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Background: Type 2 diabetes has been recognised as a global health concern: one that requires intervention to lessen the incumbrance caused by the chronic illness. This rapid review was conducted to determine the scientific evidence available on how Cognitive Behaviour Therapy (CBT) interventions improved the self-management of individuals with type 2 diabetes. Aim: The aim of the review was to synthesise current scientific evidence regarding CBT-based interventions and self-management practices. Method: The rapid review served as a framework to appraise current national and international literature. The researchers used Google Scholar, Journal Storage (JSTOR), PsycINFO, APA PsycArticles, SAGE journals and EBSCO Discovery Services to search for relevant studies. This was performed by employing keywords. Nine relevant studies were identified. The studies were heterogenous in methodology. Seven of the nine studies were conducted in developing countries. Results: The study found that the context of developmental countries plays a significant role in the development of type 2 diabetes and requires tailored intervention because of socio-economic variabilities. The main themes identified in relation to improving self-management included: the characteristics of the CBT-based interventions, namely the format, duration, and outcomes, and identifying the techniques and components used in the CBT-based interventions. Conclusion: The review emphasised the need to further investigate the role of CBT in improving self-management of type 2 diabetes, especially in a South African context. Contribution: The review summarised the techniques that have proven to be effective for the self-management of type 2 diabetes.

THE IMPACT AND CONSTITUTIONALITY OF THE RIGHT TO STRIKE WITH REGARDS TO ESSENTIAL SERVICES – A COMPARATIVE STUDYThis article critically considers the application of and necessity for the right to strike, especially regarding employees that are employed in an essential service. The South African position is examined and compared to other countries around the world, but the focus is mainly on the United Kingdom. The article shows that South Africa's current labour legislation (especially regarding essential services) is in theory good, but that it is applied and enforced poorly in spite of the provisions contained in the Labour Relations Act 66 of 1995 and the Constitution of the Republic of South Africa 1996. This became evident in the 2007 public workers' strike in which many essential services employees took part.The United Kingdom, Australia, New Zealand, Canada, India, France and Kenya all have different ways of dealing with strikes and essential services. Some of these countries' approaches are similar to South Africa's, but in each there is some difference that could be useful in the South African situation. Through these comparisons it becomes clear that the right to strike is important in many countries around the world, but that each country's essential services (or services that can be classified as essential) are equally important. Every country places at the very least some limitation on the right of essential services employees to strike.In conclusion this article states that the South African Labour Law is not perfect and can be improved by means of comparison. This improvement is of vital importance to the lives, health and personal safety of every individual in the country.

"THE SHOW MUST GO ON!" LIABILITY WHEN IT COMES TO DRAMA STUDENTS WHEN INJURED WHILE IN TRAININGThis article emphasises the uncertainty in the relationship between a student undergoing practical training and his/her lecturer or university, if the student should be injured and wants to claim compensation. One must first establish whether the student can be described as an employee of the lecturer or university, or as a vocational worker or independent contractor. Once the status of the student has been established, the relevant legislation can be determined, whether it is the Labour Relations Act or the Basic Conditions of Employment. It is, however, not that simple and a person in the capacity of a student does not accord with the definition of an employee or an independent contractor or a vocational worker. One will have to rely on the assumption in section 83A in the Basic Conditions of Employment that a student is an employee when he does practical training for the benefit of the university. The Occupational Health and Safety Act requires employers to assure that the workplace is a safe environment for employees, with the minimum risks involved. The Compensation for Occupational Injuries and Diseases Act makes it possible for an employee to claim compensation when such a risk becomes a reality.This article also tries to compare the situation of a student sports person injured while participating in university sports, and a drama student injured during a performance or rehearsal of a play. It is stated that the relationship between the drama student and lecturer is similar to the relationship between a sports person and his/her coach, but the relationship differs in that a sports person’s risk of getting hurt is much greater than that of a drama student, The contracts between sports players and their authorities are also stipulated in much more detail than the contracts (if any) between the drama students and the university. It is concluded that the legislation is not clear on the specific matters where a student undergoes practical training while they are still studying. The suggestion is that a sectoral determination must be put in place to regulate the relationship, the remuneration, the working hours and the working conditions and risks involved.The article is in Afrikaans.

Carl von Clausewitz's On War has influenced theorists across a wide range of disciplines, and one such was the late French philosopher and historian, Michel Foucault. This paper considers what at first sight appears to be Foucault's reversal of Clausewitz, but which oncloser examination can be seen to be an accordance with many striking parallels. It isargued that Foucault's reconceptualisation of modem, or disciplinary, relations of power corresponds remarkably closely with Clausewitz's analysis of war, to the extent that both power and war can be understood in terms of multiple, unstable, interactive and variable relations of force, governed by rationality but often resistant to analysis, the significance of which lies primarily in their fluctuating and reciprocal outcomes and consequences, and not least their moral and psychological components and effects.