The main concern of this thesis is to analyze the transformation of domestic human rights discourse by looking at the shifting representations of the idea of human rights. The representation of the idea of human rights in &lsquo / Turkey Human Rights Movement Conferences&rsquo / in different political contexts during the period 1998-2010 is evaluated with reference to three areas of literature on the idea of human rights and with a social constructionist perspective which begins with the proposition that ideas and practices concerning human rights are created by people in particular historical, social, and economic circumstances. The different conceptualizations of legitimation of the idea of human rights, the shifting representations of the idea of human rights as civil and political rights and economic, social and cultural rights and the varying constructions of domestic human rights language amongst local and universal claims in respect of human rights within different political contexts is explored. In this framework, the research design of the study is envisioned to evaluate these issues in the context of &lsquo / Turkey Human Rights Movement Conference&rsquo / texts. The final reports of eleven conferences held in the period 1998-2010 are analyzed by the method of &lsquo / qualitative content analyses&rsquo / .

The incidents of human rights violations have increasingly captured the international attention. I think that part of the reasons for human rights violations is because of the foundational theories of the current international law. In this thesis project, I argue that basic human rights should be the moral foundation of the international law. I achieved my goal in several steps. In the first section, I introduced the thesis project; I also outline my objectives. In the second section, I briefly define human rights, basic human rights, and provided the scope of basic human rights. In the third section, I provided my argument that basic human rights should be the moral foundations of the international law; provide criterion of state legitimacy; I critiqued the United Nations in the context of my arguments. Finally, I concluded by formulating the international basic human rights law.

The global approach that pleads for the equality of all human beings and respect for human rights reaches children as well. Universal human rights should be awarded to all people and for all institutions, and, therefore, schools and children are no exception. Children's rights form an integral part of human rights. This study sets out to explore a management model to assist teachers in implementing children's rights. The study argues that schools are expected to be places of support and respect for children's rights. Instead, extreme violations take place in some schools. This occurs in spite of the children's rights laws that are in place. Most of the human rights transgressions are committed by teachers. The study offers a new approach for teachers to respect and promote children's rights in schools. The new approach is in the form of a model. A literature study and empirical research were undertaken, including national and international factors influencing children's rights. A number of serious gross violations were also explored. Qualitative focus groups and in-depth interviews formed the basis of the empirical research. Finally, a content analysis was conducted to categorise and evaluate data. The findings revealed that teachers still use corporal punishment, even if it is totally outlawed. Other violations discovered included the following: verbal abuse, sexual relationships with girl learners, failure by teachers to attend classes and failure to treat all learners equally. Recommendations in this study emphasise the need to train student teachers regarding human rights education. An induction programme for newly appointed teachers is viewed as ideal. Workshops are also recommended for both the teachers and Teacher Liaison Officers (TLO’s). The study finally identified areas in which further research should be done. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013

The global approach that pleads for the equality of all human beings and respect for human rights reaches children as well. Universal human rights should be awarded to all people and for all institutions, and, therefore, schools and children are no exception. Children's rights form an integral part of human rights. This study sets out to explore a management model to assist teachers in implementing children's rights. The study argues that schools are expected to be places of support and respect for children's rights. Instead, extreme violations take place in some schools. This occurs in spite of the children's rights laws that are in place. Most of the human rights transgressions are committed by teachers. The study offers a new approach for teachers to respect and promote children's rights in schools. The new approach is in the form of a model. A literature study and empirical research were undertaken, including national and international factors influencing children's rights. A number of serious gross violations were also explored. Qualitative focus groups and in-depth interviews formed the basis of the empirical research. Finally, a content analysis was conducted to categorise and evaluate data. The findings revealed that teachers still use corporal punishment, even if it is totally outlawed. Other violations discovered included the following: verbal abuse, sexual relationships with girl learners, failure by teachers to attend classes and failure to treat all learners equally. Recommendations in this study emphasise the need to train student teachers regarding human rights education. An induction programme for newly appointed teachers is viewed as ideal. Workshops are also recommended for both the teachers and Teacher Liaison Officers (TLO’s). The study finally identified areas in which further research should be done. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013

The incidents of human rights violations have increasingly captured the international attention. I think that part of the reasons for human rights violations is because of the foundational theories of the current international law. In this thesis project, I argue that basic human rights should be the moral foundation of the international law. I achieved my goal in several steps. In the first section, I introduced the thesis project; I also outline my objectives. In the second section, I briefly define human rights, basic human rights, and provided the scope of basic human rights. In the third section, I provided my argument that basic human rights should be the moral foundations of the international law; provide criterion of state legitimacy; I critiqued the United Nations in the context of my arguments. Finally, I concluded by formulating the international basic human rights law.

Thesis (Ph. D.)--Georgia State University, 2009. / Title from title page (Digital Archive@GSU, viewed June 21, 2010) John Duffield, committee chair; William Downs, Charles Hankla, committee members. Includes bibliographical references (p. 172-183 ).

Thesis (Ph. D.)--Miami University, Dept. of Political Science, 2003. / Title from second page of PDF document. Includes bibliographical references (p. 184-206).

M.Ed. / Please refer to full text to view abstract

M.Ed. (Educational Psychology) / Human rights are currently the focal point of discussion. It is an actuality which' gains prominence as the complexity of society increases. This study will focus on the rights of the individual in relation to the other members of the group and the family. The family is seen as a bond of community in which the individual is anchored. The problems which are therefore addressed in this dissertation, are: Are children sufficiently informed about the rights of the individual in his group and his family? Are there any aspects with regard to the rights of the individual in his group or family about which children have almost no knowledge? The aim of this study was to ascertain to what extent the rights of the individual in the group are communicated to the child by the school, and to determine which educational gaps exists in this respect. The nature of this study is exploratory and descriptive. Exploratory studies have as their aim the exploration of a relatively unknown area. In this project the rights of the individual in his group and family are examined; also whether, and to what extent, these rights are communicated to the child - it is a relatively unknown area in educational studies which is explored. The ways in which the research in this study was by undertaken and carried out, includes amongst others a study of the literature which contains the relevant and, where possible the youngest views of experts on the appropriate area of research. It will form the frame of reference for the empirical study which will follow. The empirical component of the investigation was based on the implementation of a questionnaire. The variables were subjected to an item analysis. The independent variables, ie., sex; character; age; language; language of instruction; religion; news value; experience in teaching; qualification; professional skill and guardianship, were used to investigate the importance of the rights of the individual in relation to the other members of the group and the family.

Although human rights NGOs (HURINGOs) have contributed to the institutionalisation of a human rights culture, the human rights discourse mainly focuses externally on the obligations of states and, more recently, of business. Little attention is paid to how HURINGOs manage their power and privileges within their internal governance, despite NGOs' growing influence, resources, scope and diversity. This thesis offers a theoretical interpretation of the experiences, challenges, dilemmas and lessons learnt by HURINGOs in Kenya, Tanzania, Uganda and South Africa to contribute to the evolving discourse of human rights theory and practice. It adopts a multi-disciplinary approach that articulates the human rights obligations of HURINGOs and their implications for governance, arguing that the improved governance of NGOs is critical to the strengthening of the human rights movement. While upholding the dominant legal liberalism school which underlines that the state is the main human rights duty bearer and legal systems are critical to the enforcement of rights, it utilises the sociology of law discourse that conceptualises human rights as a normative principle to contain abuse of power. Drawing from the rights-based approach which is aimed at holding all actors accountable for the human rights implications of their actions, it evaluates how HURINGOs have applied the human rights principles and standards of: (i) express linkage to and mainstreaming of rights; (ii) accountability and transparency; (iii) participation and inclusion; and (iv) non¬discrimination, equity and empowerment in their governance and operations, as they demand of others. It is the mam contention of this study that HURINGOs have the obligation to empower themselves internally before they can champion the empowerment of others. This entails being knowledgeable in the area of work; forging linkages with broader civil society and academia, building on the positive cultural values that resonate with human rights to stimulate mass support and balancing the different accountabilities to the law, boards, membership, self-regulatory mechanisms, public and donors. Further HURINGO have the obligation to safeguard the autonomy of their mission; have transparent and participatory processes to enhance collective strength, legitimacy and ownership of consensus decisions; as well as promote and demand equal and equitable relationships based on mutual respect, shared responsibility and achievements while simultaneously enabling the weaker party to act on their own. Although a higher responsibility is placed on HURINGOs to respect human rights values, all NGOs irrespective of how they define themselves have to mainstream human rights in their work. This is because all NGOs exist in the public trust and work to promote human dignity and societal wellbeing. They must lead by example. Applying the human rights principles to NGOs enhances their moral legitimacy to measure up to the challenges of being a watchdog of the governance process and custodians of the better promotion and protection of human rights. Significantly, it advances the credibility of human rights to offer protection from any abuse of power. / Thesis (LLD)--University of Pretoria, 2010. / Centre for Human Rights / unrestricted