DOCSLIB.ORG

Unicef – a New Ethic of Protection and Care of Children

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Unicef – a New Ethic of Protection and Care of Children Corso di Laurea magistrale in Relazioni Internazionali Comparate Tesi di Laurea Unicef – a new ethic of protection and care of children Relatore Ch. Prof. Antonio Trampus Correlatore Ch. Prof. Duccio Basosi Laureanda Francesca Voltolina Matricola 829904 Anno Accademico 22014 / 2015 Sommario SINTESI ............................................................................................................................................................... 4 INTRODUCTION ............................................................................................................................................... 13 PART ONE: HISTORICAL BACKGROUND ........................................................................................................... 15 1.1 THE CONCEPT OF CHILD .................................................................................................................. 17 1.2 THE 19TH AND 20TH CENTURIES ........................................................................................................ 19 1.3 THE BIRTH OF ICEF ........................................................................................................................... 21 1.4 FROM ICEF TO UNICEF ..................................................................................................................... 26 1.5 UNICEF AND THE CONCEPT OF DEVELOPING COUNTRIES .............................................................. 28 1.6 THE BELLAGIO CONFERENCE ........................................................................................................... 30 1.7 THE BASIC SERVICES APPROACH ..................................................................................................... 32 1.8 THE INTERNATIONAL YEAR OF THE CHILD ....................................................................................... 34 1.9 FORCES THAT LED TO THE IYC ......................................................................................................... 36 1.10 WORKING AT THE CHILD RIGHTS CONVENTION ............................................................................. 40 1.11 THE CONVENTION ON THE RIGHTS OF THE CHILD .......................................................................... 41 1.12 THE IMPACT OF CONVENTION ON UNICEF PROGRAMMES ............................................................ 46 1.12 THE WORLD SUMMIT FOR CHILDREN ................................................................................................. 51 1.13 KEEPING THE PROMISE ........................................................................................................................ 57 1.14 TOWARDS 2000 AND BEYOND ............................................................................................................ 60 1.15 THE UN MILLENNIUM SUMMIT AND THE UN GENERAL ASSEMBLY SPECIAL SESSION ON CHILDREN 75 1.16 UNICEF MILLENNIUM AGENDA ........................................................................................................... 81 PART TWO:UNICEF IN PRACTICE ..................................................................................................................... 85 2.1 PRE-EMERGENCY ACTION ...................................................................................................................... 86 2.2 COMPONENTS OF THE EMERGENCY RESPONSE ................................................................................... 87 2.3 COORDINATION AND PARTNERSHIPS ................................................................................................... 89 2.4 UNICEF AND VOLUNTARY ORGANIZATIONS.......................................................................................... 93 2.5 BUDGET ................................................................................................................................................. 97 2.6 HUMANITARIAN EVALUATION ............................................................................................................ 101 2.6.1 UNICEF –DFID Joint Evaluation of Unicef’s Kosovo Emergency Preparedness and Response ..... 102 PART THREE: INTERVIEW ............................................................................................................................... 122 3.1 CARATTERISTICHE DEL COMITATO ITALIANO ...................................................................................... 123 3.2 COMITATO UNICEF TREVISO ............................................................................................................... 127 PART FOUR: CONCLUSIVE REMARKS ............................................................................................................. 144 BIBLIOGRAPHY ............................................................................................................................................... 150 WEBSITES REFERENCES ................................................................................................................................. 151 1 INDICE DELLE FIGURE Figura 1 Children working at the time of Industrial Revolution. Source: http://itsos.albesteiner.net ........... 19 Figura 2 A 4-year-old survivor of Buchenwald sits on the running board of a UNRRA truck soon after liberation of the camp. Source: http://sakuramochi-jp.blogspot.it ................................................................ 22 Figura 3 Eleanor Roosvelt showing the Universal Declaration of Human Rights. Source: http://legal.un.org 24 Figura 4 Unicef's logo. Source: http://www.childrights.org.au ....................................................................... 26 Figura 5 Stamps printed during the International Year of the Child. Source: http://www.stamps-for-sale.com ......................................................................................................................................................................... 33 Figura 6 Status of Ratification of the Convention on the Rights of the Child worldwide. Source: http://www.ijrcenter.org/2014/06/05/committee_rights_of_child_66th_session/ ..................................... 42 Figura 7 Articles of the CRC. Source: UNICEF, The State of the World’s Children 2005, page 4 ..................... 45 Figura 8Unicef's Goals for children in the 1990s compared with the CRC. Source: UNICEF: The Convention: child rights and UNICEF experience at the country level. p. 6. ....................................................................... 49 Figura 9 Under-five deaths by region, 2000. Source: http://www.unicef.org/specialsession/about/sgreport- pdf/sgreport_adapted_stats_eng.pdf ............................................................................................................. 62 Figura 10 Main causes of under-five child mortality. Source: http://www.unicef.org/specialsession/about/sgreport-pdf/sgreport_adapted_stats_eng.pdf .................... 62 Figura 11 Countries where stunting in under-fives is 40 per cent or more. Source: http://www.unicef.org/specialsession/about/sgreport-pdf/sgreport_adapted_stats_eng.pdf .................... 63 Figura 12 Countries where under weight prevalence declined by 25 per cent or more. Source: http://www.unicef.org/specialsession/about/sgreport-pdf/sgreport_adapted_stats_eng.pdf .................... 64 Figura 13 Per cent of population without access to safe drinking water. Source: http://www.unicef.org/specialsession/about/sgreport-pdf/sgreport_adapted_stats_eng.pdf .................... 65 Figura 14 Lack of improved sanitation in 2000. Source: http://www.unicef.org/specialsession/about/sgreport-pdf/sgreport_adapted_stats_eng.pdf .................... 66 Figura 15 Children of primary school age not in school, 1999. Source: http://www.unicef.org/specialsession/about/sgreport-pdf/sgreport_adapted_stats_eng.pdf .................... 67 Figura 16 Net primary school enrolment/attendance ratio, 1990 and 1999. Source: http://www.unicef.org/specialsession/about/sgreport-pdf/sgreport_adapted_stats_eng.pdf .................... 68 Figura 17 Sub-Saharan Africa women chances of dying in childbirth, 1995. Source: http://www.unicef.org/specialsession/about/sgreport-pdf/sgreport_adapted_stats_eng.pdf .................... 69 Figura 18 Estimated maternal deaths. Source: http://www.unicef.org/specialsession/about/sgreport- pdf/sgreport_adapted_stats_eng.pdf ............................................................................................................. 69 Figura 19 Data on birthweight. Source: http://www.unicef.org/specialsession/about/sgreport- pdf/sgreport_adapted_stats_eng.pdf ............................................................................................................. 70 Figura 20 South-Asian data on low-birthweight babies. Source: http://www.unicef.org/specialsession/about/sgreport-pdf/sgreport_adapted_stats_eng.pdf .................... 71 Figura 21 Data on immunized children with DPT3. Source: http://www.unicef.org/specialsession/about/sgreport-pdf/sgreport_adapted_stats_eng.pdf .................... 72 Figura 22 Number of people living with HIV/AIDS, 1990-2000. Source: http://www.unicef.org/specialsession/about/sgreport-pdf/sgreport_adapted_stats_eng.pdf .................... 73 2 Figura 23 Declaration of commitment from the June 2001 UN Special Session. Source: http://www.unicef.org/specialsession/about/sgreport-pdf/sgreport_adapted_stats_eng.pdf .................... 74 Figura 24 Gabriela Azurduy Arrieta and Audrey Cheynut at the UN General Assembly Special Session on Children. Source: http://www.unicef.org ......................................................................................................
Load more

Recommended publications
  • Declaration As Disavowal-PT-Secondrevision
    Declaration as Disavowal: The Politics of Race and Empire in the Universal Declaration of Human Rights Emma Stone Mackinnon, [email protected] Published in Political Theory; first available June 20, 2018, via OnlineFirst, at: https://doi.org/10.1177/00905917187806971 When the United Nations General Assembly ratified the Universal Declaration of Human Rights in December 1948, it provided the latest entry in the genre of the rights declaration, a genre historians often described as starting with the American Declaration of Independence and the French Declaration of the Rights of Man and Citizen.1 While the documents share a good deal, the UDHR also broke from its predecessors in important ways, and when describing their relationship, other historians emphasize not shared form but conceptual discontinuity. Eighteenth-century declarations announced national independence and self-determination, principles that anticolonial movements in the twentieth century, drawing on those declarations, would attempt to carry forward. The UDHR, this story goes, was something different, setting forward human rights, and the respect of those rights by national governments, as an object of international concern.2 But neither story fully captures how the genre of the rights declaration has both been defined by and given shape to contests over the concept of human rights. I worry that the discontinuity story assumes what it purports to explain: how and why human rights and self- determination came to appear as distinct and separable conceptual legacies. The premise that individual and group rights are prima facie distinct is belied by their combination in those 1 This version is being supplied to the University of Cambridge repository solely to comply with REF requirements; if you wish to circulate or cite, please use the published version instead.
    [Show full text]
  • Human Rights and History a Challenge for Education
    edited by Rainer Huhle HUMAN RIGHTS AND HISTORY A CHALLENGE FOR EDUCATION edited by Rainer Huhle H UMAN The Universal Declaration of Human Rights and the Genocide Convention of 1948 were promulgated as an unequivocal R response to the crimes committed under National Socialism. Human rights thus served as a universal response to concrete IGHTS historical experiences of injustice, which remains valid to the present day. As such, the Universal Declaration and the Genocide Convention serve as a key link between human rights education and historical learning. AND This volume elucidates the debates surrounding the historical development of human rights after 1945. The authors exam- H ine a number of specific human rights, including the prohibition of discrimination, freedom of opinion, the right to asylum ISTORY and the prohibition of slavery and forced labor, to consider how different historical experiences and legal traditions shaped their formulation. Through the examples of Latin America and the former Soviet Union, they explore the connections · A CHALLENGE FOR EDUCATION between human rights movements and human rights education. Finally, they address current challenges in human rights education to elucidate the role of historical experience in education. ISBN-13: 978-3-9810631-9-6 © Foundation “Remembrance, Responsibility and Future” Stiftung “Erinnerung, Verantwortung und Zukunft” Lindenstraße 20–25 10969 Berlin Germany Tel +49 (0) 30 25 92 97- 0 Fax +49 (0) 30 25 92 -11 [email protected] www.stiftung-evz.de Editor: Rainer Huhle Translation and Revision: Patricia Szobar Coordination: Christa Meyer Proofreading: Julia Brooks and Steffi Arendsee Typesetting and Design: dakato…design. David Sernau Printing: FATA Morgana Verlag ISBN-13: 978-3-9810631-9-6 Berlin, February 2010 Photo Credits: Cover page, left: Stèphane Hessel at the conference “Rights, that make us Human Beings” in Nuremberg, November 2008.
    [Show full text]
  • Universal Human Rights B
    7.2.2 Background: Universal Human Rights b The signing of the Universal Declaration of Human Rights on December 10, 1948, was a very important occasion. Representatives of 48 countries came together at the United Nations in Paris to make a profound statement on the value and dignity of human life. After several drafts and much debate, the final version of the Universal Declaration of Human Rights was created. It was a list of basic rights which the international community agreed upon as being those to which all human beings are naturally and equally entitled. The horrors experienced during World War II, especially the Holocaust committed by the Nazi regime, shocked the world. War could no longer be used as an excuse to commit crimes against humanity, and the suffering and death of millions of innocent people could no longer be ignored. For the first time in history, the international community agreed that gross violations of human rights would not be tolerated. It was a monumental decision. Human rights were finally acknowledged as a global concern. A strong and unified declaration against human rights violations was necessary in order to prevent such violations from recurring. The United Nations, established in 1945, began to develop a set of standards that would make the respect of human rights an international priority. A commission was appointed to begin drafting a list of universally accepted rights and freedoms, which was soon to be known as the Universal Declaration of Human Rights. The Commission on Human Rights, chaired by Eleanor Roosevelt (wife of American president Theodore Roosevelt), set to work.
    [Show full text]
  • Tain Ways. Human Rights Cannot Be Seen. They In- Volve Values That Guide Us in Treating Each Other in Ways That We Think We All Deserve
    A human right is a reason to treat persons in cer- tain ways. Human rights cannot be seen. They in- volve values that guide us in treating each other in ways that we think we all deserve. Human rights do not tell us who or what we are. They tell us how we shouldJohn Humphrey Centretreat other human beings. Rights are reasonsfor Peace toand Human treat Rights. persons in certain respectful ways.A human right is not just a justified claim to treat others in certain ways. A right is an important, serious and powerful claim that is considered more important than oth- er values or actions. Rights have a high priority, often higher than anything else, that people claim they are entitled to.A human right is a reason to treat persons in certain ways. Human rights cannot be seen. They involve values that guide us in treating each other in ways that we think we all deserve. Human rights do not tell us who or what we are. They tell us how we should treat other human beings. Rights are reasons to treat persons in certain re- spectful ways. A human right is not just a justified claim to treat others in certain ways. A right is an im- portant, serious and powerful claim that is con- sidered more important than other values or ac- tions. Rights have a high priority, often higher than anything else, that people claim they are hu- man right is a reason to treat persons in certain ways. Human rights cannot be seen.
    [Show full text]
  • Hammarskjöld and Human Rights: the Deflation of the UN Human Rights Programme 1953·1961
    337 Hammarskjöld and Human Rights: the Deflation of the UN Human Rights Programme 1953·1961 Jeff King and A.J. Hobbins McGi11 University Dag Hammarskjöld became Secretary-General of the United Nations on 31 March 1953 following the resignation of Trygve Lie. He was ultimately elected as a compromise candidate about whom little was known.1 An economist, he had been Swedish Under- Secretary for Finance (1935-1947), before moving to the Foreign Affairs Ministry. His nominators felt he would prove a restrained and sound administrator, preferable to an 2 3 outspoken politicalleader. The Americans, who bluntly asked "Who is this guy?", set out to gather a dossier of information on him. It revealed " ... a Swedish civil service aristocrat, gifted administratively, UNbtrusive rather than flamboyant, a brilliant technician, an executant rather than political leader, and, some feared, a compromiser rather than fighter".4 Carl Schürman, the Netherlands representative at the UN, mentioned that it was ... the wish of the Big Powers to see -after Trygve Lie who had taken a strong position on several questions -at the head of the Secretariat someone who would concentrate mainly on the administrative problems and who would abstain from public statements on the political conduct of the Organization. Such a careful and 5 colourless official they thought to have found in Dag Hammarskjöld. * Jeff King BCL/LLB (McGill, 2(03) is currently practising in New York City and A.J. Hobbins Associate Director of Libraries at McGill University. This article is based on a research essay prepared by King underHobbins' supervision. The authors would like to thank Johanne Pelletier and Gordie Burr of the McGill University Archives for providing access to the Humphrey papers.
    [Show full text]
  • United Nations Sunday
    Page 1 of 5 A Sermon on United Nations Day 2012 Good morning and welcome to United Nations Sunday. The cover of order of the service this morning features, in United Nations Blue, the symbol of the United Nations. That lovely addition to the Order of Service almost didn’t happen and the story of what did happen is instructive. You see, back in September I was reminded, in a particularly graphic way, by our gentle but determined envoy to the Unitarian Universalist United Nations Office, that I should preach an appropriate sermon on United Nations Sunday... or else. Of course I was happy to plan for such a service and made note of it in the service planning schedule and in the newsletter. Then I went on with the other activities of a new minister. Last Friday, the office was its usual bee hive of activity, even more so, with preparations for the Semi-Annual General Meeting today. One of the things done late on Friday is the printing of the Order of Service and we had that pretty well in hand when the phone rang. It was our gentle but determined, UU-UNO Envoy asking if the Order of Service had been properly printed with the United Nations logo prominently displayed. Well, in fact we had not done anything special for the Order of Service for United Nations Sunday. You see, your minister was delighted to preach on the topic, but it seemed to him that this was just another topic for a great Sunday service and that no special attention to the Order of Service was required.
    [Show full text]
  • The Case of the Universal Declaration of Human Rights
    Steven G. Kellman University of Texas at San Antonio OMNILINGUAL ASPIRATIONS: THE CASE OF THE UNIVERSAL DECLARATION OF HUMAN RIGHTS Abstract: In this essay, Kellman analyzes the linguistic particularities of the 1948 Universal Declaration of Human Rights, which bears equal force of law in each of its 466 distinct linguistic iterations, and which its composers hoped would become the Magna Carta of the modern era. This unique historical occurrence allows Kellman to explore the “theology of international governance” as it is transmitted through principles of linguistic equivalence. The essay further brings the insights derived from its analyses to bear on other historical instances of political translatability, including the 1889 Treaty of Friendship and Commerce between Italy and Ethiopia and the United Nations Security Council Resolution 242 on the withdrawal of Israeli troops from Palestine. Keywords: human rights w translation w United Nations w universalism w translatability w international law In Book I of The Republic, Socrates makes a mockery of Thrasymachus’s cynical contention that: “Justice is what is advantageous to the stronger.” However, history, written by the conquerors, too often corroborates the claim. While the conclusion to World War II did not necessarily demonstrate that might makes right, it did provide the mighty an opportunity to make rights. The victorious powers that convened in San Kellman, Steven G. “Omnilingual Aspirations: The Case of the Universal Declaration of Human Rights.” Critical Multilingualism Studies
    [Show full text]
  • Dr. John Peters Humphrey and the Universal Declaration of Human Rights
    THE LIFE OF A CANADIAN INTERNATIONALIST: DR. JOHN PETERS HUMPHREY AND THE UNIVERSAL DECLARATION OF HUMAN RIGHTS Peter André Globensky* “It is a great honor to represent Canada here today as we celebrate the 50th anniversary (1995) of the United Nations during this general debate. Canada has always been among the strongest supporters of the UN, in word and in deed. In 1945, Canadian Prime Minister Mackenzie King was an original signatory of the United Nations Charter. John Humphrey helped write the UN's 1948 Universal Declaration of Human Rights...Lester Pearson won a Nobel Peace Prize for his contribution to the UN’s success in establishing the first peacekeeping operation in 1956. All of these Canadians had a unifying purpose: to promote progress in implementing the UN's Charter, which enshrines the commitment of the people of the United Nations in the advancement of humanity”1 “Peace as an ideal has been too often indissolubly bound up with the status quo as a fact.”2 A Life Fully Celebrated In 1995, when John Peters Humphrey was in his 90th year, he retired from his teaching position with the Faculty of Law at McGill University. It was a privilege to meet him again at his retirement party, where he was appropriately acknowledged for his important contribution to international law, and to the Universal Declaration of Human Rights in particular. There were numerous testimonials by those there that evening. Many spoke glowingly of Humphrey's passion and commitment to the principles of justice and human rights, and for his work as an international jurist.
    [Show full text]
  • Dan Eshet from Its Inception, Fundamental Freedoms: Eleanor Roosevelt and the Uni- Versal Declaration of Human Rights Has Been a Collaborative Effort
    THE MAKING HISTORY SERIES FUNDAMENTAL FREEDOMS Eleanor Roosevelt and the Universal Declaration of Human Rights With a Foreword by Allida M. Black & Mary Jo Blinker, the Eleanor Roosevelt Papers Project A Facing History and Ourselves Publication Facing History and Ourselves is an international educational and professional development organization whose mission is to engage students of diverse backgrounds in an examination of racism, prejudice, and antisemitism in order to promote the development of a more humane and informed citizenry. By studying the historical development of the Holocaust and other examples of genocide, students make the essential connection between history and the moral choices they confront in their own lives. For more information about Facing History and Ourselves, please visit our website at www.facinghistory.org. Copyright © 2010 by Facing History and Ourselves National Foundation, Inc. All rights reserved. Facing History and Ourselves® is a trademark registered in the U.S. Patent & Trademark Offi ce. Cover art photos: Eleanor with the UDHR Poster, UN Photo. The following photos are © Bettmann/Corbis: Roosevelt, Cook and Dickerman; Visiting Infantile Paralysis Victims; Eleanor at the UN General Assembly; Eleanor with Marian Anderson; Eleanor in the Coal Mine; and Eleanor and Franklin. To order classroom copies, please fax a purchase order to 617-232-0281 or call 617-232-1595 to place a phone order. To download a PDF of this publication, please visit www.facinghistory.org/fundamentalfreedoms. ISBN-13: 978-0-9819543-2-5 Headquarters 16 Hurd Road Brookline, MA 02445 (617) 232-1595 www.facinghistory.org ABOUT FACING HISTORY AND OURSELVES Facing History and Ourselves is a nonprofit educational organization whose mission is to engage students of diverse backgrounds in an exam ination of racism, prejudice, and antisemitism in order to promote a more humane and informed citizenry.
    [Show full text]
  • Part I. Negotiating Concepts and Definitions the Beginning of The
    Part I. Negotiating concepts and definitions The Beginning of the International Human Rights Era ∵ chapter 1 When Peers are Pressing for Progress: The Clash between Hersch Lauterpacht and John Humphrey over the Universal Declaration of Human Rights Eva Maria Lassen Lauterpacht delivered a brilliant but devastating talk to the International Law Association on human rights. john humphrey, 31 August 19481 Introduction The debates on the Universal Declaration for Human Rights that took place within the academic and intellectual circles of international law in the 1940s were less visible than those displayed on the political scene, but were nev- ertheless fierce and important. Illuminating the controversy over the crea- tion of the Universal Declaration as played out by international lawyers at the time, this chapter will focus on the debate between John Humphrey, the first Director of the United Nations Division of Human Rights and an enthu- siastic promoter of the Declaration, and Hersch Lauterpacht, one of the most eminent international lawyers of the time and allegedly the most brilliant op- ponent of the Declaration. The chapter will analyse the controversy between Lauterpacht and Humphrey in the context of the debate of other interna- tional lawyers across the Atlantic, in particular the International Law Asso- ciation. The chronological development of the dispute between Lauterpacht and Humphrey will provide the framework for the analysis, with a starting point in 1942, when Lauterpacht began his work on a proposal for an Inter- national Bill of the Rights of Man. The impact of the debate on later percep- tions of the history of the Universal Declaration will be discussed.
    [Show full text]
  • Tribute to John Peters Humphrey Speaker Noël A
    TRIBUTE TO JOHN PETERS HUMPHREY SPEAKER NOËL A. KINSELLA Canadian Association of Statutory Human Rights Agencies (CASHRA) Conference Fredericton, New Brunswick JUNE 16, 2006 Ladies and gentlemen: It is a greater honour for me to speak to you today at this tribute to John Peters Humphrey, the man who drafted the preliminary United Nations Universal Declaration of Human Rights. Throughout my career – as professor at St. Thomas University here in Fredericton, as chair of the New Brunswick Human Rights Commission, and as Senator and now Speaker of the Senate of Canada – I have always been aware that much of the progress the world has made in the field of human rights would not have been possible without the work of John Humphrey. That he was a fellow New Brunswicker makes me all the more proud. In the world today, human rights are almost universally accepted as the basis for conducting human affairs. Indeed, where there is conflict, it is all too often between those who accept the universal basis of fundamental human rights and those who do not. The idea that there are fundamental human rights that apply to all people, in all places, and at all times can be traced back to some of the world’s earliest legal systems. To give an example, the Code of Hammurabi, who reigned in ancient Babylon, said that Hammurabi caused “righteousness to appear in the land … that the strong harm not the weak.” Human rights are also contained in the most widely practiced religious traditions, including the Buddhist, Christian, Confucian, Hindu, Islamic, and Jewish traditions.
    [Show full text]
  • The Universal Declaration of Human Rights (Udhr)
    Foundation Course Semester 2 THE UNIVERSAL DECLARATION OF HUMAN RIGHTS (UDHR) The Universal Declaration of Human Rights (UDHR) is a declaration adopted by the United Nations General Assembly on 10th December, 1948 in Paris. The Declaration arose directly from experience of the World War II and represents first global expression of rights for human being. The provisions of this UDHR subsequently followed and adopted by various constitutions and legal systems of the world. The International Bill of Rights consists of the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights and the International Covenant on Civil and Political Rights and its two optional protocols. In 1966, the General Assembly adopted the two detailed covenants, which complete the International Bill of Human Rights; and in 1976 after the Covenants had been ratified by a sufficient number of individual nations, the Bill took on the force of International law. The authorship of this Declaration is credited to John Peters Humphrey(Canada),ReneCassin(France),Stephane Hessel(France), P.C.Chang (China), Charles Malik(labanon), Eleanor Roosevert(U.S) and others. 10.3.1 Background of UDHR, 1948: During the World War II the allied powers adopted the Four Freedoms i.e speech, assembly, freedoms from fear and freedom from want as their basic war aims. The United Nations Charter reaffirmed faith in fundamental human rights and dignity and worth of the human rights and committed all member states to promote universal respect for and observance of human rights and fundamental freedoms for all without distinction as to race, sex, language or religion.
    [Show full text]