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• Speech on Human Rights

Human Rights Speech

Human Rights are the most basic rights which are bestowed on each and every individual. These human rights take up their action rights from the birth of these individuals till their death do them apart with their own rights. Every other human on this planet, irrespective of their caste, religion, creed, gender, nationality, social status or color are entitled to these rights. While their rights are being protected by respective country laws.

To demonstrate the rights and the freedoms of these human beings, a historical document known as the Universal Declaration of Human Rights (UDHR), was set up in the year of 1948. This was indeed the first international agreement on the basic principles of human rights.

Long Speech on Human Rights

Greetings and salutations to all the students and the respected teachers and staff members present,

Today the speech I am about to deliver is about the basic human rights that we deserve. At times, our rights are defined as mere privileges, but I would agree with this notion that our rights are described as to be something more than basic privileges. In simpler words, the entitlement of the fundamental rights which are conferred on every individual is called human rights.

We are born with these rights that are present until our death. All the humans surviving on this planet are entitled to these rights. These rights prove to be effective for each and all, irrespective of the fact of who they are or where they come from or how they choose to live. The reason why these rights are formed is to protect anyone who wants to harm or to violate someone. These human rights give people the freedom to live and to express themselves as to how they want to. Everyone deserves to be themselves and this is supported by human rights.

After the enormous loss of life, caused during World War II, the United Nations signed the Universal Declaration of Human Rights (UDHR) in the year 1948 on the 10th of December, this was initiated to propose a common understanding for everyone’s rights. Even in the present times, the world is always being sculpted based on freedom, justice and peace which are the rights themselves.

Hence, the 10th of December is celebrated as International Human Rights Day which marks the adoption of the Universal Declaration of Human Rights.

Human Rights Include – 

Right to life and liberty

Protection from torture

Fair trials 

Freedom of expression, religion, peaceful assembly

Human Rights are inclusive of many other rights, as we deepen our thoughts the circle will get bigger. Economic, social and cultural rights cover rights which are namely the right to education, housing and health facilities. All these available resources are required to be utilized by the government to achieve them. Treaties are formed to protect the rights of women, children, refugees, the LGBTQ+ society, minorities, the disabled and domestic workers.

All the various principles, declarations and guidelines have been adopted by the United Nations with these treaties to enhance the meaning of these few rights. The UN Human Rights Committee and the UN special rapporteurs are the international institutions that are responsible for interpreting these human rights treaties and monitoring the compliance.

This is the duty of the government who themselves implement international human rights. This is the duty of the government to protect and promote human rights by barring these violations by the officials or stand, also punishing offenders. Also, while creating ways for the citizen to seek help to breach their rights. This is itself a human right violation if a country fails to initiate any step against the private individuals who abuse domestic violence.

Human Rights are Classified as 

Natural rights

Legal rights

Social welfare rights

Ethnic rights

Positive and negative rights

Individual rights

Claim and liberty rights

2 Minutes Speech on Human Rights

Good morning to everyone,

The term human rights are defined as the right to live, liberty, equality and deliver respect for any human being. Our Constitution has a section that follows the Rights and the Fundamental Rights, that provides the people of the nation with their own fundamental rights.

The fundamental rights are the basic human rights of every single citizen of the country, irrespective of their caste, background, their religion, colour, status or their sex. Between the years 1957 to 1949, the sections were very vital elements that were added to the Constitution.

In India, there are six fundamental or human rights that are Right to Freedom, Right to equality, Right against exploitation, Right to Freedom of Religion, Culture and educational rights and Right to seek Constitutional Remedies.

Internationally on the violation of the international human rights or violation of the humanitarian laws or crimes against us, the humanity, the government of a country prosecute the individual, or this can be done by another country as well under the “universal jurisdiction”.

10 Lines on Human Rights Speech in English

There are almost 40 million children who suffer from abuse who should be covered with human rights.

Worldwide, more than 3,00,000 children under the age of 18 are also being exploited, this calls for human rights.

There are around 246 million child laborers worldwide, which is a violation of human rights.

Throughout our history, women have been restricted from exercising their own rights.

Access to the internet was declared one of the basic human rights by the UN in 2011.

Twenty-one million people all over the world were the victims of forced labor.

Leisure and holiday guaranteed with pay is a right for everyone.

In four countries death penalties have been abolished by the year 2015.

In the country of South Africa, a celebration of Human Rights Day takes place on 21st March to pay respect to the Sharpeville massacre.

Domestic violence in many countries is still not considered a crime.

Human Rights are such rights that we deserve to get right from our birth. Many people are not quite aware of their basic rights, in that situation awareness of the same is required so that the people can live an unbiased life.

FAQs on Speech on Human Rights

1. Explain the following rights in brief 

(i)  Right to practice our religion

(ii) Right to speak our language

(i) Right to practice our religion means every human being has the independence to live their religion without any restrictions. This is considered as a fundamental right. The article 25-28 of the Indian constitution guarantees this right. Acc. to this right, all religions are treated equally and the citizens of the country are given equal rights to practice their religion. One of the popular Act related to practicing a particular religion is the 'freedom of religion Act' passed in 1968 in the state of madhya pradesh. This act was passed under the governance of congress. This act also promotem converting yourself from one religion to another. This act had terms and conditions which made sure about the security of the individual. One of the important terms related to this act says that 'no individual must be forced to convert from one religion to another' and must have the freedom to live his culture in our society. 

(ii) The right to speak our language is one of the most important rights in the constitution. Linguistic rights are considered as human and civil rights. This right provides the freedom to choose the language the citizen wants to speak. When linguistic rights are combined with human rights, it makes up linguistic human rights. These linguistic human rights include the right to learn different languages including foreign languages. All of the linguistic human rights are language rights but the vice versa is not true. There are some articles that provide linguistic rights are 

Article 10 

2. What are the advantages of giving human rights to the citizens?

  Providing citizens with Human rights helps in the following ways :

Human rights oppose discrimination and helps in spreading equality among the citizen of the country.

Human rights contribute to making the constitution fair.

It helps in proper classification of the group of people on the basis of different languages, places, sex etc. But, human rights provide independence to practice language, religion etc. 

It also helps to enhance the diversity of the country.

The main aim of providing human rights is to empower the citizens to do their desired work. 

It helps in the overall development of the country. Human rights encourage modernisation and growth.

3. Explain the 'right to education' and its merits.

The right to education is a human right that empowers the citizen to gain education without being stopped by anyone. The right to education act was passed by the parliament on 4 August 2009. It encourages educating children on a mass level. It provides the right to free and compulsory education for all. This right is responsible for increasing the literacy rate of India. Also, it makes the citizens aware about their rights. As it promotes literacy, it also contributes in modernisation and growth of the country.

4. Which part of the system cares about human rights?

In India, human rights were established by NHRC National Human Rights Commission). Since then, the government has the responsibility to ensure the proper implementation of various human rights. Government divided this function into different branches of the constitution. The judiciary holds the constitutional responsibility to protect human rights in India. It protects and studies the situations related to human rights. Along with this, it decides the distribution of human rights. For example - every citizen gets equal human rights. But, distribution of human rights on the basis of needs is done by the judiciary. The parliament has the power to approve or pass the bills related to human rights. Further, the Supreme Court and High Courts hold the power to take action and look after the proper distribution and implementation of human rights. Therefore, the department of human rights is managed by the government and not any private organization.

5. What are the drawbacks of human rights?

 Following are points the drawbacks related of human rights :

In underdeveloped countries or remote areas, many people are still unaware about their rights. This proves that distribution of human rights is not 100% possible in the present scenario.

Human rights acts and organizations need a huge amount of monetary funds.

Corruption leads to lack of human rights. This also disturbes the proper working of the system.

Human rights are still not able to uplift the position of females in society. As a result of this, most of the higher posts are occupied by men and this gives rise to inequality. 

Sometimes, human rights do not prove to be helpful for all the citizens at the same time. 

Human rights acts take a long time to get passed and approved by the parliament. This makes implementation of new human rights difficult.

Lesson Plan

April 2, 2024, 2:46 p.m.

Lesson plan: Understand the UN Declaration of Rights of Indigenous Peoples through oral history

For a Google doc version of this lesson, click here . You will be prompted to make a copy.

Voice of Witness is an oral history nonprofit that advances human rights by amplifying the stories of people impacted by — and fighting against — injustice. One goal of the organization is to move past “the single story” of history and create opportunities for teachers and students to grapple with a more nuanced and empathy-based understanding of the critical historical and contemporary issues.

This lesson plan comes from Voice of Witness’s curricular unit for “How We Go Home: Voices from Indigenous North America,” a collection of oral histories that shine a light on the ongoing fight to protect Native land, rights and life.

The lesson plan invites students to develop an understanding of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) through the lens of two oral history narratives.

Time needed: One 50-minute class period, plus preparatory reading for class

Subject areas: English, history, social studies, civics

Grade levels: 9-12

• Students will be able to make connections between the rights laid out in UNDRIP and details from personal narratives from "How We Go Home."
• Students will be able to explain how UNDRIP could help Indigenous peoples and communities respond to the challenges created by colonization and colonialism.

Essential question(s)

• How might the articles in UNDRIP help the United States and Canada achieve reconciliation with Indigenous peoples?
• What are the similarities and differences between human rights and Indigenous rights?
• United Nations Declaration on the Rights of Indigenous Peoples (full version) -OR-
• Know Your Rights: UNDRIP for Indigenous Adolescents pp.12-21 (abridged version)
• 3-2-1 Graphic Organizer
• Blaine Wilson (as featured in LitHub)
• Jasilyn Charger (as featured in Buzzfeed)

Before the lesson — UNDRIP reading

If possible, assign students the entire text of the United Nations Declaration on the Rights of Indigenous Peoples before this class. If students need a shorter piece of text, assign them just the introductory text from pages 1-7 of the declaration.

For language learners, consider focusing on just a portion of the introduction or using this abridged version of the text: Know Your Rights: UNDRIP for Indigenous Adolescents . UNDRIP also exists in a few other languages on the United Nations. website.

Optional: Students may fill out 3-2-1 Graphic Organizer as they read to guide understanding.

Warm-up activity (10 minutes)

Step 1: Tell students they will be playing a game. Do not give them a name for the game or any rules. Simply ask them to gather in a circle (standing or sitting).

Step 2: Give a student a small object and ask them to begin the game by passing the object to the next person in the circle.

Step 3: Throughout the game, you will be creating arbitrary rules that students will break. As the object passes around the circle, announce to the group that a passer has broken a rule. Do this a few times during the process. These rules should be completely arbitrary and specific. For example:

• “You passed it with your left hand.”
• “You passed it without saying ‘Pow!’”
• “Your legs were crossed when you passed it.”
• “You passed it to someone wearing a green shirt.”

After you announce a broken rule, continue the game and allow the person to pass the object on. Continue the game until the object reaches the original student.

Step 4: End the game and bring the class together for a discussion using the following prompts. Questions 2 and 3 are deliberately biased and intended to bring students toward an understanding of fairness:

• What were the rules of the game?
• What mistakes were made? Do you accept your mistakes?
• Who is to blame for the errors: the students or the teacher?
• Was this game fair?
• How can it be changed to make it fair?

Main activity (40 minutes)

Step 1: Use the following prompt to initiate discussion: What is the connection between UNDRIP and the game we played today?

Step 2: Arrange students in small groups and ask them to select people to perform the following tasks:

Step 3: Assign each group either Blaine or Jasilyn’s narrative from “How We Go Home.” Ask the groups to identify 2-3 of the following the UNDRIP article(s) that apply to the themes, issues or events from their excerpt. Alternatively, you can choose one narrator and split their full story into sections for each group to tackle.

As the Reader(s) are reading the text, Scribe(s) should jot down unfamiliar words or terms. Reader(s) should take the time to look up the definition of these words so Scribe(s) can note their meaning, using the official language or drawings.

• Article #2 (discrimination based on origin or identity)
• Article #4 (right to self-determination)
• Article #14 (education)
• Article #19 (free, prior and informed consent)
• Article #24 (traditional medicines and health practices)
• Article #26 (recognition and protection of traditional territories)
• Article #33 (identity and membership)
• Article #37 (treaties and agreements)

Step 4: Ask each small group to share their conclusions with the class. Use the following prompts to initiate reflection, discussion and consolidation:

• The UN Declaration on Human Rights was adopted in 1948. UNDRIP was adopted in 2007 by 144 countries. UNDRIP is not a legally binding instrument under international law and four nations including the United States, Canada, New Zealand and Australia did not endorse UNDRIP until 2021. Why do you think the world needed another declaration specifically for Indigenous peoples? Use evidence from Blaine or Jasilyn’s narrative to support your answer.
• Why is it important to protect Indigenous rights? How does protecting the rights of Indigenous peoples relate to your lives and your communities? Use evidence from Blaine or Jasilyn’s narrative to support your answer.

Step 5: To complete the activity, have students write one or two paragraphs using one of the following prompts. This can also be completed as homework:

• How would you feel if land or resources that you and your family rely on were taken from you without permission or recognition? How would you react? (Non-violent responses)
• Indigenous peoples were here prior to colonization. Does this give them more rights to the land? Explain your reasoning.
• How would self-determination help Indigenous peoples overcome the challenges created by colonization and ongoing colonialism? Are there examples of this in the narratives you read?
• Does it surprise you to know that the UN Declaration is not a law (non-binding) but only principles that encourage accountability and transparency? Do you think governments, especially in the United States and Canada, should create laws that reflect the UNDRIP text? Why or why not?

C3 Framework (College, Career and Civic Life)

D2.Geo.5.6-8. Analyze the combinations of cultural and environmental characteristics that make places both similar to and different from other places.

D2.Geo.5.9-12. Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions

Common Core

Grades 9-10:

RI.9-10.1, 6; W.9-10.4, 10; RH.9-10.2, 6, 9, 10; WHST.9-10.4, 9, 10.

Grades 11-12:

CCSS.ELA-LITERACY.RH.11-12.1

CCSS.ELA-LITERACY.RH.11-12.2

About the authors

Voice of Witness (VOW) is a nonprofit that advances human rights by amplifying the voices of people impacted by — and fighting against — injustice through oral history, education and advocacy.

The Voice of Witness Book Series depicts human rights issues through the edited oral histories of people who are deeply impacted and whose lived experiences are at the heart of finding solutions to address injustice.

The Voice of Witness education program brings unheard stories and oral history to classrooms across the U.S., centering marginalized voices and connecting students with training and tools for storytelling.

" How We Go Home: Voices from Indigenous America " shares contemporary first-person stories in the long and ongoing fight to protect Native land, rights and life. It was compiled and edited by Sara Sinclair, an oral historian, writer and educator who teaches in the Oral History Masters Program at Columbia University.

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4 Human Rights PowerPoint Presentations you can download for free

When you’re talking to a group about a topic like human rights, it can help to use something visual. PowerPoint presentations – a classic tool for teachers, group facilitators, and trainers – can engage your audience while providing essential information. Creating a PowerPoint from scratch, however, isn’t always something you have time for. Turning to a source like the United Nations or UNICEF assures you’re getting accurate information compiled by experts. Depending on the PowerPoint and how you intend to use it, you’ll want to check the usage rights. If you’re using it simply as a guide for your own creation, you likely won’t need to cite it or ask permission. Here are five PowerPoints available online:

“Welcome to the United Nations”

The United Nations

The United Nations is an international organization committed to international peace and cooperation between nations. Their main bodies include the General Assembly, the Security Council, and the International Court of Justice. They produced the Universal Declaration of Human Rights and are a leading authority on global human rights. This PowerPoint can be found on their visitor’s center website. It serves as a great introduction to the organizations, its different parts, and its purposes. Slides include “The General Assembly,” “Security Council,” “Peacekeeping,” and “Economic and Social Council.” If you want to teach a group about the basics of human rights and the UN, this free PowerPoint is a great place to get a general overview.

“Introduction to Women’s Human Rights”

UNICEF is the UN agency responsible for helping children around the world. Their mandate also includes women. The organization is present in 192 territories and countries. Areas of focus include immunizations, disease prevention, improving nutrition for mothers and children, and more.

This PowerPoint, which is actually part of a huge Facilitator’s Guide, teaches people about the history of women’s rights. Since this is intended for a workshop leader, there’s also space for them to talk about women’s rights locally based on where the workshop is being held. The PowerPoint outlines why women’s human rights are of special consideration, the waves of women’s rights, international instruments, and the future of women’s rights.

“Activity 6: We Are All Born Free”

Amnesty International

Amnesty International is a non-governmental organization based in the UK. It was first founded in 1961 and focuses on undertaking research and action focused on preventing and ending grave abuses of human rights. Areas of focus include ending death penalty and torture. In 1977, the organization won the Nobel Peace Prize. As an organization committed to catching the public’s attention, they provide resources on their website to help educators and anyone else interested in learning more about human rights.

The Activity 6 PowerPoint and PDF is a great way to introduce children to the concept of human rights. It’s called “We Are All Free,” which is also the name of a book for children that uses illustrations to explain all 30 fundamental rights. The PowerPoint describes thirteen of the articles in the Universal Declaration of Human Rights, including Articles 1-4, Article 8, and Article 30. The slides simplify the language so kids can understand and uses colorful, vivid illustrations to demonstrate the articles’ meaning. The age range for this presentation is 6-9 years old.

“Human Rights in Secondary School”

This resource is part of a series of PowerPoints in a teaching pack meant for kids age 11-16. It also comes from Amnesty International. They recommend the pack for Human Rights Day or any lesson where learning about human rights is the goal. Lessons include “Understanding Human Rights,” Human Rights in the UK,” and “Freedom of Expression.” The PowerPoints are labeled by lesson number. Lesson 1, “Understanding Human Rights,” is comprised of pictures from different times in history. They ask what right is being violated. When paired with the PDF that contains the lesson plans, an educator can effectively meet the learning objectives. The lesson plans tell you exactly when to show each slide.

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About the author, emmaline soken-huberty.

Emmaline Soken-Huberty is a freelance writer based in Portland, Oregon. She started to become interested in human rights while attending college, eventually getting a concentration in human rights and humanitarianism. LGBTQ+ rights, women’s rights, and climate change are of special concern to her. In her spare time, she can be found reading or enjoying Oregon’s natural beauty with her husband and dog.

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• Universal Declaration of Human Rights

The Universal Declaration of Human Rights (UDHR) is a milestone document in the history of human rights. Drafted by representatives with different legal and cultural backgrounds from all regions of the world, the Declaration was proclaimed by the United Nations General Assembly in Paris on 10 December 1948 ( General Assembly resolution 217 A ) as a common standard of achievements for all peoples and all nations. It sets out, for the first time, fundamental human rights to be universally protected and it has been translated into over 500 languages . The UDHR is widely recognized as having inspired, and paved the way for, the adoption of more than seventy human rights treaties, applied today on a permanent basis at global and regional levels (all containing references to it in their preambles). 

Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world,

Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people,

Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law,

Whereas it is essential to promote the development of friendly relations between nations,

Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom,

Whereas Member States have pledged themselves to achieve, in co-operation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms,

Whereas a common understanding of these rights and freedoms is of the greatest importance for the full realization of this pledge,

Now, therefore,

The General Assembly,

Proclaims this Universal Declaration of Human Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction. 

All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.

Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.

Everyone has the right to life, liberty and security of person.

No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.

No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.

Everyone has the right to recognition everywhere as a person before the law.

All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination.

Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law.

No one shall be subjected to arbitrary arrest, detention or exile.

Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any criminal charge against him.

• Everyone charged with a penal offence has the right to be presumed innocent until proved guilty according to law in a public trial at which he has had all the guarantees necessary for his defence.
• No one shall be held guilty of any penal offence on account of any act or omission which did not constitute a penal offence, under national or international law, at the time when it was committed. Nor shall a heavier penalty be imposed than the one that was applicable at the time the penal offence was committed.

No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his honour and reputation. Everyone has the right to the protection of the law against such interference or attacks.

• Everyone has the right to freedom of movement and residence within the borders of each state.
• Everyone has the right to leave any country, including his own, and to return to his country.
• Everyone has the right to seek and to enjoy in other countries asylum from persecution.
• This right may not be invoked in the case of prosecutions genuinely arising from non-political crimes or from acts contrary to the purposes and principles of the United Nations.
• Everyone has the right to a nationality.
• No one shall be arbitrarily deprived of his nationality nor denied the right to change his nationality.
• Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution.
• Marriage shall be entered into only with the free and full consent of the intending spouses.
• The family is the natural and fundamental group unit of society and is entitled to protection by society and the State.
• Everyone has the right to own property alone as well as in association with others.
• No one shall be arbitrarily deprived of his property.

Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance.

Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.

• Everyone has the right to freedom of peaceful assembly and association.
• No one may be compelled to belong to an association.
• Everyone has the right to take part in the government of his country, directly or through freely chosen representatives.
• Everyone has the right of equal access to public service in his country.
• The will of the people shall be the basis of the authority of government; this will shall be expressed in periodic and genuine elections which shall be by universal and equal suffrage and shall be held by secret vote or by equivalent free voting procedures.

Everyone, as a member of society, has the right to social security and is entitled to realization, through national effort and international co-operation and in accordance with the organization and resources of each State, of the economic, social and cultural rights indispensable for his dignity and the free development of his personality.

• Everyone has the right to work, to free choice of employment, to just and favourable conditions of work and to protection against unemployment.
• Everyone, without any discrimination, has the right to equal pay for equal work.
• Everyone who works has the right to just and favourable remuneration ensuring for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other means of social protection.
• Everyone has the right to form and to join trade unions for the protection of his interests.

Everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay.

• Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.
• Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection.
• Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
• Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
• Parents have a prior right to choose the kind of education that shall be given to their children.
• Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.
• Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author.

Everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can be fully realized.

• Everyone has duties to the community in which alone the free and full development of his personality is possible.
• In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of meeting the just requirements of morality, public order and the general welfare in a democratic society.
• These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations.

Nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein.

Universal Declaration of Human Rights (UDHR)

• Text of the Declaration
• History of the Declaration
• Drafters of the Declaration
• The Foundation of International Human Rights Law
• Human Rights Law

2023: UDHR turns 75

What is the Declaration of Human Rights? Narrated by Morgan Freeman.

UN digital ambassador Elyx animates the UDHR

To mark the 75th anniversary of the UDHR in December 2023, the United Nations has partnered once again with French digital artist YAK (Yacine Ait Kaci) – whose illustrated character Elyx is the first digital ambassador of the United Nations – on an animated version of the 30 Articles of the Universal Declaration of Human Rights.

UDHR Illustrated

Read the Illustrated edition of the Universal Declaration of Human Rights

UDHR in 80+ languages

Watch and listen to people around the world reading articles of the Universal Declaration of Human Rights in more than 80 languages.

Women Who Shaped the Declaration

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Oral presentation by the assistant secretary-general for human rights of the report of the secretary-general on cooperation with the united nations, its representatives, and mechanisms in the field of human rights.

DELIVERED BY Assistant Secretary-General for Human Rights of the report of the Secretary-General AT Human Rights Council, 51st Session Agenda Item 5 LOCATION Geneva

Mr. President, Excellencies, Ladies and gentlemen,

It is a pleasure to present this year’s report of Secretary-General on reprisals and to engage in an interactive dialogue on this critical issue.

I thank this Council for your continued attention to reprisals and welcome the support of Member States to the role that the Secretary-General has assigned to me as senior official designated to lead UN system-wide efforts to prevent and address reprisals.

For the first time, as decided by this Council’s biannual resolution last year, the report in front of you will also be presented to the Third Committee of the General Assembly on 14 October. It is a welcome development which signals the global relevance of this report to the work of the United Nations.

This year’s report highlights good practices by Member States in different UN bodies emphasizing zero tolerance to reprisals and the importance of safe and meaningful participation in UN spaces and processes. It also points to the importance of providing concrete support to UN interlocutors, in particular to women peacebuilders and briefers to the Security Council.

The report identifies several UN activities and policy developments that illustrate a more robust and coordinated response to reprisals. We are proud to have supported these efforts and will continue to do lead on this mandate and strengthen the UN system’s response to all forms of intimidation and reprisal.

Excellencies,

Despite these and other positive developments, the report notes, once again, the scope and breath of the issue and the persistence – across regions – of intimidation and reprisals against those who cooperate or attempt to cooperate with the UN. The number of reported acts of intimidation and reprisal by State and non-State actors remain high.

We note that cases and situations included over the years in Annex II are not isolated incidents. Recurring allegations reinforce the assertion that repeated similar incidents over several years can signal patterns. When multiple UN actors raise concerns during a period, it can be a sign of widespread and severe incidents of intimidation and reprisals for cooperation with the Organization.

The report includes 42 countries in all regions. Twelve are members of this Council. Several countries have featured almost every year in the annual report.

I wish to draw your attention to a number of global trends that emerge from the report.

First, surveillance of those who cooperate or attempt to cooperate with the UN continues to be reported in all regions. In 20 countries, UN actors addressed allegations of monitoring and surveillance, online and offline, with growing and worrisome evidence of online surveillance and cyberattacks.

UN actors documented individuals leaving UN compounds, being followed or facing arrest, beatings, threats and confiscation of mobile phones. They also addressed reports of individuals being photographed without their consent and followed at or during travel to UN meetings.

The report also includes cases of human rights defenders who reportedly have evidence of their mobile phones being infected with spyware marketed by companies to Governments. Non-governmental organizations have reported being regularly visited in their offices and at home, and facing questions about foreign contracts and international travel, including to UN events.

The massive digital shift caused by the COVID-19 pandemic has opened up new spaces and opportunities for engagement with the UN. However, it also brought critical challenges related to accessibility, cyber-security, and privacy, including confidentiality with significant impact on civil society actors’ ability to cooperate with the UN, increasing their potential vulnerability to reprisals.

Another concerning trend is the impact and use of restrictive legislation that prevents and punishes cooperation with the UN. In 40% of the countries included in the report, laws and regulations in place have been used to, or had the effect of, deter or punish individuals and organizations for their cooperation with the UN based on counter-terrorism, national security arguments, or laws governing activities of civil society. There are cases of NGOs designated or labelled as terrorist organizations and of individuals facing life-long or long-term detention for cooperation with the UN under counter-terrorism or national security legislation.

The report also refers to national security laws establishing criminal liability for sharing of information with international actors. Such laws may trigger, or be interpreted as triggering, criminal liability for those who share human rights-related information with the UN. In some cases, this led to civil society expressing fear of the consequences of cooperating with the UN, resulting in them discontinuing cooperation, or declining to engage with OHCHR.

Almost half of the countries in the report include allegations of individuals and groups facing legal proceedings, and/or being charged, sentenced, deprived of their liberty, or at risk thereof, for cooperation with the UN, based on other charges not related to national security or terrorism.

Multiple UN actors have addressed the impact of laws and other measures regulating NGOs and their access to funding, including foreign funding, on NGOs’ ability to cooperate with the UN. NGOs have been audited, heavily fined, and sometimes forced into dissolution as a result of the application of such laws. In some cases, the ability or willingness of these organizations to cooperate with the UN has been compromised.

We are also concerned about a number of countries with repeated or similar allegations of intimidation and reprisals that feature in this and past reports, and with concerns by multiple UN actors about the application of restrictive legislation. In some of these countries, we are monitoring the continued detention of those who engaged with the UN. Several individuals serve long prison sentences or remain under house arrest. These could be more than isolated incidents and could signal possible patterns of intimidation and reprisals against those who cooperate, try to cooperate, or are perceived as cooperating with the UN.

Another global trend I wish to highlight is self-censorship, or the choice not to cooperate with the UN or to do so under conditions of anonymity due to fear of retaliation. We have concerns that the chilling effect of increased surveillance and monitoring as well as criminal liability, or the fear thereof, silences voices amongst those who cooperate with the UN.

In at least one third of the countries included in this report, UN interlocutors have either refrained from engaging with the Organization, requested that their identity be withheld, or exercised self-censorship for fear of further retaliation. During the reporting period, individuals declined to communicate, meet, or send information to UN entities, bodies, and mechanisms due to such fear. Many cases had to be reported anonymously due to protection concerns and to mitigate risks.

I wish to pay special tribute to those who place their trust in the UN by sharing their testimonies and first-hand information, and to thank those who help them connect with us. Many face enormous risks. I salute their courage and determination in the pursuit of rights, justice, accountability, and remedy.

The annual report of the Secretary-General on reprisals focuses on allegations that the UN has been able to verify in accordance with OHCHR’s methodology. We are aware that this does not provide the full picture. Intimidation and reprisals are generally reported from countries where a degree of space to cooperate with and report incidents to the UN exists. This is not the case where the level of intimidation and obstacles in place are such that individuals and groups simply refrain from cooperating with the UN, given the risks. The mere absence of retaliatory action or reports thereof does not mean that intimidation and reprisals do not happen.

We continuously work to improve our methodology, data collection and analysis, as well as the documentation and reporting on incidents and situations, including on self-censorship. We do this through constructive dialogue and engagement with Member States, with different parts of the UN system, and with victims and other key stakeholders.

As in the past, we are concerned that intimidation and reprisals disproportionally affect certain populations and groups of victims and human rights defenders whose cases are under-reported. This includes those who face barriers linked to their age (youth), gender or sexual orientation and those who represent indigenous peoples or minorities or who work on environment-related issues. We continue to work closely with relevant UN entities to ensure that everyone can safely engage with the UN and participate in UN spaces and processes without obstacles.

We are particularly sensitive to the risks affecting women victims and witnesses as well as women human rights defenders and peacebuilders, who share their testimony and cooperate with the UN both in the field and at headquarters. Of the nearly 350 individual cases included this year, about 60% are women and, of the cases reported anonymously, a large number concern women.

I am encouraged by the efforts by Member States in different UN intergovernmental bodies to support and protect the participation of women and address reprisals and obstacles for their cooperation with the Organization. However, the risks that they face remain daunting.

The report includes cases of women and girls facing violence and threats for their engagement with the UN, including for their testimonies or participation in court proceedings supported by the UN. In other cases, women were reportedly accused of crimes against the State for sharing information with the UN about incidents of sexual violence or threatened for denouncing a trafficking scheme they themselves were victims of.

We have a collective responsibility to do more and better to support the participation of women survivors and human rights defenders and peacebuilders in UN spaces and processes. It is not only their right to participate meaningfully and safely; we also need their voices and insights to achieve lasting peace and security.

Mr. President, Excellencies,

We are grateful to those Member States who engaged in the preparation of this report with detailed responses and additional information. I welcome that some Governments addressed the allegations presented to them, including in the form of an investigation into reported threats, provision of protection measures, and relevant changes in legislation.

The Human Rights Council and the whole UN system must continue sending a clear message of no tolerance for intimidation and reprisals and must take action to address the issue resolutely. We need to better a support, empower, and protect those who engage with us, often in response to mandates established by Member States The impact of our work and our credibility depend on it and, first and foremost, we owe it to those who put their trust in us.

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How to prepare and deliver an effective oral presentation

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• Peer review
• Lucia Hartigan , registrar 1 ,
• Fionnuala Mone , fellow in maternal fetal medicine 1 ,
• Mary Higgins , consultant obstetrician 2
• 1 National Maternity Hospital, Dublin, Ireland
• 2 National Maternity Hospital, Dublin; Obstetrics and Gynaecology, Medicine and Medical Sciences, University College Dublin
• luciahartigan{at}hotmail.com

The success of an oral presentation lies in the speaker’s ability to transmit information to the audience. Lucia Hartigan and colleagues describe what they have learnt about delivering an effective scientific oral presentation from their own experiences, and their mistakes

The objective of an oral presentation is to portray large amounts of often complex information in a clear, bite sized fashion. Although some of the success lies in the content, the rest lies in the speaker’s skills in transmitting the information to the audience. 1

Preparation

It is important to be as well prepared as possible. Look at the venue in person, and find out the time allowed for your presentation and for questions, and the size of the audience and their backgrounds, which will allow the presentation to be pitched at the appropriate level.

See what the ambience and temperature are like and check that the format of your presentation is compatible with the available computer. This is particularly important when embedding videos. Before you begin, look at the video on stand-by and make sure the lights are dimmed and the speakers are functioning.

For visual aids, Microsoft PowerPoint or Apple Mac Keynote programmes are usual, although Prezi is increasing in popularity. Save the presentation on a USB stick, with email or cloud storage backup to avoid last minute disasters.

When preparing the presentation, start with an opening slide containing the title of the study, your name, and the date. Begin by addressing and thanking the audience and the organisation that has invited you to speak. Typically, the format includes background, study aims, methodology, results, strengths and weaknesses of the study, and conclusions.

If the study takes a lecturing format, consider including “any questions?” on a slide before you conclude, which will allow the audience to remember the take home messages. Ideally, the audience should remember three of the main points from the presentation. 2

Have a maximum of four short points per slide. If you can display something as a diagram, video, or a graph, use this instead of text and talk around it.

Animation is available in both Microsoft PowerPoint and the Apple Mac Keynote programme, and its use in presentations has been demonstrated to assist in the retention and recall of facts. 3 Do not overuse it, though, as it could make you appear unprofessional. If you show a video or diagram don’t just sit back—use a laser pointer to explain what is happening.

Rehearse your presentation in front of at least one person. Request feedback and amend accordingly. If possible, practise in the venue itself so things will not be unfamiliar on the day. If you appear comfortable, the audience will feel comfortable. Ask colleagues and seniors what questions they would ask and prepare responses to these questions.

It is important to dress appropriately, stand up straight, and project your voice towards the back of the room. Practise using a microphone, or any other presentation aids, in advance. If you don’t have your own presenting style, think of the style of inspirational scientific speakers you have seen and imitate it.

Try to present slides at the rate of around one slide a minute. If you talk too much, you will lose your audience’s attention. The slides or videos should be an adjunct to your presentation, so do not hide behind them, and be proud of the work you are presenting. You should avoid reading the wording on the slides, but instead talk around the content on them.

Maintain eye contact with the audience and remember to smile and pause after each comment, giving your nerves time to settle. Speak slowly and concisely, highlighting key points.

Do not assume that the audience is completely familiar with the topic you are passionate about, but don’t patronise them either. Use every presentation as an opportunity to teach, even your seniors. The information you are presenting may be new to them, but it is always important to know your audience’s background. You can then ensure you do not patronise world experts.

To maintain the audience’s attention, vary the tone and inflection of your voice. If appropriate, use humour, though you should run any comments or jokes past others beforehand and make sure they are culturally appropriate. Check every now and again that the audience is following and offer them the opportunity to ask questions.

Finishing up is the most important part, as this is when you send your take home message with the audience. Slow down, even though time is important at this stage. Conclude with the three key points from the study and leave the slide up for a further few seconds. Do not ramble on. Give the audience a chance to digest the presentation. Conclude by acknowledging those who assisted you in the study, and thank the audience and organisation. If you are presenting in North America, it is usual practice to conclude with an image of the team. If you wish to show references, insert a text box on the appropriate slide with the primary author, year, and paper, although this is not always required.

Answering questions can often feel like the most daunting part, but don’t look upon this as negative. Assume that the audience has listened and is interested in your research. Listen carefully, and if you are unsure about what someone is saying, ask for the question to be rephrased. Thank the audience member for asking the question and keep responses brief and concise. If you are unsure of the answer you can say that the questioner has raised an interesting point that you will have to investigate further. Have someone in the audience who will write down the questions for you, and remember that this is effectively free peer review.

Be proud of your achievements and try to do justice to the work that you and the rest of your group have done. You deserve to be up on that stage, so show off what you have achieved.

Competing interests: We have read and understood the BMJ Group policy on declaration of interests and declare the following interests: None.

• ↵ Rovira A, Auger C, Naidich TP. How to prepare an oral presentation and a conference. Radiologica 2013 ; 55 (suppl 1): 2 -7S. OpenUrl
• ↵ Bourne PE. Ten simple rules for making good oral presentations. PLos Comput Biol 2007 ; 3 : e77 . OpenUrl PubMed
• ↵ Naqvi SH, Mobasher F, Afzal MA, Umair M, Kohli AN, Bukhari MH. Effectiveness of teaching methods in a medical institute: perceptions of medical students to teaching aids. J Pak Med Assoc 2013 ; 63 : 859 -64. OpenUrl

Home / Free PowerPoint Presentation Templates for Business And Google Slides / Free Human Rights PPT Template & Google Slides

Free Human Rights PPT Template & Google Slides

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• 2020 edition

Oral communications

Prized oral communications.

To access the list of the prized oral communications, click here

PRESENTING ORAL COMMUNICATIONS

The organisation of the International Human Rights Conference: emerging challenges invites those authors who wish to share their projects, experiences or academic-professional reflections on the following themes, to participate via oral presentations:

• Assessment of the International Law of Human Rights from its birth to the present time • The International Law of Human Rights in the face of the challenge of terrorism • Human Rights and management of diversity • Human Rights in the face of the refugee challenge • The future of Human Rights • Human rights, economy and labour market • Human Rights and Peace • Human Rights and health • Human Rights and gender • Human Rights, art and culture • Human Rights, communication and liberty of expression • Right to private and family life • Education for Human Rights • Human Rights, science and technology • Human Rights and democracy • Other Human Rights challenges

REGULATIONS

Oral communications must be made up of:

Title Summary: 150 words Keywords: five maximum Language: english, spanish or basque

Deadline for presentation of title and summary of the oral communications: from 1 September to 21 October 2018.

Mailing address : [email protected]

Template to fill in : Download here

Duration of oral presentation of papers: 10 min.

A maximum of 2 oral communications per person are admitted.

Simultaneous interpretation service will not be available for oral presentations.

The Scientific Committee of the International Human Rights Conference: emerging challenges reserves the right to select those oral communications proposals that it considers have the necessary quality for their oral presentation at the Conference.

Notification of the oral communications accepted in the Conference website: 28 October

All oral presentations will be candidates for the prize for the best Oral Communication International Human Rights Conference: emerging challenges 2018 in each of the previously mentioned categories.

1.- The International Human Rights Conference: emerging challenges will grant the following prizes:

Category of Degree/Master Student                                                                           Certificate and €150 Category of PhD Student/Pre-doctoral researcher                                                       Certificate and €150 Category of PhD researcher/Professor/Lecturer                                                           Certificate and €250 Category of Other professions linked to Human Rights                                                Certificate and €250

2.- The prizes may be declared vacant.

3.- All oral presentations will be included in the contest.

4.- The Jury will be comprised of Professors and Researchers of the University of Basque Country (UPV/EHU) and University of Deusto.

5.- Prize-giving will take place during the last day of the Conference.

PUBLICATION OF PAPERS

In addition to the presentation of oral communications during the celebration of the Congress, participants may opt to present papers in writing based upon their oral communications in accordance with the model format provided ( Download here the Guidelines for papers ). Contributions will be published as chapters of a monographic book published by Tirant lo Blanch, following selection by the Scientific Committee. Unlike the oral presentations, which may be delivered in any of the three languages of the Conference, the papers must be written in Spanish.

Contributions will be sent before the 16th December 2018 to the following address: [email protected]

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