Thesis (M.A.)--Carleton University, 1992. / Also available in electronic format on the Internet.

Thesis (Ph. D.)--Carleton University, 2000. / Includes bibliographical references. Also available in electronic format on the Internet.

Thesis (Ph. D.)--University of California, San Diego, 2006. / Title from first page of PDF file (viewed September 8, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 675-701).

Thesis (M.A.)--Catholic Theological Union at Chicago, 2000. / Vita. Includes bibliographical references (leaves 99-102).

This dissertation focuses on the concept of human rights, and in particular on how we should understand the interests protected by human rights and human rights' correlative duties. The work consists of three papers. Human rights and interests In the first paper I consider which conditions interests have to satisfy in order to be protected by human rights. I call these the Interest Conditions. I argue that we need to distinguish between two kinds of Interest Conditions: qualitative and quantitative ones. This means that we need to consider both which type of interests, and how much of these interests, human rights protect. I then consider the content of these conditions. Political accounts and fidelity to human rights practice In recent years, considerable attention has been received by so called "political accounts" of the analysis of human rights. According to these theories, one of the distinctive features of human rights is that they play a certain political function. In particular, a large number of political accounts hold that human rights have political correlative duties. I call this thesis 'Political Duties'. Political Duties has been defended on the grounds of the desideratum of fidelity, according to which the analysis of human rights ought to be faithful to human rights practice. I consider two ways of interpreting this desideratum and the corresponding versions of the argument in support of Political Duties. I argue that neither version successfully supports the thesis. The universal scope of positive duties correlative to human rights In the third paper I focus on duties correlative to human rights. We can distinguish between two different kinds of duties: negative and positive ones. Negative duties are duties not to perform an action, while positive duties are duties to perform an action. I focus on the latter and, in particular, I concentrate on the question of their scope - that is, on understanding who holds them. I defend a refinement of the thesis that all individuals hold positive duties correlative to human rights, which I call the Universal Scope Thesis.

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

M.Ed. (Sociology of Education) / One of the outstanding characteristics of the present South Africa is an accountable Charter of Human Rights. Rapid changes have taken place on the political, economic and social levels lately. The labour market is influenced by the new dispensation. Most individuals, sometime or another, form part of the labour market and they should be explicitly made aware of their rights and responsibilities. The employer sector requires an education system that will equip people with skills and integrity to take their place in the labour market. The task of the teacher and school cannot be over-estimated. The purpose of this study is to establish to what extent pupils on reaching St 10 have been made aware of their rights in the labour market. In order to achieve this, a questionnaire of six items has been developed based on the literature study in Chapter II of this Script. The variables obtained from this analysis, were applied to test structure and detailed hypothesis concerning the various groups. In this comparison the Hotelling T-test was used to examine the combination of the six facets of labour law and human rights. Where significant multivariate differences were found, they were further investigated by means of the Student's t-test. For three or more groups, the multivariate hypothesis on the six facets of labour relations and human rights were investigated with the use of the one-way Manova. Where significant multivariate differences were found, the univariate differences were investigated further with an Anova and Scheffe.

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

"Human rights education (hereinafter HRE) squarely fits into the promotional mandate or obligation [of the African Commission on Human and Peoples' Rights]. The Commission is implementing its promotional mandate by disseminating copies of the Charter [African Charter on Human and Peoples' Rights] and sensitising governments about their responisiblities to citizens. There are also ongoing thematic human rights conferences, workshops and ad hoc training programmes throughout the continent. In addition, human rights are taught in some states over the continent as a subject by itself, especially in law faculties of universities, or as a component of interdisciplinary courses. But still, observers and specialists, notably teachers of higher education, who have a certain amount of experience in HRE, admit that there exists no African system of HRE stricto sensu. Many African states do not also have HRE programmes proper. This paper stresses the importance of HRE to avoid violations of human rights and pleads for practical steps by African states to carry out their obligations with respect to promotion of human rights. It also suggests the effective usage of the African Commission's mandate of examination of states reports for monitoring and co-ordination of HRE activities. It will do these by laying down a framework for planning, implementaiton and co-ordination of HRE programmes. ... Chapter one provides background to the study, identifies the problems to be tackled, summarises the relevant literature and introduces the objectives, hypotheses, methodology and scope of the study. Chapter two defines human rights and HRE. It also lists the goals of HRE and discusses the importance of the same. Moreover, it identifies normative foundations for HRE. Chapter three discusses the elements of efficient programmes for HRE. It identifies factors of effectiveness of HRE programmes from its design to its implementation. Chapter four deals with the role of state and non-state actors in HRE and suggests ways of building partnership samong the actors and co-ordination of efforts by the African Commission. Chapter five concludes the paper and provides [a] list of recommendations for effective HRE in Africa." -- Introduction. / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2004. / http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html / Centre for Human Rights / LLM

The African Union (AU) was set up in the year 2000 by the Constitutive Act of the African Union (Constitutive Act). Part of AU’s objectives for its creation includes; the promotion of peace, security and stability on the continent as well as the protection and promotion of human and peoples’ rights in accordance with the African Charter on Human and Peoples’ Rights (ACHPR).2 As part of fulfilling this objective, the African Court on Human and Peoples’ Rights (ACtHPR) was established3 with a wide human rights protective mandate which allows it to determine cases and disputes concerning the interpretation and application of the ACHPR and other international human rights instruments.4 / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2010. / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM