Enabling access
I also acknowledge distinguished guests, representatives of State and local government, members of access advisory committees, and my colleague Mr Mike Taggart who has been a central figure in the achievement we celebrate today.
I also acknowledge distinguished guests, representatives of State and local government, members of access advisory committees, and my colleague Mr Mike Taggart who has been a central figure in the achievement we celebrate today.
The promotion of human rights and education go hand in hand. At the international level human rights education is an essential function of the work of the UN and its many agencies. And it is fundamental to the work of a National Human Rights Commission.
Families, and those who support them, play a vital role in the protection of human rights. Accordingly, I am very pleased to address this conference, and I commend all of you for your work in preserving and strengthening families.
I would like to begin by acknowledging the traditional owners of the land on which we meet, the Wurundjeri People of the Kulin Nation, and pay my respects to their elders past and present.
I also want to make mention of the fact that we are 130kn south west of an area of great significance to the Aboriginal communities of western NSW, which is now called Mutawintji National Park - the first park to be handed back to its Traditional Owners under the NSW National Parks and Wildlife Act in 1998. [1] The caves and overhangs in the park have been transformed into expansive galleries of Aboriginal rock art, and it comes as no surprise that they have formed the backdrop for ceremonies for at least 8,000 years.
Speeches on Human Rights Issues [ Year: 2011 : 2009 : 2008 : 2007 : 2006 : 2005 : 2004 : 2003 : 2002 : 2001 : 2000 : 1999 : 1998 : 1997 : 1996 ] For more recent speeches: see the speeches of the President of the Australian Human Rights Commission On 12 July 2009, the President took on the additional...
Thank you to the Australian Catholic University for inviting me to speak today. As you no doubt know, I am a social worker by training , graduating in 1978, so it is wonderful to have an opportunity to address you. It is great to see so many upcoming social workers here today, as well as a number of you who have a wealth of experience and do so much good in our communities. It’s a tough job at the coal face. One that you often do in difficult circumstances, with little support, not to mention little money!
I want to tell you two stories about Greg. They cover different phases of his life, but illustrate the problems that face us as people with print disabilities.
I follow this custom wherever I go to speak in public. I think recognising Australia ' s indigenous peoples and their prior ownership of this land in this way is more than just good manners. It is an important part of recognising our diversity as a nation.
I have called this paper "the right to belong", and it is with this idea that I wish to begin my address to you this afternoon, before discussing in more detail the current state of the law in relation to disability discrimination.
Speaking notes for a presentation to the Mission Australia National Management Team Meeting in Sydney on 22 August 2001 by Dr Sev Ozdowski OAM, Human Rights Commissioner
When I first entered the law 'benchbooks' were closely guarded, leather bound books into which judges carefully entered notes as a case progressed - usually I thought adverse comments and exclamation marks about one's arguments or less than flattering remarks about one's principal witness. These books seemed to be some kind of secret code to the outcome of cases and never saw the light of day.
I would like to acknowledge the Gadigal People, the traditional owners and custodians of the Eora Nation and pay my respects to their elders past and present.
I’d like to begin by acknowledging the Gadigal people of the Eora nation, the traditional owners and custodians of the land where we are gathered today, and pay my respects to their elders.
But people with disability for the most part were either invisible within mainstream education, or invisible because they were excluded and segregated off somewhere else.
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