Human Rights instruments have not been applied equally to all people. This is evidenced by the development of additional treaties such as the Convention on the Rights of the Child and the Convention on the Rights of Persons with Disabilities. There is also no universal set of rights for animals suggesting we think differently about the rights of living creatures. This thesis drew upon three philosophical frameworks of rights – morality, moral sentiment and equality – to explore the dimensions that university students use to consider the rights of children, people with disabilities and animals. It examined whether people define rights of these populations differently, and what theoretical dimensions underlie those definitions. The Concepts of Rights Questionnaire was administered and significant differences were found in participants’ support for physical punishment and euthanasia depending on the target population as well as their underlying theoretical belief. The results affirm that participants do not apply a universal set of rights standards to the three populations.

Thesis (M. Phil.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 144-150) Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1951. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [501]-526).

Gender mainstreaming to promote gender equality and include persons with disabilities is important because it can bring a huge impact to the organization and the country. It is not easy to accomplish gender equality as long as there are barriers against women's participation in all spheres. As a result, achieving gender equality is a challenge for not only developed countries but also developing countries. This thesis evaluates the implementation of gender mainstreaming to promote gender equality and the inclusion of persons with disabilities of the Division for the Advancement of Women in Lao PDR. This thesis discovers the perception of gender equality, the barriers that prevent women from achieving gender equality, and the impact of gender equality and lastly examines whether the inclusive approach to include persons with disabilities is implemented in the ministerial organization.

Racial and political struggles throughout the world today seem to be partly an expression of the pressing demand for human equality, and suggest that the idea of equality needs urgent examination. The writer attempts, through a study of relevant, selected material, to arrive at some meaningful interpretation of this idea of equality, then examines the bearing of the idea on education. The first chapter of the paper analyses four theories which state some particular respect in which men are held to be equal. All the examined propositions asserting the equality of men are found to be either indefensible or meaningless. The second chapter studies W. T. Stace's argument that men are of equal worth, and the conclusion is reached that equality can be meaningfully interpreted only as an ideal. A significant element in struggles for the realization of the ideal of equality is found to lie in the demand that persons similarly situated should be similarly treated and that any discrimination should be based on relevant differences. It is also contended that the economic, legal, political and educational aspects of the problem of equality are inextricably interwoven. The third and the fourth chapters are specially devoted to a study of the relevance of the ideal of equality to the educational process. It is argued that the school has an indispensable part to play in the struggle for equality. The general conclusion of the thesis is that the idea of equality is a dynamic one needing continual reinterpretation, not in isolation, but in conjunction with other social ideals such as liberty and altruism; nowhere is this constant re-examination more necessary than in the field of education. / Arts, Faculty of / Philosophy, Department of / Graduate

Bibliography: leaves 89-92. / The purpose of my investigation was to study gender equality in one of Swaziland's secondary schools. This was a case study. The aim was to determine the extent to which gender equality was being practised, if at all. The study was based on socialization theories presented by some feminists. The theories discussed in this thesis are the Liberal feminist theory, the Socialist feminist theory, the Radical feminist theory, the Psychoanalytic feminist theory, the Postmodern feminist theory and the Third World feminist theory. Feminists believe that early socialization and sex-stereotyped attitudes about boys and girls have a fundamental effect on the processes of education in relation to teaching style and methodology and the way in which learning is negotiated by boys and girls. Feminists believe that the teachers as well as their fellow male students usually marginalize girls at school. In this case study a school in urban Swaziland was selected.

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The hearing-impaired learner as part of a historically segregated and disadvantaged group experiences discrimination within Nigeria’s general education system and the socio-political environment. In this study, the focus is on how hearing-impaired learners can access inclusive education, using normative ideas of equality that could inform the understanding and interpretation of the non-discriminatory clause in the Nigerian constitution. Emphasis is on advancing thoughts that are normatively open to the inclusive equality needs of the hearing-impaired in accessing primary education, in order to inspire and be capable of altering existing discriminatory conditions prevalent within Nigeria’s general education system. The study uses a range of analytical skills to probe the inclusiveness of existing arrangements regarding inclusive equality in education for hearing-impaired learners in Nigeria. More broadly, the study makes use of qualitative analysis. However, the study also employs a reasonable part of fieldwork which necessitated the use of quantitative data analysis in order to determine the number of semi-structured questionnaires to be distributed to schools. More generally, the study utilises the social model approach to disability and neo-natural law perspectives as qualitative interpretive tools for appraising understandings of inclusivity in education for hearing-impaired learners. From ideas inspired from the social model and neo-natural law, the study adopts the prescriptive and directive approach as a directing element in the evaluation of the responsiveness of law, policy and practice towards securing inclusive equality in education for hearing-impaired learners. Additionally, the study employs some aspects of comparative analysis. The purpose was not so much to compare, but to create awareness regarding the equality and non-discrimination agenda in other jurisdictions. Against this backdrop, the Canadian and South African jurisdictions were used. The study contemplates that positive lessons could be learnt from these jurisdictions and mistakes can be avoided. Throughout, the study highlights the hidden nature of law, policy and practice in relation to hearing-impaired learners, which consequently demand the application of practical reasonableness and ideas of substantive justice in the making and implementation of rules and policy. The study situates inclusivity as a flexible approach that should present each learner with an opportunity to access and make choices regarding placement options as a matter of self determination. In the final analysis, the study argues for the establishment of a non-discriminatory educational system, where hearing-impaired learners are taught in a language that is accessible and comprehensible and with which the learner is familiar right from home at the early age of schooling. The study considers the utilisation of accessible and comprehensible language an operative part of achieving substantive equality in education for hearing-impaired learners. / Thesis (LLD)--University of Pretoria, 2017. / Centre for Human Rights / LLD / Unrestricted

No description available.

Univ., Diss.--Namur, 2004.