Master-Arbeit Univ. St. Gallen, 2009.

Master-Arbeit Univ. St. Gallen, 2009.

Universiẗat, Diss.--Jena, 2006.

Univ., Diss.--Würzburg, 2003. / Literaturverz. S. 267 - 302.

The Basel Committee on Banking Supervision has defined operational risk, legal risk and compliance risk. However, the definitions might not be adequate for countries with a hybrid legal system, such as South Africa. This study aims to provide a practical solution to the problems faced by countries with a hybrid legal system wishing to comply with the Basel Committee’s standards. It is argued that compliance, compliance risk and regulatory risk should all be viewed as constituent components of legal risk, and in turn necessarily also of operational risk in a hybrid legal system. Legal risk is a wide concept which includes all aspects of a legal system, while compliance risk is a narrower concept which only includes the codified aspects of a legal system. Legal risk therefore includes compliance risk. However, the opposite is not true as compliance risk does not include legal risk, and the two concepts are decidedly shown not to be synonymous in a mixed legal system. / Thesis (PhD (Law))--North-West University, Potchefstroom Campus, 2013.

The Basel Committee on Banking Supervision has defined operational risk, legal risk and compliance risk. However, the definitions might not be adequate for countries with a hybrid legal system, such as South Africa. This study aims to provide a practical solution to the problems faced by countries with a hybrid legal system wishing to comply with the Basel Committee’s standards. It is argued that compliance, compliance risk and regulatory risk should all be viewed as constituent components of legal risk, and in turn necessarily also of operational risk in a hybrid legal system. Legal risk is a wide concept which includes all aspects of a legal system, while compliance risk is a narrower concept which only includes the codified aspects of a legal system. Legal risk therefore includes compliance risk. However, the opposite is not true as compliance risk does not include legal risk, and the two concepts are decidedly shown not to be synonymous in a mixed legal system. / Thesis (PhD (Law))--North-West University, Potchefstroom Campus, 2013.

Magister Philosophiae - MPhil / The purpose of this study was, first, to develop an occupational therapy curriculum theory to serve as a guideline for South African occupational therapy educators wishing to expand their insight into their work. This was done and is presented on the basis of a critical review of key sources from the literature about curriculum. The occupational therapy curriculum arrived at in this manner was intended to serve as a basis for the development of a set of criteria in terms of which the ongoing viability of the existing written occupational therapy curriculum of the University of the Western Cape (UWC) could be evaluated. The set of criteria thus arrived at was then applied to three documents: the written Minimum Standards for the training of Occupational Therapists of the World Federation of Occupational Therapists (WFOT), the written Minimum Standards for the training of Occupational Therapy students of the South African Medical and Dental Council (SAMOC), and the written Occupational Therapy curriculum of the University of the Western Cape. The purpose was to identify the curricular assumptions underpinning these documents, and also to evaluate their ongoing viability as guidelines (in the case of the WFOT and SAMOC documents) or as curricula (in the case of UWC). It was found that the Minimum Standards of WFOT are essentially informed by a rationalistic philosophy, and that its ongoing viability (as a guideline for minimum standards) appears to be limited. The evaluation of the Minimum Standards of the SAMOC produced similar findings. The UWC document proved to be more eclectic, but again with academic rationalism as the dominant curriculum paradigm. However adequate it might be for the present, the longer-term viability of the document appeared questionable. After adaptation had been made to the UWC document on the basis of the developed set of criteria, its immediate viability seemed to have been enhanced, but with little effect on its longer-term viability. The excercise suggested that the process of curriculum planning, evaluation and modification can be facilitated by the application of such a set of criteria, presenting as it does a "nutshell" overview of an existing or amended curriculum. This study confirms that written occupational therapy curricula and standards provide no guarantee that curriculum intentions will be realized. Such documents merely provide the parameters within which curriculum debates can occur and in terms of which curriculum planning. implementation and evaluation can take place. As intentions have to be manifested in practice. the creation of an occupational therapy curriculum that is viable in an enduring way will require a study similar to this one but which addresses the operational curriculum.

AFRIKAANS: Voor 1994 was die skoolhoof aanspreeklik vir die beheer van die finansies van die skool. Met die instelling van die Suid-Afrikaanse Skolewet no. 84 van 1996 het die aanspreeklikheid vir skoolfinansies drasties verander deur die instelling van selfbestuur by skole. Daar bestaan tans groot onduidelikhede by departementele amptenare sowel as by skoolhoofde en skoolbeheerliggaamlede oor wie aanspreeklik vir die finansies van die skool is. Sommige skole se begrotings het sedert 1994 van `n paar honderd duisend rand tot `n paar miljoen rand toegeneem; meer personeel word aangestel wat deur die skoolbeheerliggaam vergoed word en dit alles plaas bykomende bestuurverantwoordelikhede op die skoolhoof. Dikwels is die skoolhoofde en skoolbeheerliggaamlede nie opgelei om hierdie bykomende finansiële lading te hanteer nie. Daar word van die skoolbestuurspan verwag om kennis van finansiële bestuur te hê om hulle taak effektief uit te voer, nie alleenlik vir hulle eie oorlewing nie maar ook tot die voordeel van die skool en die gemeenskap. Die doel van hierdie studie is om die vertrekpunte waarbinne skoolfinansies bestuur en beheer word, te bepaal, asook om aan die hand van kontrole- en beheermaatreëls te bepaal of begrotings aangewend word om onderrig en leer in openbare skole te bevorder. ENGLISH: Before 1994 the principal of a school was accountable for the control of the school`s finances. Since the introduction of the South African Schools Act no. 84 of 1996 and the implementation of self-management of schools, accountability for schoolfinances has changed dramatically. Some schools’ budgets have increased from a few hundred thousands of rand to millions of rand since 1994; more teachers are being appointed and paid by the school governing body; these developments increase the principal’s managerial responsibilities. Principals and school governing body members are often not qualified to shoulder this extra financial burden. It is expected of school managers to have knowledge of financial management to enable them to execute tasks effectively, not only for their own survival but also in the best interest of the school and the community. The purpose of this study is to identify the principles for the control and management of schools’ finances and also to establish whether budgets are managed in such a way that instruction and learning in public schools are propagated. / Thesis (PhD)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

AFRIKAANS : Artikel 30 (1) van die Suid-Afrikaanse Skolewet (Wet 84 van 1996) bepaal dat skoolbeheerliggame van openbare skole die reg het om finansiële komitees in die lewe te roep wat die daaglikse bestuur van finansies in hul skole behartig. Individue wat dien op finansiële komitees van skoolbeheerliggame moet waarskynlik finansieël kundig wees om skoolfonds korrek te kan bestuur. Hierdie studie is uitgevoer met die doel om die volgende vrae te beantwoord: hoe bevoeg is finansiële komitees ten opsigte van finansiële vaardighede; op watter kennis steun finansiële komitees in hul finansiële besluitneming; en watter verband is daar tussen die skole se finansiële posisie en die finansiële kennis / opleiding van die finansiële komitees? Ten einde bogenoemde vrae te beantwoord het ek gebruik gemaak van ’n kombinasie van kwantitatiewe- en kwalitatiewe navorsingsmetodes om data te verkwantifiseer en te vergelyk, sowel as om kwalitatiewe interpretasies te maak. ’n Semi-gestruktureerde vraelys is vir hierdie doel ontwerp en versprei onder die respondente van 20 openbare skole in die Ekurhuleni–Noord Distrik ( Gauteng). ENGLISH : Section 30 (1) of the South African Schools Act (Act 84 of 1996) state that School Governing Body of a public school do have the right to establish a Finance Committee to assist the school in managing it’s finances on a daily basis. It is surely recommended that individuals serving on these committees must have some form of financial knowledge or background. This study was conducted in order to get answers to the following questions: how equipped are Finance Committees with regard to financial skills; on what type of knowledge do Finance Committee members rely in their decision making; is there a connection between the financial state of the school and the financial knowledge / training of the Finance Committee? A semi-structured questionnaire was designed to gather quantitative and qualitative data from 20 public schools in the Ekurhuleni North District (Gauteng) in this regard. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Education Management and Policy Studies / unrestricted

German text / Die ökumenische Bewegung weltweit steht nicht erst seit kurzem vor großen Herausforderungen, nicht nur an der Basis. Kirchenpolitische Interessen, kulturelle Barrieren und in der Tat theologische Differenzen fragen nach dem Kern christlicher Einheit. Vor dieser Aufgabe steht auch und insbesondere die evangelikale Bewegung mit ihrer spezifischen Prägung und Fragestellung im Kontext der weltweiten Christenheit. Innerhalb dieser global betrachtet expandierenden Bewegung begegnet man dem ökumenischen Anliegen mit geteilter Aufmerksamkeit, offener Kritik und völliger Abstinenz. Mithilfe der Darstellung der Unionsbemühungen des Reformators Martin Bucer, insbesondere seiner theologischen Motive, wird ein hoffentlich weiterführender Gesprächsbeitrag für die Ökumene-Debatte im modernen Evangelikalismus geliefert. / World-wide ecumenicism has to challenge big issues for a long time now. Church-political interests, cultural frontiers and, of course, theological differences search for the center of christian unity. Especially evangelicalism as a part of world-wide christianity has to face this challenge with its specific character. Within this expanding movement, a variety of viewpoints exist with regard to ecumenicism: divided attention, open criticism and neglection. Martin Bucer as ecumenical pioneer in the period of reformation elaborates a fresh approach towards the evangelical ecumenicism-debate. His theological motives build the center of this dissertation. / Philosophy & Systematic Theology / M. Th. (Systematic Theology)