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Rights and responsibilities are enshrined in the Constitution of the Republic of South Africa. These rights are the basic rights of every human being. This study focuses on the rights and responsibilities of Grade 3 learners across diverse school settings; I identified five significant aims. The main aim of this research was to use the findings gained to assist and guide educators and all adults working with children in all school contexts and in all grade levels to transform education related to rights and responsibilities to empower children. The aim of the study was to understand the experiences of Grade 3 learners regarding their rights and responsibilities across diverse settings. My objectives were firstly to investigate whether children were educated and informed about their rights and responsibilities as child citizens. Secondly, to explore possible gaps in the knowledge of children’s experience and understanding of their rights and responsibilities. Thirdly, to give children an opportunity to use their voices through participating in this study. Fourthly, to identify the similarities and differences through comparison of the of Grade 3 learners’ experiences of their rights and responsibilities across the three diverse school settings. The comparison of data sets highlighted challenges and gaps in children’s education and their experiences of rights and responsibilities. It enabled me to draw conclusions that assisted me in making recommendations to supplement and improve children’s understanding of their rights and responsibilities. I believe that the findings from my study contribute to the growing body of knowledge regarding rights and responsibilities education as a strong focus in the Life Skills programme – locally and globally _ and to improving the education of the young child. Through the comparison of the experiences of the participating children across the three school settings, similarities and differences arose that deepened insight into the main findings. The first finding is that education improves children’s understanding and experience of their rights and responsibilities. Secondly, basic needs have a substantial impact on children’s experience of their rights and responsibilities. Thirdly, the participating children understood that people have needs and rights, and that those rights must be acknowledged to ensure a good quality of life. I further found that children can be empowered through using their voices and in gaining positive experiences and understanding, which ultimately contributes to raising strong well-adjusted adults. This research was qualitative in nature using a multiple case study design. The themes and sub-themes that emerged from the data analysis of three diverse schools were then compared. Data gathering occurred through interviews, observation, documents, field notes and visual artefacts. The artefacts consisted of collages, drawings and writings made by the participating children and formed a large part of the data collection and analysis. Data collection took place in the Grade 3 classrooms and school venues made available by the diverse schools where data was collected. The ninety-six (n = 96) participating children contributed the data for this study and I analysed the data to understand how Grade 3 children understood their rights and responsibilities. Grade 3 learners were from three school settings where the participants had diverse backgrounds regarding language, capability, socio-economic circumstances, race, belief and religion. Children were typically between nine and ten years of age in Grade 3. An emerging conceptual framework created through combining existing theories was utilised for explaining children’s experiences of their rights and responsibilities across the diverse settings. The theories employed were the sociology of childhood, empowerment theory, Maslow’s hierarchy of needs and the framework is the arch of human rights. To empower young children with their rights and responsibilities, adults should listen, educate, communicate, and encourage decision making, accountability and responsibility so that young children will understand their rights and responsibilities as active citizens in their country. This would benefit children to modify and adjust the world they live in. / Thesis (PhD)--University of Pretoria, 2019. / Early Childhood Education / PhD / Unrestricted

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Gender diverse individuals experience stigma, discrimination, and transprejudice regularly, in response to daily interactions with society. These negative experiences lead to the development of physical, mental, and emotional instability. Gender diverse individuals experience transprejudice and discriminatory experiences in transpohobic counseling environments. Furthermore, current research highlights the need for counselors to increase training and knowledge to work with gender diverse individuals. The purpose of this hermeneutic phenomenological study, grounded in a Heideggerian philosophy, was to illuminate the lived experiences of professional counselors engaging in counseling with gender diverse clients and bridge the gap in the current literature. Data were collected from 7 licensed professional counselors with experience counseling gender diverse clients. using a semistructured interview and followed a structured thematic analysis process incorporating components of interpretive phenomenological analysis, ensuring thematic saturation. The results of this study highlighted 10 major themes and seven subthemes inclusive, but not limited to education and training, understanding gender diversity issues, intentional bias, and professional experience. These study findings provide insight regarding the potential to improve counselor training and preparation. Ultimately increasing knowledge and education may impact and improve the lives for the gender diverse clients by reducing transprejudice, transphobia, and other forms of bias.

The presented Ph.D. thesis deals with the topic of Diversity management and its application into the area of Human Resourse Management. The main goal of the thesis is to survey the impact of diversity on the effective team operation in selected organizations in the Czech Republic. The aim of the thesis is thus to identify factors that influence the team effectiveness.The investigated teams operate in selected companies in the Czech Republic The Ph.D. thesis is divided into two parts: the theoretical part and the empirical part. The aim of the theoretical part is to provide a summary of personnel work in organizations with a focus on Human Resource Management at organizational and team´s level. Modern trends are also introduced: diversity management, talent management etc.The second part of the theoretical part is dedicated to diversity and diversity management, diversity classification, the structure of diversity management, functioning in teams, diverse teams and measuring the influence of diversity on team effectiveness. In the end of the theoretical part a summary of key research results is presented. A dictionary of key terms is also created as a part the presented thesis. In the empirical part an analysis of the research results gained by making pilot researches and main research are presented.The research was focused on studying the effectiveness of diverse teams in organizations mainly from the following sectors: Finance a Insurance, IT, Information and communication and Education. The research sample in the main research consisted of 98 team leaders.The gathered data were processed using descriptive and explorative statistics (nonparametric tests: Spearman's rank correlation coefficient, the Mann – Whitney U test and The Kruskal – Wallis Test). A qualitative analysis was used in the analysis of chosen items.The main results of the research is the following: 1.a slightly positive correlation was detected between gender diversity and handling project or work deadlines. 2.a positive correlation was found between informational diversity and goals or specific task/assignment achievement. 3. a slightly positive correlation was detected between the informational diversity and handling project or work deadlines. In teams with a focus on Human Resource Management a middle level of gender diversity was found, whereas in project teams the informational diversity is on a high level. Marketing teams have a lower level of information diversity. The same results is for teams with a focus on Management of academic projects/programs. No relationship was detected between the team effectiveness and the team size. The same negative results were found for the organizational size and the rate of occurence of age, gender or informational diversity.The qualitative analysis concluded that age diversity is linked with a situation of mixing different perspectives and experience in teams; gender diversity could have a positive influence on socio – psychological dynamics in a team and be efficient for client management. Informational diversity was mentioned as a factor of improving the problem-solving process and project effectiveness. Respondents were asked to define the traits/factors of a high – performing teams. Proportions in gender: 50:50, proportional representation of experienced and not so experienced peers in teams. The role of the manager is to unite the team, to support team members´potential, team cooperation with a goal to fulfil the task.

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The Citizenlab is an innovative and dynamic project that aims to empower citizens and foster their active engagement in the democratic process. By creating a modular and welcoming space, the Citizenlab provides a platform for participants to reflect on their role as citizens and explore alternative perspectives on societal issues. The following provides an overview of the essential elements and objectives of the Citizenlab, emphasizing its distinctive approach in promoting citizen participation and fostering critical thinking. The Citizenlab utilizes interactive workshops as a central component, where participants are invited to engage in stimulating discussions and collaborative activities. These workshops are carefully designed to promote an inclusive and participatory environment, allowing individuals from diverse backgrounds to share their ideas and experiences. By incorporating thought-provoking “provotypes,” the Citizenlab encourages participants to challenge prevailing assumptions and envision alternative solutions to complex problems. Ultimately, the Citizenlab aspires to create a more informed, engaged, and empowered society. By promoting critical thinking, community engagement, and active citizenship, the project seeks to inspire individuals to take an active role in shaping their communities and influencing policy decisions. The potential impact of the Citizenlab extends beyond the immediate workshop setting, envisioning a ripple effect that transforms societal attitudes and practices towards a more democratic and participatory future. Through its innovative approach, the Citizenlab holds the potential to redefine the relationship between citizens and public institutions, paving the way for a more inclusive and collaborative society.

University of Bradford through the International Development Fund / The full text will be available at the end of the embargo: 21st June 2025

Master of Science / Food Science Institute, Animal Science and Industry / Daniel Y.C. Fung / Within the United States, it has been estimated that 60 deaths and 73,000 illnesses are caused by Escherichia coli O157:H7 infection annually (Gavin et al., 2004). Multiple effects have been known to occur with the onset of infection from E. coli O157:H7 in which some of these can become life-threatening. Escherichia coli O157:H7 is defined as a Shiga-toxin-producing E. coli strain (STEC). This microbial pathogen is a gram-negative bacillus organism that is motile, non-sorbitol fermenting, and β-glucuronidase negative. The infectious dose of E. coli O157:H7 can be as low as ten cells (Food and Drug Administration, 2009). Consumption of contaminated food, mainly undercooked ground beef and non or incorrectly pasteurized milk, are the primary sources of E. coli O157:H7 infection in human. Cattle, in particular, are considered chief asymptomatic reservoirs for this pathogen. Carried in their gut, feces, and milk, cattle carry this Shiga toxin-producing E. coli in ranges from 10[superscript]2 to 10[superscript]5 CFU/g. Although colonized with E. coli O157:H7, cattle and other ruminants show no adverse side effects from the pathogenic bacteria. There is also a difference in the prevalence of this pathogen between human and cattle. There has been a low incidence of illness caused by E. coli O157:H7 in humans when compared to the high prevalence of E. coli 057:H7 found in cattle and their environment. It has been discovered, through population genetic analysis, that E. coli O157:H7 and other O157:H- isolates make up a clone complex. In spite of the clonal nature of E. coli O157:H7 and other O157:H[superscript]- isolates, there are significant characteristics showing variability between the clone complex. These variability aspects can possibly account for the rapid divergence of E. coli strains including the recently discovered divergence of E. coli O157:H7 in to two separate lineages. Other possible reasons for a non-linear relationship between cattle prevalence and human infection include diversity of the Shiga Toxin-Encoding bacteriophage and receptors in cattle verses human, and finally the difference between the production of Locus of Enterocyte Effacement (LEE) in both human and cattle lineages.