A Long Walk to Freedom lesson prescribed for Class IX English by APSCERT & TGSCERT syllabus. PPT prepared by M Padma Lalitha Sharada of GHS Malakpet under guidance of Smt. C B Nirmala Madam
A Letter to God is the first chapter of English Language & Literature of Class X. This PowerPoint presentation is made with simple & lucid language, so that you can understand the whole story.
From the diary of anne Frank class 10 pptJnv sarang
From the diary of anne Frank is a extraction from the diary of anne Frank written by anne Frank. I have prepared the ppt of this chapter whope you will find it helpful
A Letter to God is the first chapter of English Language & Literature of Class X. This PowerPoint presentation is made with simple & lucid language, so that you can understand the whole story.
From the diary of anne Frank class 10 pptJnv sarang
From the diary of anne Frank is a extraction from the diary of anne Frank written by anne Frank. I have prepared the ppt of this chapter whope you will find it helpful
First poem under CBSE English Language & Literature syllabus of Class X. This PowerPoint presentation is prepared with Summary and use of Figures of speech and expected questions.
This is a poem, covering Class IX Prose of NCERT & newly adopted TBSE Syllabus, written by Katharine Mansfield. Very easy to understand, with questions and answers for better preparation.
MANDELA, LONG WALK TO FREEDOM- FILM ACTIVITY PACKabg3
MANDELA, LONG WALK TO FREEDOM- FILM ACTIVITY PACK
With this pack you can learn about Nelson Mandela's life, the vocabulary in the film and other activities that can help you improve your English.
http://abelsenglishpage.blogspot.com.es
http://www.cinemaperaestudiants.cat/cat/inici/
Freedom Poem by Ravindranath Tagore prescribed for Class IX English by APSCERT & TGSCERT syllabus. PPT prepared by M Padma Lalitha Sharada of GHS Malakpet under guidance of Smt. C B Nirmala Madam.
First poem under CBSE English Language & Literature syllabus of Class X. This PowerPoint presentation is prepared with Summary and use of Figures of speech and expected questions.
This is a poem, covering Class IX Prose of NCERT & newly adopted TBSE Syllabus, written by Katharine Mansfield. Very easy to understand, with questions and answers for better preparation.
MANDELA, LONG WALK TO FREEDOM- FILM ACTIVITY PACKabg3
MANDELA, LONG WALK TO FREEDOM- FILM ACTIVITY PACK
With this pack you can learn about Nelson Mandela's life, the vocabulary in the film and other activities that can help you improve your English.
http://abelsenglishpage.blogspot.com.es
http://www.cinemaperaestudiants.cat/cat/inici/
Freedom Poem by Ravindranath Tagore prescribed for Class IX English by APSCERT & TGSCERT syllabus. PPT prepared by M Padma Lalitha Sharada of GHS Malakpet under guidance of Smt. C B Nirmala Madam.
#Nelson_Mandela Inspirational Leader as mourn by World LeadersFreddie Kirsten
Mandela left a legacy that will not be with us forever. Mandela is remembered in every corner of the globe. He influenced the world leaders and the people of the world. Nelson Mandela, the father of our nation and one of the world's greatest icons.
"Dr. Dwarakanath Kotnis" Lesson prescribed for Class VIII English by SCERT of Telangana & Andhra Pradesh States. PPT prepared by M Padma Lalitha Sharada.
“Luke Embrace Your Destiny” is a sermon written by Rev. Tony Williams a longtime friend and Holy Cross College brother which he delivered on Sunday, January 20th 2019 at First Calvary Baptist Church 400 Long St., in Salisbury, NC 28144 to commemorate Dr. Martin Luther King, Jr’s 90th birthday.
>>>>>>>>>>>>>>>>>MUST READ!<<<<<<<<<<<<<<<<<<
This is a slide show, lasting around 20-25 minutes if gone through continuously. Contains things about Nelson Mandela and his part in the South African Apartheid, Carter G. Woodson (founder of Black History Month) and Martin Luther King Jr. and how he helped the USA earn equality in the country. The clip for the I have a Dream speech will be at the bottom of this description.
Best for RE lessons, but can also be helpful in History Lessons. Furthermore, it can be used as a basis of biography writing in English. But can be used freely!
To play the speech, you'll have to go to the very start of the presentation, turn up the volume and press the play button at the bar where the left and right controls are. Listen, keep listening. And I'm sorry about this whole thing. I'll remove it soon and put in a hyperlink leading to another presentation, I promise this one will have the words. But for now, you'll have to stick with this. Sorry!
Thanks anyway!
Mandela was a stoic. He echoes Epictetus when he writes, “prison and the authorities conspire to rob each man of his dignity. No man or institution can rob me of my dignity because I refuse to part with it for any price or pressure. I never seriously considered the possibility that I would not emerge from prison one day.”
Bill Clinton tells us in the foreword, “I once asked Mandela to describe his long walk from prison to the president. ‘When you are young and strong,’ he told me, ‘you can stay alive on hatred. And I did, more many years.’ Then one day after years of imprisonment, physical and emotional abuse, and separation from his family, Mandela said, ‘I realized that they could take everything from me except my mind and my heart. They could never take these from me. I still had control over my mind and my heart. And I decided never to give them away.’ ”
Many Americans are quick to condemn anyone remotely related to Communism. Nelson Mandela’s autobiography paints himself as first a compassionate Christian, and also a rather reluctant Communist, reluctantly forced in communism by the brutally repressive policies of the Boer Afrikaner regime. We cannot deny that autobiographies always paint their authors in as favorable a light as possible, but we urge the reader to suspend judgement, open his ears and heart and allow the author to tell his story.
YouTube videos, two-part Mandela story
https://youtu.be/7nx81VPqoX8
https://youtu.be/X3UnZYeE_kA
Please help support our channel, we receive a small Amazon Affiliate commission:
Long Walk to Freedom: The Autobiography of Nelson Mandela
https://amzn.to/3lMRA0g
The African Experience: From 'Lucy' to Mandela, Audiobook, by Kenneth P. Vickery, The Great Courses
https://amzn.to/3FTUpUW
This video draws from these blogs:
http://www.seekingvirtueandwisdom.com/category/nelson-mandela/
Please share with your friends!
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Patrons can participate in online Zoom discussions of draft presentations we prepare for future YouTube videos.
The advocates of Black Power reject the old slogans and meanin.docxmehek4
The advocates of Black Power reject the old slogans and meaningless rhetoric of previous years in the civil rights struggle.
The language of yesterday is indeed irrelevant: progress, non-violence, integration, fear of “white backlash,” coalition. . . .
One of the tragedies of the struggle against racism is that up to this point there has been no national organization
which could speak to the growing militancy of young black people in the urban ghettos and the black-belt South. There has
been only a “civil rights” movement, whose tone of voice was adapted to an audience of middle-class whites. It served as
a sort of buffer zone between that audience and angry young blacks. It claimed to speak for the needs of a community, but
it did not speak in the tone of that community. None of its so-called leaders could go into a rioting community and be lis-
tened to. In a sense, the blame must be shared-along with the mass media-by those leaders for what happened in Watts,
Harlem, Chicago, Cleveland, and other places. Each time the black people in those cities saw Dr. Martin Luther King get
slapped they became angry. When they saw little black girls bombed to death in a church and civil rights workers ambushed
and murdered, they were angrier; and when nothing happened, they were steaming mad. We had nothing to offer that they
could see, except to go out and be beaten again. We helped to build their frustration.
We had only the old language of love and suffering. And in most places-that is, from the liberals and middle
class-we got back the old language of patience and progress. . . .
Such language, along with admonitions to remain non-violent and fear the white backlash, convinced some that
that course was the only course to follow. It misled some into believing that a black minority could bow its head and get
whipped into a meaningful position of power. The very notion is absurd. . . .
There are many who still sincerely believe in that approach. From our viewpoint, rampaging white mobs and
white night-riders must be made to understand that their days of free head-whipping are over. Black people should and must
fight back. Nothing more quickly repels someone bent on destroying you than the unequivocal message: “O.K., fool, make
your move, and run the same risk I run-of dying.”
Next we deal with the term “integration.” According to its advocates, social justice will be accomplished by “inte-
grating the Negro into the mainstream institutions of the society from which he has been traditionally excluded.” This con-
cept is based on the assumption that there is nothing of value in the black community and that little of value could be
created among black people. The thing to do is to siphon off the “acceptable” black people into the surrounding middle-
class white community.
The goals of integrationists are middle-class goals, articulated primarily by a small group of Negroes with middle-
class aspirations or status. . . .
Secondly, while color ...
Every success story is also a story of great failures Padma Lalitha
"Every Success Story is Also a Story of Great Failures" Lesson is included in Class X English Text Book of APSCERT & Telangana State Govt. Syllabus. PPT prepared by M Padma Lalitha Sharada
Srinivasa Ramanujan Date Of Birth 22.12.1887Padma Lalitha
In last slide I have mentioned Srinivasa Ramanujan D.O.B. as
22.12.1987. I am extremely sorry for that. Please read it as 22.12.1887. Thanks to my friend Smt. Indira, who brought it to my notice.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
4. Nelson Mandela, b. July 18, 1918, was the first South African President to be elected in a fully representative democratic election.
5. Trained as an attorney, he helped form the Youth League of the African National Congress (ANC)in 1944.
6. In 1961 he abandoned peaceful protest and became head of the ANC’s new military wing.
7. Sentenced to life imprisonment in 1964, Mandela came to symbolize black political aspirations and was named head of the ANC after his release on Feb. 11, 1990
8. He and F. W. de Klerk shared the Nobel Peace Prize for negotiating South Africa’s peaceful transition to multiracial democracy.
9. After the ANC victory in the April 1994 elections, Mandela worked to ease racial tensions, court foreign investment, and provide services to the victims of apartheid.
11. In life, every man has twin obligations — obligations to his family, to his parents, to his wife and children; and he has an obligation to his people, his community and his country.
12. In a civil and humane society, each man is able to fulfil those obligations according to his own inclinations and abilities.
13. But in a country like South Africa, it was almost impossible for a man of my birth and colour to fulfil both of those obligations.
14. In South Africa, a man of colour who attempted to live as a human being was punished and isolated.
15. In South Africa, a man who tried to fulfil his duty to his people was inevitably ripped from his family and his home and was forced to live a life apart, a twilight existence of secrecy and rebellion.
16. I did not in the beginning choose to place my people above my family, but in attempting to serve my people, I found that I was prevented from fulfilling my obligations as a son, a brother, a father and a husband.
17. I was not born with a hunger to be free. I was born free — free in every way that I could know.
18. Free to run in the fields near my mother’s hut, free to swim in the clear stream that ran through my village, free to roast mealies under the stars and ride the broad backs of slow-moving bulls.
19. As long as I obeyed my father and abided by the customs of my tribe, I was not troubled by the laws of man or God.
20. It was only when I began to learn that my boyhood freedom was an illusion, when I discovered as a young man that my freedom had already been taken from me, that I began to hunger for it.
21. At first, as a student, I wanted freedom only for myself, the transitory freedoms of being able to stay out at night, read what I pleased and go where I chose.
22. Later, as a young man in Johannesburg, I yearned for the basic and honourable freedoms of achieving my potential, of earning my keep, of marrying and having a family — the freedom not to be obstructed in a lawful life.
23. But then I slowly saw that not only was I not free, but my brothers and sisters were not free.
24. I saw that it was not just my freedom that was curtailed, but the freedom of everyone who looked like I did.
25. That is when I joined the African National Congress, and that is when the hunger for my own freedom became the greater hunger for the freedom of my people.
26. It was this desire for the freedom of my people to live their lives with dignity and self- respect that animated my life,
27. that transformed a frightened young man into a bold one, that drove a law-abiding attorney to become a criminal, that turned a family-loving husband into a man without a home, that forced a life-loving man to live like a monk.
28. I am no more virtuous or self sacrificing than the next man, but I found that I could not even enjoy the poor and limited freedoms I was allowed when I knew my people were not free.
29. Freedom is indivisible; the chains on anyone of my people were the chains on all of them, the chains on all of my people were the chains on me.
30. I knew that the oppressor must be liberated just as surely as the oppressed.
31. A man who takes away another man’s freedom is a prisoner of hatred; he is locked behind the bars of prejudice and narrow-mindedness.
32. I am not truly free if I am taking away someone else’s freedom, just as surely as I am not free when my freedom is taken from me.