Teses / dissertações sobre o tema "Right understanding"
Siga este link para ver outros tipos de publicações sobre o tema: Right understanding.
Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos
Veja os 50 melhores trabalhos (teses / dissertações) para estudos sobre o assunto "Right understanding".
Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.
Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.
Veja as teses / dissertações das mais diversas áreas científicas e compile uma bibliografia correta.
1
Schroeder, Jeffrey S. "Right grantors and right seekers : a theory for understanding the comparative development of intellectual property rights /". view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3004002.
Texto completo da fonteResumo:
Thesis (Ph. D.)--University of Oregon, 2001.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 260-272). Also available for download via the World Wide Web; free to University of Oregon users.
2
Draker, Ronald E. "Right face : understanding German political developments/". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA284148.
Texto completo da fonte
3
Roberts, Rose M. 1971. "Pruning the right branch : working memory and understanding sentences". Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/47888.
Texto completo da fonteResumo:
Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 1998.Includes bibliographical references (p. 115-122).
An experiment was conducted to determine whether tests used to assess working memory in different disciplines (neuroimaging, psycholinguistics, neuropsychology) are highly correlated, and thus whether they are equivalent measures of a unitary underlying function. Scores on the different tests (N-back, reading span, backward digit span) did not correlate highly, and were predicted by measures of different hypothesized components of working memory. These results indicate that working memory is best conceived of as a system of multiple, interacting components that contribute to different aspects of task performance, rather than as a single, unified resource, and that currently popular tests of working memory cannot be used interchangeably to measure working memory. A second experiment was conducted to examine the relation between sentence memory and working memory, and to determine whether memory for sentences is a function of the number of clauses in the sentence, or the number of new discourse referents. Subjects heard sentences of different lengths (2 - 5 clauses) and structures (relative clause, sentential complement, double object). Double object sentences contained one additional discourse referent per clause than the other two sentence types.
(cont.) If new discourse referents are the units of sentence memory, performance should be worse on double object sentences. If clauses are the unit of sentence memory, accuracy should be the same for all three sentence types. There were no reliable differences between double object sentences and the other two sentences types, indicating the clauses are the units of sentence memory. Subjects recalled 2-clause sentences highly accurately, and recalled 4-clause and 5-clause sentences poorly. There were large individual differences in the recall of 3-clause sentences. Over half of this variance was accounted for by individual differences in working memory. Measures of two hypothesized working memory components, the central executive and the short-term store, each accounted for independent variance in the sentence memory score.
by Rose M. Roberts.
Ph.D.
4
Zwane, Richard Petso. "Educators' understanding of learners' right to human dignity in secondary schools". Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65478.
Texto completo da fonteResumo:
The objective of this study was to investigate educators’ understanding of the right to human dignity within a school context. A sample of principals, deputy principals, senior teachers, HODs and educators from four different schools in one Education District in Mpumalanga Province, South Africa participated in this study. The study was motivated by the increasing number of cases that have been reported on the infringement of the learners’ right to human dignity which includes rape, sexual abuse, harassment, bullying and assault of learners in South African schools. A qualitative case study was conducted using interviews and document analysis to gather data. The conceptual framework was based on the interpretation and implementation of the right to human dignity. The study provided insight into what educators think of the the concept of human dignity and what they do or fail do regarding the promotion and protection of the right. Most participants perceived the right to human dignity as a basic right and related it to integrity and respect. However, there were also misconceptions about the concept. Some educators lacked an understanding of the right to dignity which had negative consequences on their classroom practice. This gave rise to infringements and violations of the right to human dignity of the learners as reported in this study. Name-calling, ridiculing and degrading of learners and character assassination were common experiences. The findings of this study also revealed a lack of clear guideline for educators to use in the promotion and protection of the right to human dignity. The findings indicate the necessity to conduct more school-based research on human rights that will open dialogue on how to integrate rights in teaching and learning activities. Educators do not seem to know how to interact with the learners in positive and constructive ways in their schools within the confines of the Constitution. This study supports the findings of Serame and others which call for a culture of humanity and accountability in South African schools.Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted
5
Kelly, Rachel Louise. "Understanding the neurophysiology of action interpretation in right and left-handed individuals". Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53589.
Texto completo da fonteResumo:
Investigating the neurophysiology behind our action encoding system offers a way of probing the underlying mechanisms regarding how we understand seen action. The ability to mentally simulate action (motor simulation) is a strong proposal to understand how we interpret others’ actions. The process of how we generate accurate motor simulations is proposed to be reliant on the context of the movement and sensory feedback from the limb. However, the neurophysiological mechanisms behind motor simulation are not yet understood. Known motor physiology for right-handed individuals show there is a left parietal-frontal network for the mental simulation of skilled movements; however, it remains unclear whether this is due to right limb dominance of the observer’s motor system because action simulation research has been focused primarily on right-handed individuals. The goal of this dissertation is to understand the underlying neurophysiology of the motor simulation process during action encoding. Generally, we propose different strategies of action simulation between right and left handed individuals. More specifically, we propose that right-handed individuals rely on their motor dominant left hemisphere for action encoding and motor simulation, while left-handed individuals will rely on their motor dominant right hemisphere. We will test this by evaluating neurobehavioral patterns of potential symmetry and asymmetry of motor simulation and action encoding based on patterns of limb dominance. We will also evaluate how impaired sensory feedback affects motor simulations, which can reveal how limb state affects the simulation process. The results of this series of studies will fill a void in our basic understanding of the motor simulation process and may generalize to populations with upper limb functional loss. Specifically, those with different hand dominance may require different rehabilitation programs in order to retrain an affected limb.
6
Brister, Paul D. "Ku Klux Rising : toward an understanding of American right wing terrorist campaigns". Monterey, California. Naval Postgraduate School, 2011. http://hdl.handle.net/10945/10800.
Texto completo da fonteResumo:
Since 1866, the Ku Klux Klan has been able to muster three distinctive and sustained campaigns of terrorism, commonly referred to as the three "waves" of Klan violence. The first occurred between 1866 and 1871, the second between 1915 and 1928, and the third from roughly 1954 to the mid-1960s. Subsequent to the third wave, the Klan unsuccessfully attempted another resurgence in the mid-1970s/early 1980s but was snuffed out before a campaign could be triggered. By studying the three most successful Klan campaigns of the past (granting that each varied in scope, intensity and outcome) alongside the failed campaign attempt of the 1970-1980s, this dissertation will investigate which commonly cited factors and conditions were, in fact, associated with the rise of the KKK's campaigns of terrorism. Ultimately, the dissertation finds that four factors-the presence of a safe haven, organizational structure, leadership, and recruitment techniques-are necessary and jointly sufficient to explain Klan campaign emergence. By combining these factors in a manner which better reflects their interplay, a model offering greater explanatory value emerges. The first significant set of correlates is the presence or absence of safe havens and their relation to the organizational structure chosen by Klan leadership. The second set of correlates is the ability of the Klan to downplay its core ideology and effectively frame a recruitment message which resonates with a pre-existing dominant social narrative-a narrative usually based on mythologized history or an unfalsifiable belief system. As will be explained in concluding chapters, the probabilistic model that emerges when these factors combine proves more effective in explaining and predicting campaigns of Klan terrorism than simply listing these factors as if they are not consciously combined for effect.
7
Van, Vollenhoven Willem Johannes. "Learners’ understanding of their right to freedom of expression in South Africa". Thesis, University of Pretoria, 2005. http://hdl.handle.net/2263/25528.
Texto completo da fonteResumo:
Newspapers often report on the violation of learners’ rights. Many of these violations and critical incidents are related to the right to freedom of expression, which is internationally viewed as a core right in a democracy. My inquiry focused on grade 11 learners’ understanding of the right to freedom of expression. It is important to understand learners’ understanding of the right to freedom of expression, as they are the leaders of tomorrow and the right to freedom of expression is central to the survival of democracy. This inquiry was informed by an interpretivist paradigm. Atlas.ti™ was used to systematically analyse the data and categorise it into three hermeneutic units. This computer-aided qualitative data analysis software (CAQDAS) tool facilitated the process of analysis and enhanced the validity of the research. During the inductive process of analysis two patterns crystallised, viz. the absolutising of the right to freedom of expression by some learners and the lack of skills to implement the limitation to the right to freedom of expression in schools. The main findings indicated that some learners did not have knowledge regarding the right to freedom of expression, although most learners were aware that they could speak their minds under this right. Furthermore, learners didn’t seem to know how to exercise the right to freedom of expression. One of the factors disrupting the implementation of the right to freedom of expression in schools is the perpetuation of an authoritarian culture in schools. Theoretical and practical recommendations are suggested and avenues for future research are identified.Thesis (PhD (Education Management))--University of Pretoria, 2007.
Education Management and Policy Studies
unrestricted
8
Hughes, K. E. "A behavioural understanding of privacy : Article 8 European Convention on Human Rights and a right to respect for barriers". Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604730.
Texto completo da fonteResumo:
To develop effective privacy laws we need to have a thorough understanding of privacy. The thesis addresses four questions: (i) how should we identify the interests that should be protected by a right to privacy? (ii) Does everyone have the same need for privacy? (iii) What constitutes a privacy experience? (iv) What values and functions does privacy serve? This leads to an understanding of privacy which draws upon studies of human behaviour and social interaction. The right can be understood as a claim that barriers used to prevent access should be respected: For X to have a right to privacy against Y is for X to have a claim against Y that Y not access X by breaching a barrier used by X to prevent Y from accessing X. The remainder of the thesis analyses Article 8 European Convention on Human Rights through this theoretical framework. There are four dimensions to this analysis: scope; needs; states; and value. Scope refers to the match between Article 8 ECHR and the above model. Analysis of ‘need’ concentrates on interests of women and children in relation to privacy, helping to identify the normative core of the right and its limits. Analysis of ‘state’ considers the extent to which three types of privacy experiences are recognised: (i) physical separation; (ii) group privacy; and (iii) public privacy. ‘Value’ refers to the perceived significance of the right when it conflicts with other interests and rights. Finally, the thesis concludes with a consideration of the need for legislative intervention.
9
Thomas, Jacky. "Is knowing that you have rights enough? : exploring marginalised women's awareness, understanding and practice of the right to health". Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/14000.
Texto completo da fonteResumo:
Includes bibliographical references (leaves 92-98).This research study explores women's awareness, understanding and practice of their rights to health. The target group in the case study is women. These women live in townships and informal settlements in Cape Town and are part of a community-based network called The Women's Circle (TWC). The purpose of this study ,is to advance understandings or bring out contradictions in current theoretical debates in relation to health and human rights. Primarily the study aims: II To generate knowledge which could assist in strengthening the TWC women's capacities to invoke their rights to health, access health and healthcare and improve the quality of their lives; * To identify whether the different theories of adult education can inform the work of the University of Cape Town (UCT) Health and Human Rights Unit, which is currently developing learning programmes around the right to health for civil society organisations; and * To gather empirical evidence to assist TWC in strengthening partnerships with the state and lobbying government around ensuring access to health rights and services. This study is inter-disciplinary and links adult education to health and human rights. Therefore the literature review draws on work of authors within the following domains: Nefdt (2003) in social services; Sen (1990) in development; London (2004); Ngwenya (2000) and Mann, Gruskin, Grodin and Annas (1999) in health and human rights. Furthermore, to analyse the women's learning the theoretical frarnework draws on literature in the field of adult education which include the Situated Learning theorists (Lave and Wenger, 1991), Phenomenological (Fenwick, 2001), (Mezirow, 1994) and Radical Feminist Pedagogy Ismail (2006); Walters (1998) and Weiler (1991) perspectives which provide theories that have direct relevance to this study in terms of the site of practice and its conceptions of learning and teaching.
10
Kilbreath, Eric Howard. "Right relationship, a proposed structure for understanding ethical questions arising from liver transplantation". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0012/MQ36603.pdf.
Texto completo da fonte
11
Netshitahame, Nyadzanga Evelyn. "An analysis of learners' knowledge and understanding of human rights in South Africa". Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10172008-130614.
Texto completo da fonte
12
Gupta, Asha. "The Right Side of Climate Change: Understanding California Republicans' Support for Cap-and-Trade". Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1089.
Texto completo da fonteResumo:
This paper examines variables that may have contributed to Republican Assembly members’ 2017 support for the extension of California's cap-and-trade program. It focuses on district party demographics and voting history, the suspension of the Fire Protection Fee and the level of GHG emissions per district.
13
Bowker, David. "Okay? Yeah? Right? : negotiating understanding and agreement in master's supervision meetings with international students". Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/12684.
Texto completo da fonteResumo:
The aim of this study was to explore communication between supervisors and international students in the context of master’s supervision meetings. Nine meetings between three lecturers and seven students were audio recorded and analysed using Conversation Analysis. The focus of the study is the supervisors’ use of Yeah?, Okay? and Right? after students’ minimal responses and silence, usually following supervisors’ informing and advising turns. The use of these tags in this position is distinctive, and throws some light on the practice of supervision and on the ways students and supervisors orient to their roles. The tags can be seen to function to underline the supervisors’ actions of informing or advising, to mark transitions in the supervisors’ talk, to express doubt about the students’ understanding or agreement, and to invite students to speak. The sequences of which these tags are a part highlight both the asymmetrical relationship between supervisors and students and the negotiation of understanding and agreement that is a central issue in this setting, particularly when supervisors and students do not share the same linguistic or cultural background. I conclude by outlining some implications for supervisors’ practice, and also some specific suggestions which might be considered by teachers of English for academic purposes.
14
Wang, Qinqin. "The Understanding of Absolute Right to Freedom of Expression in the Case of Hate Speech". Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7240.
Texto completo da fonteResumo:
The purpose of this paper is to explore whether there is an absolute right to freedom of expression with regard to hate speech, and more specifically, whether tolerance should be exercised toward speech even in circumstances where this speech presents a clear and present danger to the public. The author will use legal research methods to analyze this question. The paper will delve into four major Supreme Court cases in the case of hate speech, as well as the decision by the Virginia Court that allowed the rally in Charlottesville which ended with the death of 32-year old woman. The aim is to determine how the Supreme Court has looked at hateful expression over the years and the status of hate speech in America today. The four major cases are Brandenburg v. Ohio (1969), National Socialist Party of America v. Village of Skokie (1977), R.A.V v. City of St. Paul (1992), and Virginia v. Black (2003). Although the case of Kessler v. Charlottesville (2017) is not a Supreme Court case, its significance in relation to the right to freedom of expression is no less than those precedent four cases. This incident and related legal cases bring the concerns about hate speech and the constitutional right to freedom of expression directly into the public discourse.
15
Janssen, Leah M. ""It Hits Me Right Here at My Heart": Understanding Emotional Health of Home Care Workers". Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1625570058999724.
Texto completo da fonte
16
Gregoire, Carrie. "Understanding and increasing Right First Time (RFT) Performance in a production environment: a case study". Thesis, Kansas State University, 2017. http://hdl.handle.net/2097/35812.
Texto completo da fonteResumo:
Master of AgribusinessDepartment of Agricultural Economics
Vincent R. Amanor-Boadu
It is estimated that the animal health biologics sector will increase by over 27% between 2015 and 2020. This projection and the increasing competition among the sector’s players suggests need to find ways to enhance their efficiencies in manufacturing to sustain their relative competitiveness. One approach to enhancing efficiencies is to ensure that all work is done once, i.e., everything is done right the first time. This research focused on human error as a major source of inefficiency in manufacturing and hypothesized that addressing issues that reduce human error would contribute to reducing inefficiencies. The research used the Kaizen process to assess the before and after counts of human error in a biologics manufacturing unit of Z Animal Health Company (ZAHC). The study found that human error accounted for about 51% of all sources of error in the pre-Kaizen period and only about 34% of all errors in the post-Kaizen period, a reduction in excess of 33.3%. Given that humans are directly or indirectly responsible for all activities in the manufacturing process, the Kaizen process also contributed to a reduction in most other error sources. For example, errors in raw materials and components went reduced by about 50%. We tested the hypothesis that undertaking the Kaizen was statistically effective in reducing human error compared to all other errors using a logit model. Our results confirmed this hypothesis, showing that the odds ratio of human error in the post-Kaizen period was about 50% of the odds of non-human error. The research suggests that in a highly technical manufacturing environment, such as in animal health biologics, human errors can be a major problem that can erode competitiveness quickly. Focusing employees’ on root causes of errors and helping them address these through structured quality-enhancing initiatives such as Kaizen produce superior results. It is, therefore, suggested that when organizations discover human error as a major source of inefficiency, it is prudent to help employees understand what they do and how what they do contributes to the overall performance of the organization. This appreciation of how their actions fit into the big picture could provide a foundation upon which significant improvements can be achieved.
17
Hayes, Gillian R. "Documenting and understanding everyday activities through the selective archiving of live experiences". Available online, Georgia Institute of Technology, 2007, 2007. http://etd.gatech.edu/theses/available/etd-05172007-161038/.
Texto completo da fonteResumo:
Thesis (Ph. D.)--Computing, Georgia Institute of Technology, 2008.Abowd, Gregory, Committee Chair ; Grinter, Rebecca, Committee Member ; Starner, Thad, Committee Member ; Guzdial, Mark, Committee Member ; Bell, Genevieve, Committee Member.
18
Spinner, Erin M. "Tricuspid valve mechanics: understanding the effect of annular dilatation and papillary muscle displacement". Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/45754.
Texto completo da fonteResumo:
Tricuspid regurgitation (TR), back flow of blood from the right ventricle to the right atrium, has been reported in approximately 85% of the population, with 16% having mild or severe TR. Patients with untreated moderate to severe TR are likely to experience decreased exercise capacity and have increased morbidity and mortality, thus affecting the patient's quality of life. Current methods of repair offer limited rates of success, and many patients require further operations to correct returning levels of TR. Incomplete repair may be due to incomplete understanding of the functional anatomy and mechanics of the TV and the underlying causes of TR.
It was hypothesized that alterations in the geometry of tricuspid valve annular and subvalvular apparatus induced by ventricular dilatation determine the severity of TR. In vivo measurements of papillary muscle (PM) position in patients with single or biventricular dilatation revealed PM displacement away from the center of the annulus as compared to control patients. Additionally, pulmonary arterial pressure, annulus area, ventricular size and apical displacement of the anterior PM were highly correlated with the severity of TR. An in vitro right-heart simulator was developed to investigate isolated mechanics of TR. Through these in vitro studies it was demonstrated that the tricuspid valve begins to leak at only 40% dilation, much lower than the mitral valve. Additionally, it was shown that isolated PM displacement resulted in significant TR. The highest levels of TR were achieved with a combination of annular dilatation and PM displacement. Alterations in leaflet coaptation, as quantified by measuring the amount of leaflet available for coaptation and leaflet mobility were observed with annular dilatation and PM displacement, both isolated and combined. The changes in leaflet coaptation resulted in redistribution of the forces on the chords originating from the anterior PM and inserting into the anterior and posterior leaflets.
The findings herein provide the clinical and scientific community with a mechanistic understanding of the tricuspid valve to further improve intervention and repair of TV disease.
19
Susanna, Andersson, e Hanne Pettersson. "Systematiskt kvalitetsarbete - Ett verktyg för en likvärdig förskola? : En kvalitativ studie om hur systematiskt kvalitetsarbete kan användas som verktyg i sträva mot en likvärdig förskola, ur förskollärare och rektorers perspektiv". Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-46084.
Texto completo da fonteResumo:
This study sheds light on preschool teacher’s and principal’s view and practice of how systematic quality work affects the equality in preschools. In January 2020, the convention on the rights of a child became part of Swedish law, which strengthened children’s rights in the Swedish society and childcare. The preschool’s current curriculum states that all children have the right to equivalent preschool education. In order to advance towards fulfilling this objective, the application of SKA is utilized as a means to monitor quality and ensure development. Our purpose with this study is to examine preschool teachers and assistant principal’s perception of systematic quality work in relation to equivalent preschool education along with the work of equal treatment - which is practiced within preschools. We will also define how they experience their opportunities within this matter. We mean to further examine how the convention on the right of a child’s integration in Swedish law affects the work of preschool staff. The desired outcome of this research study is for it to contribute to a more profound development of practices in preschool education. This qualitative study was supported by arranging interviews, involving four preschool teachers along with two assistant principals. When we compiled our data, we were able to draw a connection between the participant’s interpretation of the concept of equality and quality within preschools. In summary, we see a connection in children being deprived of their right to equality within the preschool and surrounding factors, which explains this finding. In our compiled data, there is seemingly a diversity in how concepts are perceived among the principles within the preschool organisation. Apparently, various structural frame factors also had a significant impact on the preschool’s equality. In our findings it appeared so that teachers' approach towards children’s different needs and prerequisites was vital to work supportively for children’s right to equality in preschools, which in turn also affects the quality of the preschool itself.
20
Ohman, Debra Ruth. "Understanding change on the Oregon coast : restructuring and the meaning of property, nature, and development /". Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/5666.
Texto completo da fonte
21
Al-Mizory, Arsalan Haji Issa. "Towards a new understanding of the right of self-determination in the post-colonial context : the case of the Iraqi Kurdistan region". Thesis, Bangor University, 2015. https://research.bangor.ac.uk/portal/en/theses/towards-a-new-understanding-of-the-right-of-selfdetermination-in-the-postcolonial-context--the-case-of-the-iraqi-kurdistan-region(923b1484-b3bf-4fbf-9e97-7ab6264d8af5).html.
Texto completo da fonteResumo:
This thesis discusses the meaning of the right to self-determination in its historical and contemporary perspective, and examines the different options available for the accommodation of contested self-determination claims. Arguably, the creation of new States and secession are amongst the most significant and controversial issues pertaining to self-determination beyond the colonial context. Detailing these implications in relation to the Iraqi Kurdistan Region (IKR), the thesis argues that even if secession is one mechanism to resolve self-determination disputes, this does not do away with the need to continue exploring a new conflict settlement approach as an alternative to extremist secession. The proposed ‘Remedial Earned Sovereignty’ (RES) approach affords a way of assessing post-colonial breakaway movements in their different manifestations. A new entity may come into being lawfully through negotiated and consensual constitutional processes. The RES approach allows another layer of consideration to be added that goes beyond the superficiality of pure ‘legality’, by delving into the legitimacy of the new entity. It will argue that legitimacy is a second layer of essential consideration, and it involves a deeper and more holistic level of analysis. Significantly, the thesis will argue for a need to look at the circumstances that led to the secession and State creation, and also at how the entity has conducted itself, and how it has organised itself internally. It demonstrates that outside the colonial context the emergence of a new State is not a matter of meeting the statehood criteria, but rather a politically realised legal status. Accordingly, in order to navigate through these considerations of legality and legitimacy, a set of guidelines for States in assessing how to deal with entities coming into existence because of secession have been suggested. This is dubbed a ‘Remedial Approach to Post-Colonial External Self Determination’. The thesis will then apply and refine the remedial approach to post-colonial external self-determination in the cases of Kosovo, Quebec and South Sudan, and ultimately test the finalised hypothesis idea on the IKR. This Thesis is based on the situation up to October 2014.
22
Kwiatkowska, Angelika. "What is the “Ševčík Method”? : Deeper understanding of Otakar Ševčík’s excercises for violin based on the example of his 40 Variations, op. 3". Thesis, Kungl. Musikhögskolan, Institutionen för klassisk musik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-3595.
Texto completo da fonteResumo:
In this thesis I have studied the so-called “Ševčík method” based on the example of his 40 Variations, op. 3. I’ve tried to achieve a deeper understanding of what the exercises are good for and how they work. I took a closer look at Otakar Ševčík’s life and work history, I also investigated other’s opinions and judgements of the “method” that were appearing in press and literature during the last hundred years. The practical part of my project is the experiment that I’ve put myself through. I was diligently practicing 40 Variations every day, trying to improve my technique and learn by playing how to apply those exercises in real life. As a result of this process I’ve developed my bow technique and gained better understanding of how to use Ševčík’s exercises.The sounding part of the work consists of the following recordings:
1)Mozart before 2) Mozart after 3) Rossini before 4) Rossini after
The Corona virus situation spring semester 2020 has caused limitations in the recording possibilities. The recordings may be supplemented.
23
Galen, Gary William. "An exploration of A.A.'s twelve step spirituality for the purpose of communicating a right understanding of law and gospel for recovering Lutheran alcoholics". Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
Texto completo da fonte
24
Marsden, Sarah V. "How terrorism ends : understanding the outcomes of violent political contestation". Thesis, University of St Andrews, 2013. http://hdl.handle.net/10023/3970.
Texto completo da fonteResumo:
Existing scholarship suggests terrorism is an ineffective method of political contestation; groups rarely achieve their political objectives and are often disrupted by the security services. These findings invite us to look again at the dominant rational choice paradigm, which suggests that terrorism is selected as the best strategy to achieve predetermined goals. Unpicking the assumptions underpinning this model using historical case studies, comparative analysis and typology development, this thesis broadens our interpretation of what those who use terrorism seek to achieve. It does so via a tripartite framework. First, employing a new reading of American pragmatist thought, interpreting militant group goals as culturally and socially mediated problems opens up a new vista of outcomes, in particular examining the way terrorism seeks to change relations between people. Second, using Social Movement Theory as its organising framework, an empirically derived typology of militant groups sets out the background political conditions and organisational characteristics of 28 dormant groups. Using existing models of interpreting outcomes to assess these historical cases demonstrates the unmet challenges of providing robust explanations for why terrorism ends and what it achieves. Third, the thesis explores the promise of a mechanism and process-led approach to explaining outcomes. It does so through in-depth examination of two historical case studies: Kach and the Aden-Abyan Islamic Army. Despite being classified as failures, using largely neglected primary sources, the case studies reveal a range of fascinating and important outcomes that still resonate in Israel and Yemen today. Most of these methodological and conceptual tools are being applied to the question of terrorism's outcomes for only the first or second time. In doing so, this thesis offers greater depth than existing scholarship on how terrorism ends, by looking beyond measures such as success and failure in interpreting outcomes, whilst affording greater breadth through its ability to make comparative assessments at the level of mechanisms and processes. The result is a more detailed and robust set of explanations as to how terrorism ends and what it achieves, illustrated through detailed historical case studies of two interesting, yet often neglected, groups.
25
Asperholm, Hedlund Laura. "Identifying and Understanding Anti-Immigration Disinformation : a case study of the 2018 Swedish national elections". Thesis, Försvarshögskolan, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-8595.
Texto completo da fonteResumo:
The purpose of this study is to understand to what extent and how anti-immigration disinformation was utilised in Swedish online news media before the 2018 Swedish national elections. Disinformation is intentionally misleading or false information that benefits the creator and aims to influence how people think, feel and act regarding a certain issue. The analytical framework used in this study was based on theory and previous research. Disinformation can adopt different strategies: constructive, disruptive or distractive. Research also suggests that disinformation can be categorized into different types: fabrication, manipulation, misappropriation, propaganda, satire and parody. This study analyzed 123 articles from different online news media from ten days before the election up until election day. Using qualitative content analysis this study showed that 20 percent of the articles contained anti-immigration disinformation. All of those articles were found in far-right online news media where almost 50 percent of the published articles during the examined time period contained disinformation. All different types were found, but misappropriation, fabrication and propaganda were most common. About half of the articles containing disinformation used a constructive strategy and about one third used a disruptive strategy. A bit more than one third of the articles had a combination of two or more types and strategies. The results indicate that disinformation can indeed constitute a problem, especially for those who seek information on far-right platforms. This study unveils a polarized debate on immigration with a lion's share of the disinformation coming from far-right online news media, while the mainstream media only publish very few critical articles on immigration. As research shows that a negative framing of immigration can affect attitudes, and by extension voting behaviour, further research to examine the effects of anti-immigration disinformation on voter behaviour and election results is needed. Especially in light of a diminished trust in democratic institutions, a growing demand for populism and increasing support for anti-immigration parties.
26
Abrahams, Theodore William John. "Community participation and the right to health for people with disability: a qualitative study into Health Committees' understanding and practise of their governance role in relation to disability". Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/16435.
Texto completo da fonteResumo:
Includes bibliographical referencesBACKGROUND: People with disabilities encounter major barriers that prevent them realising their right to health in South Africa. Health committees are legislated structures for community participation in health at a local level. This study investigated how health committee members understand and practise their role in community participation and how this advances the right to health for persons with disability. METHODS: A qualitative study was conducted with three health committees in the Cape Town Metropole in the Western Cape province of South Africa purposively selected for the study. Three facility managers and eight health committee members took part in focus group discussions and semi-structured interviews, supplemented by participant observations of committee meetings. Additionally, semi-structured interviews were conducted with 2 disability activists. These methods were used to gain a rich understanding of health committees’ roles and practises in relation to persons with disabilities. Thematic analysis was used to analyse the data. RESULTS: The main research findings were: (i) health committees did not prioritise disability on their respective agendas; (ii) persons with disabilities were not adequately represented on health committees; (iii) health committees exhibited poor understanding of disability barriers relating to health; (iv) lack of egalitarian values led to persons with disabilities not trusting the health committee, and distrust amongst health committee members; lastly (v) health committees augment health facility operations instead of fulfilling their governance and oversight function. These factors may have contributed to health committees not helping to advance the right to health for persons with disabilities. CONCLUSIONS: Health committees should include mandated representation of persons with disabilities, whilst addressing marginalisation directed toward persons with disabilities on committees. Training of health committees, as well as networking with disabled organisations, could help improve their limited understanding of disability. Health committees should consider addressing disability a human rights issue, which critically involves community mobilisation, raising awareness around issues of disability and promoting agency amongst persons with disabilities to claim their rights.
27
Irby, Decoteau Jermaine. "Understanding the Zero Tolerance Era School Discipline Net: Net-widening, net-deepening, and the cultural politics of school discipline". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/46813.
Texto completo da fonteResumo:
Urban EducationPh.D.
School safety is widely recognized as an ongoing problem in United States public schools. Guided by the New Right, the school safety problem has been framed as an issue of school crime, violence, and student misbehavior that is best mitigated by zero tolerance policies. This stance has emerged as an agenda that has proven disproportionately detrimental to poor urban students of color who have experienced unforeseen levels of punishment since the Gun Free Schools Act of 1994 endorsed zero tolerance. Despite mounting evidence that zero tolerance approaches to discipline do little to deter school crime and violence or make schools safe, little ground has been gained in interrupting the ideology, policies, practices, and discourses of the zero tolerance agenda. The dissertation study theorizes and explores how ideology, cultural-politics, and discourse foster the tendency for policy creation and codification to legitimize the New Right's official knowledge of zero tolerance ideology and policy as a panacea for the school safety problem. To accomplish this, I conducted an ethnographic content analysis of codes of student conduct to examine the imbued ideologies, discourses, and policy changes that emerge from the cultural politics of managing school discipline over the last 15 years. Through this process, I lend empirical credence to the concepts of net-widening and net-deepening. With these guiding concepts, I push the field beyond the zero tolerance discourse on school safety and discipline to establish a generative alternative to understanding school discipline policies called the school discipline net framework. The results of the study establish a precedent for thinking more deeply and creatively about the perils and possibilities of school discipline policies. Major findings include the identification of several school policy changes that make the discipline experience both increasingly likely and potentially more punitive for students. Finally, through substantiating the school discipline net as a framework for discoursing, researching, guiding policy creation, and recognizing and locating sites of agency, this work establishes that it is indeed possible to engage issues critical in the field in ways that can transfer into the highly politicized school policy context dominated by New Right ideologies and discourses.
Temple University--Theses
28
Tolley, Tamara Rose. "Understanding children's rights". Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365523.
Texto completo da fonte
29
Callis, Abby. "Parental Understanding of Miranda Rights". TopSCHOLAR®, 2003. http://digitalcommons.wku.edu/theses/584.
Texto completo da fonteResumo:
The current research focuses on parents' level of understanding of Miranda rights and parents' likelihood of encouraging their teenagers to waive their Miranda rights. The previous research suggests that parents alone may not adequately protect juveniles' rights during interrogation and waiver. Prior research also suggests that parents' and juveniles' past experience with the justice system may not help them during their current interrogation and waiver. A 17-item questionnaire was used to assess the two dependent variables and the two independent variables. The two dependent variables were parents' understanding of Miranda rights and parents' likelihood of encouraging arrested teens to waive their rights. The two independent variables were whether or not a parent has been arrested and whether or not the teenager has been arrested. There were four conditions: parents who had been arrested with teenagers who had been arrested, parents who had been arrested with teenagers who had not been arrested, parents who had not been arrested with teenagers who had been arrested, and parents who had not been arrested with teenagers who had not been arrested. Several ANOVAs (Analyses of Variance) and one ANCOVA (Analysis of Covariance) revealed patterns in the data supporting the hypothesis that parents may not provide adequate support for teenagers during the waiver process. Overall, past experience was shown not to have an effect on the likelihood for parents to encourage waiver or on their score on the Comprehension o/Miranda Rights - Recognition (CMRR) (used to measure level of understanding of the Miranda warnings) (Grisso, 1998). Furthermore, the implications for this study supported the notion that having legal counsel present during the waiver process is beneficial to the arrested teenager.
30
Karvelas, Nic. "Exploring the human rights understanding of educators". Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-04292009-130250.
Texto completo da fonte
31
Stürmer, Júlio César Maggio. "Processo democrático: uma análise do processo como condição de possibilidade para respostas constitucionalmente adequadas a partir da Crítica Hermenêutica do Direito". Universidade do Vale do Rio dos Sinos, 2017. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6881.
Texto completo da fonteResumo:
Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-02-09T11:23:09Z
No. of bitstreams: 1
Júlio César Maggio Stürmer_.pdf: 2323770 bytes, checksum: fdfa09d6e4ea4c23c8913aba6208b4bf (MD5)Made available in DSpace on 2018-02-09T11:23:10Z (GMT). No. of bitstreams: 1 Júlio César Maggio Stürmer_.pdf: 2323770 bytes, checksum: fdfa09d6e4ea4c23c8913aba6208b4bf (MD5) Previous issue date: 2017-12-12
Nenhuma
O presente trabalho pretende, a partir da Crítica Hermenêutica do Direito de Lenio Streck, que tem por base uma visão hermenêutico-filosófica do Direito, estudar o processo, estabelecendo uma nova concepção teórica e prática. Para tanto, foi investigado como o processo é compreendido e manejado no Direito brasileiro, em especial no tocante às suas eventuais amarras ao direito privado (instrumento) e ao trato regionalizado (divisão por ramos), confrontando esses elementos com a ideia de unidade ou núcleo fundamental existente no processo. Essa unidade fundamental, cujo conteúdo é atravessado por elementos paradigmáticos, é apresentada como o ponto a partir do qual se deve pensar o processo. Assim, sob aportes filosóficos de Heidegger e Gadamer, procura-se demonstrar que a compreensão é um fenômeno que ocorre de forma única, partindo da pré-compreensão do intérprete, que é povoada por pré-conceitos, alguns legítimos (devem ser considerados), outros não. Fazendo a conexão entre Filosofia e Direito, sustenta-se que é preciso atribuir um sentido adequado ao processo, como processo democrático. Trata-se de uma concepção de processo que respeita os paradigmas entregues pela tradição (jurídica e filosófica). São eles que darão o mundo inserido no qual o intérprete deve compreender adequadamente o processo (direitos, garantias etc.) para a obtenção de repostas (decisões/interpretações) adequadas, na linha defendida por Lenio Streck. Aliado a essa nova visão teórica, tem-se o aspecto prático daí decorrente, em relação ao qual se entende que é necessária a existência de critérios ou de filtros que orientem o intérprete em sua atividade, permitindo que, em sua reflexão, ao “se dar conta de seus pré-juízos”, possa avaliá-los como legítimos ou ilegítimos. Da mesma forma, tais critérios/filtros irão permitir que, além do decisor, os demais membros da comunidade jurídica – partes e doutrina, por exemplo – possam avaliar a adequação da decisão, viabilizando o “constrangimento” (Streck) em busca da resposta adequada. Defende-se, assim, que: a) o processo democrático deve ser considerado como elemento da pré-compreensão e, portanto, condição de possibilidade de toda e qualquer compreensão; b) o processo jurisdicional (seja civil, penal, trabalhista etc.) possui uma unidade – ou núcleo fundamental –, pensada a partir dos paradigmas entregues pela tradição e que dão sentido ao que se nomina de processo democrático. Portanto, considerando o lugar de fala desta tese (paradigmático, como já exposto), a ideia de processo democrático deve atravessar, com todo seu conteúdo, qualquer perspectiva disciplinar de processo, informando, também, o intérprete/aplicador do direito; c) O processo democrático, cujo conteúdo paradigmático é uniforme em todas as áreas do Direito, é um pré-conceito legítimo que deve ser considerado pelo intérprete para que se obtenha uma resposta constitucionalmente adequada. Caso o intérprete não se dê conta desse pré-conceito, ou não o aceite, decidindo sem considerá-lo, a resposta judicial será marcada pela arbitrariedade; d) É necessária a existência de critérios ou de filtros que orientem o intérprete em sua atividade, permitindo que, em sua reflexão, ao “se dar conta de seus pré-juízos”, possa avaliá-los como legítimos ou ilegítimos, contribuindo para a interpretação/resposta adequada.
From Lenio Streck’s Hermeneutical Critique of Law and its hermeneutical-philosophical reading of Law, the present study seeks to study the legal process, establishing new theoretical and practical conceptions. In order to do that, this work investigates how the legal process actually works in the Brazilian legal system, especially regarding its possible bindings to private law (instrumental) and its separation into branches, confronting these elements to an idea of unity and fundamental core to legal procedures. This fundamental unity and its content crossed by paradigmatic elements is presented as the starting point from which the legal process must be thought. This way, under philosophical insights from Heidegger and Gadamer, this study aims to show that the process of understanding is a phenomenon that happens in a unique way, starting from the interpreter’s pre-understanding and its pre-judgments (some of them are legitimate and should be considered, while others should not. Connecting Philosophy and Law, this work seeks to establish an adequate conception of legal process as a democratic process, a conception that respects the paradigms that come from the legal and philosophical tradition. These are the paradigms that will support the world in which the interpreter shall adequately understand the process (its rights, guarantees, etc.) in order to reach adequate interpretations and decisions. From this new theoretical conception, the consequent practical aspect is the need for criteria and filters that guide the interpreters and their activity, allowing them to understand their own pre-conceptions and therefore evaluate them as legitimate or illegitimate. In the same way, such criteria/filters allow not only the judge, but all the legal community – the parties and legal scholars, for instance – to evaluate if a sentence is adequate, making it possible for a public “constraint” (Streck) in search of an adequate decision. This study defends that: a) the democratic process should be considered an element of the pre-understanding step, and therefore condition of possibility of every understanding; b) the legal process has a unity – or fundamental core – established by the paradigms of tradition that give significance to the conception of a democratic process. Therefore, considering the paradigmatic role of this thesis, the idea of a democratic process shall be present with all of its content in any legal process approach by the Law interpreter. c) The democratic process, and its paradigmatic content that is uniform to all legal areas, is a legitimate pre-conception and must be considered by the interpreter in order to obtain a decision according to the Constitution. If the judge/interpreter does not consider such pre-conception, or does not accept it, deciding a case without considering it, arbitrariness will taint the legal decision. d) It is necessary to establish criteria and filters that guide the legal interpreters in their activity, allowing them to understand their own pre-conceptions and therefore evaluate them as legitimate or illegitimate, contributing to an adequate interpretation and one right answer in the legal decision.
32
Karvelas, Nic. "Exploring the human rights understandings of educators". Diss., University of Pretoria, 2006. http://hdl.handle.net/2263/24218.
Texto completo da fonteResumo:
The Bill of Rights (Constitution of the RSA, Act No. 108 of 1996) is a cornerstone of democracy in South Africa. It enshrines the rights of all people in the country and affirms the democratic values of human dignity, equality and freedom. As a legal instrument the Bill of Rights is open to differences in interpretation and understanding. The understanding and interpretation that educators attach to the rights contained in the Bill of Rights is of vital importance as it will determine how the upcoming generation will interpret and give meaning to these rights. The purpose of this study was to explore the human rights understanding of the educators at a Catholic school, and then to determine whether the understanding that these educators have about human rights concurs with the existing literature and where applicable, judgements of the Constitutional Court. A case study approach was undertaken with eight primary school educators at the school and using the evidence, collected from interviews conducted, the study found that as much as the understanding of the participants was generally in line with the literature and the Constitutional Court judgments, their understanding is largely theoretically based. As much as the participants have a clear understanding of the different rights, are able to attach meaning that is in line with universal definitions and does not transgress the legal bounds, the emergence of the nuanced opinions indicates that this understanding is limited by the values, traditions and societal norms that the participants associate themselves with and could lead to intolerance. In the final analysis, human rights and its associated concepts is defined and understood by individuals and groups of people in different ways. This understanding of human rights is intrinsically linked to culture, values, norms and societal perceptions. As a result, the understanding of this concept will differ from person to person and culture to culture. It is however possible that in many instances these different understandings are no more than different cultural and religious expressions of the same fundamental principles. As long as these different cultural and religious practises remain within the boundaries of the law, are not imposed on others and do not lead to intolerance, they should be respected and allowed to continue. These differences in interpretation, understanding and practise not only contribute to the ongoing debate around human rights and its associated concepts but in addition, contribute to the nurturing of democracy and freedom in South Africa. Where these differences in understanding, interpretation and practise become a contentious issue that cannot be resolved by the parties independently, as was the case in Christian Education SA v Minister of Education-CCT 4/00, the Constitutional Court can be approached in order to test the different understandings / interpretations and make an appropriate ruling on the matter.Dissertation (MEd)--University of Pretoria, 2006.
Education Management and Policy Studies
unrestricted
33
Wolfe, Jodi B. "The relation between mothers' and children's understanding of rights". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ34007.pdf.
Texto completo da fonte
34
Frías, José. "Understanding indigenous rights : the case of indigenous peoples in Venezuela". Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31158.
Texto completo da fonteResumo:
On December 15, 1999, the people of Venezuela approved a new Constitution, which is the first Venezuelan constitution to entrench the rights of indigenous peoples. The purpose of this thesis is to analyze the different theoretical issues raised by the problem of rights for indigenous peoples. It is argued that indigenous rights are collective rights based on the value of cultural membership. This implies both an investigation of the value of cultural membership and of the criticisms that the multicultural perspective has offered against that point of view.Indigenous peoples have the moral right to preserve their cultures and traditions. It is submitted that indigenous peoples have a double moral standing to claim differential treatment based on cultural membership, because they constitute cultural minorities and they were conquered and did not lend their free acceptance to the new regime imposed upon them. Therefore, they constitute a national minority, with moral standing to claim self-government and cultural rights.
35
Robson, Jennifer van Krieken. "Understanding practitioners' responses to inequality and breaches of human rights". Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/12166/.
Texto completo da fonteResumo:
My thesis arose from a sense of frustration that the inequality and breaches of human rights experienced by children and young people were unaddressed within the education settings in which I work. Using Mills' (1959) notion of connecting the 'personal troubles of the milieu' and the 'public issues of the social structure’ I explore my own, and other’s practice, to achieve a range of alternative responses to inequality and breaches of human rights. Exploration of theoretical perspectives shows that different conceptual positions (e.g. equality of condition, Baker et al 2004; capability equality, Sen, 1999; social justice Gewirtz, 1998 and Gerwirtz and Cribb, 2002) can be used to reduce inequality and promote human rights. Human rights can be viewed as ‘complex problems’ (Freeman, 2002) in the way they relate to human needs; they are seen as entitlements or obligations and viewing rights as universal is conditional on the nature of an acceptable ethic (Sen, 1999) or a person’s moral nature (Donnelly, 2003). Human rights can be realised through the social relations and struggles to overcome oppression (Landmann, 2006). Such conceptualisations support practitioners in understanding the operation of human rights. Using qualitative research methodology I conduct a series of case studies that emerged from the dilemmas within my own practice. As an 'insider researcher' (Costley, Elliott and Gibbs, 2010) I use interview and participant observation as tools to collect data revealing multiple narratives and perspectives on each case (Holliday, 2007). Through a journal I explore the tensions in the relationship between researcher and practitioner; I analyse experiences by considering them as ‘problematic, routine or ritual like’ (Denzin, 1989) and this brings new perspectives on my struggles to address injustice. My findings suggest that practitioners display a sense of ‘moral ambiguity' (Bauman, 1993) or ‘moral stasis’ (Mills, 1959). I argue discourse obscures and validates (at an institutional level) inequality and breaches of human rights. Some practitioners resisted the dominant negative discourses and presented alternative responses; others retreated into their personal space where they protected the familiar and struggled to challenge a negative discourse. They positioned the unfamiliar as the ‘other’, the ‘stranger’ or the ‘vagabond’ (Bauman 1993, 1997). Alternative responses could be formed through opportunities for debate and discussion by moving from the ‘mass’ to the ‘public’ (Mills, 1956). Practitioners' engagement in narratives of injustice (Osler and Zhu, 2011) enables greater understanding of injustice, inequality and rights. As a result practitioners problematize issues and identify actions realisable within their own realm of practice (Gewirtz and Cribb, 2002 and Sen, 2009).
36
Leeson, Helena Claire. "Towards an understanding of the corporate approach to human rights". Thesis, Birkbeck (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393886.
Texto completo da fonte
37
Walker, Campbell T. "Keeping to the script : reading rights across contexts of understanding". Thesis, University of Cambridge, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325000.
Texto completo da fonte
38
Osburn, Andrew Wesley. "Understanding Weed Species Diversity in Railroad Crossing Rights-of-way". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574641066802878.
Texto completo da fonte
39
van, Aardt Linda. "Young children's understanding of their rights and responsibilities in democratic South Africa". Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60986.
Texto completo da fonteResumo:
The driving force for this study was firstly to gain insight into young children's understanding of their rights and responsibilities in democratic South Africa. Secondly, to identify whether the participating learners were educated about and had insight into their rights and responsibilities. Thirdly, I explored gaps in participating learners' knowledge of their rights and responsibilities and determined areas that can be improved by the education policy and practice related to children's rights. The main purpose of this research was to contribute to the growing body of knowledge and in so doing, improve the education of the young child in general. The aim of this research was to assist and guide educators and all adults working with children on all levels to transform education related to the rights and responsibility of the young child. Fourthly, I to give children a voice in society.
Empowering them with knowledge could ultimately assist adults working with children to raise strong, well-adjusted learners through knowing and understanding their rights. It was imperative for this study that I closely listen to and heard the participant children's voices. Giving children the opportunity to be heard empowers them to be participating citizens rather than being passive and reliant on others. The right to be heard can be referred to as a self-improving or self-regulating right. Children are knowledgeable regarding their own lives and their rights to self-expression, citizenship and their sense to fit in. Being knowledgeable makes children experts in their life-world. This is why it is very important to know how the South African child understands his or her rights and responsibilities.
South Africa became a democracy in 1994. The children in this study live in South Africa and were born into the democracy of South Africa. The participant children were accustomed to living in democratic South Africa and voiced their opinions contextually and accordingly.
This research design is of a qualitative nature, utilising case study as a method and took place in the natural environment of the participants where data was collected. Multiple case studies were utilised and viewed from an interpretivist perspective. This enabled the researcher to provide a construct of young children's understanding of their rights and responsibilities in democratic South Africa.
The research context was the school grounds as well as the classroom of the participants. Data concerning the understanding that young children have of their rights and responsibilities was gathered through observations, interviews, discussions, artefacts made by the participants, photographs taken by the participants, stories and narratives in the form of text written by the participants and analysed by the researcher. The analysis of visual artefacts was instrumental in gathering data for this study.
Data gathering took place in a Grade 3 classroom. The 17 research participants for this study were selected via convenience sampling. I examined the data collected to find and discover young learners' perceptions of their rights and responsibilities. I chose an independent school where the participants had diverse backgrounds regarding language, ability, socio-economic background, race and religion. This independent school had a high standard of education. According to the UNCRC children's ages ranges from birth to 18 years of age. The general age of Grade 3 children is nine years. This is right in the centre of childhood and therefore considered it an appropriate age to obtain an understanding of what the child has come to know and understand as his or her rights and responsibilities.
A conceptual framework was developed during this study for children's rights and responsibility. By combining the social constructivist theory, the three p's and the ladder of participation, it assisted me in understanding the phenomenon under study. My findings are that the participant children had a certain amount of insight and possessed promising potential in participating. However, misperceptions occur and inadequate knowledge disappoints children to participate at their full potential. Rights education is crucial, as it will assist our children to understand their rights more clearly in order to become future citizens that will have the ability to participate in democratic processes.Dissertation (MEd)--University of Pretoria, 2016.
Early Childhood Education
MEd
Unrestricted
40
Nguyen, Thi Thanh Hai. "Understanding human rights and corporate responsibility: Vietnam's response to global pressure". Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/12689.
Texto completo da fonteResumo:
This study examines the status of corporate human rights responsibility as an emerging concern in Vietnam. The introduction of Doi Moi policy in 1986 has enhanced Vietnam’s economic development and integration into the global economy. On the one hand, the increased foreign investment and corporate activity that resulted from the transition of a closed and planned economy to a market-based system have improved human rights in Vietnam, particularly economic and social rights. On the other hand, the boom in business activity has significantly increased the risk and incidence of human rights violations by the business sector. This study used qualitative primary research and secondary research to identify and analyse the gaps in the existing response to business-related human rights challenges in Vietnam. The study found that a number of political, legal, economic, social and cultural barriers, both nationally and internationally, make it challenging to implement corporate human rights responsibility in Vietnam. In Vietnam, human rights are often viewed as a political issue that should concern government rather than private actors like corporations. Government policy and legislation have largely focused on encouraging investment rather than imposing human rights responsibility on corporations. Social and cultural norms typically support corporate social responsibility for moral or charitable reasons, rather than reasons related to human rights. The research demonstrated that the intersection of corporations with human rights issues in Vietnam operates largely through activities associated with corporate social responsibility. Corporate social responsibility is a concept introduced to Vietnam primarily through foreign corporations which require, for example, local contractors to implement labour standards. Although human rights violations by corporations are increasing, the current perception and response to corporate human rights responsibility in Vietnam are incomplete and lack political will and capacity. The issue is seldom discussed in business forums, government work, or academic studies. Similar to the situation in other developing countries like China, India, Cambodia, the international standards on business and human rights have little influence and application in Vietnam. There have been no explicit human rights policy, law or supporting programs that specifically address corporate human rights responsibility in Vietnam. Building on these findings, the thesis develops arguments as to why and how the situation can be changed in order to strengthen corporate responsibility for human rights in Vietnam. These arguments culminate in a detailed recommendation that the state implement a strategic framework on corporate human rights responsibility.
41
Scott, Jennifer Lee. "An Islamic feminism? competing understandings of women's rights in Morocco /". Available online, Georgia Institute of Technology, 2004:, 2003. http://etd.gatech.edu/theses/available/etd-04082004-180403/unrestricted/scott%5Fjennifer%5Fl%5F200312%5Fms.pdf.
Texto completo da fonte
42
Scott, Jennifer Lee. "An Islamic feminism? competing understandings of womens rights in Morocco". Thesis, Georgia Institute of Technology, 2003. http://hdl.handle.net/1853/5430.
Texto completo da fonte
43
Valen-Sendstad, Adne. "Theories of human rights in relation to understandings of human rights education : the relevance to diversity". Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1145/.
Texto completo da fonteResumo:
This study explores theories of human rights in order to assess how these are reflected in human rights education (HRE). It uses and develops Dembour‟s (2006) four way categorisation of human rights schools, that is, the natural law, deliberative, protest and discourse schools. The thesis is text-based and uses a hermeneutic methodology. HRE is examined mainly at a higher level such as teacher education, using academic texts as sources rather than manuals for schools. A particular question for the research is how the issue of diversity is addressed both in the human rights theories and in the writing on HRE, in the context of the need to envision HRE for a pluralist society. The findings of the study are that the perspective of the protest school is the one most deployed in HRE, but that the other schools have potential for deepening how human rights and HRE might be approached at teacher education level. The study proposes a model for HRE that combines three perspectives: (a) overlapping consensus and normative dialogue, (b) empowerment and (c) double responsibility. These are argued to enable teachers to address complex issues of rights as they relate to diversity and difference.
44
Ingiyimbere, Fidèle. "Human Rights as Means for Peace: The Catholic Understanding of Human Rights and the Catholic Church in Burundi". Thesis, Boston College, 2011. http://hdl.handle.net/2345/bc-ir:101403.
Texto completo da fonteResumo:
Thesis advisor: David HollenbachThis thesis analyzes how the Catholic Church in Burundi used and can still use Catholic understanding of human rights to advocate for peace. Human rights discourse can be a way of translating the Catholic values of human dignity and human sacredness into secular language. Moreover, as Burundi is a signatory to most of the international instruments on human rights, this discourse becomes a tool for the Catholic Church in Burundi to denounce the violation and abuse of human rights and to advocate for peace
Thesis (STL) — Boston College, 2011
Submitted to: Boston College. School of Theology and Ministry
Discipline: Sacred Theology
45
Hofer, Christian. "More market in water supply : understanding the international human rights law perspective /". lizenzfrei, 2007. http://www.gbv.de/dms/zbw/61860197X.pdf.
Texto completo da fonte
46
Cooke, Samantha. "Politics, power and matrimony : understanding women's marital rights in Egypt and Iran". Thesis, University of Surrey, 2016. http://epubs.surrey.ac.uk/810018/.
Texto completo da fonteResumo:
This thesis explores how secularism affected women’s marital rights in Egypt and Iran between 1920 and 1939. Situated within the religio-legal jurisdiction of Shari’a, family law in the Middle East North Africa (MENA) region has been critically scrutinised by both adherents to Islam and Western observers. There is consensus between both tradition that secularism had no meaningful impact on women’s rights in the private sphere due to the continued influence of Islam on social and cultural practices in the region. The nature of the Egyptian and Iranian states has altered with varying degrees of religiosity being evident. This is partially dependent on individuals in power; however, interactions with foreign actors have also contributed to fluctuations in the secular or religious nature of the state. Despite arguments that increased gender equality arises within more secular environments, the authoritarian implementation of policies in some secular states results in further impediments. Religious interpretations also heavily influence policy development, with debates continuing about the compatibility of women’s rights and Islam as prescribed in the Qur’an. Silences emphasised through contemporary events such as 9/11, 7/7, the Arab Spring and the emergence of ISIS highlight significant gaps in our historic understanding. Occidentalist arguments frequently emerge stating that increasing religious traditions serve to protect the identity and traditions of the state from Western influences. Whilst this perspective is heavily contested, patterns of a similar nature become evident in the early twentieth century following escalations in foreign presences in Egypt and Iran. Whilst twenty-first century family law in many Muslim countries remains firmly embedded in religious law, it is possible to see how the implementation of secularism during the early twentieth century influenced the trajectories of family law, facilitating the legal structures visible today.
47
Brown, Katherine E. "Understanding Muslim conceptions of women's rights in Malaysia, Egypt and Great Britain". Thesis, University of Southampton, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423241.
Texto completo da fonte
48
Sapir, Leor. "Regulate Now, Explain Later: Understanding the Civil Rights State's Redefinition of "Sex"". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108948.
Texto completo da fonteResumo:
Thesis advisor: R. Shep MelnickIn what seems like the blink of an eye, transgender rights has catapulted from a nonissue in American politics to the peak of the culture wars. Scholarship on the transgender rights movement has proliferated rapidly in recent years, most of it sympathetic to the cause but some of it critical. Missing from this literature, however, is a serious examination of how courts and agencies have justified their efforts to advance what Vice President Joe Biden in 2012 called “the civil rights issue of our time.” This dissertation tries to fill that gap. Through an in-depth analysis of court precedents and agency pronouncements, and an examination of the assumptions behind regulators’ redefinition of male and female, it suggests that noble intentions have led civil rights institutions into a thicket of interpretive difficulties and regulatory dilemmas. First, judges and administrators have declared biological sex a “stereotype,” but have offered virtually no explanation for why this is so. This has resulted in regulatory peculiarities, including: courts relying on “stereotypes” when invalidating policies that they deem stereotypical; agencies instructing schools to adopt conflicting definitions of male and female; and government officials unable or unwilling to explain why separating restrooms and athletic teams by a non-physical understanding of sex is necessary in the first place. The deeper reason for these peculiarities, I argue, is a failure to articulate a coherent account of what makes us sexed beings. Second, civil rights officials have argued that their interpretation of federal law finds unambiguous support in a body of court rulings that condemn stereotyping. The problem with this argument, I suggest, is that the precedents that are cited actually say the opposite of what they are made out to say. They say that sex is biological, and that transgender women are biological men who fail to live up to social expectations about maleness. By invoking the abstract notion “stereotype,” regulators hide their break with precedent from citizens and perhaps also from themselves. Transgender regulation thus raises important questions about legal interpretation in relation to constitutional government, and about the role of the legal profession within liberal democracy. This dissertation challenges two dominant narratives about transgender rights. According to one, transgender rights is part and parcel of a broader postmodernism that is tearing through American institutions and weakening the foundations of Western societies. According to the other, transgender rights is a logical extension of the original civil rights revolution and a fulfillment of liberalism’s deeper humanitarian impulses. I argue that transgender regulations are more “conservative” than those who decry (or hope for) postmodernism believe, but more postmodern than those who appeal to liberal equality seem willing to acknowledge
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Political Science
49
Eshanzada, Riba Khaleda. "MUSLIM AMERICAN’S UNDERSTANDING OF WOMEN’S RIGHTS IN ACCORDANCE TO THE ISLAMIC TRADITIONS". CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/637.
Texto completo da fonteResumo:
Islam is the most misrepresented, misunderstood, and the subject for much controversy in the United States of America especially with the women’s rights issue. This study presents interviews with Muslim Americans on their narrative and perspective of their understanding of women’s rights in accordance to the Islamic traditions. Utilizing a post-positive design, a qualitative data was gathered to compare Quranic text, and the Hadith of the Prophet Muhammad to daily practice of Muslim Americans in a Western democratic society. Participants acknowledged that although Islam as a religion has given women rights more than any other world religion and nation, practicing has not been implemented properly because of the cultural and interpretation barriers. Muslim Americans also acknowledge that the current political atmosphere in the United State has encouraged community members to become more vocal and practicing Muslims.
50
Ollila, Mirkka. "The Rights of Undocumented Migrants in Finland - Different actors’ understanding and representation of the rights in the Finnish newspapers". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22676.
Texto completo da fonteResumo:
In this thesis, I analyse how the rights of undocumented migrants are understood and represented by different actors, such as politicians, public sector representatives, and Finnish scholars, in Finnish newspapers between 2015-2019. I conduct an argumentation analysis of secondary source news articles, drawing on a theoretical framework of Differentiation Theory and Social Constructivist Approach. This study identifies some key factors, which have contributed to the construction of an unclear understanding of undocumented migrants' rights. My results show that the identified factors have inter alia, led to significant municipal differences in the provision of rights. I argue that due to various factors, the understanding and representation of the rights of undocumented migrants differ widely, thus creating ambiguity to the overall understanding. The findings contribute to earlier research made on the rights of undocumented migrants in Finland as it examines how the rights are understood and represented and could potentially be employed both in policy development and understanding the concept itself.