Cameroon has been in the throes of a bloody conflict in the English-speaking regions since 2016. It is a conflict over political, cultural rights and identity and has deteriorated with government forces implicated in serious human rights violations such as extrajudicial and summary executions, torture, forced disappearances, arbitrary arrest and incommunicado detention, arson and destruction of villages. Separatist fighters have equally inflicted pain on civilians who do not support their agenda through kidnapping, maiming and targeted killings. Transitional justice (TJ) stands as a panacea to addressing the serious human rights violations resulting from conflicts. The AU through its different organs and institutions have developed mechanisms for the implementation of TJ. The AU Transitional Justice Policy (AUTJP) provides a roadmap for other institutions to assist member states to develop context-specific comprehensive policies, strategies, and programmes towards achieving peace, justice and reconciliation. The African Commission as a key institutions for implementing TJ incorporates TJ into its existing mechanisms which makes TJ centred responses weak. The study proposes several measures to improve on the Commissions response. It equally highlights the peculiarities and challenges at the level of the Cameroon and proposes measures to be adopted to achieve peace and justice. / Mini Dissertation (LLM (Human Rights and Democratisation in Africa))--University of Pretoria, 2021. / Centre for Human Rights / LLM (Human Rights and Democratisation in Africa) / Unrestricted

Thesis (PhD) -- Australian Catholic University, 2006. / Submitted in total fulfillment of the requirements for the degree of Doctor of Philosophy. Bibliography: p. 337-361. Also available in an electronic format via the internet.

Thesis (M.A. (Human Rights))--Mahidol University, 2006. / LICL has E-Thesis 0019 ; please contact computer services.

Thesis (Ph.D. (Health Sciences))-- University of Limpopo, 2012 / A theory - generative, qualitative, descriptive, exploratory and contextual design was used in this study, in phases 1 and 2. The purpose of the study was to explore and describe the nature of human rights education in the health professions programmes at the University of Limpopo, MEDUNSA Campus in order to develop a model for human rights education and teaching of the students in such programmes. In Phase 1, data were collected by means of unstructured, in-depth interviews from the sampled lecturers teaching ethics and/or human rights, as well as by observation, field notes and document analysis. The findings indicated that human rights education is an empowering process for the students, which can be facilitated through a collaborative, Inter-professional and interdisciplinary approach. The content for a human rights education programme should include Ethics and Human Rights which is contextual in terms of the South African society and also considers the international perspectives of human rights. Interactive teaching strategies should be used to facilitate maximum involvement and engagement of the student with the subject matter. In Phase 2, the construction and description of the model is done, based on the guidelines of Dickoff, James & Weidenbach (1968); Chinn & Kramer (2008); Walker & Avant (2011). The concepts which were derived from the themes that emerged from the interviews with the key informants, the observations made, the field notes, the review of selected documents and the literature which used as data, provided the framework for the model “Human Rights Education in the Health Professions”. The thesis provides the research report, and a description of the model, including the guidelines for implementation. Recommendations which are based on the findings of the study have been made with respect to education, practice and research. A key recommendation concerns the review of the content of the curriculum for human rights. Key words: collaboration, education, empowerment, ethics, human rights, human rights education.

Thesis (doctoral)--University of Helsinki, 2005. / Includes bibliographical references. Also available online.

No description available.

Thesis (Ph. D.)--State University of New York at Binghamton, Art History Dept., 2006. / Includes bibliographical references.

Dissertation (LL.M.)--University of Helsinki, April 2005. / Title from PDF title page (viewed May 18, 2006). Includes bibliographical references.

Thesis (D. Ed.)--University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

The right to legal representation has been acknowledged as a fundamental right of an accused in a criminal trial. 1 Traditionally, however, this, right has been viewed as a right to retain counsel, rather than a positive right to be provided with legal representation in the case of indigent accused. The importance of legal assistance for accused persons being tried in an adversarial justice system has been recognised in the Anglo-American legal systems. In an adversarial system the duty of a presiding officer is to act as an independent and objective adjudicator of the facts and evidence presented to him or her by the two parties to the trial. The onus is on the litigants to advance their own case. It naturally follows that the strength of a party's case depends on the skill of the litigator.