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This research investigated the correlation between the principal's leadership style and the school organisational climate. The literature study established the importance of leadership in the context of an open and positive school organisational climate. In this regard, it was found that a supportive principal leadership style is positively related to an open and positive school climate, where educators are engaged and enjoy high collegiality and intimate relationships. The school organisational climate as variously defined, relates to educator perceptions of principals or school management behaviour and refers to how educators experience, especially the management aspects that influence the climate in the school. Thus, organisational climate is related to the quality of experiences an educator has in the school, which is expressed in how he or she experiences the school life. The Organizational Climate Descriptive Questionnaire for Elementary Schools, consisting of six organisational climate descriptive dimensions was used for data collection. The dimensions describe the behavioural aspects of principal leadership namely, supportive, directive and restrictive and educators' behavioural aspects namely, collegial, intimate and disengaged. The behavioural interactions of principals and educators provided the basis for the analysis of the correlation between the principal's leadership style and the school organisational climate. It was established that there was a correlation between principals' leadership styles and school organisational climates. It was found that the organisational climates of the surveyed schools are characterised by principal leadership behaviour that is high on directive behaviour, slightly below average on supportive and restrictive. Educator behaviour was found to be slightly below average on collegial behaviours. Educator behaviour scored below average on intimate behaviour and scored slightly above average on disengaged behaviour. Principal openness behaviour was found to be below average while educator openness behaviour was found to be average which translate to school organisational climates that are relatively closed, which actually indicates a relationship between principal leadership style and school organisational climate. This research therefore draws a conclusion that there indeed is a correlation between school principals' leadership styles and school organisational climates. / Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2008.

The following key words were used: resistance, change, renewal, conflict, change management, resistance management, restructuring. All economies, and especially an economy like that of The New South Africa, depend on a well-educated, adaptable and continuously teaching work force to generate and implement change and innovation in schools. This requires a high quality and standard of education. Furthermore, education has a critical role to play in attempts to develop and maintain successful democratic societies. To address these objectives, order in the practical teaching situation is a prerequisite. Educators play a key role in creating quality and order in the practical teaching situation. Quality and order in education mean that the education process and outcomes must realise the best potential of the learners and meet the expectations of the community. Other factors such as resources may also contribute, but educators are mainly responsible for such quality and order since these aspects are rooted in their knowledge, skills and dedication. At present large numbers of pupils leave school with a school record of failure and without sufficient knowledge, understanding and competence to pursue successful careers. One of the reasons for this sense of failure is the almost complete absence of order in some schools since educators are resisting change which is brought about in the education system. There are many reasons for the apparent resistance to change. It is believed that educators can, to a certain extent, be regarded as a significant factor (perhaps a key factor) causing lack of order and discipline in schools, because of lack of support from the education department in meeting the needs of educators to enable educators to be productive. The management of resistance to change by school principals in Sedibeng-West (D8) was investigated in this study. Changes are continually occurring on all levels of a rapidly developing community. The school principal, as education manager, should be trained in a firm variety of skills, whlch will enable him to implement the management of resistance to change efficiently. Examples of large-scale changes that occurred in education during the past six years are the implementation of Curriculum 2005 and the transformation of Model C schools. It would therefore appear that it might be sensible to focus on reducing educators' resistance to change as part of a strategy to re-establish and promote order in education. The aim of this research centred on the following questions: How can the concept "resistance" be interpreted to create positive attitudes amongst educators to accept change in the education system? What is the role of principals as managers of resistance to change? Firstly, a literature study was undertaken to ascertain the nature of resistance to change, as well as methods and models according to which resistance to change can be managed. Findings from the literature study point to a number of aspects of resistance to change that play a decisive role in the management of change. These include factors giving rise to resistance to change, types of resistance to change, manifestation of resistance to change and reaction phases of resistance to change. Secondly, an empirical investigation was undertaken to investigate the degree and way in which school principals manage resistance to change and how educators' attitudes can be changed to accept change positively. For this purpose structured questionnaires were used. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2004.

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This study will endeavor to substantiate the theory that dreaming serves the function of trying to handle conflicts met by the individual during waking life, but not resolved at the time. In order to do this, several hypotheses will be advanced concerning the different observable content of dreams of two different populations. A relationship will be drawn between this difference in content and the known difference in the types of conflicts common to each of the populations.

The 25th of May 1963 marked the establishment of the Organisation of African Unity. This dissertation is an assessment of the conflict management role of the O.A.U. Chapter One proves the background to this study. It traces the history of Pan-Africanism between 1958-1963 and sets out the reasons why the O.A.U. emerged in the way it did. Chapter Two describes in detail the Addis Ababa Summit Conference of May 1963 which produced the O.A.U. Charter. In this chapter the characteristic features of the organisations charter and conflict management machinery are also analysed; thus providing an early insight as to how the O.A.U. operates. Chapter Three provides the first case study. It examines the role of the O.A.U. during the Nigerian Civil War (1967-1970) highlighting the limitations of the organisation, and the political impact of O.A.U. support for maintaining Nigerian unity and territorial integrity. Chapter Four assesses the conflict management role of the O.A.U. during the Angola crisis (1974-1976). The variety of problems encountered by the organisation following large-scale foreign intervention which led to its failure are also high-lighted. Chapter Five constitutes the final case study. It is devoted to the O.A.U.'s role during the Tanzania/Uganda War (1978-1979). Though devoid of extra-African intervention, the O.A.U. failed to resolve the conflict within the context of African Unity. The conclusion of this dissertation is that Pan-Africanism in 1963 did not transcend the political/ideological, socio-cultural and religious differences that have produced fissures in African unity. Equally significant is member state commitment to their sovereign rights and independence. The logical consequences of the above is the absence in the O.A.U. Charter of any provision by which the individual policies of the member states can be judged in line with the letter and spirit of the O.A.U. Charter. Both factors have had a direct impact on the O.A.U.'s effectiveness at resolving conflicts as the case studies demonstrates. A much closer collaboration by member states in the political, economic and socio-cultural spheres would be needed if the organisation is to play a more effective and significant role in African conflict management. Finally, any changes or modifications aimed at strengthening the O.A.U. cannot avoid the lessening of state sovereignty in deference to the organisation.

LL.M. / The objective of this study is to identify the legal systems that should be applied in terms of South African private international law to the different contractual relationships in respect of a documentary letter of credit. In South Africa no legislation or (binding) case law in point exists. A comparative study is therefore made of the relevant legal rules and principles in the following countries: the United Kingdom; Germany; the Netherlands; Canada; Australia; and the United States of America. It is submitted that, in the absence of either an express or a tacit choice of a legal system by the parties, the proper law of a documentary letter of credit transaction in South African private international law should be – 1) in respect of the contractual relationship between the applicant and the issuing bank: the law of the country where the issuing bank is situated; 2) in respect of the contractual relationship between the issuing bank and the correspondent bank (whether confirming or merely advising): the law of the country where the correspondent bank is situated; 3) in respect of the contractual relationship between the confirming bank and the beneficiary: the law of the country where the confirming bank is situated; 4) in respect of the contractual relationship between the issuing bank and the beneficiary – a) where a correspondent bank (whether confirming or merely advising) is involved: the law of the country where the correspondent bank is situated; b) where no correspondent bank is involved: the law of the country where the issuing bank is situated.

MA, Faculty of Humanities, School of Social Sciences, University of the Witwatersrand, 2007 / The settlement of international disputes by peaceful means has been described as one of the principles basic to the whole structure of the international system. It has been contended that this principle is the natural corollary for the prohibition of the use of force in settlement of international disputes enshrined in Art. 24 of the United Nations Charter, and embodied in Art. 2 (3). The UN’s organ assigned this mediation role is the International Court of Justice (ICJ) for matters with respect to state responsibility. The International Criminal Court (ICC), the International Criminal Tribunal for Yugoslavia (ICTY), the International Criminal Tribunal for Rwanda (ICTR), and the Special Court of Sierra Leone are international tribunals with jurisdiction to try matters relating to individual criminal responsibility. At continental as well as at regional levels, some states have set up their own institutions to peacefully manage conflict amongst them and in the broader region. Nevertheless, the question—in a world where dispute settlement institutions and processes are supernumerary relative to conflicts, can they effectively serve as key to conflict prevention? remains a major concern. Based on critical research, this report inquires whether conflict prevention is mythical or an attainable objective and whether the international judiciary which is prima facie a conflict mediation body can catalyze conflict prevention. In attempting to answer these questions, an understanding of the concepts of free and fair trial is preponderant; coupled with understanding current debates about the undermining of international justice by the states.