Representation disability
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This document discusses representation of different types of disabilities and abilities in media. It identifies physical, sensory, intellectual, mental health, developmental, and non-visible disabilities. It also mentions physical abilities like superheroes. It provides questions to consider when analyzing representation of disabilities/abilities in drama, such as what type is shown, how they are portrayed and treated by others, their role, and the overall message conveyed about that disability or ability.
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Representation disability
The document discusses representation and disability in media. It lists different types of disabilities including physical, sensory, intellectual, mental health, developmental, non-visible, and those with limited abilities. It also mentions physical abilities such as superheroes and people with exceptional talents. It provides questions to consider when analyzing representation of disabilities and abilities in media such as what type is represented, how they are portrayed and treated by others, what role they play, and whether the representation is positive, negative, or stereotypical.
Stereotypes and representation presentation
This document discusses representation and stereotypes across various social categories such as gender, age, ethnicity, sexuality, class, ability, and region. It provides examples of how each of these groups are commonly represented in media as well as examples of common stereotypes associated with each group. Some of the key representations and stereotypes mentioned include men and women often being portrayed in masculine and feminine ways, certain ages being associated with certain behaviors or appearances, and ethnic groups being ascribed simplistic or misleading characteristics.
Presentation1
This document discusses various forms of representation and stereotypes in media. It defines representation as the portrayal of individuals or groups, and outlines how people can be represented by gender, age, ethnicity, sexuality, class, ability status, and region. The document also defines stereotypes as common assumptions about groups that may not be accurate. It provides examples of stereotypes associated with different genders, ages, ethnicities, sexualities, classes, abilities, and regions.
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This document discusses four major forms of discrimination or "isms": sexism, racism, ageism, and heterosexism. It provides examples of how each ism manifests in society through questions individuals are encouraged to reflect on regarding their own experiences. Specific behaviors and attitudes associated with each ism are defined, such as negative stereotypes, prejudices, and inequitable treatment. The document also addresses abusive, hurtful, and stigmatizing language and how certain words can perpetuate discrimination or harm marginalized groups. Overall, the summary aims to raise awareness of social injustices and promote more inclusive, respectful treatment of all people.
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Disability awareness -powerpoint
The document discusses how disability has traditionally been viewed negatively, including as objects of pity, burden, menace, dread, ridicule, subhuman, sick, childlike, holy innocent, and sexual deviate. However, it also presents more positive ways to view disability, such as recognizing inherent strengths, having great expectations, fostering relationships, acknowledging positive contributions, supporting full citizenship, and allowing choices to promote self-determination. The overall message is that disability has often been devalued but can instead be viewed in an affirming way that focuses on positive values and images.
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Representation disability
The document discusses representation and disability in media. It lists different types of disabilities including physical, sensory, intellectual, mental health, developmental, non-visible, and those with limited abilities. It also mentions physical abilities such as superheroes and people with exceptional talents. It provides questions to consider when analyzing representation of disabilities and abilities in media such as what type is represented, how they are portrayed and treated by others, what role they play, and whether the representation is positive, negative, or stereotypical.
Stereotypes and representation presentation
This document discusses representation and stereotypes across various social categories such as gender, age, ethnicity, sexuality, class, ability, and region. It provides examples of how each of these groups are commonly represented in media as well as examples of common stereotypes associated with each group. Some of the key representations and stereotypes mentioned include men and women often being portrayed in masculine and feminine ways, certain ages being associated with certain behaviors or appearances, and ethnic groups being ascribed simplistic or misleading characteristics.
Presentation1
This document discusses various forms of representation and stereotypes in media. It defines representation as the portrayal of individuals or groups, and outlines how people can be represented by gender, age, ethnicity, sexuality, class, ability status, and region. The document also defines stereotypes as common assumptions about groups that may not be accurate. It provides examples of stereotypes associated with different genders, ages, ethnicities, sexualities, classes, abilities, and regions.
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This document discusses four major forms of discrimination or "isms": sexism, racism, ageism, and heterosexism. It provides examples of how each ism manifests in society through questions individuals are encouraged to reflect on regarding their own experiences. Specific behaviors and attitudes associated with each ism are defined, such as negative stereotypes, prejudices, and inequitable treatment. The document also addresses abusive, hurtful, and stigmatizing language and how certain words can perpetuate discrimination or harm marginalized groups. Overall, the summary aims to raise awareness of social injustices and promote more inclusive, respectful treatment of all people.
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This document discusses identity development for students with physical disabilities in higher education. It begins by exploring terminology related to disability and advocating for person-first language. Various models of identity development are presented, including categories of empowering and disempowering identities. The document then proposes the PACS model of identity development, which focuses on perceptions, advocacy, comradery, and self-acceptance. Examples of implementing aspects of this model on campus through programming and resources are provided. Theories are compared and a case study example of an invisible disability is discussed.
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The document discusses how disability has traditionally been viewed negatively, including as objects of pity, burden, menace, dread, ridicule, subhuman, sick, childlike, holy innocent, and sexual deviate. However, it also presents more positive ways to view disability, such as recognizing inherent strengths, having great expectations, fostering relationships, acknowledging positive contributions, supporting full citizenship, and allowing choices to promote self-determination. The overall message is that disability has often been devalued but can instead be viewed in an affirming way that focuses on positive values and images.
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Presentation Of Physical Disabilities
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Exam advice
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Representation disability
The document discusses representation and disability in media. It lists different types of disabilities including physical, sensory, intellectual, mental health, developmental, non-visible, and those with limited abilities. It also mentions physical abilities such as superheroes and people with exceptional talents. The document poses questions about representation of disabilities and abilities in media such as what type is represented, how they are portrayed and treated by others, what role they play, and whether the representation is positive, negative, or stereotypical.
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Presently ICD has its model centre named as “PediaMed” in Malviya Nagar (South Delhi), New Delhi. The model centre has capacity to treat 100 children in daily basis.
ICD is going to have its branches in the following places
North Delhi
West Delhi
East Delhi
Noida ( UP)
Ghaziabad (UP)
Faridabad (Haryana)
Gurugram /Gurgaon (Haryana)
Bahadurgarh (Haryana)
ICD is open to collaborate with other organizations with similar interests in rest of India
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Know the language of disability
This document discusses preferred terminology when referring to people with disabilities. It emphasizes using "people first" language that identifies the person before their disability. Some examples of preferred terms include "person with a disability" instead of "the disabled" and "person who uses a wheelchair" instead of "wheelchair bound." The document also provides examples of people with different disabilities who live full lives. It encourages readers to recognize that disability is simply a condition and not define someone's life experiences.
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The document discusses how disability is often represented in media through stereotypes. It notes that physical and mental disabilities are commonly portrayed as outsiders who are unable to participate in normal activities. Able-bodied characters are often shown as normal and ideal in comparison. Examples are provided of disabled characters in TV and film being depicted as strange, immature, weaker, and less attractive. The document advises analyzing how disabled and able-bodied characters interact and are treated to understand the media's representation of disability.
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Presentation Of Physical Disabilities
Cerebral palsy is a non-progressive neurological disorder that affects motor movement due to lesions in the brain. It can affect mobility in different parts of the body. Common causes include brain injuries during fetal development, birth complications like prematurity or lack of oxygen, and certain infections or chemical exposures during pregnancy. Teachers can help students with cerebral palsy by modifying instruction, ensuring an accessible classroom environment, encouraging social engagement, and focusing on student strengths. Local organizations in Singapore provide resources and treatment for children with cerebral palsy.
Exam advice
This document provides exam advice for studying representations in television drama. It discusses the four micro-elements of mise-en-scene, cinematography, editing, and sound. For each element, it outlines the key technical aspects and terminology. It also evaluates example student responses, noting strengths like frequent terminology use and clear analysis, as well as weaknesses like an imbalance of focus across the elements. The document concludes with revision tips, emphasizing visual study aids, exemplar essays, practicing timed responses, and self-assessment.
Physical and Health Impairment
The document discusses physical disabilities and impairments, noting that there is no direct link between intelligence and severity of physical limitations. It aims to alter environments so children with physical disabilities can function. Having a physical impairment alone does not require special education placement; environmental and functional demands determine handicaps. The document outlines categories of physical disabilities including orthopedic, neurological, musculoskeletal and other health impairments. It discusses assessing students' abilities and needs, curriculum considerations, educational programming and potential IEP goals for students with physical or health impairments.
physical disabilities
This document discusses physical and health disabilities in students. It begins by outlining the history and definitions of various physical and health impairments such as cerebral palsy, AIDS, orthopedic impairments, other health impairments, and traumatic brain injury. It then discusses the prevalence of these disabilities in students aged 6-21 and common characteristics. Causes, identification procedures, considerations for instruction and accommodations are also outlined. The document provides guidance for teachers on adapting their instruction and environment to meet the needs of students with physical or health disabilities.
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This document provides an overview of various physical disabilities including cerebrovascular accidents, head injuries, spinal cord injuries, disorders of the spine, multiple sclerosis, Guillain-Barre syndrome, myasthenia gravis, amputation, diabetes mellitus, amyotrophic lateral sclerosis, and Parkinson's disease. For each condition, it describes symptoms, causes, impairments, terminology, and other key details in brief paragraphs and bullet points. The document is intended as an introductory training module on kinesiotherapy for various physical disabilities.
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Representation disability
The document discusses representation and disability in media. It lists different types of disabilities including physical, sensory, intellectual, mental health, developmental, non-visible, and those with limited abilities. It also mentions physical abilities such as superheroes and people with exceptional talents. The document poses questions about representation of disabilities and abilities in media such as what type is represented, how they are portrayed and treated by others, what role they play, and whether the representation is positive, negative, or stereotypical.
Physical ability
The document discusses the stereotypical portrayal of characters with disabilities in TV dramas. Characters with physical or mental disabilities are often shown as outsiders who are unable to participate in everyday activities and are portrayed as weaker than able-bodied characters. Traditionally, villains in films were given disabilities to make them seem more frightening. While the direct association between disability and evil has declined, society still tends to link disability to weakness. When analyzing clips featuring disability issues, one should consider how disabilities and abilities are represented and the messages conveyed about disability.
Cultural and diversity awareness workshop
This document discusses cultural and diversity awareness. It defines prejudice and discrimination and encourages sharing experiences of feeling included and excluded. It emphasizes the importance of making people feel included by remembering names, listening, involving everyone, and understanding different abilities, cultures, values and beliefs. It also discusses disability, mental health, well-being, and indicators of mental distress. The document stresses cultural awareness, including different concepts of culture, language barriers, and cultural differences regarding etiquette, socializing, religion, gender, and relationships. It encourages learning names, engaging with other cultures, and focusing on open-minded communication and understanding differences.
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Presently ICD has its model centre named as “PediaMed” in Malviya Nagar (South Delhi), New Delhi. The model centre has capacity to treat 100 children in daily basis.
ICD is going to have its branches in the following places
North Delhi
West Delhi
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Noida ( UP)
Ghaziabad (UP)
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Gurugram /Gurgaon (Haryana)
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This document provides an overview of a "Movies for Mental Health" event held by Art With Impact on May 7, 2018 at Antelope Valley College. It includes an agenda for the event which involves watching short films about mental health and stigma, participating in a discussion, and a panel discussion with mental health professionals and students. The document shares information about stigma, mental health, and why people may not seek help. It introduces the panelists and invites attendees to get involved with Art With Impact's ambassador program.
sensitisation
This document defines and discusses various types of disabilities. It explains that a disability can be physical or mental and can be present from birth or acquired later in life due to various causes. Physical disabilities affect bodily functions and movement, and can sometimes be overcome through devices like wheelchairs or crutches. Some disabilities like certain visual impairments or learning difficulties may not be outwardly visible. The document also discusses hearing impairments, learning difficulties, stigma faced by those with disabilities, and their rights. It emphasizes that people with disabilities have a wide range of talents and should not be isolated or treated differently.
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This document discusses preferred terminology when referring to people with disabilities. It emphasizes using "people first" language that identifies the person before their disability. Some examples of preferred terms include "person with a disability" instead of "the disabled" and "person who uses a wheelchair" instead of "wheelchair bound." The document also provides examples of people with different disabilities who live full lives. It encourages readers to recognize that disability is simply a condition and not define someone's life experiences.
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The document discusses how disability is often represented in media through stereotypes. It notes that physical and mental disabilities are commonly portrayed as outsiders who are unable to participate in normal activities. Able-bodied characters are often shown as normal and ideal in comparison. Examples are provided of disabled characters in TV and film being depicted as strange, immature, weaker, and less attractive. The document advises analyzing how disabled and able-bodied characters interact and are treated to understand the media's representation of disability.
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This document discusses starting a disability ministry in a church. It begins by citing a Bible verse calling Christians to welcome all people, including those who are poor, crippled, blind, or lame. It then provides statistics on the prevalence of various disabilities in the US population to raise awareness of the size of the potential ministry. Reasons for starting a disability ministry include meeting the spiritual needs of those with disabilities and their families, as most people with disabilities do not currently attend church. The document discusses various types of disabilities and provides guidance on including and accommodating people with those disabilities in church and Christian education settings. It aims to help churches become more welcoming and accessible to all people, including those with disabilities.
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This document discusses various forms of representation and stereotypes in media. It addresses representation and stereotypes related to gender, age, ethnicity, sexuality, class, ability, and region. Representation refers to how groups are portrayed, while stereotypes are overgeneralized portrayals that often do not accurately reflect a group. The document provides examples of common representations and stereotypes across these categories in media to demonstrate how certain traits become associated with particular groups.
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Special people are defined as those with disabilities or impairments including intellectual disabilities, hearing or visual impairments, speech or language issues, emotional disturbances, or orthopedic impairments. Historically, those with disabilities were often seen as punished by gods and isolated or killed. In ancient Greece and Rome, they may have been chained, left to die, or drowned. In the Middle Ages, they were often used as servants or ridiculed for their deformities. By the Renaissance, the Catholic Church provided asylum but still promoted isolation with little education at first. Over time, views shifted as educators recognized the ability to learn regardless of disability.
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This document provides key quotations from the first 5 chapters of the novel "Heroes" by Robert Cormier. The summaries focus on establishing the characters of Francis, the narrator who returns from war disfigured, and Nicole, the woman he loves. Francis believes he has no identity and hides his injuries. He carries a gun and has a mysterious mission. Flashbacks reveal Francis admired teacher Larry LaSalle and felt like an outsider as a child. The quotations analyze Francis' low self-esteem, lost love for Nicole, and belief that he is not a hero despite being awarded a medal. They also hint at darker secrets surrounding Larry and build mystery around what happened to Francis and Nicole
Representation gender
This document discusses the representation of gender in media. It explains that media helps shape cultural ideologies and notions of what is considered normal or appropriate for different social groups like men and women. Representations of women in media often focus on beauty, sexuality, and emotional roles while minimizing intellectual roles and independence. Representations of men often emphasize strength, power, physique and independence. Both gender representations in media can be unrealistic and contribute to body image issues.
Character profiles
This document outlines and prompts analysis of the main characters in the play: the Birling family (Arthur, Sybil, Eric, and Sheila), Gerald Croft, the Inspector, and Eva Smith/Daisy Renton. For each character, it poses questions about how they are described, how they treat others, their role in Eva Smith's suicide, and important quotes related to that character. The overall document aims to guide examination of these key figures and their interactions, which seem central to the events and themes of the play.
Representation 7 areas intro
Representation describes how signs like media texts stand in for and depict reality. Producers intentionally frame reality through signs like editing and camerawork to position texts ideologically. Audiences make sense of reality through these representations. Common representations of social groups in media include stereotypes like criminal black men, nerdy white men, sexy Latinas, and helpless disabled people. Understanding how media represent social groups through signs is important for recognizing the ideologies that shape perceptions of reality.
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The chapter shows the development of a relationship between Francis and Nicole. It also depicts Francis' transformation from a shy boy to a table tennis champion under Larry's guidance at the Wreck Centre. Against the odds, Francis wins the table tennis match against Larry. However, Larry undermines Francis' victory by implying he let Francis win. The chapter demonstrates Larry's influence and control over the young people at the Wreck Centre.
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The chapter provides insights into Francis' lonely childhood and introduction to the Wreck Centre. It describes Francis' growing attraction to Nicole, who also begins attending activities at the centre. Additionally, the chapter introduces Larry LaSalle, the youth worker who motivates the young people at the centre and reorganizes its activities. The chapter closes with Francis leaving in the rain, reflecting his depressed mood.
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Francis has a drink at the St Jude Club with other veterans from the war. He recognizes them but they do not know who he is. On his way to the Wreck Centre, Francis meets Arthur Rivier, another veteran. Francis feels like an outsider even in his hometown. The chapter explores how the war has changed Francis and the other veterans, and suggests that the reality of war was not as heroic as initially thought.
Editing techniques
Editing is the process of organizing sound and images into an overall narrative. There are several common editing techniques, such as continuity editing which aims to create a sense of reality and time progression, and jump cuts which create discontinuity for artistic effect. Other techniques include cross-cutting to build tension, cutaways to interrupt scenes, and parallel editing to imply connections between separate events. Through these various techniques, editors structure footage to tell a story in the most effective way.
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Francis visits the town where he grew up and recalls discussing Nicole with an army comrade. In a flashback, he remembers joining the army at a young age of 15. He has nightmares about his traumatic war experiences, describing them in graphic detail. His landlady feels sorry for his injuries from the war. Memories of Nicole remain fresh in Francis' mind as he visits where she used to live.
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This document contains lesson materials for analyzing the novel "Heroes" including:
- Objectives to critically respond to the text by referring to relevant aspects, discussing characters/relationships thoroughly, and considering experimental ideas.
- A summary of Chapter 2 which introduces the main character Francis and his childhood love and devotion to Nicole through flashbacks.
- Analysis of how Francis is portrayed as a shy boy lacking in confidence in his interactions with Nicole before the events of the war transformed him.
Camera work
This document discusses different types of camera shots and camera work including high angle, low angle, tilt, pan, track, focus, inside framing, outside framing, extreme close up, close up, mid shot, and long shot. Students are asked to find examples of images that demonstrate each type of camera work and post them to their blog.
1. heroes introduction_hdo
The document provides context and background information about the novel Heroes by Robert Cormier. It discusses the time period the novel is set in, between 1940-1945, a time of World War II. It also introduces the main character, Francis Cassavant, an ex-soldier who was severely injured in the war. In the opening chapter, Francis describes his injuries and states his intention to kill another character, Larry LaSalle, though the reason for this is not yet known. The document examines various aspects of the novel to help the reader understand and analyze the text.
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Heroes quotations – read the following and complete the table
Heroes quotations – read the following and complete the table
Representation disability
- 2. Physical Disability Different types of disability: • Physical (paralysed, amputees etc). • Sensory (vision impairment, hearing loss) • Intellectual (learning difficulties) • Mental health/emotional (mental illness, ADHD, autism) • Developmental (spina bifida) • Non visible (diabetes, asthma, IBS, epilepsy) • Those who are limited in how much they can do due to (morbidly obese, cancer, aids, etc).
- 3. Physical Ability • Super heroes • People with exceptional ability/talent
- 4. Questions to ask yourself • What types of ability/disability is being represented within the drama? • How are they represented? How are they treated by others? Are they victims? Does everyone have pity on them? Are they treated like everyone else? • What part do they have within the drama, is it a crucial role?
- 5. Questions to ask yourself • What message are you getting about this specific disability or ability being represented in the clip? • Is it a positive/negative representation? • Is it stereotypical?