Going against the tide: seeking regulations for private military/security companies in a globalized world
- Authors: Juma, Laurence
- Date: 2011
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/128822 , vital:36163 , https://hdl.handle.net/10520/EJC85398
- Description: This article discusses the role of privatization of security in Africa, but its focus is on private military and security companies (PMSCs). The article proceeds on the basis that there is need for effective regulatory frameworks for PMSCs that operate in conflict zones of Africa. Thus, it begins by appraising the existing normative standards at the international, regional and domestic level that apply to these companies, and thereafter, identifies their shortcomings in light of the prevailing security conditions within the continent. The article then posits broad theoretical imperatives for designing a more effective regulatory framework for PMSCs and concludes by proposing the establishment an overarching continental regime constructed on the basis of the suggested imperatives.
- Full Text: false
- Date Issued: 2011
- Authors: Juma, Laurence
- Date: 2011
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/128822 , vital:36163 , https://hdl.handle.net/10520/EJC85398
- Description: This article discusses the role of privatization of security in Africa, but its focus is on private military and security companies (PMSCs). The article proceeds on the basis that there is need for effective regulatory frameworks for PMSCs that operate in conflict zones of Africa. Thus, it begins by appraising the existing normative standards at the international, regional and domestic level that apply to these companies, and thereafter, identifies their shortcomings in light of the prevailing security conditions within the continent. The article then posits broad theoretical imperatives for designing a more effective regulatory framework for PMSCs and concludes by proposing the establishment an overarching continental regime constructed on the basis of the suggested imperatives.
- Full Text: false
- Date Issued: 2011
Remains to be said: The "um" in art and other disfluencies
- Authors: de Jager, Maureen
- Date: 2011
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/147369 , vital:38630 , https://0-hdl.handle.net.wam.seals.ac.za/10520/EJC45815
- Description: Taking as my starting point an artwork of "fillers" - a 2010 sound piece by Fine Art student Romie Sciscio foregrounding the disfluent speech of various visiting academics to the Department of Fine Art, Rhodes University - I propose that speech disfluencies such as "um", "kind of" and "I suppose" should not simply be derided as white noise or verbal graffiti. Rather, filled pauses - understood both literally and metaphorically - may be seen to function critically, precisely because they are located neither inside nor outside the "message" of speech. They hover between presence and absence, seemingly content-less and yet dimly portentous: they do and do not matter to meaning. As such, they require (or provoke and demand) a different kind of listening - the acoustic equivalent of reading between the lines.
- Full Text:
- Date Issued: 2011
- Authors: de Jager, Maureen
- Date: 2011
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/147369 , vital:38630 , https://0-hdl.handle.net.wam.seals.ac.za/10520/EJC45815
- Description: Taking as my starting point an artwork of "fillers" - a 2010 sound piece by Fine Art student Romie Sciscio foregrounding the disfluent speech of various visiting academics to the Department of Fine Art, Rhodes University - I propose that speech disfluencies such as "um", "kind of" and "I suppose" should not simply be derided as white noise or verbal graffiti. Rather, filled pauses - understood both literally and metaphorically - may be seen to function critically, precisely because they are located neither inside nor outside the "message" of speech. They hover between presence and absence, seemingly content-less and yet dimly portentous: they do and do not matter to meaning. As such, they require (or provoke and demand) a different kind of listening - the acoustic equivalent of reading between the lines.
- Full Text:
- Date Issued: 2011
A South African response to ethics in legal education
- Authors: Kruuse, Helen
- Date: 2011
- Language: English
- Type: Article , text
- Identifier: http://hdl.handle.net/10962/54174 , vital:26399 , https://www.routledge.com/The-Ethics-Project-in-Legal-Education/Robertson-Corbin-Tranter-Bartlett/p/book/9780415546515
- Description: The contributions in this volume suggest that "the ethics project in legal education" is increasingly an international one. Even though the strength of commitment by both the profession and the legal academy to "ethics learning" within law schools varies, two fundamental questions confront all who work in this area. First, what is it that we want our students to learn (or, perhaps, in what manner do we want our students to develop) from the teaching of "legal ethics"? Second, how can we create a learning environment that will encourage the nature and quality of learning we think is important?.
- Full Text: false
- Date Issued: 2011
- Authors: Kruuse, Helen
- Date: 2011
- Language: English
- Type: Article , text
- Identifier: http://hdl.handle.net/10962/54174 , vital:26399 , https://www.routledge.com/The-Ethics-Project-in-Legal-Education/Robertson-Corbin-Tranter-Bartlett/p/book/9780415546515
- Description: The contributions in this volume suggest that "the ethics project in legal education" is increasingly an international one. Even though the strength of commitment by both the profession and the legal academy to "ethics learning" within law schools varies, two fundamental questions confront all who work in this area. First, what is it that we want our students to learn (or, perhaps, in what manner do we want our students to develop) from the teaching of "legal ethics"? Second, how can we create a learning environment that will encourage the nature and quality of learning we think is important?.
- Full Text: false
- Date Issued: 2011
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