Thesis (Ph. D.)--Auburn University. / Abstract. Vita. Includes bibliographical references (p. 82-90).

On the African continent South Africa is unequivocally the economic and military giant. As the continental hegemon, the state has sought the reform of the unequal global economy in order to enhance the participation in the global political economy of all African countries. The South African government projects the discourse of African solidarity in driving global reforms, emphasising that such reforms will be of benefit to both the continent as a whole, and to the South African state. Within this context, it is the purpose of this dissertation to determine with greater clarity who stands to gain from South Africa’s efforts. In other words, is South Africa acting to acquire economic growth and development for Africa as a whole, or is the country primarily acting to secure its own wealth and power? In short, this study investigates whether South Africa – as the continental hegemon – is acting in a benevolent or selfish manner in its undertakings. The assessment of South Africa’s hegemony is presented in a theoretical schema constructed with a focus on the three main theories of international relations, namely liberalism, realism and structuralism. Each of these theories is employed descriptively as well as prescriptively as tools to evaluate the nature of the African political economy, and South African action versus rhetoric. Applying these conceptual lenses, South Africa’s position on three aspects of the African political economy are assessed and evaluated. These three areas of the political economy – trade, debt and foreign direct investment – serve as case studies revealing South Africa’s benevolence and/or selfishness. In brief, South Africa is pressing for the reform of the international financial architecture; rhetorically, the state seeks free trade and enhanced export opportunities for all African states; the country is urging foreign creditors to reduce Africa’s external debt; South African leaders have recommended that their counterparts establish an investor-friendly climate in Africa as a means to enhance foreign investments on the continent. South Africa’s actions have the potential to benefit the African continent as a whole, and simultaneously advance the state’s interests. The findings of this study point out that (a) each of the three theories can be utilised to describe South Africa’s rhetoric and actions, and (b) the essence of South Africa’s hegemony is neither entirely benevolent, nor exclusively selfish. / Mr. P.P Fourie

Source: Masters Abstracts International, Volume: 47-06, page: 3557. Advisers: Linda Lloyd; Linda Piller. Includes bibliographical references.

Thesis--Auburn University, 2009. / Abstract. Vita. Includes bibliographical references (p. 45-47).

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xi, 292 p.; also includes graphics (some col.) Includes bibliographical references (p. 273-292). Available online via OhioLINK's ETD Center

M.Ed. / After conducting a workshop for class assistants at my school for learners with intellectual impairments, I identified that class assistants need to develop such life skills as self-awareness, communication and problem-solving. Life skills enable one to translate knowledge, attitudes and values into action as actual abilities, but life skills are not in themselves forms of behaviour, they are abilities to behave in certain ways, given the motivation and the scope to do so within the prevailing social and cultural constraints (Van der Merwe, 1996). Currently, no program exists within the Gauteng Education system for life skills training of Class Assistants. I argue that life skills enable one to translate knowledge, attitudes and values into action as actual abilities. “However, life skills are not in themselves forms of behaviour rather they are abilities to behave in certain ways, given the motivation and the scope to do so within the prevailing social and cultural constraints” (Van der Merwe, 1996:289). During life skills training, the facilitator is able to gain a sense of self-worth by evaluating the strengths, skills and capabilities of the individual participants. Through this experience, class assistants will be able to accept and appreciate that they are individuals with different strengths and weaknesses, and that they have something to offer. As part of human resource development, education support personnel and class assistants should be provided with the appropriate training and support to participate fully in the school system (Department of Education, 1997:130). The development of people is essential to health promotion and whole-school development (Donald et al, 2002). / Mrs. H. Krige