Thesis (MA)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: The onset of democracy in South Africa in 1994 was accompanied by the rise in bids for, and the hosting of sports mega-events so as to accomplish national interests and goals. This was done with the purpose of rebranding the South African image to the international community through national and international campaigns that sought to highlight the country’s aspirant status as a rainbow nation and its pan-Africanist ideals. This study investigates how, as host for the 2010 FIFA World Cup™, South Africa was reported on by two international online media newspapers, The New York Times (United States of America (USA)) and the Guardian (United Kingdom (UK)). The aim is to address an understudied aspect of South Africa’s hosting of the 2010 FIFA World Cup™ by reflecting systematically on the tone and content of international media portrayals of the event, both before and during the tournament. The study has two focuses. Firstly, it considers the motives for South Africa’s bid to host the 2010 FIFA World Cup™. Secondly, it appraises the content and nature of reporting in the two overseas newspapers. The study uses a mix of secondary and primary sources, which include academic journals, books, websites, newspaper articles and government and the FIFA websites. The findings of this study suggest that the bid to host the 2010 FIFA World Cup™ was based on the country’s positive experience from hosting previous sports mega-events. Additionally, South Africa wanted to showcase its commercial maturity, its development of physical infrastructure, and the presence of human skills. The motives underpinning the bid aimed at dispelling and challenging international misconceptions of the African continent. The novelty of an African country bidding to stage and hosting a sport mega-event such as the FIFA World Cup™ resulted in the country gaining extensive international media coverage from The New York Times and the Guardian. The qualitative and quantitative content analysis from these two newspapers yielded some commonality and recurrence of words such as: “stadium”, “tickets”, ‘vuvuzela”, “crime”, and “security”. The differences between the two newspapers were minimal, supporting the liberal-pluralist theoretical claim that the media acts as an agenda setter, and in line with the Marxist theory of the ideological role of the media. Media coverage of sports mega-events is important and influential in determining the way in which the host country is branded, and future studies are necessary to address the / AFRIKAANSE OPSOMMING: Die koms van demokrasie in Suid-Afrika in 1994 het gepaard gegaan met die toename in tenders en die gasheerskap van megasportgebeure om nasionale belange en doelwitte te bereik. Die doel was die herposisionering van die Suid-Afrikaanse beeld in die internasionale gemeenskap deur middel van nasionale en internasionale veldtogte wat daarna gestreef het om die land se reënboognasiebeeld en sy pan-Afrikanistiese ideale te beklemtoon. Hierdie studie ondersoek hoe Suid-Afrika, as gasheer vir die 2010 FIFA Wêreldbeker, deur twee internasionale aanlynmediakoerante, The New York Times (Verenigde State van Amerika) en die Guardian (Verenigde Koninkryk) uitgebeeld is. Die doel is om die meer onverkende aspekte van Suid-Afrika se gasheerskap onder oë te neem, en voorts om sistematiese peiling te doen van die toon en inhoud van internasionale media-uitbeeldings van die sport gebeurtenis. Die studie het twee fokuspunte. Eerstens word ondersoek ingestel na die motiewe van Suid-Afrika se bod om die 2010 FIFA Wêreldbeker aan te bied. Tweedens beoordeel dit die inhoud en aard van verslaggewing in die twee oorsese koerante. Die studie gebruik ’n mengsel van sekondêre en primêre bronne, insluitend akademiese tydskrifte, boeke, webwerwe, koerantberigte en die regering en FIFA se webwerwe. Die bevindinge van hierdie studie beklemtoon dat die motiewe van Suid-Afrika se bod om die 2010 FIFA Wêreldbeker aan te bied, gegrond was op die bewese positiewe prestasierekord wat die land as gasheer in vorige megasportgebeure opgebou het. Voorts wou Suid-Afrika sy kommersiële volwassenheid, die ontwikkeling van fisiese infrastruktuur, en die teenwoordigheid van mensvaardighede ten toon te stel. Die motiewe vir die bod was ook daarop gemik om internasionale wanopvattings oor die Afrika-vasteland uit te daag en uit die weg te ruim. Die ongekendheid van die aanbied van ’n megasportgebeurtenis soos die FIFA Wêreldbeker deur ’n Afrikaland, het daartoe gelei dat die land uitgebreide internasionale mediadekking in The New York Times en die Guardian geniet het. Die kwalitatiewe en kwantitatiewe inhoudontleding het getoon dat daar ’n mate van gemeenskaplikheid en herhaling van woorde was, soos: “stadium”, “tickets”, “vuvuzela”, “crime” en “security”. Die verskille tussen die twee koerante was minimaal en ondersteun liberaal-pluralistiese teorie wat die media as ’n agenda steller uitwys. Dit ondersteun ook Marxistiese teorie oor die ideologiese rol van die media. Mediadekking van megasportgebeure is belangrik en invloedryk in die bepaling van die manier waarop die gasheerland as handelsmerk voorgestel word, en toekomstige studies is nodig om die onderbestudeerde aspekte van die 2010 FIFA Wêreldbeker ™ te ontleed. Dit sluit onder andere in, ontleding van die langtermyn ekonomiese, politieke en maatskaplike nalatenskappe van so ’n gebeurtenis.

Afin d’enrichir les outils en matière de solution au décrochage scolaire, cette recherche s’intéresse à l’accompagnement de l’élève et à la réussite au sein de l’école. Elle se déroule dans le cadre de la formation générale des adultes (FGA) âgés de 16 à 24 ans et fréquentant les centres d’éducation des adultes du Québec (CÉA). L’objectif général est de décrire ce qui se fait comme pratiques d’accompagnement de l’élève pour la réussite tout en identifiant les caractéristiques et les objectifs de ces pratiques. Pour ce faire, trois questions de recherche ont été étudiées à savoir : 1) que se fait-il comme pratiques d’accompagnement en FGA, 2) quels sont les objectifs poursuivis par ces pratiques et, enfin, 3) quelles sont les caractéristiques de ces pratiques? Cette étude s’appuie sur l’approche de la sociologie de l'éducation de François Dubet (1994) et propose d’examiner trois dimensions (pédagogique, personnelle et sociale) et sept formes de pratiques d’accompagnement de l’élève : le tutorat, le counseling, le compagnonnage, l’entraide par les pairs, le mentorat, le cybermentorat et les pratiques pédagogiques des enseignants. La démarche étant d’établir un ensemble de pratiques d’accompagnement de l’élève comme il se présente dans le milieu, puisque toutes les pratiques d'accompagnement n’avaient pas été, avant notre recherche, répertoriées en tant que telles. Les résultats obtenus permettent de constater la présence d’un déploiement important de plusieurs pratiques d’accompagnement de l’élève en FGA incluant les pratiques pédagogiques des enseignants. En effet, le tutorat et le counseling sont deux pratiques qui obtiennent des scores importants. De plus, il aura été possible de documenter de façon assez complète les pratiques pédagogiques des enseignantes dites « d’accompagnement de l’élève » et de comprendre l’articulation de l’ensemble de ces pratiques avec la réussite de l’élève au sein de l’école. Au terme de cette recherche, deux sources de connaissances ont été mises en évidence. D’abord, la première découle des composantes issues du modèle théorique à l’étude, ensuite, la deuxième concerne l’explicitation des pratiques pédagogiques des enseignants. Dans les deux cas, les résultats, ainsi que les analyses, révèlent le caractère central de la dimension pédagogique dans l’accompagnement de l’élève en FGA, ce qui nous renvoie à l’importante contribution, en matière d’accompagnement de l’élève en FGA, de l’enseignant, puisque ce dernier inclut l’accompagnement de l’élève dans l’acte même d’enseigner. / With a view to developing and refining the tools needed to better solve the problem of school drop-out rates, this research interests itself in the accompaniment of the student and the resulting success in the school. It is addressed to the 16 to 24 year old students that are attending Québec’s FGA Education Centres. The general objective is describing what practices are used to accompany the student toward success while also identifying and describing the characteristics and objectives of said practices. In order to achieve this goal, three research questions have been studied, namely: 1) what are the accompaniment methods used in FGA; 2) what are the objectives sought with the use of these methods, and; 3) what are the characteristics of these methods? This research leans on the approach of sociology of education developed by François Dubet (1994), and proposes to examine three dimensions (pedagogical, personal, and social) as well as seven methods of student accompaniment: tutoring, counselling, pair work, assistance between peers, mentoring, cyber-mentoring, and teacher pedagogical methods. The undertaking is aimed at establishing a group of accompaniment practices for the student in his environment. All of these practices, prior to our research, had never been tabulated. The results obtained permit us to observe an important deployment of several accompaniment methods in use in FGA, including the teachers’ own pedagogical methods. In fact, tutoring and counselling are two methods that score high marks. In addition, this research has helped make it possible to document in a rather complete manner the teachers’ pedagogical methods in said student accompaniment, and to understand the dynamics of these methods in student successes at school. Upon the completion of this research, two sources of knowledge stand out. The first one emanates from the components of the theoretical model presently being studied, while the second relates to the specificity of the teachers’ pedagogical methods. In both cases the results, as well as the analyses, reveal the importance of the pedagogical dimension with respect to accompanying the FGA student, which in turn leads us back to the important contribution made by the teacher in student accompaniment in FGA, as in fact the teacher includes student accompaniment in the actual practice of teaching.

Marier Mars et Thémis. La tâche semble être difficile, tant la matière est vaste. Le droit militaire est souvent source de droit pénal. Or, le droit privé est également concerné par le statut de militaire. Sa personne fait l’objet de règles de droit tout à fait spécifique du fait de sa position sociale.De l’Antiquité à nos jours, le militaire a bénéficié de règles qui sortent du droit commun. Son statut très particulier nécessite l’élaboration de lois qui correspondent à la situation ordinaire qui est la sienne, lorsqu’il remplit sa mission d’utilité publique, la défense de la République, les armes à la main, éloigné de son domicile, en campagne. La mort fait partie du quotidien du militaire et doit être constatée de la façon la plus précise, afin d’éviter tout risque d’instabilité juridique qui pourrait être générée par le retour du militaire, finalement vivant. / Marry Mars and Thémis. The task seems difficult because of the largest of the matter. The military law is often source of military criminal law. Civil law is also concerned by the statute of the soldier. The person of the soldier form the subject of very special rules in fact of his social position.From Antiquity to ours day, the soldier has enjoyed of rules who geft off the common law. His very special status require a working-out of law who square with his ordinary situation, when he fulfils his public utility work, the defense of the Republic, arms in hands, far away from his home, in military campaign. Death is part of ordinary life of the soldier and have to be recognized as the most accurate to avoid legal instability that could be generated by the return of the military, finally living.

Made available in DSpace on 2015-04-14T14:41:08Z (GMT). No. of bitstreams: 1 422971.pdf: 11451859 bytes, checksum: 44bc7be3ae741cfa3dea015f7c22c587 (MD5) Previous issue date: 2010-03-31 / An?lise e hist?ria do surgimento, na m?dia brit?nica, das bandas The Beatles e The Rolling Stones, utilizando as hip?teses de agenda setting, enquadramento e constru??o do imagin?rio. O estudo fixou-se entre os anos 1963 e 1967, na Inglaterra per?odo de surgimento e explos?o midi?tica dos dois grupos vista pela cobertura dos jornais The Times e The Guardian. A pesquisa busca fatos em artigos e mat?rias jornal?sticas da imprensa brit?nica, baseadas na constru??o de suas imagens, atrav?s da publica??o dessas reportagens.

This thesis examines the 1998 complaint of racism against the Mail & Guardian, a leading exponent of South Africa's alternative press in the 1980s, and important contemporary producer of investigative journalism. The study is framed within a cultural studies approach, analysing the Mail & Guardian as constituted by a 'circuit of production': its social context, production, texts, and audiences. The thesis makes three main arguments. First, that the claim of racism cannot be understood outside of a consideration of both the changing political milieu, and subtle changes within the Mail & Guardian itself. Significant social changes relate to the reconfiguration of racial and class identities wrought by the 'Mbeki state'. Within the Mail & Guardian, the thesis argues for the importance of the power and subjectivity of the editor as a key 'factor' shaping the identity of the paper, evidenced in its production practices and textual outputs. In this regard, the thesis departs from a functionalist analysis of particular 'roles' within the newsroom, drawing instead on a post-structuralist approach to organisational studies. Based on this production and social context, the thesis examines key texts which deal with aspects of South Africa's social transformation, and which exemplify aspects of the Mail & Guardian's reporting which led to the complaint of racism by the Black Lawyers Association (BLA) and the Association of Black Accountants (ABASA). Their complaint was that the Mail & Guardian's reporting impugned the dignity of black people, and in so doing was a violation of their rights to dignity and equality which are constitutionally guaranteed. However, as freedom of the press is also guaranteed by the South African constitution, their complaint to the South African Human Rights Commission (SAHRC) resulted in public debate about these contending rights. My second argument relates to the jurisprudential approach to racism, and the related issue of affirmative action, which informed the complaint against the paper. Contrary to the 'normative', liberal approach to these issues, this thesis highlights Critical Race Theory as the jurisprudential basis for both the claimants' accusation of racism against the Mail & Guardian, and aspects of its implicit use in South African human rights adjudication. The thesis argues that in failing to recognise these different philosophical and political bases of legal reasoning, the media, including the Mail & Guardian, in reporting on these matters failed in their purported role of serving the public interest. The thesis concludes by applying Fraser's critique of Habermas's notion of a single, bourgeois public sphere to journalism, thereby suggesting ways in which the critiques of some of the Mail & Guardian's own journalists could be employed to enlarge its approach to journalism - giving voice to constituencies seldom heard in mainstream media.

Typescript (Photocopy) Bibliography: leaves 200-206.

Afin d’enrichir les outils en matière de solution au décrochage scolaire, cette recherche s’intéresse à l’accompagnement de l’élève et à la réussite au sein de l’école. Elle se déroule dans le cadre de la formation générale des adultes (FGA) âgés de 16 à 24 ans et fréquentant les centres d’éducation des adultes du Québec (CÉA). L’objectif général est de décrire ce qui se fait comme pratiques d’accompagnement de l’élève pour la réussite tout en identifiant les caractéristiques et les objectifs de ces pratiques. Pour ce faire, trois questions de recherche ont été étudiées à savoir : 1) que se fait-il comme pratiques d’accompagnement en FGA, 2) quels sont les objectifs poursuivis par ces pratiques et, enfin, 3) quelles sont les caractéristiques de ces pratiques? Cette étude s’appuie sur l’approche de la sociologie de l'éducation de François Dubet (1994) et propose d’examiner trois dimensions (pédagogique, personnelle et sociale) et sept formes de pratiques d’accompagnement de l’élève : le tutorat, le counseling, le compagnonnage, l’entraide par les pairs, le mentorat, le cybermentorat et les pratiques pédagogiques des enseignants. La démarche étant d’établir un ensemble de pratiques d’accompagnement de l’élève comme il se présente dans le milieu, puisque toutes les pratiques d'accompagnement n’avaient pas été, avant notre recherche, répertoriées en tant que telles. Les résultats obtenus permettent de constater la présence d’un déploiement important de plusieurs pratiques d’accompagnement de l’élève en FGA incluant les pratiques pédagogiques des enseignants. En effet, le tutorat et le counseling sont deux pratiques qui obtiennent des scores importants. De plus, il aura été possible de documenter de façon assez complète les pratiques pédagogiques des enseignantes dites « d’accompagnement de l’élève » et de comprendre l’articulation de l’ensemble de ces pratiques avec la réussite de l’élève au sein de l’école. Au terme de cette recherche, deux sources de connaissances ont été mises en évidence. D’abord, la première découle des composantes issues du modèle théorique à l’étude, ensuite, la deuxième concerne l’explicitation des pratiques pédagogiques des enseignants. Dans les deux cas, les résultats, ainsi que les analyses, révèlent le caractère central de la dimension pédagogique dans l’accompagnement de l’élève en FGA, ce qui nous renvoie à l’importante contribution, en matière d’accompagnement de l’élève en FGA, de l’enseignant, puisque ce dernier inclut l’accompagnement de l’élève dans l’acte même d’enseigner. / With a view to developing and refining the tools needed to better solve the problem of school drop-out rates, this research interests itself in the accompaniment of the student and the resulting success in the school. It is addressed to the 16 to 24 year old students that are attending Québec’s FGA Education Centres. The general objective is describing what practices are used to accompany the student toward success while also identifying and describing the characteristics and objectives of said practices. In order to achieve this goal, three research questions have been studied, namely: 1) what are the accompaniment methods used in FGA; 2) what are the objectives sought with the use of these methods, and; 3) what are the characteristics of these methods? This research leans on the approach of sociology of education developed by François Dubet (1994), and proposes to examine three dimensions (pedagogical, personal, and social) as well as seven methods of student accompaniment: tutoring, counselling, pair work, assistance between peers, mentoring, cyber-mentoring, and teacher pedagogical methods. The undertaking is aimed at establishing a group of accompaniment practices for the student in his environment. All of these practices, prior to our research, had never been tabulated. The results obtained permit us to observe an important deployment of several accompaniment methods in use in FGA, including the teachers’ own pedagogical methods. In fact, tutoring and counselling are two methods that score high marks. In addition, this research has helped make it possible to document in a rather complete manner the teachers’ pedagogical methods in said student accompaniment, and to understand the dynamics of these methods in student successes at school. Upon the completion of this research, two sources of knowledge stand out. The first one emanates from the components of the theoretical model presently being studied, while the second relates to the specificity of the teachers’ pedagogical methods. In both cases the results, as well as the analyses, reveal the importance of the pedagogical dimension with respect to accompanying the FGA student, which in turn leads us back to the important contribution made by the teacher in student accompaniment in FGA, as in fact the teacher includes student accompaniment in the actual practice of teaching.

本研究以民國97年5月23日總統公布民法總則編修正條文第14條、15條，增訂第15條之1及第15條之2，民法親屬編第4章監護與輔助制度之新規定，以及法院實務運作為探討重心，輔以分析比較大陸法系國家--德國成年照護制度與日本成年後見制度，以及英美法系國家--英國2005年意思能力法案與美國2006年統一代理權授與授權法之制度，以針對我國學者對於新成年監護制度之見解與目前實務運作所產生之問題為之探討，以提出以下結論與建議：一、基於尊重本人自主權之理念，未來應制定意定監護制度。二、法定監護制度之修正：(1)意思能力之判斷原則應有明確規範，並以英國2005年意思能力法五項指導原則為判斷守則。(2)不應一律剝奪受監護宣告人之行為能力。(3)監護聲請權人應增列未成年監護人、同居人與同性生活伴侶。(4)受破產宣告之人雖不可為財產管理之監護人，但可為身上照護之監護人。(5)監護事務方面，關於重大醫療照護等身上監護事項應明文規定交由法院審查。(6)受監護人之自主權與保護受監護人之利益應有所平衡。(7)建議增列繼任監護人，以及解決監護關係相對終了，因監護人無繼承人時，無人管理受監護人財產移交與結算事項等問題。(8)輔助宣告方面：因輔助人只有同意權無代理權可代受輔助人行使所物返還請求權，為保護受輔助人，可由法院賦予輔助人行使特定財產行為之代理權。(9)最佳利益原則：法院應鼓勵受監護人參與監護事務之決定，並考量受監護宣告之人過去、現在願望與感受，以及受監護宣告之人之價值觀和信仰如何影響其決定，亦即受監護人即便現在欠缺意思能力，其意見仍應予以尊重。三、監護監督制度是監護制度成功與否之重要機制，鑒於國外成年監護制度均設有監護監督機構，以支援法院為監護監督工作，又考量監護品質之維護，我國未來應設立協助法院監督之機關。 / This research is intended to study the amendments of Civil Code, Article 14, Article 15, Article 15-1, Article 15-2, and Section 2 Guardianship and Assistantship over Adults of Chapter IV announced by the President on May 23, 2008, and to investigate the adult guardianship cases. Furthermore, this research chooses four advanced countries--Germany, Japan, the United Kingdom and the United States to compare and analyze their legal systems of adult guardianship. Those countries’ adult guardianship legal systems and the scholars’ viewpoint provide the following conclusions and suggestions: First, according to the underlying philosophy of respecting decision-making power of the ward, we should establish the voluntarily nominated guardian model. Secondly, the Adult Guardianship Act should be amended：(1) A definite standard for a person’s capacity of evaluation should be clarified. We can adopt the UK Mental Capacity Act 2005, the five statutory principles to help evaluate if a person lacks capacity. (2) The Act should not deprive a person of all his legal capacity, when once a person is declared incapacity by the family court. (3) The Act’s applicants should include minor guardian and civil partnership. (4) Guardians who are bankrupt will no longer be allowed to act as guardians for property and affairs but can still act as guardians for personal welfare. (5) The ward’s personal welfare decisions on serious healthcare and treatment should be put before the family court for approval. (6) The act should aim to balance an individual’s right to make decisions for themselves with their right to be protected from harm if they lack capacity to make decisions to protect themselves. (7) The guardian’s authority terminates when the guardian dies. However, a problem will arise from it. The problem is that if the guardian does not have a successor, the guardian cannot transfer the ward’s property to a new guardian. To solve the problem, adopting a successor guardian may be a good method. (8)The assistance (advisory) system：Because assistants do not have authority to take actions to ask the third person to give back the person’s property, the authority should be granted to assistants by the family court in order to protect their interests. (9) Best interests: The family court must consider the ward’s past and present wishes, feelings, beliefs and values that would be likely to influence his/her decision if he or she had capacity. Thirdly, monitoring guardian system can help adult guardianship system to operate successfully, and protect those wards. Many countries such as Germany, Japan, the United Kingdom and the United States are all devoted to developing their monitoring guardian system. In taking the quality of the adult guardianship into consideration, our country should establish monitoring guardian system in the future.

Denna examensuppsats har ämnat undersöka ungdomars och unga vuxnas perspektiv på och upplevelser av föräldraskap och genetiskt ursprung samt aktuell föräldralagstiftning. Examensuppsatsen ämnar vidare utgöra underlag för en rapport som beaktas i en statlig utredning som handlar om att se över aktuella regler kring fastställande av rättsligt föräldraskap. Genom semistrukturerade intervjuer med tio unga vuxna i åldern 17 till 32 år har data samlats in och analyserats med tematisk analys. I resultaten fann vi att deltagarnas sätt definiera och tala om föräldraskap är i linje med tidigare forskning. Även internationell forskning kring synen på könscellsdonatorer och deras roll som föräldrar eller icke-föräldrar har kunnat appliceras på vårt intervjumaterial för att förstå donatorsrollen som infallande på ett kontinuum. Nya fynd som framkommit är att avsaknad av rättsliga band ej utgör ett oöverkomligt hinder för utövandet av socialt föräldraskap, både i avseende på att skaffa barn och sedermera uppfostra det. Deltagarna berättar dock att avsaknad av rättsligt föräldraskap har varit problematiskt vid dödsfall och separationer. Funderingar kring genetiskt ursprung och tillkomst beskrivs påbörjas i tidig ålder hos deltagarna och vara avslutat i tidig vuxen ålder, vilket är ett nytt fynd och går emot lagstiftad ålder för kännedom om donator och genetiskt ursprung. Möjlighet till kännedomen om genetiskt ursprung lyfts som barnets okränkbara rättighet. Utifrån dessa fynd drar vi slutsatsen att trots lagmässiga hinder kan ett fullständigt föräldraskap i många fall utövas av icke-juridiska föräldrar samt att avsaknad av genetiska band ej utgör en barriär för relationsskapande eller identitetsutveckling. Däremot anses lagstiftning och samhällsattityder fortfarande vara exkluderande och osynliggörande gentemot regnbågsfamiljer och könscellsdonation. / Statlig offentlig utredning (Kommittédirektiv 2017:28)

The basic aim of the thesis is to investigate whether the Romans of the East (Byzantines) during the 6th to the 8th centuries were interested in the Latin west and the imperial rule over it. In the first part of the work, the various discourses concerning the origins of the Justinianic conquest or reconquest of Africa and Italy articulated in the contemporary sources are identified and evaluated; the only one which cannot be shown or supposed to have been officially articulated is the discourse of a source of Pseudo-Zachariah Scholasticus which makes African and maybe also Italian exulants complaining in the imperial court about the local rulers responsible for the Vandal and Gothic wars. After some other preliminary studies (e.g. concerning the so-called problem of Theodericʼs constitutional position), it is concluded that the emperor Justinian was not interested in an ideologically founded restoration of the empire, but made the western wars because of his contacts with western aristocrats. In the second part of the thesis, the presentation of the Justinianic western wars and western events or realities in the works of the Byzantine historians from Marcellinus Comes and Procopius to Theophylactus Simocatta (the 6th to the early 7th centuries) is investigated and an attempt is made to explore...