Self-determination is a peoples' right to freely determine their political, economic and cultural destiny without external interference. However, the cultivation of a culture of respect for self-determination remains the greatest challenge to post-colonial Africa. Dictatorships and other oppressive regimes very substantially affected Africa's efforts to develop a culture of constitutionalism and respect for the right of peoples to selfdetermination. Most African countries typify the failed effort of trying to establish an enduring democracy and respect for the right of peoples to take part in the government. After five decades of transition from colonialism to constitutional democracy, most African peoples are still under the yoke of governments they consider undesirable or oppressive. This work primarily sets out to investigate if the denial of the right of peoples to self-determination justifies the use of force to secure such a right. Since independence, Africa has experienced armed rebel groups seeking either to effect radical transformation of the whole state or to separate from the state to which they belong in order to create a new state. In the main, this study explores the extent to which rebel groups acting on behalf of peoples are or are not allowed to use force for the attainment of self-determination. The thesis begins with an historical development of the right to self-determination in international law. It initially examines how self-determination has developed from a political principle to a legal right. Despite the fact that self-determination is one of the core principles of the UN Charter, there are still many controversies over its precise meaning, scope and application. The thesis considers the two aspects of selfdetermination: external self-determination and internal self-determination. The external aspect implies the right of people to form a new, sovereign and independent state, whereas the internal aspect implies the right of people to participate in the political framework of an existing state. The thesis also assesses the state of the academic literature over the right of peoples to self-determination, with a view to determining whether the right can be used by a group of people whose internal self-determination has been denied to effect secession from the state. It advocates that, outside the colonial context, the right of self-determination does not equal to a "right to secession and independence". The thesis argues, however, that in exceptional circumstances such as gross violations of human rights and the denial of internal self-determination, people should be endowed with a right to secession in the manifestation of a right to unilateral secession as a remedy of such injustices. The thesis further turns to the mechanisms for the protection of the peoples' right to self-determination, the problems and challenges in Africa. The challenges do not only include the legality of the use of force by rebel groups and national liberation movements in seeking to attain self-determination, but also the right of other states to assist them in their struggles. The work probes the nature of international law and critically assesses whether the persistent denial of demands for self-determination led to calls for drastic remedies, including the use of armed force. Before this theory is critically assessed, the thesis defines the differences between national liberation movements and rebel groups. It argues that as far as self-determination struggles are concerned, there must be representative organisations acting on behalf of people whose right of self-determination has been denied. In the light of these contentions, the study examines the general ban on the use of force as laid down by the UN Charter, and finds that the Charter does not expressly refer to self-determination as a situation where people may resort to the use of force for the attainment of such a right. It then turns to the history of and circumstance surrounding the use of force, examines the jus ad bellum regarding "liberation struggles", and concludes that the use of force by national liberation movements against colonial and racist regimes has strong theoretical foundations and support in state practice. Outside of the colonial and apartheid contexts, however, the argument that rebels acting on behalf of oppressed peoples may legitimately use force in pursuit of selfdetermination thus remains ambiguous. In that context, this thesis examines the practice relating to the use of force by rebel groups and the laws of war provisions that apply in civil wars, and concludes that none of them proves that the international community of states accepts rebels' right to use force as a legal entitlement. Finally, based on the lessons learned from and lacunae identified in all norms relating to the enforcement mechanisms of the right of self-determination, this study concludes with a set of suggestions and recommendations. / LLD (Law), North-West University, Potchefstroom Campus, 2015

Traditional remedial intervention programmes address academic and perceptual deficits but not emotional needs. Existing literature suggests that most children with learning disabilities have concomitant emotional, behavioural and social difficulties; however an apparent lack of consensus regarding the types of emotional and behavioural difficulties faced by these children exists especially amongst teachers, parents and professionals in the field of learning disabilities. The aim of this study was to discover which emotions might emerge during Gestalt play therapy sessions with children receiving remedial intervention. Three respondents from three different remedial programmes participated in the study. Data was gathered from the therapeutic sessions as well as from unstructured interviews with parents, teachers and professionals in the field of learning disabilities. Recommendations are made as to how Gestalt play therapy could be implemented as an additional support for children receiving remedial intervention. / Tradisionele remediërings-programme spreek slegs akademiese en perseptuele tekortkominge aan en nie emosionele behoeftes nie. Bestaande literatuur dui daarop dat die meeste kinders met leerprobleme gepaardgaande emosionele, gedrags- en sosiale probleme ervaar. Daar is egter 'n gebrek aan konsensus tussen onderwysers, ouers en professionele persone op die gebied van leerprobleme, oor die tipe emosionele en gedragsprobleme waarmee hierdie leerders te kampe het. Die doel van hierdie studie was om vas te stel watter emosies tevoorskyn mag kom, tydens Gestalt-speel-terapie-sessies met leerders wat remediëringsonderrig ontvang. Drie respondente van drie verskillende remediërende programme het aan die studie deelgeneem. Data is ingesamel van terapeutiese sessies, sowel as van ongestruktureerde onderhoude met ouers, onderwysers en professionele persone in die veld van leerprobleme. Die bevindings van die studie blyk in ooreenstemming te wees met bestaande literatuur, naamlik dat kinders met leerprobleme bykomende emosionele en sosiale probleme ondervind. Aanbevelings is gemaak oor hoe Gestalt spelterapie geïmplementeer kan word as 'n addisionele ondersteuning vir kinders wat remediërende intervensie ontvang. / Social Work / M. Diac. (Play Therapy)

Reading is considered to be a vital skill for academic success, yet it is seldom taught to or practised with students. Students begin to `read to learn' during primary and secondary schooling. However, at tertiary level the academic demands are much greater than before and involve more extensive reading of conceptually more complex texts. This study investigates the implementation of an intensive reading programme for post-matric English Second Language Science students, based on the assumption that reading improves reading. In addition, this study investigates the effect that reading ability has on academic performance in Science, which relies inter alia, on the ability to read, comprehend and interpret word problems. An intervention group and a control group were used to ascertain the effects of an intensive reading programme and the findings suggest that any reading (intensive or extensive) improves reading and language skills. This in turn impacts on academic performance in Science, if students have an ability in Science to begin with. / Linguistics / MA - SP APPLIED LINGUISTICS

Literature indicates that there is a national outcry about learners who read below the required levels and that poor matriculation results are, in part, due to the low levels of learners’ reading skills. The focus of this study is reading difficulties experienced by learners in the Foundation Phase in inclusive schools in Makapanstad. The researcher used a qualitative method for the study. The case study research design was adopted for the study. Three schools in Makapanstad were sampled for the study. Empirical investigation was conducted through literature study, observations, interviews and document analysis. There is a worldwide concern with regard to learners’ low reading levels. The study explores the extensive models, methods and theories on reading, the strategies that could be used to teach reading in the Foundation Phase to alleviate or improve reading difficulties experienced by learners, as well as the findings and recommendations towards minimising the reading difficulties in primary schools. / Inclusive Education / M. Ed. (Inclusive Education)

Today, unlike yesterday we talk about Moral Regeneration amongst the Vhavenḓa youth of today and throughout the whole world. Strategies of combating this monster that is snatching our youth are recommended in this study. The problem dealt with in this study is the issue of Moral degeneration amongst the youth which needs to be regenerated. There are many causes of moral degeneration amongst the youth discussed in this study which are accompanied by the remedial strategies. As a way forward in this study, observations of researchers and scholars on how to find the solution about moral degeneration that has impacted on the lives of Vhavenḓa youth and other youth of today around the globe were focused on. The literature review in this study was based more on issues that are linked to Indigenous Knowledge Systems as discussed by various scholars. This study used the qualitative research methodology though quantitative minimally. The sampling of data was more purposive though there were cases of convenience and snowballing so as to get more data. Data for this research study was collected through questionnaires and interviews from a host of interviewees. This data was analysed using open and axial coding. The findings were grouped or categorised into major themes in terms of selective coding. Reasons behind the findings were explained too. Finally, consequences, implications for further study and also recommendations were indicated. / African Languages / D. Litt. et Phil. (African languages)

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The special needs community is in the midst of a philosophical and physical shift from a segregated system to an integrated system, not only in placement, but more importantly, in terms of learning and affording learners with special needs access to mainstream curricular materials. Mathematical modelling, or challenging mathematics problems solved in small groups, is part of the Australian mainstream curriculum. The purpose of the study was to investigate the way special needs learners learn mathematics from a modelling learning environment. To do this, it was necessary to identify the critical characteristics of the best practice in teaching and learning for learners with special needs, and the critical features of modelling. One theory of learning that has the capacity to promote special needs learners' interaction with mathematical modelling is Feuerstein’s theory of Structural Cognitive Modifiability. A hypothetical learning trajectory was designed for special needs learners at middle school according to general design principles from theory, which was adapted to the learning characteristics of the class. The learning environment comprised of three challenging modelling tasks, together with recommended implementation and support conditions in the classroom. Specifically, the research sought to investigate the ways in which special needs educators can support the higher reasoning processes of special needs students during modelling through design in general, and through mediation specific to each learner. The research took the form of a qualitative study, combining the phases of design-based research with a multiple case study approach. Three cases were analysed in depth. Empirical data were collected through a range of qualitative methods, which included data from student files, field observations, video and audio recordings, focus group interviews with students, and the input of various collaborators across the different phases of planning, design, implementation, and revision. Data were coded and analysed inductively according to emerging patterns and themes. Findings suggest that the use of modelling was successful when implemented with certain characteristics defined in the literature, and that it enabled learners to learn mathematics and also to develop additional outcomes such as social skills and language. During this study, learners' higher-order reasoning was supported through dynamic assessment and subsequent mediation. / AFRIKAANSE OPSOMMING: Die onderwysgemeenskap vir leerders met spesiale behoeftes bevind hulle in die middel van filosofiese en fisiese verskuiwings van 'n geskeide sisteem na 'n geïntegreerde sisteem. Dit omvat die plasing van leerders, maar meer belangrik ook die bemoontliking van toegang van hierdie leerders tot hoofstroom kurrikulêre materiale. Wiskundige modellering, en uitdagende wiskundeprobleme wat deur leerders in klein groepies opgelos word, is deel van die Australiese hoofstroomkurrikulum. Die doel van die studie was om die wyse te ondersoek waarvolgens leerders met spesiale behoeftes wiskunde in 'n modelleringsomgewing leer. Dit is gedoen deur die belangrike kenmerke van beste praktyk vir onderrig en leer in spesiale onderwys, asook die kritiese kenmerke van modellering, te vind. Een leerteorie wat die interaksie van leerders met spesiale behoeftes met wiskunde bevorder, is Feuerstein se teorie van Strukturele Kognitiewe Modifieerbaarheid. 'n Hipotetiese leertrajek was ontwerp vir leerders met spesiale behoeftes op middelskoolvlak. Empiriese data is deur 'n reeks kwalitatiewe aksies: data van studentelêers, veldwaar-nemings, video en klankopnames, fokusgroeponderhoude met studente, asook die insette van verskeie medewerkers oor die verskillende fases van beplanning, ontwerp, implementering en hersiening gegenereer. Die spesifieke leerkenmerke van hierdie leerders volgens algemeen-teoretiese en lokaalgekontekstualiseerde ontwerpbeginsels is nagekom. Die leertrajek het bestaan uit drie uitdagende modelleringsprobleme met aanbevole implementering en ondersteuningsriglyne in die klaskamer. Die navorsing het spesifiek gesoek na wyses waarop hierdie leerders se hoër beredeneringsvaardighede deur hul onderwysers, volgens elkeen se eie behoefte gedurende modellering, deur ontwerp in die algemeen en mediasie in die besonder, ondersteun kan word. Die navorsing, 'n kwalitatiewe studie, was gekombineer met fases van ontwikkelingsgebaseerde ontwerp wat uitgespeel het in 'n veelvuldige gevallestudiebenadering. Drie gevalle is in diepte ondersoek. Data was induktief gekodeer en geanaliseer volgens ontluikende patrone en temas. Bevindinge wys uit dat die gebruik van modellering suksesvol was wanneer die implementering volgens spesifieke kenmerke in die literatuur was. Dit het leerders instaat gestel om wiskunde te leer asook om addisionele uitkomste soos sosiale vaardighede en taal te ontwikkel. In hierdie studie is hoër-orde denke ondersteun deur dinamiese assessering en voortspruitende mediasie.

Approved for public release, distribution is unlimited / As the Department of the Navy and Marine Corps looks for efficiencies in Force End Strength Management and improvement to Sailor and Marine quality of life, Semper Fit may provide some answers. This research specifically focuses on the Marine Corps Body Composition Program (BCP) and Remedial Physical Conditioning Program (RPCP). The purpose is to qualitatively analyze a program for Marines who are overfat or on remedial physical training (PT) programs, focusing on the feasibility of Marines obtaining professional assistance from Semper Fit. The scope of this research evaluates existing programs and analyzes their beneficial affects in improving retention and attrition of RPCP Marines. The research shows that Semper Fit professionals would provide overfat and poorly conditioned Marines by USMC standards a consistent program through mandatory training in health, nutrition, and fitness. Semper Fit would directly support unit commanders with classes in nutrition, health, and fitness tailored for each RPCP Marine. Furthermore, this study validates the newly established Department of Defense Physical Readiness Test Standards recently adapted by the Department of the Navy as highly accurate. This study recommends the Marine Corps further expand Semper Fits role in support of the Marine and unit commander. / Captain, United States Marine Corps

- Remonstrance Proceedings The thesis is focused on the remonstrance and the following special administrative proceedings. The remosntrance represents an ordinary appeal, which can be used to challenge the first instance decision that has not already become enforceable and has been issued by the central administrative office, by the minister or by the director of other central administrative office eventually by the state secretary. Whereas there is no existence of the superior administrative authoritites in the organizational structure of the state administration, the same body that issued challenged decision decides on it. It is obvious, that appeal procedure contains a lot of variances and peculiarities, which the thesis points out, compared to the appeal procedure. The remostrance is limited to one paragraph and its five sections by the valid and effective legislation of the Administrative Code. The more this relatively brief provision often remains unkonwn to the general public, the more attention it attracts among the experts. The thesis aims to give a comprehensive explanation of the remonstrance and its proceedings and subsequent evaluation of the effectiveness of the applicable legislation and to suggest own creative solution of the examined subject. Further, this thesis aims to answer the...

本論文主旨在探討以廣泛閱讀方式將電子書運用於國中英語補救教學的課程，對於英語補救教學學生在辨認字義、閱讀理解與英語閱讀態度的影響。文中亦探討學生在實行課程當中所面臨的困難與挑戰，以及對此課程之看法。本研究以六位來自新北市八年級英語補救教學學生為研究對象，每週上課一次為期26週，課程分兩階段進行。第一階段為上學期16週，採學生個人閱讀方式；第二階段則為下學期10週，加入同儕閱讀夥伴方式閱讀。兩階段課程之前後，分別以英語測驗作為前後測。而在本研究開始前及結束後，均對學生進行閱讀態度的量測，使用工具為Yamashita (2013)的第二語言閱讀態度量表。在全部課程結束後，所有學生須填寫關於本課程的問卷。 研究結果顯示在第二階段加入閱讀夥伴後，學生在辨認字義上有顯著進步。在閱讀理解方面則成效不明顯。而且，此課程對於補救教學學生在英語閱讀態度有正面影響。根據研究結果，本研究建議國中英語教師可妥善安排閱讀夥伴，以電子書廣泛閱 讀方式融入補救教學來提升學生的認字能力與英語學習態度。此外，本研究亦提供教師教學現場以及未來研究方向之建議。 / This study aims to investigate how e-book extensive reading as a remedial program (EERRP) affects English remedial learners’ word recognition, reading comprehension, and reading attitudes towards English. It also attempts to explore the difficulties and challenges met by the remedial students and their responses to the EERRP. Six eighth-grade remedial students at a junior high school in New Taipei City were participants in this study. The 26-week program was divided into two stages with one class period every week. Stage 1 included individual reading for the first 16 weeks and Stage 2 included pair reading with reading partners for the remaining 10 weeks. The Test of English Word Recognition and Reading Comprehension was administered to the remedial students as pre-test and post-test in both stages. The degree of changes in reading attitude was assessed by using the reading attitude scale (Yamashita, 2013) before and after the EERRP. At the end of the program, a post-study questionnaire was administered to each of the participants. The results showed that there was a significant difference in word recognition skills after the inclusion of reading partners in Stage 2. The effect was not quite as good for reading comprehension. Moreover, it was found that the EERRP had positive effects on the attitudes of the struggling EFL readers towards reading English. Based upon the findings, it is suggested that junior high school English teachers can make good use of reading partners and employ the EERRP to facilitate the word recognition skills and enhance the attitudes towards learning of struggling students. Pedagogical implications and suggestions for future studies are presented as well.

The remedial measures in the protection of the environment. This thesis focus on the remedial measures which belong to legal instruments and create an integral part of the public law. The public bodies, which are responsible for the enforcement of public interests, are in charge of enforcement of remedial measures to be done. As in the international law, the state is primarily responsible for remedying of damages arising from activities under its jurisdiction. Despite the remedial measures are incorporated into almost all legal enactments, the quality of the legislature is rather low and this legal tool has been beyond the academical interest. The remedial measures represent one of the most important instruments of the environment protection and are closely connected with the principles of the environment protection, i.e. the principle of the sustainable development, the polluter- pays principle, the preventive principle and the principle of the State responsibility. The remedial measures create a part of the measures within the environment protection, which primarily work as subsequent measures and partly as continuous and preventive ones. The remedial measures comprise different kinds of measures, the main goal of which is to remedy changes which are considered to be undesired from the legal and...