<p>The purpose of the essay is to investigate whether the principles formulated by Peter Ackerman and Christopher Kruegler, concerning strategic non-violent conflicts, can serve a purpose when analyzing improvised non-violent conflicts. The principles are derived from factors that have been prominent in earlier successful improvised non-violent conflicts.</p><p>The essay is based on two research questions; if the factors included in the principles formulated by Ackerman and Kruegler, exist in the two cases that this study investigates, and if those principles offer a satisfactory explanation for the outcome of an improvised non-violent conflict.</p><p>To answer the questions the study uses a comparative method, where the improvised non-violent conflict of 2004 in Ukraine is compared to the improvised non-violent conflict of 1988 in Burma.</p><p>The answer to the first question shows that the factors contained in the principles previously mentioned, exists in both cases. The answer to the second question is more uncertain, as there seems to be doubts on whether the case of Ukraine really was completely improvised. Another reason for caution is that the factors contained in the principles, only consider actions made by non-violent actors, and not by opponents or third parties. Thus the risks of missing vital explanatory factors are substantial.</p>

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The principles versus rules debate has long since been a conversation in the accounting world, but the conversation heated up in the early part of the 21st century on the heels of a few highly publicized accounting frauds. In an increasingly globalized business environment, convergence between the more rules-oriented US GAAP and more principles-oriented IFRS is becoming more and more relevant. This study attempts to better inform that debate, exploring the accounting conceptual framework, United States legal environment, and the costs and benefits of adopting a more principles-oriented set of accounting standards. This study concludes that, though there would likely be some costs initially, principles-oriented standards give managers the ability to produce more relevant, comparable, and reliable financial statements, and can even serve to deincentivize fraudulent behavior. By adjusting the incentive structure, managers would no longer be offered protection by bright-line rules, instead required to more faithfully represent the economic reality of their firm. However, though rules-oriented standards like lease accounting are in need of improvement, due to the complex nature of some transactions, not all standards can be solely principles-oriented. As such, the FASB should develop a propensity away from rules, detailed guidance, and exceptions whenever possible.

The crucial issue in the new democratic South Africa was to change the type of education system that was based on social discrimination to one which is non- discriminatory, unbiased and accessible to all South Africans. However, to teach in a multicultural society and being faced with the challenge of teaching multicultural diverse classes, within an OBE paradigm, demands special knowledge, skills and attributes of teachers. Therefore, this study intended to investigate teachers’ OBE practices in multicultural classrooms in order to determine the strengths and weaknesses that could be useful for the improvement of teaching and learning within multicultural contexts. The study was approached from a socio-reconstructivist point of view and focused specifically on schools in the Harrismith region. The purpose of this study was thus to explore and come to a better understanding of how teachers’ OBE practices accommodate multicultural diverse learners in the Harrismith region. In order to direct the study towards the intended purpose, a literature study was undertaken to define multicultural diversity and to conceptualize OBE practices in order to operationalize the concept within the context of the study. The empirical research was done by following a qualitative research design in the form of a case study. Semi-structured, individual interviews and observations were used as data collection instruments. Interviews were conducted with teachers teaching Grade 8 and 9 learners as well as learners from the same grades, of five purposefully selected schools in the Harrismith region. By using maximal variation sampling, ten teachers and ten learners from the selected schools eventually participated in the research. Observations were recorded by means of anecdotal notes which were used to verify and supplement data obtained through the interviews. According to the findings of the empirical research, it appears that the research participants’ understanding of multiculturalism lack substance. The findings also revealed that multiculturalism is mainly accommodated by implementing the following OBE practices: working together with others, showing respect, cultural sensitivity, acknowledgement of individual learner differences, and by creating positive classroom climates. It was also evident that teachers act as change agents by discrediting discrimination and prejudice. Teaching in multicultural classrooms also poses some challenges. These included language problems, acceptance of different cultural practices, racial differences and “inherent” segregation. Though the findings revealed that teachers’ OBE practices still need to be refined in order to successfully accommodate multicultural diversity, positive attitudes were reflected in terms of improving their competence with regard to teaching in a multicultural diverse environment. / MEd, Learning and Teaching, North-West University, Vaal Triangle Campus, 2012

In this study the elastic properties of a fcc Fe0.87Mn0.13 random alloy are studied by ab initio calculations. Ground state lattice parameters and elastic properties are calculated with Density Functional Theory using the Exact Muffin-Tin Orbital method and the Coherent Potential Approximation. Several magnetic models, approximations and distortion techniques are evaluated for optimized results, which are obtained by a Disordered Local Moment model with the Frozen Core and Generalized Gradient approximations using volume-conserving distortions.  Conclusively the longitudinal sound velocities are calculated from second order elastic stiffness constants and visualized by two different codes. The importance of magnetism for elastic properties is confirmed, as is the usefulness of the optimized computational scheme; all quantities obtained via the scheme is in accord with earlier theoretical and experimental results. Volume-conserving distortions are found to be more precise than volume-altering for calculation of elastic constants but also to be highly dependent on the precision of bulk modulus determination. The two sound-velocity codes are in complete agreement.

The objectives of this research were to investigate the experiences of adult basic education and training educators and learners in their teaching and learning centres; and to develop a humanistic programme infused with Batho-Pele principles for use in adult basic education and training in South Africa. Both the literature review and the qualitative empirical research methods were used to achieve these objectives. The literature review revealed that Batho-Pele is a South African public service initiative to get public servants to be service orientated, to strive for excellence in service delivery and to commit to continuous service delivery improvement. It allows South African citizens to hold public servants accountable for the level of services they deliver. These two statements make it clear that Batho-Pele is not an "add-on" activity, but it is a way of delivering services by putting citizens at the centre of public service planning and operations, which also means that Batho-Pele seeks to include all citizens for the achievement of a better-life-for-all through services and programmes of a democratic nature. The literature review also revealed that Batho-Pele encapsulates ubuntu/botho ideals. Interdependence, communalism, sensitivity towards others and caring for others are some of the aspects of ubuntu as a way of life. The community and belonging to a community is part of the essence of traditional African human life. Humanness is very important in Batho-Pele and Ubuntu way of life in the sense of seeing human needs, interests and dignity as fundamental to human existence. It was evident from the literature review proceedings that traditional Africans believed that these ideals are communally accepted and desirable ethical standards that a person acquires throughout his/her life. From the foregoing paragraph it is clear that for Batho-Pele service to succeed in communities, management culture in adult basic education and training centres in communities has to be changed to accommodate Batho-Pele as a way of life. This means that adult basic education and training centres should take stock of their educational values, as well as behaviours and attitudes of people they serve. In this way, adult basic education and training centres would then be able to take necessary steps to prepare their educators for the revitalized Batho-Pele Culture of responsiveness, efficiency and effectiveness in delivering services to the adult learners. This research was conducted from an andragogical (an approach to education and training) based on assumptions of learner-as-adult) and ubuntugogical (an approach that emphasizes African way of life that promotes the common good of society and includes humanness as an essential element of human growth. An essential element of human growth, according to this approach, is that the community always comes first. The individual is born out of and into the community, therefore will always be part of the community) paradigms. A humanistic programme infused with Batho-Pele principles for use in adult basic education and training in South Africa was developed. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

Qatar is a small country in the Middle East which has used its oil wealth to invest in the country's infrastructure and education. The technology for Internet voting now exists or can be developed, but are the people of Qatar willing to take part in Internet voting for national elections?. This research identifies the willingness of government and citizens to introduce and participate in Internet voting (I-voting) in Qatar and the barriers that may be encountered when doing so. A secure I voting model for the Qatar government is then proposed that address issues of I-voting which might arise due to the introduction of such new technology. Recommendations are made for the Qatar government to assist in the introduction of I-voting. The research identifies the feasibility of I-voting and the government s readiness and willingness to introduce it. Multiple factors are examined: the voting experience, educational development, telecommunication development, the large number of Internet users, Qatar law which does not bar the use of I-voting and Qatar culture which supports I-voting introduction. It is shown that there is a willingness amongst both the people and the government to introduce I-voting, and there is appropriate accessibility, availability of IT infrastructure, availability of Internet law to protect online consumers and the existence of the e government project. However, many Qataris have concerns of security, privacy, usability, transparency and other issues that would need to be addressed before any voting system could be considered to be a quality system in the eyes of the voters. Also, the need to consider the security threat associated on client-side machines is identified where a lack of user awareness on information security is an important factor. The proposed model attempts to satisfy voting principles, introducing a secure platform for I-voting using best practices and solutions such as the smart card, Public Key Infrastructure (PKI) and digital certificates. The model was reviewed by a number of experts on Information Technology, and the Qatari culture and law who found that the system would, generally, satisfy voting principles, but pointed out the need to consider the scalability of the model, the possible cyber-attacks and the risks associated with voters computers. which could be reduced by enhancing user awareness on security and using secure operating systems or Internet browsers. From these findings, a set of recommendations were proposed to encourage the government to introduce I-voting which consider different aspects of I-voting, including the digital divide, e-literacy, I voting infrastructure, legal aspects, transparency, security and privacy. These recommendations were also reviewed by experts who found them to be both valuable and effective. Since literature on Internet voting in Qatar is sparse, empirical and non-empirical studies were carried out in a variety of surveys, interviews and experiments. The research successfully achieved its aim and objectives and is now being considered by the Qatari Government.

Information Technology is an essential part of the National Curriculum in the UK, yet despite the growth of IT in schools that this has generated, there is evidence that children are not to be taken into consideration enough when designing aspects of educational software. The functionality available in education software packages tends to be made available through static icons, yet there are problems with their implementation as they can at times cause confusion for the user in terms of the functionality that they are aiming to represent. In order to make icons in educational software more effective, and to meet the needs of children, of the use of animated icons has been suggested. Animating the function of the icon aims to provide a clarification of its meaning and demonstrate its capabilities, as well as explaining to the user the method of use. However, there is little information available on how to support the design of effective animated icons. Focusing on a target age group of 11 to 12 year olds, this thesis argues that some form of support mechanism should be developed for the design of animated icons to ensure that consideration is being given to the types of object that children find useful and accessible. A set of dimensions where guidance on visual aspects of the icon may be useful are developed through analysis of relevant literature and it is highlighted that they do not provide any insight into what types of object may be helpful in designing the animated icons. This thesis then argues that animated icon design can be usefully informed by psychological theories of learning and that using such theories as a base may provide an understanding of how children identify icon functionality. The thesis introduces and critiques Piaget’s Genetic Epistemology theory, Vygotsky’s Sociocultural theory and Leontjev’s Activity Theory, identifying aspects of the theories which may be of relevance to the design of animated icons. By investigating the relationships between the dimensions of animated icons and the concepts from the theories of learning, insights are developed into the impact of visual factors on a child’s identification and understanding of icon functionality. The thesis goes on to report a practical study where the sample is a group of 11 to 12 year old children. The practical study consists of three phases. The first phase gathers data related to the children’s familiarity with computers and the types of software packages that they use. The second phase looks at their use and recognition of static icon functionality. The last phase involves using the findings from phases 1 and 2 to create and evaluate a set of animated icons, the development of which is based on the relationships between the concepts from theories of learning and the identified dimensions of animated icons. The analysis of the evidence from the practical study leads to a small set of design principles being proposed that are aimed to provide advice/guidance on how to design animated icons effectively for this target age group, with an emphasis on the types of object that might be used. The principles are underpinned by the concepts from the theories of learning and presented in a manner that aims to be understandable by, and accessible to, designers.

The tension between the Equidistance-Special Circumstances rule (articulated in the 1958 Geneva Convention on the Continental Shelf) and the Equitable Principles-Relevant Circumstances rule (declared in the 1969 North Sea Continental Shelf cases of the International Court of Justice) prevented the 1982 United Nations Convention on the Law of the Sea from stipulating a specific method for the delimitation of the EEZ or the continental shelf. For this reason, the role or status in maritime delimitation of the equidistance method, equitable principles, and relevant circumstances must generally be determined by reviewing the decisions of international courts and tribunals. The equidistance method has been employed in international case-law as a means of constructing a ‘provisional’ line. Analysis of international case-law also shows that the current rule governing maritime delimitation is the ‘achievement of an equitable solution’ in and of itself. The concept of equity in maritime delimitation is therefore only relevant to the equitability of the ‘result’ to be reached. Thus, the argument that equitable principles applicable to the examination of relevant circumstances are ascertainable and meaningful in maritime delimitation should be dismissed. Guaranteeing the equitability of principles or processes does not necessarily lead to the achievement of an equitable result. The remaining concept of significance to the delimitation process is that of ‘relevant circumstances’, which must be taken into account in order to reach an equitable result. The patterns or processes involved when the delimitation rule is applied by taking account of relevant circumstances are not predictable. The achievement of an equitable solution in maritime delimitation is preceded by the flexible consideration of relevant circumstances. The increasing importance of relevant circumstances to the delimitation of maritime boundaries is proven by two practical instances. One is the establishment of a single maritime boundary, which constitutes one typical maritime boundary; the other is the delimitation of the outer continental shelf, which has recently been included in international case-law. In brief, this thesis will show how best to arrive at an equitable solution by drawing attention to the demise of equitable principles and the dominant role of relevant circumstances. The clarification of taking into account relevant circumstances enables us more clearly to understand what is entailed in the task of achieving an equitable solution.

The central aim of this thesis is to argue that the autonomous nature of mentalistic explanation presents a stronger constraint on what counts as a satisfactory statement of the relation between the mental and the physical than can be acknowledged within the metaphysical framework of non-reductive physicalism. Although the chief merit of non-reductive physicalism appears to be its ability to respect the irreducibility of mental concepts to physical concepts, whilst respecting the primacy of the physical ontology, I claim that its commitment to the principles of physicalism prevents that framework from being able to accommodate what I will refer to as the deeper extent of the autonomous nature of mentalistic explanation. The deeper extent of the autonomous nature of mentalistic explanation manifests itself in the fact that the work carried out by mentalistic explanations is completely separate from the work carried out by physicalistic explanations. I claim that the deeper extent of the autonomous nature of mentalistic explanation cannot be recognised within a metaphysical framework which claims to recognise the primacy of the physical ontology because recopsing deep autonomy requires giving up the assumption that the mental must be related to the physical in the manner appropriate to discharging such metaphysical principles. I defend the claim that we can recognise the deeper extent of the autonomous nature of mentalistic explanation if we take our successful explanatory practices as the starting point of our investigation, and only then revert to the question of how best to articulate the relation between the mental and the physical. My claim is that there is an intrinsic connection between the nature of the mental and the nature of human relationships, and I therefore suggest that the autonomous nature of mentalistic explanation ought to be understood in connection with the autonomous nature of human relationships. The basic ideas in this thesis are derived by combining features of Wittgenstein’s rule following considerations with features of John MacMurray’s approach to human relationships. On the basis of this combination, I argue for the more specific claim that there is an intrinsic connection between what it means to say that an individual has the capacity to think and what it means to say that he has the capacity to be involved in various types of human relationships. This connection is then used to develop a non-causal account of human action to challenge the physicalist ’s causal account, which will be used to support the claim that mentalistic explanations are autonomous with respect to physicalistic explanations in the deeper sense. I conclude by arguing that the considerations which put us in position to recognise the deeper extent of the autonomous nature of mentalistic explanation ought to constrain our statement of the relation between the mental and the physical, and I suggest that this statement should be consistent with the way in which mentalistic and physicalistic explanations carry out their work in our explanatory practices. I claim that individuals are subject to mentalistic explanations in so far as they have a life to live in the world with other people, and that individuals are subject to physicalistic explanations in so far as human beings are creatures whose life has a natural biological dimension. But rather than identifying the mental with the physical, and thereby compromise the deeper extent of the autonomous nature of mentalistic explanation, I suggest that this relation might be understood in terms of the fact that the mental is embedded in the dimension of human life which is constituted by the involvement of individuals in various types of relationshps with each other, and that the dimension of human life in which physicalistic explanations are operative is presupposed as the causal background which must be in place if individuals are to have such a life to live in the world.