The document discusses the history and evolution of views towards people with disabilities. It traces how those with mental, physical, or psychiatric differences were once shunned and institutionalized, but views have rapidly changed in recent decades. The document outlines five models of viewing disability - the medical model, sociological model, development model, humanistic model, and interactional model. It also discusses international declarations and resolutions promoting equal rights and inclusion for those with disabilities. Finally, it debates how to create an inclusive society and perspectives on integrating those with disabilities.
The presentation was presented at a subregional seminar for NHRIs in Central Asia on "Promoting and Protecting the Rights of the Person with Disabilities" in February 2012
The presentation was presented at a subregional seminar for NHRIs in Central Asia on "Promoting and Protecting the Rights of the Person with Disabilities" in February 2012
1. Communism
2. Socialism
3. Liberalism
4. Conservatism
5. Fascism
6. Feminism
** Disclaimer:
All of the pictures and pieces of information on this site are the property of the respective owners. I do not hold any copyright in regards to these pictures and information. These pictures have been collected from different public sources including various websites, considered to be in the public domain. If anyone has any objection to display of any picture, image or information, it may be brought to my notice by sending an email (contact me) & the disputed media will be removed immediately, after verification of the claim.
Human rights, gender mainstreaming and cultural awarenessGry Tina Tinde
The second part of the graduate course at Link Campus University in Rome, Italy includes:
Discrimination awareness – various identities of under-represented groups will illustrate chances in life. Participants draw a "lottery ticket" illustrating the lottery of life
Introduction to human rights concepts and rights-based development
Working in groups of five or six, the students will create a study, action plan and/or communication plan to address:
Bride kidnapping in Kyrgyzstan
Female genital mutilation/cutting in refugee setting in Sicily, Italy
Women’s land ownership in Gujarat, India
Micro credit in rural area in Bangladesh
Finally, the class will organize a panel discussion on gender equality in Italy, assigning identities and roles to panelists.
1. Communism
2. Socialism
3. Liberalism
4. Conservatism
5. Fascism
6. Feminism
** Disclaimer:
All of the pictures and pieces of information on this site are the property of the respective owners. I do not hold any copyright in regards to these pictures and information. These pictures have been collected from different public sources including various websites, considered to be in the public domain. If anyone has any objection to display of any picture, image or information, it may be brought to my notice by sending an email (contact me) & the disputed media will be removed immediately, after verification of the claim.
Human rights, gender mainstreaming and cultural awarenessGry Tina Tinde
The second part of the graduate course at Link Campus University in Rome, Italy includes:
Discrimination awareness – various identities of under-represented groups will illustrate chances in life. Participants draw a "lottery ticket" illustrating the lottery of life
Introduction to human rights concepts and rights-based development
Working in groups of five or six, the students will create a study, action plan and/or communication plan to address:
Bride kidnapping in Kyrgyzstan
Female genital mutilation/cutting in refugee setting in Sicily, Italy
Women’s land ownership in Gujarat, India
Micro credit in rural area in Bangladesh
Finally, the class will organize a panel discussion on gender equality in Italy, assigning identities and roles to panelists.
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Human Rights And Social Work
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Week 1 What is Global Social JusticeIntroductionSimply put, .docxcelenarouzie
Week 1: What is Global Social Justice?
Introduction
Simply put, social justice is the concept of a "just" society based on a foundation of human rights. Most agree with the idea of basic human rights for all, yet, the nature of human rights varies dramatically around the world. When you consider social justice on a global level, think about the challenge of achieving a "just" society for every human being. What is considered "right" or "just" for all? Is it possible to have a universal acceptance of one interpretation of social justice?
This week you consider varied interpretations of social justice. You explore classic documents and analyze them for Western bias and universal applicability. Finally, you explain your personal ideology regarding social justice.
Learning Resources
Please read and view (where applicable) the following Learning Resources before you complete this week's assignments.
· Enter your MyWalden user name: ([email protected]) and password (3#icldyoB1) at the prompt. (if necessary)
Readings
· Book Excerpt: Wronka, J. M. (2008). Chapter 2: Before and beyond the universal declaration of human rights. In Human rights and social justice: Social action and service for the helping and health professions (pp. 43–65). Los Angeles, CA: Sage Publications.
· Book Excerpt: Gil, David G. (2008). Foreword. In J. M. Wronka, Human rights and social justice: Social action and service for the helping and health professions (pp. xvii–xviii). Los Angeles, CA: Sage Publications.
· Book Excerpt: Wronka, J. M. (2008). Part I: Human rights as the bedrock of social justice. In Human rights and social justice: Social action and service for the helping and health professions (pp. 5–36). Los Angeles, CA: Sage Publications.
· Book Excerpt: Wronka, J. M. (2008). Preface. In Human rights and social justice: Social action and service for the helping and health professions (pp. xix–xxiii). Los Angeles, CA: Sage Publications.
· Article: The U.S. National Archives and Records Administration. (1789). Thebill of rights. Retrieved December 9, 2010, from http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html
· Article: Roosevelt, F.D. (1944). The economic bill of rights. Franklin D. Roosevelt American Heritage Center Museum. Retrieved December 9, 2010, from http://www.fdrheritage.org/bill_of_rights.htm
· Article: United Nations, International Forum for Social Development. (2006). Dimensions of international justice and social justice. In Social justice in an open world: The role of the United Nations. Retrieved from http://www.un.org/esa/socdev/documents/ifsd/SocialJustice.pdf
· Article: United Nations. (1948). The universal declaration of human rights. Retrieved December 9, 2010, from http://www.un.org/en/documents/udhr/
Media
· Interactive Map: Social Justice Issues
Transcripts of the Interactive Map, "Social Justice Issues," are available at the following links:
IntroductionHuman Rights ViolationsCausesInterventionsSocial Justice Outcomes
.
(Please critically reflect upon the question and bring in the literakendalfarrier
(Please critically reflect upon the question and bring in the literature. Answers should be between at least 1000-1500 words (excluding bibliography).
1. Was Hannah Arendt just in her claims against the treatment of A. Eichmann? Given state boundaries, what are the utilities and difficulties of the ICC and ICJ today. Explain using specific examples.
2. To start, is cosmopolitanism achievable? If so, what are some empirical examples of its existence today? Whether it is possible or not, is cosmopolitanism a favorable outcome or does individual state sovereignty provide some benefits?
3. Is cultural relativism a sufficient argument against the creation of the international body of human rights protection (IHRP) as it exists today? In other words, what is natural (universal) about natural rights?
4. How does Civil Society participate in the practice of IHRP? Give specific examples. )
It should be all the information in here: (All the week discussions)
---------
Week 1 Discussion
Please, answer ONE of the following.
1.) Which of the Human Rights Acts do you find the most important? Please explain.
2.) What is the largest challenge facing international human rights protection today? Has globalization and technology increased awareness and protection? Or, has the development of international trade led to greater levels of exploitation? 250 words
students examples:Steven
In my humble opinion, when talking about the Human Rights Acts, I believe the most important is Article 15. Which states that "1. Everyone has the right to a nationality. 2. No one shall be arbitrarily deprived of his nationality nor denied the right to change his nationality. The reason for this is because Nationality, as well as our spiritual beliefs for example, is a part of our identity and our way of being. Our nationality can explain who we are, why we do things, and what we fight for. We our not limited to just a "legal" nationality because of birth, nor can we not be limited to our choices of nationality due to race and religion. This Act gives us a right to be the people that we truly are and express ourselves better.
another exampleslucasI find The Universal Declaration of Human Rights the most important. It laid the modern framework for the liberal west's interpretation of human rights and successfully enabled a century-plus long expansion of human rights that translated into historic levels of freedom of speech, guarantee of liberty, and other fundamental human rights across the world.This ties into the second question - what is the largest challenge facing international human rights protection today. As the world order shifts away from one organized around the west towards a multipolar one organized around different power centers, some of which do not espouse western liberalism and democracy but instead authoritarianism, the continued expansion of human rights is threatened, especially in regards to protecting minorities. This trend goes hand- ...
The concept of human rights has evolved over centuries, driven by a growing understanding of
human dignity and the need to protect individuals from oppression and discrimination. While
ancient civilizations had some recognition of individual liberties, the modern concept of human
rights emerged in the wake of significant historical events.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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