@3 (Beau Ives) Beau Ives’ disappointment that others seem not to …

Comment on The facts the Amnesty fact finder didn’t find by Paul Parker.

@3 (Beau Ives)
Beau Ives’ disappointment that others seem not to share his beliefs in “healing crystals” or alternate medicines, incorrectly links their disbelief to his access difficulties to communities.
Whether his visit was to friends, or to conduct his alternate medicine work in these communities, is of little consequence.
Entry difficulty is due Commonwealth of Australia’s applied apartheid, segregationist policies, enforced upon these communities within land owned by Commonwealth of Australia established restricted corporate entities called ALR(NT) Land Trusts.
“Traditional Owners” are shareholders in these corporate ALR(NT) Land Trusts.
The Central Land Council acts as manager cum agent for the corporate title-holding ALR(NT) Land Trusts, and to enforce the Commonwealth of Australia’s apartheid policy.
Commonwealth policy qualifies all residents rights, even “Traditional Owners” or shareholders, on whoever may visit them, stay with them. Residents are still denied basic leases for their homes, to maintain such basic human rights abuses.
Commonwealth of Australian policy obstructs free flow of people, ideas, particularly alternate viewpoints.
Failings in communities is the direct result this Commonwealth of Australia policy.
Salil Shetty forgets the meaning of racism, or to justify his bigotry adopts the Orwellian 1984 interpretation of equality that “all animals are equal, but some are more equal than others”.
Residents, families, friends, others, who retain belief in principles of equality and opportunity for all, still await our own “middle eastern spring”.
Eventually this spring shall come. Until then our closed apartheid communities continue evolving into ghettos.
For open minds, we need open communities.

Recent Comments by Paul Parker

Three men escape from gaol
Low level security for the Cottages is appropriate, indeed important, part of educating and assessing residents.
Video is needed to monitor movements outside theCottages along with various options to respond, even some low level internal monitoring.
While many informally learn to live comfortably in a home, accepting balance of rules and rewards, it is something many inmates failed to learn.
IMHO we need to extend village accommodation approach, with more self-contained single person units, with structured releases for various appropriate daily activities.
Each stage of release onto parole, to full release, needs to encourage living in units, from the Cottage to town or community. Each needs support and follow up.
Each benefit felt contributes to learning and moderation.


‘Government’s secret decision making’
So decisions are made behind closed doors.
So they refuse to explain their decisions.
Many believe such is evidence of corruption.
Q.1: Is each representative making these decisions individually corrupt?
Q.2: Is the Parliament corrupt when letting them refuse to explain their individual decisions?
Q.3: Is it party policy, party membership, which demands such corruption ?
Elected Parliamentarians are granted considerable authority – with accountability, to make decisions.
Such authority requires clear explanations for each of their decisions.
It is the duty for all Members to ensure each answers the questions.


Alice town camps need not be places of misery
The tern “traditional owner” is past is past use-by-date, much like the early colonial government’s various introduced systems of “protective” reserve areas.
All are of little benefit in terms of use and occupancy, effectively without rights and responsibility, other than through a confusing accountability maze to where management hides.
In 1860 South Australia legislated for a first Chief Protector appointed to watch over interests of Aboriginal people.
In December 1907, soon after Federation, Prime Minister Alfred Deakin and South Australian Premier Tom Price executed a formal agreement to transfer the Northern Territory to South Australia.
The South Australian Parliament passed the Northern Territory Surrender Act 1908.
The Commonwealth in 1910 re-introduced its Northern Territory Acceptance Bill, it eventually passed, enabling the Commonwealth to assume responsibility and authority from January 1, 1911.
All relevant South Australian legislation and regulation remained in force within the Commonwealth Northern Territory until it was changed by the Commonwealth.
The South Australian “protective” rules were accepted, maintained, enforced by the Commonwealth.
The Commonwealth Aboriginals Ordinance 1911 and successive Commonwealth legislation made the Chief Protector the legal guardian of every Aboriginal child under the provisions of this Ordinance.
The Chief Protector was replaced by the Director of Native Affairs with passing of the Aboriginals Ordinance 1939.
We are still claiming legal guardianship over all Aboriginal children, still usurping authority of parents, still subjecting all to near-total control over their lives, still maintaining their denial of basic legal rights as Australians.
The Commonwealth claims it held NO legal authority to protect Australians of Aboriginal descent.
Yet at the same time the Commonwealth claims legal authority to regulate, to deny equality of rights, to manage apartheid upon fellow Australians, using the racist term Aborigine.
Racism in Australia, since Federation, is mostly product of Commonwealth racist actions and in-actions.
Racism within Australia since Federation is contrary to specific intent of Australians voting for their Constitution.
Their opposition to racism, apartheid, upon fellow Australians, was even more clearly re-expressed in 1967.
Today the Commonwealth still uses subterfuge, confusion, to qualify, to deny, to Australians their equality of rights, responsibility, accountability, and thus equality of opportunities for better lives.
The Commonwealth still segregates, still separates, Australian families using racial identification as its measure.


Alice town camps need not be places of misery
The 1960s campaigns were to achieve equality of rights, equality of responsibilities, and equality of opportunities.
It is clear obstructive forces still delay this.
There was, there is, and shall continue to be recognition, consideration, to descendants of those who lived here before western society arrived.
When Captain Arthur Phillip established government his instructions were to recognize, to support, to defend, ongoing use and occupation by “native” populations of their respective lands, with their rights to continue living traditional lifestyles, with exception where those “native” customs and practices clashed with laws of the Crown.
This egalitarian approach traces back to 1066 AD when William Duke of Normandy conquered England. Later came perhaps more significant advances upon the customs and laws in the history of the UK.
The Mabo and other judgments by the High Court reflect ongoing concerns for egalitarianism.
Prior to establishment of the Commonwealth various Australian state legislatures enacted requirements for youths, eventually all youths, to be educated.
Government(s) regularly fail to ensure all Australian youths obtain education at least to where each can learn further themselves. The governments blame the families.
There remain far too many believing it is not appropriate to require Australians with “Indigenous” ancestry to be educated to read, write and count, to enable them to achieve their potentials within our wider Australian community. They are forces of darkness.
Is not helpful to suggest individuals identified by racial tags can achieve their potential, can rehabilitate or develop themselves, develop their living culture upon their own lands, on their own terms, without their achieving wider understanding of our shared wider Australian society, our entire world and universe around us.
Bilingual education was not to promote mono-lingual education.
Bilingual education was to ensure each student commences their learning to read, write and count using language they understand.
Bilingual education at same time was to teach each student to speak, read, write, confidently express their views with Australia’s primary English language, for that a necessity for individuals to truly advance.
Some still believe “Indigenous” are zoo exhibits, limiting their opportunities, obstructing their becoming part of our wider egalitarian Australian community.
Segregation and obstruction deny opportunities, showing the fallacy of claims residents are in charge of planning, building these towns, able to build better lives.
Corporate Land Trusts using Commonwealth’s ongoing apartheid maintain these communities, the residents, not as landowners making using of their own resources, rather as addicted suckers from the public monies purse.


Zoning: Racial segregation can start in primary school
Zoning encourages class level approaches, to advantage or disadvantage schools, rewarding wealth as a filter on education. The wealthy are able afford to do better, disadvantaging those who cannot.
David Gonski’s recent report promotes a move to individual learning paths for all students.
This will assist many Australian students who fail to reach their potential at school.
That is changing focus from year-level progression, to school focus, so each student advances towards their maximum potential advance in learning each year.
Gonski with Turnbull Government support expects teachers to use the online assessment tool to diagnose accurately levels of literacy, numeracy, and subject knowledge, each student actually achieves.
They expect all of them to advance.
This even more important where students start with reduced oral and written English competence.
Our focus on education needs be continuous, real-time measurement of each student’s individual achievement, with support where they fail to progress, to ensure each progresses from their own efforts.
Schools need to prepare us all for ongoing learning. Education does not end when we leave school.
The NAPLAN tailored online test will present different questions for each student, questions determined by answers they provide. This is disruptive, reduces benefit from rote learning test questions to raise average school scores.
Our focus shifts to actual student understanding controlling their progress.
Education shifts from the class focus, to each individuals progress focus.
Improved internet access is required.
Which, if any, NT schools currently lack required internet access?
To improve internet access for individual schools, the NT needs address improved internet access to all NT communities, for students, their families, and so all those who left school can continue to interact, participate and learn.


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