplicação de questionários e realização de entrevistas. Para fundamentação teórica foram utilizadas as reflexões de autores como Maia (2010), Campos (2011) e de Costa (2015) que discorreram sobre o projeto EMPMT no Amazonas. Também foram importantes as reflexões de Belloni (2012), Masetto (2013), Kenski (2003, 2007, 2009, 2012, 2013), Almeida (2004, 2006, 2010) e Teixeira (2010), pois abordam as especificidades da Educação à Distância e os desafios no contexto educacional nessa modalidade de ensino. A pesquisa dialoga também com os estudos de Moran (2005, 2009, 2008,2013) e Tardif (2002, 2012, 2014), que expõe sobre a atuação do professor no espaço escolar, os saberes necessários à docência e reforçam a importância da formação dos professores que atuam na modalidade de ensino à distância. Os resultados da pesquisa apontaram para três problemáticas principais: i) as dificuldades dos Professores Presenciais quanto aos procedimentos de mediação pedagógica; ii) a necessidade de implementação de um sistema de maior controle das visitas de acompanhamento e monitoramento pedagógico que abarque todo a processo do EMMT no Estado; iii) a dificuldade em receber os Planos de estudo dos componentes curriculares em tempo hábil, a rotatividade do Professor Presencial, a infraestrutura inadequada e a falta de computadores e insumos. Portanto, fatores que acarretaram em sérias dificuldades na implementação e consolidação da política no Estado. Dessa forma, foram indicadas as seguintes propostas no Plano de Ação Educacional: Constituição da Comunidade de prática nas CREs; Implementação de sistema de monitorias; Potencializar a interação entre os atores do Projeto EMMT. / The present dissertation is developed within the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF), the case of management addresses the exercise of teaching in a technology-mediated educational initiative in the state of Rondônia, more specifically in the so-called Secundary School with Technological Mediation. The research has the following guiding question: How is the teaching practice of Presential Teachers in Secundary School with Technological Mediation in Rondônia? We assume as hypothesis the possibilities of the teaching exercise in a project mediated by technologies in which the Present Teacher present in the classroom acts with technical difficulties and that tends, in several situations, to exercise more technical attributions than pedagogical. The general objective of the study is to investigate the teaching practices resulting from this educational initiative, as well as the difficulties faced by the Presence Teachers who work in Secundary School with Technology Mediation (EMMT). To do so, it will be necessary to: i) describe the Secondary Education with Technological Mediation in Rondônia, ii) analyze the presence of the Presencial Teacher in relation to the procedures for the operationalization of technical instruments and pedagogical mediation in the context of the classroom, and iii) propose a plan of educational action (PAE) so that this professional will be able to have a more significant performance in the didactic-pedagogical aspects and that is not limited to the operation of technological equipment and reproduction of content. To do so, the data to be analyzed will be obtained by documentary research and by the application of questionnaires and interviews. For the theoretical basis, the reflections of authors such as Maia (2010), Campos (2011) and Costa (2015) were used to discuss the EMPMT project in Amazonas. The reflections of Belloni (2012), Masetto (2013), Kenski (2003, 2007, 2009, 2012, 2013), Almeida (2004, 2006, 2010) and Teixeira (2010) were also important here, as they address the specificities of Distance education and the challenges in the educational context in this modality of education. The research also discusses the studies of Moran (2005, 2009, 2008,2013) and Tardif (2002, 2012, 2014), that presents about the performance of teacher on the ground of school, the knowledge necessary to teaching and reinforce importance of teacher’s training who work with technology-mediated educational. The results of this research pointed to three main problems: i) difficulties of Presential Teachers regarding pedagogical with Technological Mediation procedures; ii) need to implement a system of greater control of follow-up visits and pedagogical monitoring that contemplate all EMMT process in the State; iii) difficulty in receiving curriculum components in a timely manner, turnover of the Presential teacher in classroom, factors that have led to serious difficulties in the implementation and consolidation of adequate infrastructure and lack of computers and supplies. Therefore, factors to have led into serious difficulties to implementation and consolidation of this State policy. This way, the following proposals were indicated in the Educational Action Plan: Constitution of the Community of practice in the CREs; Implementation of monitoring system; Potentialize an interaction among actors of the EMMT Project.

M.Comm. / With the adoption of the 1995 Labour Relations Act (LRA) and the creation of the Commission for Conciliation, Mediation and Arbitration (CCMA), expectations ran high that the era of workplace conflict that had characterised previous labour dispensation would come to an end. The reality, however, is that parties have abdicated their responsibility in dispute-resolution, and have transferred this responsibility to the CCMA and Bargaining Councils. The purpose of this study was to gain insight into the perceptions of users of the current model with regard to its effectiveness, flaws and challenges. Based on the data received, this study presents a case for a new approach to discouraging disputes from being taken beyond the level of the workplace. The following research questions were formulated: Given the prevailing lack of ownership by parties over dispute-resolution and the resultant rise in case load and costs, what alternative strategies could be adopted? With the introduction of such new strategies, what dispute resolution model would be appropriate to enable the parties to focus on the core issues and also reduce costs? These questions are based on the set of main problems and sub-problems. The main problems are the low dispute-resolution/settlement rate (the conciliation stage being a mere formality), even when arbitration takes place; and the lack of ownership for dispute prevention by line managers and organised labour. In collecting data I followed the triangulation approach which combined both qualitative and quantitative research. During the qualitative stage, I collected data by using unstructured interviews and audio-recording the interviews with the Secretary of the PHSDSBC. I used quantitative methods to distribute participants’ agenda points and to record the numbers returned. The same method was used to analyse the patterns and themes emerging from data collected. Forty-nine negotiators, shop stewards, human resource managers across the nine provinces, and staff in the office of the Secretary of the PHSDSBC, were selected. Because participants in the study were distributed over a wide area, my level of physical contact with them was restricted to the normal business schedules of the Bargaining Council, during teambuilding exercises, and during Employer Caucus meetings. As a participant in these meetings, I was able to adopt an auto-ethnographic stance. I analysed the data, using graphical depictions, and categorised it into thoughts and later into themes. The findings indicate that the current dispute-resolution system model, being reactive in its application, is time-consuming for the both employee and the employer.

This thesis focuses on the review of labour arbitration awards given under the auspices of the following bodies: the Commission for Conciliation, Mediation and Arbitration ("CCMA"), bargaining councils, statutory councils, accredited private agencies and private arbitration tribunals. The general grounds of review applicable to the arbitration awards of each body are set out. Against this background, the case of Carephone (Pty) Ltd v Marcus NO & Others (1998) 19 ILJ 1425 (LAC) is analysed and the principles pertaining to the justifiability test are clarified. The judicial rationale for the application of the test to CCMA arbitration proceedings and criticisms of the test are then examined. Currently the justifiability test applies in the review of CCMA proceedings only, so the judicial reasoning for the rejection of justifiability as a ground for private arbitration review is examined. Three approaches are suggested for the application of the justifiability test in private arbitration review. First it is proposed that the Arbitration Act could be interpreted to include the justifiability test under the statutory review grounds. Failing the acceptance of this approach, the second submission is that arbitration agreements could be interpreted to include an implied term that the arbitrator is under a duty to give justifiable awards. A third suggestion is that the law should be developed by attaching an ex lege term to all arbitration agreements requiring arbitrators to give justifiable awards. In the final chapter, the requirement of justifiability in awards given under the auspices of collective bargaining agents and accredited private agencies highlights the incongruity in applying the justifiability test in CCMA arbitration review and in rejecting this test in private arbitration review.

History and Background: The history of statutory labour dispute resolution of South Africa dates back to 1909, when the Transvaal Disputes Prevention Act of 1909 was promulgated which applied only to the Transvaal. The Industrial Conciliation Act of 1924 established industrial councils and ad hoc conciliation boards and excluded black workers from the statutory definition of employee and this resulted in a dual industrial relations system that existed up to 1979. The history of statutory labour dispute resolution of Swaziland dates back to 1980 when the first Industrial Relations Act of 1980 was promulgated which established the first Industrial Court. Research Findings: The dispute resolution systems of South Africa and Swaziland contain both similarities and differences. Lessons for Swaziland include combining general and specific dispute resolution procedures, providing the right of a referring party to apply for condonation for late referral of a dispute, using conciliation-arbitration, making arbitration proceedings public hearings, influence of parties on the appointment of arbitrators, court adjudication, pre-dismissal arbitration, court adjudication by judges only, establishment of a constitutional court, full protection of protected strikes/ lockouts from interdicts, legalization of sympathy strikes, and removal of strikes/ lockout ballot. Lessons for South Africa include plural representation of parties at conciliation and arbitration, re-direction of some disputes by the Labour Court to the Commission for arbitration, reporting of labour disputes direct to the Head of State for determination.

The submitted thesis deals with Alternative Dispute Resolution (ADR), particularly mediation activities. The aim of this thesis is to introduce mediation as an alternative method of conflict resolution, that is still relatively neglected in the Czech Republic, through a summary of theoretical knowledge in terms of its practical operation. Particular attention is paid to the recent regulation relating to mediation in civil matters and certain essential institutes that are affected by the new Mediation Act. The work is divided into five chapters. The first chapter defines the general concept of ADR and outlines the different types of ADR. The next part of the thesis presents in detail the mediation, a mediator and requirements for the performance of this function. There is also clearly described the course of mediation process. The third chapter deals with the regulation of mediation in the EU, which is the starting point for each national system. The fourth chapter is devoted to the regulation of mediation in the Czech Republic. It describes the situation that prevailed during the period without comprehensive regulation of mediation in civil matters, the legislative process of preparation and adoption of the Mediation Act, newly enshrined institutes and there is also a definition of the obstacles that could hinder penetration of mediation into wider practice. Finally, there is a comparison of the situation in the Czech Republic with the application of mediation activities in the USA and in some EU countries.

Magister Legum - LLM / South Africa has seen a spike in medical malpractice litigation, including the number and size of claims instituted against healthcare practitioners. This has led to a backlog in medical malpractice court cases throughout South Africa and a strain on both the public and private healthcare sectors, affecting an already burdened healthcare system. The surge in medical malpractice litigation is not a new phenomenon in developed countries. Most have curbed this through alternative dispute resolution (ADR). This has been facilitated by effectively introducing efficient legal frameworks that promote ADR. Unfortunately, this is not the case in a developing country such as South Africa. To date, much research and literature has attributed blame for the large-scale increase in medical malpractice litigation to legal practitioners. This has been aided by comments made by the former Minister of Health, Dr Aaron Motsoaledi (Dr Motsoaledi). In as much as this may be the common perception, there appears, to the contrary, to be systematic problems in the South African healthcare system. The legal profession is only a minor contributing factor to the increase in medical malpractice litigation. The strained financial resources and shortage of healthcare staff in public hospitals contributes to the increased risk of medical malpractice cases. Furthermore, when considering the South African legal system, contingency fee arrangements have, in certain circumstances, increased vexatious litigation and, as such, it is on this basis that medical malpractice litigation has been on the increase in South African courts. This study seeks to analyse the current state of the South African healthcare system, and in light of the increasing number of medical practice claims and litigation, propose ADR mechanisms that offer efficient, cost effective, and expeditious channels to resolving these issues and to ensure that parties recognise the full benefits of ADR. This study proposes legal reform in medical malpractice litigation in South Africa. This thesis compares the experiences, legislative and policy frameworks in Australia and the United States of America (USA), in order to learn lessons that could assist South Africa in framing legislation and best practices for ADR. It contends that, in order to effectively develop and implement ADR to address medical malpractice litigation, it requires the involvement of the government, legislature, judiciary, legal profession and the public. It has identified court- iv annexed mediation as the appropriate ADR mechanism in addressing medical malpractice litigation.