Mr Justice Corbett made a substantial contribution to the South African tax law as he delivered several judgements during his long career on the bench. Starting from the lower ranks as a judge he became Chief Justice of South Africa. Precedents set by his judgements are considered important and indicative of the level of South African tax law. This dissertation observes his background, looks at the operations of the tax court in South Africa and examines whether his judgements were cited and applied in subsequent cases as accepted precedent. International case law is referred to, to compare his judgements with comparable international tax law. / Auditing / M. Comm. (Accounting)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this study is to analyze the discourse of students from an undergraduate Letters course at a university in southern Brazil and at an Applied Linguistics Laboratory the LLAp from the same department, based in the triad of teaching, research and extension, who were asked to speak about their academic discursive practices, in order to identify the characteristics of academic literacy processes, using the frameworks of ACD (FAIRCLOUGH, 1992; 2003), academic literacies (LEA; STREET, 1998; STREET, 2010) and the notion of legitimate peripheral participation (LAVE; WENGER, 1991). We developed and applied written semi-structured questionnaires and oral interviews dealing with three characteristics of academic literacy processes: genre systems, the roles played in academic literacy and the processes of authoring and co-authoring. In 58 written questionnaires answered by students of Letters and of the LLAp, we identified 47 genres mentioned by students. Among the most cited genres were those, which are most routine and formulaic in academic communities, such as reviews, abstracts and articles. On the other hand, genres less cited were those, which are more diffused and imprecise, such as conversation and defining the meaning of 'text'. Besides genre diversity, the diversity of roles mentioned by students indicates the plurality of possibilities made available by the projects developed at this university, especially at the LLAp. In the four interviews with LLAp students, we sought to focus on issues that were not explored thoroughly in the written questionnaire. In terms of genre system, students stressed different aspects. Two students emphasized bureaucratic genres, one student pointed out genres produced within the research project, co-authored with other group members and, finally, one student emphasized genres produced in the classroom and for the classroom, in relation to her role as a teacher in training and as a teacher in action. Regarding the authoring and co-authoring process, as well as the roles played, we identified different degrees of engagement and participation of students in the community. In theory, the longer a student participates and the greater the degree of engagement in the social practices of academic literacies in the community, the greater, proportionately, will be the legitimate peripheral participation process and, consequently, the greater the learning. / O objetivo deste estudo é analisar o discurso de alunos de um curso de Letras de uma universidade do sul do Brasil e um laboratório de Linguística Aplicada o LLAp que tem como base o tripé ensino, pesquisa e extensão da mesma universidade sobre suas práticas discursivas acadêmicas, de modo a identificar as características dos processos de letramentos acadêmicos, a partir da perspectiva da ACD (FAIRCLOUGH, 1992; 2003), dos estudos de letramentos acadêmicos (LEA; STREET, 1998; STREET, 2010) e da noção de participação periférica legítima (LAVE; WENGER, 1991). Para isso, elaboramos e aplicamos questionários semiestruturados escritos e entrevistas que tratavam especialmente sobre três características dos processos de letramentos acadêmicos: o sistema de gêneros, os papeis desempenhados e o processo de autoria e coautoria. Em síntese, alguns dados gerados parecem se salientar. Nos 58 questionários escritos respondidos por alunos do curso de Letras e do LLAp, identificamos 47 gêneros mencionados pelos discentes. Entre os gêneros mais citados estão aqueles mais rotineiros e formulaicos de comunidades acadêmicas como resenhas, resumos e artigos. Por outro lado, entre os gêneros menos citados, estão aqueles mais difusos e imprecisos como conversação e definição do significado de texto . Além da diversidade de gêneros, a diversidade de papeis mencionados pelos discentes indica a pluralidade de possibilidades oportunizadas pelos projetos desenvolvidos nesta universidade com destaque para o LLAp. Nas quatro entrevistas realizadas com alunos do LLAp, buscamos focar em questões que não foram exploradas profundamente no questionário escrito. Sobre o sistema de gêneros, identificamos que os alunos enfatizaram diferentes aspectos. Dois alunos enfatizaram gêneros da esfera burocrática , um aluno destacou gêneros produzidos no âmbito do projeto de pesquisa, em coautoria com outros membros do grupo e, por fim, um aluno deu ênfase em gêneros produzidos em sala de aula e para a sala de aula , seja em relação ao seu papel como docente em formação quanto docente em atuação. Em relação ao processo de autoria e coautoria, bem como dos papeis desempenhados, percebemos diferentes graus de engajamento e participação dos discentes na comunidade. Em tese, quanto maior o tempo de participação e maior o grau de engajamento dos discentes nas práticas sociais de letramentos acadêmicos na comunidade, maior, proporcionalmente, será o processo de participação periférica legítima e, consequentemente, maior será a aprendizagem.

This study unites the burgeoning academic field of exhibition histories and the critiques of race-based exhibition practices that crystallised in Britain in the 1980s and 1990s. It concerns recent practices of presenting and contextualising black creativity in British publicly funded art museums and galleries that are part of a broader attempt to increase the diversity of histories and perspectives represented in public art collections and exhibitions. The research focuses on three concurrent 2010 exhibitions that aimed to offer a non-hegemonic reading of black creativity through the use of non-art-historical conceptual and alternative curatorial models: Afro Modern (Tate Liverpool), Action (The Bluecoat), and a retrospective of works by Chris Ofili (Tate Britain). Comparative exhibitions of the past were typically premised on concepts of difference that ultimately resulted in the notional separation of black artists from mainstream discourses on contemporary art and histories of British art. Through a close and critical textual analysis of these three recent exhibitions, which is informed by J.L. Austin’s theory of speech acts (1955), the study considers whether, and to what extent the delimiting curatorial practices of the past have been successfully abandoned by public art museums and galleries, and furthermore, whether it has been possible for British art institutions to reject the entrenched, exclusive conceptions of British culture that negated black contributions to the canon and narratives of British art in the first place. The exhibition case studies are complemented and contextualised by an in-depth history of the Bluecoat’s engagement with black creativity between 1976 and 2012, which provides a particular insight into the ways that debates about representation, difference and separatism have impacted the policies and practices of one culturally significant art gallery that is frequently overlooked in histories of black British art. With reference to the notion of legitimate coercion as defined by Zygmunt Bauman (2000), the study determines that long-standing hegemonic structures continue to inform the modes through which public art museums and galleries in Britain curate and control black creativity.

Despite the theoretical and practical ramifications arising from sociolinguistic studies in Brazil, the 90s brought the resurgence of a set of reflections on language which, expressed in newspaper columns, school grammars, books “no more mistakes" and writing manuals of major newspapers and public administration bodies, spreads the belief that there is only a "right" way to use language and that is the only acceptable way: the standard norm. All others are "wrong", and should be avoided. In this line of thought, in the state of Sergipe stands the book "Do not bite the Portuguese language", authored by Professor Wilma Ramos, described in its 10th edition as a reference guide for everyday difficulties of the Portuguese language, which brings advice on how to use the language in the light of the grammar of standard variant.This research aims to analyze prescriptions contained in the book “Do not bite the Portuguese language”, which disregard lessons contained in the normative instruments reference of Portuguese and disqualify the several varieties non-standard, as its speakers;discuss lessons that reject typical linguistic phenomena of Brazilian Portuguese, not welcomed by normative instruments reference of the Portuguese language, but widely disseminated in speech or writing from educated urban speakers, and, moreover, to assert the principles underlying the work “Do not bite the Portuguese language”, its contribution to the process of social representation of language and its implications for the process of teaching and learning Portuguese.The theoretical framework will focus in the postulates of sociolinguistics, whose studies have evidenced that natural languages are characterized by the phenomenon of variation and change and that the cultured varieties coexist with the informal varieties in a complex process of interactions, making room for the recognition of the legitimacy of difference, which are a result of the recent publication of the first grammars aimed for variety of Portuguese spoken in Brazil. Based on the norm concept in Coseriu, they seek to clarify the use of the terms "cultured norms", "standard norm", "grammatical norm", "pedagogical norm", "popular norm", characterizing Brazilian linguistic reality as essentially tripartite, formed by a standard norm, a set of prestigious norms and a large range of popular standards. It will set-up the concept of short standard, based on Faraco, to show their materialization in the work under review. It will also discuss the concept of legitimate language, as Bourdieu, aiming to outline the large-scale social factors involved in the construction processof the standard norm,in order to correlate linguistic issues properly with its institutional interface.The process of building the legitimate language, coupled with the sociolinguistic conception of the variation phenomenon, will provide the basis to place the institutional role of the work from Professor Wilma Ramos and discuss their implications for the Portuguese language teaching-learning process. The reference normative instruments of Portuguese language were chosen from grammars and dictionaries in vogue in the second half of the twentieth century, whose authors are or were consecrated philologists. Regarding the dictionaries, works ratified by the National Textbook Program will also be used – Dictionaries. / A despeito dos desdobramentos teóricos e práticos decorrentes dos estudos sociolinguísticos no Brasil, os anos 90 trouxeram o recrudescimento de um conjunto de reflexões sobre a língua que, manifestadas em colunas jornalísticas, gramáticas escolares, livros de “não erre mais” e manuais de redação de grandes jornais e órgãos da Administração Pública, difunde a crença de que só existe uma maneira “certa” de usar a língua e que essa é a única maneira aceitável: a norma-padrão. Todas as outras são “erradas” e devem ser evitadas. Nessa linha de reflexão, no Estado de Sergipe sobressai a obra Não morda a língua portuguesa, de autoria da professora Wilma Ramos, descrita em sua 10ª edição como um manual de consulta para dificuldades corriqueiras da língua portuguesa, que traz conselhos de como usar o idioma à luz da gramática da variante padrão. Esta pesquisa tem por objetivo analisar prescrições contidas na obra Não morda a língua portuguesaque desconsideram lições constantes nos instrumentos normativos de referência da língua e desqualificam as variedades diversas da norma-padrão, assim como seus falantes; discutir lições que rejeitam fenômenos linguísticos típicos do português brasileiro, não acolhidos pelos instrumentos normativos de referência da língua portuguesa, mas amplamente disseminados na fala ou escrita de falantes urbanos escolarizados, além de perquirir os princípios subjacentes à obra Não morda a língua portuguesa, sua contribuição ao processo de representação social da língua e suas implicações para o processo de ensino-aprendizagem da língua portuguesa. O referencial teórico centrarse- á em postulados da Sociolinguística, cujos estudos têm evidenciado que as línguas naturais são caracterizadas pelo fenômeno da variação e mudança e que as variedades cultas convivem com as variedades informais em um complexo processo de interações, abrindo espaço para o reconhecimento da legitimidade da diferença, de que são resultado as recentes publicações das primeiras gramáticas voltadas para a variedade do português falado no Brasil. Com fundamento no conceito de norma em Coseriu, busca-se precisar o emprego dos termos “norma culta”, “norma-padrão”, “norma gramatical”, “norma pedagógica”, “norma popular”, caracterizando a realidade linguística brasileira como essencialmente tripartite, formada por uma norma-padrão, um conjunto de normas prestigiadas e uma gama de normas populares. Definiu-se o conceito de norma curta, com base em Faraco, para mostrar a sua materialização na obra em análise. Discutir-se-á também o conceito de língua legítima, conforme Bourdieu, objetivando delinear os fatores sociais de larga escala envolvidos no processo de construção da norma-padrão, de modo a correlacionar questões linguísticas com sua interface propriamente institucional. O processo de construção da língua legítima, conjugado com a concepção sociolinguística acerca do fenômeno da variação, fornecerá as bases parasituar o papel institucional da obra da professora Wilma Ramos e discutir as suas implicações para o processo de ensino-aprendizagem da língua portuguesa. Os instrumentos normativos de referência da língua portuguesa foram escolhidos entre gramáticas e dicionários em voga na segunda metade do século XX, cujos autores são ou foram filólogos consagrados. No tocante aos dicionários, também foram utilizadas obras referendadas pelo Programa Nacional do Livro Didático – Dicionários.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this research is to analyze critically the discourses from Political Pedagogical Project (PPP) and from students and graduates in an Undergraduation Course in English Language (CLI) from a Brazilian southern university about the academic literacies practices and events in professional teaching. For that, we try to identify the academic literacies practices predicted in PPP to students and academic literacies events by students and graduates experience reports. We based ourselves on concepts that would enable us to analyze the PPP and students and graduates discourses about the academic literacies. So, we chose the theoretical and methodological approach Critical Genre Analysis (MEURER, 2002), that interweaves three social theories, Critical Discourse Analysis (FAIRCLOUGH, 1992, 2003), Sociorretórica (MILLER, 1984; SWALES, 1990; BAZERMAN, 2005) and Systemic Functional Grammar (HALLIDAY; MATTHIESSEN, 2004). In addition, conversations about academic literacies (BARTON, 1991; LEA; STREET, 2006), the concept of Legitimate Peripheral Participation (LPP) (LAVE; WENGER, 1991) and the theoretical and methodological approach ethnography (SAVILLE-TROIKE, 1989) allowed us to analyze and discuss the PPP and students and graduates discourses. To unveil the PPP discourse, we analyze the Egress Profile and Curriculum sections and to the discourse from students and graduates we developed semi-structured questionnaires from PPP excerpts. On the PPP analysis, we identify the academic literacies practices predicted to students and graduates in the CLI. Three academic literacies practices are recognized in the PPP: participation in projects, text production and consumption and professional performance. These three practices were described by identifying the skills and competences predicted for egress and the disciplines. We also recognize that the text production and consumption seems to carry a central role among the practices participation in projects and professional performance. In the analysis of questionnaires, from the search for textual rich features in meaning (BARTON, 2002), we noted four academic literacies practices: participation in the activities of the courses in CLI, participation in projects, participation in scientific events and professional performance. These four practices are recognized in the students and graduates discourse by reporting the academic literacies events they said engage to and participate in. Students and graduates more clearly described the events that constituted practices in that were engaging in the activities of CLI. It seemed also that as these students participated in these events, (re)constitute themselves as English teachers, from the recognition of this context and the individuals involved in these events (FAIRCLOUGH, 2010). / O objetivo desta dissertação é analisar criticamente o discurso do Projeto Político Pedagógico (PPP) e de alunos e egressos de um curso de Letras/Inglês (CLI) de uma universidade do sul do Brasil sobre as práticas e os eventos de letramentos acadêmicos na formação como profissional de línguas. Para tanto, buscamos identificar as práticas de letramentos acadêmicos previstas no PPP para os estudantes do CLI e os eventos de letramentos acadêmicos por meio dos relatos de experiência dos estudantes e egressos. Embasamo-nos, assim, em conceitos norteadores que nos possibilitassem analisar o discurso do PPP e dos alunos e egressos sobre os letramentos acadêmicos. Por isso, escolhemos a abordagem teórico-metodológica da Análise Crítica de Gênero (MEURER, 2002), que entrelaça três teorias de cunho social, Análise Crítica do Discurso (FAIRCLOUGH, 1992; 2003), Sociorretórica (MILLER, 1984; SWALES, 1990; BAZERMAN, 2005) e Gramática Sistêmico-Funcional (HALLIDAY; MATTHIESSEN, 2004). Além disso, as conversações sobre letramentos acadêmicos (BARTON, 1991; LEA; STREET, 2006), o conceito de Participação Periférica Legítima (PPL) (LAVE; WENGER, 1991) e a abordagem teórico-metodológica da etnografia (SAVILLE-TROIKE, 1989) nos permitiram analisar e discutir os discursos do PPP e dos alunos e egressos. Para desvelar o discurso do PPP, analisamos as seções Perfil Desejado do Egresso e Currículo e para o discurso dos alunos e egressos, desenvolvemos questionários semiestruturados a partir de excertos do PPP. Na análise do PPP, identificamos as práticas de letramentos acadêmicos previstas para os estudantes e egressos do CLI. Três práticas de letramentos acadêmicos foram reconhecidas no PPP: participação em projetos, produção e consumo de textos e atuação profissional. Essas três práticas foram descritas por meio da identificação das habilidades e competências previstas para o egresso e das ementas das disciplinas. Reconhecemos também que a produção e consumo de textos parece carregar um papel central entre as práticas participação em projetos e atuação profissional. Na análise dos questionários, a partir da busca por elementos textuais ricos em significação (BARTON, 2002), evidenciamos quatro práticas de letramentos acadêmicos: participação nas atividades das disciplinas do CLI, participação em projetos, participação em eventos científicos e atuação profissional. Essas quatro práticas foram reconhecidas no discurso dos alunos e egressos por meio do relato sobre os eventos de letramentos acadêmicos que eles disseram se engajar e participar. Os estudantes e egressos mais claramente descreveram os eventos que constituíam as práticas na medida em que iam se engajando nas atividades do CLI. Pareceu-nos também que à medida que esses estudantes participavam desses eventos, (re)constituíam-se como professores de inglês, a partir do reconhecimento do contexto e dos sujeitos envolvidos nesses eventos (FAIRCLOUGH, 2010).

La force obligatoire du contrat est universelle. Ce consensus contraste fortement avec les débats qui affectent les règles qui lui sont consacrées : quelle est l’assise du contrat ? faut-il que la cause et l’objet demeurent des conditions de sa validité ? comment adapter la protection du consentement aux contrats d’adhésion ? faut-il faire de la lutte contre les clauses abusives une question de droit commun ? quelle place accorder à la bonne foi ? quel office reconnaître au juge ? faut-il admettre la révision judiciaire pour imprévision ? quel rôle laisser à l’interprétation objective ? quel rôle reconnaître à l’article 1135 du Code civil ? de quelles sanctions assortir l’inexécution du contrat ? existe-t-il une hiérarchie entre elles ? comment concilier la prolifération des exceptions au principe d’intangibilité du contrat avec la cohérence d’ensemble de la force obligatoire ? A ces diverses questions, notamment, l’étude se propose de répondre en révélant le chaînon permettant de mettre en cohérence les règles relatives à la force obligatoire : l’intérêt au contrat, lequel désigne les éléments essentiels et « essentialisés » déterminants du consentement des parties. Organisée autour de ce pivot, la force obligatoire promeut et garantit le respect de l’intérêt au contrat, en application des fonctions utilitariste et sociale qui lui sont assignées. Assise et mesure de la force obligatoire, l’intérêt au contrat unifie le corpus normatif qui la gouverne. / The binding force of the contract has a universal effect. This consensus contrasts sharply with the debates that affect the rules governing the binding force : what is the basis of contract ? Should the “cause” and the subject matter (“l’objet”) of the contract remain conditions of its validity ? How to adapt the protection of the consent to standard form contracts ? Should the regime against unfair contract terms be part of ordinary law ? What role should “good faith” play ? What role should the judge play ? Should we accept judicial revision for unforeseeability ? What role should objective interpretation play ? What importance should article 1135 of the French Civil Code have ? What sanctions should be associated to the termination of contract ? Is there a hierarchy between these sanctions ? How to reconcile the proliferation of the exceptions to the principle of intangibility of contract and the overall consistency of the binding force ? To all of these questions, among others, the study intends to answer by uncovering the link that ties together consistently all the rules on the binding force: the point to the contract, which refers to the essential (and “essentialized”) elements that are key to the consent of the parties. Structured around this link, the binding force promotes and ensures the protection of the point to the contract, pursuant to the utilitarian and the social functions assigned to it. Being both the basis and the measure of the binding force, the point to the contract unifies the body of law that governs it.

This study explores the manner in which Anne Michaels uses figurative language, particularly metaphor, in her poetry and prose. In her first novel, Fugitive Pieces, and in certain of her poems, Michaels demonstrates the powers of language to destroy and to recuperate. For her, metaphor is not simply a literary device; it is an essential mechanism in the creation of an authentic story or poem. Moreover, in contrast to other figurative language such as euphemism, which she feels can be used to conceal the truth and make moral that which is immoral, metaphor in her view can be used to gain access to the truth and is therefore moral. Thus, as this study demonstrates, Michaels proposes as well as utilises the moral power of language. The ideas of four language theorists provide the basis of this study, and prove highly useful in application to Michaels’s work. With the aid of Certeau and Bourdieu, we examine Michaels’s participation in and literary presentation of the relationship of domination and subordination in which people seem to interact and which takes place partly through language. In the light of Ricoeur’s explication of the precise functions of metaphor, we discuss Fugitive Pieces as a novel whose engagement with the topic of the Holocaust in intensely emotive and figurative language makes it controversial in terms of what may or may not constitute the appropriate manner of Holocaust literary representation. Klemperer’s meticulous, first-hand study of the Nazis’ use of the German language during the period of the Third Reich proves illuminating in our exploration of the works of Michaels that feature themes of oppression and dispossession. In certain of her poems, Michaels stands in for real people and speaks in their voices. This is also a form of metaphor, this study suggests, as for the duration of each poem Michaels requires us to imagine that she is the real-life person who expresses him- or herself in the first person singular, which she patently is not. We could see this as appropriation and misrepresentation of those people’s lives and thoughts; however, with the aid of the notion of empathic identification we learn that Michaels’s approach is always empathic – she imaginatively places herself in various situations and people’s positions without ever losing her sense of individuality and separate identity, and her portrayal of their stories is always respectful and carefully considered. / Thesis (DLitt)--University of Pretoria, 2011. / English / unrestricted

Alors que sa disparition semble se profiler à l’horizon, du moins à l’intérieur de l’espace Européen, la notion juridique de frontière qui dessine les limites du territoire de l’Etat reste l’objet d’une imprécision surprenante. Aucune définition générale et intelligible ne semble encore lui avoir été consacrée, nonobstant la place centrale qui lui est attribuée par nombre d’analyses savantes sur les institutions de la modernité politique (Etat, souveraineté, territoire). Une tentative de définition (ou de théorisation) de la frontière est donc nécessaire. Théoriser la frontière n’implique pas de s’éloigner de la réalité : ce sont au contraire des données empiriques, sélectionnées à l’intérieur d’une foison d’informations disponibles sur le sujet, qui doivent guider un travail de systématisation. Au sein de celles-ci, la place privilégiée du droit fiscal (interne, communautaire et internationale) s’explique par les affinités personnelles de l’auteur. Ce dernier n’a toutefois pas omis de balayer d’autres disciplines, à l’instar du droit international public ou du droit international privé, aux fins de caractériser une substance irréductible et invariable de la frontière. Deux fonctions distinctes, bien que complémentaires, s’imposeront très rapidement comme les éléments constitutifs de la notion de frontière : la ligne réputée impénétrable en droit international qui sépare les territoires des Etats, d’un côté (ou « frontière internationale »), le filtre perméable qui régule les circulations entre les territoires des Etats (ou « frontière-obstacle »), de l’autre. Le temps et l’espace imposeront de limiter l’analyse au premier élément, à savoir la frontière internationale. À raison de ses fonctions pour commencer : quel est son rôle ? Mais aussi à raison de son objet : à quoi, ou à qui, s’applique-t-elle ? L’analyse des fonctions permettra d’abord de vérifier que la frontière internationale, en tant que cause et conséquence du principe de l’exclusivité territoriale, est étroitement liée à la notion d’Etat moderne. La naissance de la notion moderne de souveraineté, dans la mesure où elle est largement tributaire de la conquête du monopole de la violence légitime au profit des autorités centralisatrices de l’Etat, n’aurait pas été envisageable sans la constitution de frontières impénétrables aux limites du royaume. Plus largement, bien des notions fondamentales associées au droit étatique moderne (intégrité territoriale, centralisation de la contrainte, dualisme juridique,…) peuvent être reconsidérées à la lumière de la notion de frontière. L’analyse de l’objet de la frontière internationale permettra, ensuite, de surmonter bien des incertitudes. Celle qui touche, en particulier, au rapport entre la frontière impénétrable et le principe de territorialité des lois (ou des impôts) : la territorialité normative, sous toutes ses formes, ne peut-être assimilée à une manifestation (ou à une composante) de la frontière internationale. Celle qui touche, aussi, à la nature et à la portée de l’assistance administrative internationale entre les Etats dans le domaine fiscal. Le développement récent de celle-ci, sous toutes ses variantes (assiette et recouvrement), ne se traduit qu’exceptionnellement par des entorses à l’impénétrabilité des frontières. Toutes les activités de l’Etat n’ont pas, en effet, vocation à s’arrêter aux limites du territoire en application du droit international public. Seul l’imperium de l’Etat entendu stricto sensu, c’est-à-dire le pouvoir coercitif proprement dit, semble être soumis au respect de cette imperméabilité. En somme, à défaut de parvenir à dresser une théorie générale de la frontière en droit, certaines de ses caractéristiques majeures seront en l’espèce esquissées dans l’espoir de fournir au juriste une grille de lecture supplémentaire, et si possible originale, du droit positif. / Even though its disappearance seems to be predictable, at least within the European Union, the legal notion of “Border” remains subject to a high degree of uncertainty. No general definition which combines clarity and precision, has been formulated on this matter yet. Therefore, time has come to provide a rigorous “definition” of this limit which separates the territories of the states. In other words, an attempt to theorize the notion of “Border” will be carried out in this book. The choice of a theoretical approach does not necessarily imply, however, to undertake a study remote from reality. To the contrary, an appropriate definition must be based on empirical data: selected matters among the huge amount of information available will be, as a result, the main source of this work. Among them, tax law (domestic, European and international) will play a key role due to the personal background of the author. The latter, however, did not forget to cover other disciplines. A wide-ranging scope is necessary where the objective is to reach the irreducible gist of a legal notion: International Public Law, Private International Law, Political Science as well as Sociology will be dealt with in this book. Two distinct functions (meanwhile complementary) will immediately be identified as the main components of the notion of “Border”: the dividing line, seen as impenetrable under International Public Law, that separates the territories of the States on one hand (so-called "international border"), and the permeable filter which regulates by way of discriminatory rules the movements (e.g. goods, persons, rights, values) between the states on the other hand (so-called “obstacle-border"). Due to limited time and space, however, this book will only focus on the first component, namely the international border. A study of its functions (i.e. what is the purpose for the impenetrability of the border?), will be followed by a study of its object (what is the scope of the impenetrability of the border?). The study of the functions will demonstrate that the international border, as a cause and a consequence of the principle of territorial exclusivity (i.e. monopoly of violence within the territorial borders), has strong ties with the concept of “Modern State”. Moreover, many fundamental notions generally attached to modern statute law (e.g. coercion, sovereignty, legal dualism) will be reconsidered in the light of this principle of impenetrability. Further, the analysis of the object of the international border will enable the author to eliminate certain jeopardizing uncertainties. Among others, the issue concerning the existence (or not) of a kinship between the “Border” and the territoriality of the law (including Power to Tax) will eventually be resolved: the territoriality principle, irrespective of its forms, is not an appearance (neither a component) of the international border. All activities undertaken by a state (i.e. legislative and executive powers), therefore, are not forced by law to be circumscribed to the territorial limits of that state. Only the core of the Imperium of a Modern State, that is to say the coercive power itself, seems to be subject to the impenetrability of the Border. In short, this book does not provide for (and is not aimed at) a general and all-comprehensive theory on “Borders”. Some of the major features of the latter are, however, clearly characterized herewith in order to provide the reader with another tool to scrutinize positive law.

This research set out to explore the curriculum experiences of French-speaking students in a private tertiary education institution. The study was qualitative in nature and utilized narrative inquiry and the case study approach. Data-gathering methods included a blend of semistructured interviews, document analysis, participant observation and field notes. Data analysis employed content and thematic analyses. Findings that emerged from the study were seven-fold: First, the academic experiences of French-speaking students from pre-degree to third-year degree programme entailed a rigorous negotiation with the LoLT. They negotiated the pre-degree route to mainstream degree programme due to non-compliance with academic standards set for higher education. Second, French-speaking students negotiated the pre-degree route to mainstream degree programme because their curricula of study, while they negotiated secondary school education in French-speaking countries were not recognized by most South African public universities. Third, French-speaking students experienced a number of hidden curriculum experiences which were not visible but influenced the planned, enacted and assessed curricula. Fourth, the deportment of lecturers was a useful asset. Lecturers were sourced from different sociocultural perspectives of the world. The impact of lecturers’ deportment led to commitment to achieve excellence and dedication towards student learning. Fifth, the use of Zulu, Sotho and sporadic use of Afrikaans languages by lecturers became sociocultural experiences of French-speaking students. The impact of this was felt by French-speaking students when they took a longer time to negotiate transition from French-speaking to English-speaking. The rate at which white lecturers spoke and the unfamiliar accents of black South African lecturers became important aspects of experiences they negotiated at Montana College. Sixth, learning ensues when there is a hybridization of the three sociocultural factors namely language of communication, acculturation to the domain of influence and mediated identity. Seventh, it was found that power relations manifested themselves in different perspectives at Montana College. Lave and Wenger (1991) proposed that power relations exist in the field of education where teachers exercise their roles as facilitators of learning and students see that they are in possession of economic power, by virtue of the fact that they pay fees. Consequently the issues of power relations abound in the form of the “continuity-displacement contradictions” as suggested by Lave and Wenger (1991:115-116). Much new knowledge came to light, especially in terms of the three sociocultural factors (language, acculturation and identity). When these are in a state of redress, there is an emergent learning, depending on the extent of hybridization between the sociocultural factors. The magnitude of learning is conceptualized to depend on the extent of redress or hybridization among the sociocultural factors. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The aim of the thesis is to classify the form of political leadership and domination in Shia islam's political ideology, their development and ability to succeed in political reality. I especially focus on the Shia understanding of political power and its connection to infallible Imam as secular and religious leader of the Shia community. For analysis of the concepts I use the description of early Islam, including the Shia reasons for the dissolution of Muslim ummah, as well as the reasons that led to the multiple division of Shiism. I analyse specific examples of ideological break up of the Shia community (Ithnasharia, Isma'ila, Hashashins, Alawi, Duryz and modern Islamic Republic of Iran) and finally cardinal reformulation of understanding of political leadership and domination by Ayatollah Khomeini. His concept Wilājat al-faqīh (Guardianship of the jurist) started the era of radical transformation of the Shia political ideology, although he wanted only to modernize it and not to establish a brand new set up. My aspiration is therefore to analyze whether Wilājat al-faqīh can still be seen as the return to the roots of traditional Shiism or if it has a new quality without connection to previous Shia history.