<p>This study deals with theories of community, justice, and freedom within liberalism, communitarianism, African philosophy and theology. The study maintains that there are different latitudes on how to formulate and articulate theories of community, justice and freedom informed by particualr moral experiences with bearing on different views of human. People differ and their claims on moral matters are influenced by contexts in which they find themselves, which means that cultural diversity has bearing on different interpretations of what it means to be a human being. Given the importance of this diversity, of particular significance in this study is the relationship between various theories of justice and freedom and different understandings of the relationship between the individual and the community. The study endorses that any contemporary discourse on community, justice, and freedom to be adequate should take notice on the political, economic, and cultural aspirations of the people it seeks to address itself. It argues that there might be alternative theories of community, justice, and freedom which may give a fuller appreciation to the fact that there are different understandings of what community implies as well as what justice and freedom means. One such alternative is the African view of human, that of "ubuntu", which maintains that "to be" is "to belong". In this view a person is because of others, and by inference one's humanity, including one's sense of personhood, is affirmed by affirming the humanity and personhood of others. The first aim of the study is to examine how we should understand different theories of justice and freedom within Western political philosophy, and African political theory and theology. The second aim is to analyse how different theories of justice and freedom are related to different conceptions of the relationship between the individual and the community. The third and final aim is to propose an adequate theory of community, justice, and freedom from an African perspective.</p>

This study deals with theories of community, justice, and freedom within liberalism, communitarianism, African philosophy and theology. The study maintains that there are different latitudes on how to formulate and articulate theories of community, justice and freedom informed by particualr moral experiences with bearing on different views of human. People differ and their claims on moral matters are influenced by contexts in which they find themselves, which means that cultural diversity has bearing on different interpretations of what it means to be a human being. Given the importance of this diversity, of particular significance in this study is the relationship between various theories of justice and freedom and different understandings of the relationship between the individual and the community. The study endorses that any contemporary discourse on community, justice, and freedom to be adequate should take notice on the political, economic, and cultural aspirations of the people it seeks to address itself. It argues that there might be alternative theories of community, justice, and freedom which may give a fuller appreciation to the fact that there are different understandings of what community implies as well as what justice and freedom means. One such alternative is the African view of human, that of "ubuntu", which maintains that "to be" is "to belong". In this view a person is because of others, and by inference one's humanity, including one's sense of personhood, is affirmed by affirming the humanity and personhood of others. The first aim of the study is to examine how we should understand different theories of justice and freedom within Western political philosophy, and African political theory and theology. The second aim is to analyse how different theories of justice and freedom are related to different conceptions of the relationship between the individual and the community. The third and final aim is to propose an adequate theory of community, justice, and freedom from an African perspective.

Under de senaste tre decennierna har populära managementböcker erbjudit snabba och enkla recept för hur ledare ska leda personal på ett effektivt sätt. Dessa böcker har blivit bästsäljare och har inspirerat många ledare inför nya utmaningar angående personalfrågor. Kända managementförfattare har alltså stor påverkan för hur individ och ledarskap uppfattas i samhället, samt för att förstärka en viss vision om hur människors beteende borde utformas för att företagsmässiga mål skall kunna uppnås. Denna studies syfte var att öka förståelsen för populär managementlitteraturs maktdimensioner. Tre bästsäljande managementböcker från sekelskiftet analyserades genom en foucaultinspirerad diskursanalys, med fokus på styrningsmentalitet, disciplin och människosyn. I analysen visas hur de utvalda böckerna innebär en styrningsmentalitet som präglas av interna kontroll- och utvärderingsformer, samt en disciplinär dimension som kristalliseras ut i definitioner av vad norm och avvikelse är i dagens organisation. / Over the past three decades, popular management books have offered quick and easy recipes for how leaders have to lead staff in an effective manner. These books have become bestsellers and they have inspired many leaders to face challenges regarding management of people. Famous management writers have thus a big influence on how individuals and leadership are perceived in society, as well as a big influence to reinforce a certain vision of how human behavior should be designed in order for that entrepreneurial goals will be achieved. The study's aim is to increase understanding about the power dimensions in popular management literature. Three best-selling management books from the turn of the century were analyzed using a Foucault-inspired discourse analysis, focusing on management mentality, discipline and view of human beings. The analysis shows how the selected books implies a management mentality  that is characterized by internal monitoring and evaluation, as well as a disciplinary dimension that crystallizes in the definitions of what norm and deviation are in today's organization.

In this thesis, a number of novel watermarking techniques for different 3D representations are presented. A novel watermarking method is proposed for the mono-view video, which might be interpreted as the basic implicit representation of 3D scenes. The proposed method solves the common flickering problem in the existing video watermarking schemes by means of adjusting the watermark strength with respect to temporal contrast thresholds of human visual system (HVS), which define the maximum invisible distortions in the temporal direction. The experimental results indicate that the proposed method gives better results in both objective and subjective measures, compared to some recognized methods in the literature. The watermarking techniques for the geometry and image based representations of 3D scenes, denoted as 3D watermarking, are examined and classified into three groups, as 3D-3D, 3D-2D and 2D-2D watermarking, in which the pair of symbols identifies whether the watermark is embedded-detected in a 3D model or a 2D projection of it. A detailed literature survey on 3D-3D watermarking is presented that mainly focuses on protection of the intellectual property rights of the 3D geometrical representations. This analysis points out the specific problems in 3D-3D geometry watermarking , such as the lack of a unique 3D scene representation, standardization for the coding schemes and benchmarking tools on 3D geometry watermarking. For 2D-2D watermarking category, the copyright problem for the emerging free-view televisions (FTV) is introduced. The proposed watermarking method for this original problem embeds watermarks into each view of the multi-view video by utilizing the spatial sensitivity of HVS. The hidden signal in a selected virtual view is detected by computing the normalized correlation between the selected view and a generated pattern, namely rendered watermark, which is obtained by applying the same rendering operations which has occurred on the selected view to the original watermark. An algorithm for the estimation of the virtual camera position and rotation is also developed based on the projective planar relations between image planes. The simulation results show the applicability of the method to the FTV systems. Finally, the thesis also presents a novel 3D-2D watermarking method, in which a watermark is embedded into 3-D representation of the object and detected from a 2-D projection (image) of the same model. A novel solution based on projective invariants is proposed which modifies the cross ratio of the five coplanar points on the 3D model according to the watermark bit and extracts the embedded bit from the 2D projections of the model by computing the cross-ratio. After presenting the applicability of the algorithm via simulations, the future directions for this novel problem for 3D watermarking are addressed.

Summaries in Afrikaans and English / Die begin van die nuwe millennium word gekenmerk deur radikale vooruitgang op tegnologiese gebied, paradigmatiese verskuiwings in natuur- en geesteswetenskappe, toenemende onsekerheid oor wat die ware aard van die mens is en hoe die een mens die ander verantwoordbaar kan help met die oplossing van probleme en herstel van menswaardigheid deur middel van opvoedkundige sielkundige ondersteuning. Navorsing is ondemeem om 'n beeld te verkry van wat 'n verantwoordbare opvoedkundige sielkundige praktyk met besondere verwysing na pedoterapie, kan wees. 'n Literatuurstudie is gedoen aangaande grondeise van 'n verantwoordbare opvoedkundige sielkundige praktyk in historieskomtemporere konteks. 'n Verdere literatuurstudie is gedoen aangaande 'n verantwoordelike en verantwoordbare pedoterapeutiese praktyk in opvoedings- en medemenslikheidsperspektief. 'n Teoretiese fundering van pedoterapie is gedoen, waarin daar, onder andere, klem geplaas is op 'n ontleding van die begrip en idee pedoterapie, pedoterapeutiese verhoudinge, diagnostisering, vorme van pedoterapie en die aard enrol van 'n mensbeeld in die opvoedkundige sielkundige praktyk. 'n Soektog na kategoriee waarmee 'n verantwoordbare Sielkundige Opvoedkundige wetenskap en opvoedkundige sielkundige praktyk beskryf kan word, is ondemeem. Daarna is kriteria vir die evaluering van pedoterapeutiese arbeid geformuleer. Die oorsprong vir en die waarde van 'n universele etiese kode vir terapeute is teen die agtergrond van 'n mensbeeld bespreek. Aan die hand van 'n empiriese ondersoek is daar bepaal wat die stand van opvoedkundige sielkundige teorie en praktyk teenswoordig sou wees. Hierdie empiriese ondersoek is met idiografiese onderhoude uitgevoer, waama idiogramme saamgestel is. Met die empiriese ondersoek is daar gepoog om 'n beeld te verkry van hoe vertroud hedendaagse praktisyns met teoretiese grondslae en die waarde van 'n ontologiese mensbeeld, die waarde van evalueringskriteria en die stand van die Sielkundige Opvoedkunde se toepassingsmoontlikhede vir die pedoterapeutiese praktyk is of nie is nie. Deelnemende opvoedkundige sielkundige praktisyns se praktyksbenadering in etiese en praktiese konteks is verkry asook bulle oordele van, onder meer, heersende voorskrifte en voorstelle ter bevordering van die opvoedkundige sielkundige praktyk. 'n Aantal aanbevelings is gemaak op grond van die bevindinge vanuit die totale studie. 'n Aanloop tot die daarstelling van 'n etiese kode vir opvoedkundige sielkundiges is gemaak. / The beginning of the new millennium is characterized by radical technological progress, paradigm shifts in natural and human sciences, increasing uncertainty about the real nature of the human being and how one person can assist another in an accountable way with solving problems in order to restore human dignity through educational psychological assistance. Research is carried out to determine what an accountable educational psychological practice, with special reference to pedotherapy, should entail. A literature study regarding basic requirements of an accountable educational psychological practice in historical and contemporary perspective is included. A further literature study is executed concerning an accountable pedotherapeutic practice. A theoretical grounding of pedotherapy is included in the literature study and specific attention is given to an analysis of the concepts and ideas of pedotherapy. pedotherapeutic relationships, the diagnostic approach and forms of pedotherapy. The nature and role of a view of human kind in educational psychological practice is also discussed. Categories describing an accountable science of Psychology of Education and its practice are presented. Subsequent criteria for the evaluation of pedotherapeutic endeavour are formulated. Origins for and the value of a universal code of ethics for pedotherapists are discussed against the background of a view of human kind. By means of an empirical investigation it is determined what the current status of Psychology of Education in theory and practice is. This investigation is conducted by means of idiographic interviews and afterwards idiogrammes are compiled to determine to what extent practitioners are conversant with theoretical foundations and an ontological view of human kind, the value of evaluation criteria and the possibilities presented by the insights of Psychology of Education and how practitioners approach their practice in ethical stance. Also the views of practitioners on current prescriptions and their suggestions for improving educational psychological practice are obtained. A number of recommendations is presented in the light of findings from the entire study. A trial run for the formulation of an ethical code for educational psychologists is presented. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Summaries in Afrikaans and English / Die begin van die nuwe millennium word gekenmerk deur radikale vooruitgang op tegnologiese gebied, paradigmatiese verskuiwings in natuur- en geesteswetenskappe, toenemende onsekerheid oor wat die ware aard van die mens is en hoe die een mens die ander verantwoordbaar kan help met die oplossing van probleme en herstel van menswaardigheid deur middel van opvoedkundige sielkundige ondersteuning. Navorsing is ondemeem om 'n beeld te verkry van wat 'n verantwoordbare opvoedkundige sielkundige praktyk met besondere verwysing na pedoterapie, kan wees. 'n Literatuurstudie is gedoen aangaande grondeise van 'n verantwoordbare opvoedkundige sielkundige praktyk in historieskomtemporere konteks. 'n Verdere literatuurstudie is gedoen aangaande 'n verantwoordelike en verantwoordbare pedoterapeutiese praktyk in opvoedings- en medemenslikheidsperspektief. 'n Teoretiese fundering van pedoterapie is gedoen, waarin daar, onder andere, klem geplaas is op 'n ontleding van die begrip en idee pedoterapie, pedoterapeutiese verhoudinge, diagnostisering, vorme van pedoterapie en die aard enrol van 'n mensbeeld in die opvoedkundige sielkundige praktyk. 'n Soektog na kategoriee waarmee 'n verantwoordbare Sielkundige Opvoedkundige wetenskap en opvoedkundige sielkundige praktyk beskryf kan word, is ondemeem. Daarna is kriteria vir die evaluering van pedoterapeutiese arbeid geformuleer. Die oorsprong vir en die waarde van 'n universele etiese kode vir terapeute is teen die agtergrond van 'n mensbeeld bespreek. Aan die hand van 'n empiriese ondersoek is daar bepaal wat die stand van opvoedkundige sielkundige teorie en praktyk teenswoordig sou wees. Hierdie empiriese ondersoek is met idiografiese onderhoude uitgevoer, waama idiogramme saamgestel is. Met die empiriese ondersoek is daar gepoog om 'n beeld te verkry van hoe vertroud hedendaagse praktisyns met teoretiese grondslae en die waarde van 'n ontologiese mensbeeld, die waarde van evalueringskriteria en die stand van die Sielkundige Opvoedkunde se toepassingsmoontlikhede vir die pedoterapeutiese praktyk is of nie is nie. Deelnemende opvoedkundige sielkundige praktisyns se praktyksbenadering in etiese en praktiese konteks is verkry asook bulle oordele van, onder meer, heersende voorskrifte en voorstelle ter bevordering van die opvoedkundige sielkundige praktyk. 'n Aantal aanbevelings is gemaak op grond van die bevindinge vanuit die totale studie. 'n Aanloop tot die daarstelling van 'n etiese kode vir opvoedkundige sielkundiges is gemaak. / The beginning of the new millennium is characterized by radical technological progress, paradigm shifts in natural and human sciences, increasing uncertainty about the real nature of the human being and how one person can assist another in an accountable way with solving problems in order to restore human dignity through educational psychological assistance. Research is carried out to determine what an accountable educational psychological practice, with special reference to pedotherapy, should entail. A literature study regarding basic requirements of an accountable educational psychological practice in historical and contemporary perspective is included. A further literature study is executed concerning an accountable pedotherapeutic practice. A theoretical grounding of pedotherapy is included in the literature study and specific attention is given to an analysis of the concepts and ideas of pedotherapy. pedotherapeutic relationships, the diagnostic approach and forms of pedotherapy. The nature and role of a view of human kind in educational psychological practice is also discussed. Categories describing an accountable science of Psychology of Education and its practice are presented. Subsequent criteria for the evaluation of pedotherapeutic endeavour are formulated. Origins for and the value of a universal code of ethics for pedotherapists are discussed against the background of a view of human kind. By means of an empirical investigation it is determined what the current status of Psychology of Education in theory and practice is. This investigation is conducted by means of idiographic interviews and afterwards idiogrammes are compiled to determine to what extent practitioners are conversant with theoretical foundations and an ontological view of human kind, the value of evaluation criteria and the possibilities presented by the insights of Psychology of Education and how practitioners approach their practice in ethical stance. Also the views of practitioners on current prescriptions and their suggestions for improving educational psychological practice are obtained. A number of recommendations is presented in the light of findings from the entire study. A trial run for the formulation of an ethical code for educational psychologists is presented. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)