Life story of Hockenberry, stephen hawking, syed sardar ahmad pirzada, dr. salma maqbool, hellen keller and marlee matlin who proved that disability is not a hindrance to success.
The document discusses the power and potential of youth in India. It notes that India has the largest youth population in the world and that youth have the power to transform India from a developing to a developed nation. However, it also points out that Indian youth have underplayed their role in politics and lack unity, which has held them back. The document encourages youth to recognize their power and the important role they can play in addressing problems in India.
successful life of differently abled personsRAHANA NK
This document provides examples of successful differently abled individuals and defines what it means to be differently abled. It begins by explaining that differently abled refers to those with physical, mental, or psychological impairments that interfere with normal development. Next, it lists seven categories of disabilities recognized in India and provides short biographies of influential figures who overcame disabilities, including Stephen Hawking, Helen Keller, Nick Vujicic, Oscar Pistorius, Sudha Chandran, Ravindra Jain, and Wilma Rudolph. It concludes by stating the importance of including disabled people in society and making India inclusive and discrimination-free for all.
The document discusses international youth day 2010 and provides statistics about youth populations globally. It defines youth as those between the ages of 15 to 24, noting that approximately 1 billion youth live in the world today which is around 18% of the global population. The United Nations proclaimed 2010 as the International Year of Youth with the theme of "Dialogue and Mutual Understanding." The document also outlines several priority issues concerning youth as identified by the World Programme of Action for Youth including education, employment, health, poverty, and participation in decision making. It provides examples of challenges and proposals for action on some of these key issues.
This document discusses the history of how disabilities have been viewed throughout time in a generally negative manner. It provides examples of how various ancient societies mistreated or saw the disabled as inhuman. It then discusses more modern views and laws from the 1960s onward that have promoted greater rights and protections for the disabled. The document advocates for acceptance and accommodation of people with disabilities in society.
This document discusses women and child welfare in India. It notes that women are the source of existence but often face disadvantages like illiteracy, poverty, and domestic violence. Several prominent Indian women are mentioned. It also discusses problems faced by children like child labor, malnutrition, lack of education, and diseases. Government policies and programs to support women and children are outlined, as are the roles of NGOs. Overall, more efforts are still needed to empower women and ensure child rights and protection in India.
This document discusses physical disabilities and provides biographies of famous disabled people including Stephen Hawking, Helen Keller, and Ludwig van Beethoven. It defines disability as a physical or mental impairment that hinders normal achievement. Stephen Hawking was diagnosed with ALS but continued his work as a physicist despite being paralyzed. Helen Keller contracted an illness as a baby that left her deaf and blind, but she learned to communicate and graduated from college. Beethoven began losing his hearing in his late 20s and became completely deaf but continued composing renowned music.
The document discusses the power and potential of youth in India. It notes that India has the largest youth population in the world and that youth have the power to transform India from a developing to a developed nation. However, it also points out that Indian youth have underplayed their role in politics and lack unity, which has held them back. The document encourages youth to recognize their power and the important role they can play in addressing problems in India.
successful life of differently abled personsRAHANA NK
This document provides examples of successful differently abled individuals and defines what it means to be differently abled. It begins by explaining that differently abled refers to those with physical, mental, or psychological impairments that interfere with normal development. Next, it lists seven categories of disabilities recognized in India and provides short biographies of influential figures who overcame disabilities, including Stephen Hawking, Helen Keller, Nick Vujicic, Oscar Pistorius, Sudha Chandran, Ravindra Jain, and Wilma Rudolph. It concludes by stating the importance of including disabled people in society and making India inclusive and discrimination-free for all.
The document discusses international youth day 2010 and provides statistics about youth populations globally. It defines youth as those between the ages of 15 to 24, noting that approximately 1 billion youth live in the world today which is around 18% of the global population. The United Nations proclaimed 2010 as the International Year of Youth with the theme of "Dialogue and Mutual Understanding." The document also outlines several priority issues concerning youth as identified by the World Programme of Action for Youth including education, employment, health, poverty, and participation in decision making. It provides examples of challenges and proposals for action on some of these key issues.
This document discusses the history of how disabilities have been viewed throughout time in a generally negative manner. It provides examples of how various ancient societies mistreated or saw the disabled as inhuman. It then discusses more modern views and laws from the 1960s onward that have promoted greater rights and protections for the disabled. The document advocates for acceptance and accommodation of people with disabilities in society.
This document discusses women and child welfare in India. It notes that women are the source of existence but often face disadvantages like illiteracy, poverty, and domestic violence. Several prominent Indian women are mentioned. It also discusses problems faced by children like child labor, malnutrition, lack of education, and diseases. Government policies and programs to support women and children are outlined, as are the roles of NGOs. Overall, more efforts are still needed to empower women and ensure child rights and protection in India.
This document discusses physical disabilities and provides biographies of famous disabled people including Stephen Hawking, Helen Keller, and Ludwig van Beethoven. It defines disability as a physical or mental impairment that hinders normal achievement. Stephen Hawking was diagnosed with ALS but continued his work as a physicist despite being paralyzed. Helen Keller contracted an illness as a baby that left her deaf and blind, but she learned to communicate and graduated from college. Beethoven began losing his hearing in his late 20s and became completely deaf but continued composing renowned music.
Nick Vujicic- No Arms, No Legs, No WorriesSamrat Ghosh
A man without limbs has shown the world how we can rule it. He has moved forward in his life with all the obstacles. he is an inspirational speaker. with a audience age from 8 to 80.
This document provides an overview of key concepts related to human rights including definitions, characteristics, and classifications. It defines human rights as universal natural rights or status that people have regardless of other factors. The four main characteristics of human rights are that they are inherent, universal, indivisible, and inalienable. Human rights can be classified into civil, political, economic, social, and cultural rights. The document also discusses specific human rights such as the right to education, environment, peace, and addresses issues like violence against women and small arms proliferation.
Gender equality is a Human right.MAINSTREAMING GENDER EQUALITY-A PERPETUAL STRUGGLE
“A woman is human.
She is not better, wiser, stronger, more intelligent, more creative, or more responsible than a man.
Likewise, she is never less.
Equality is given.
A woman is human.”
-Vera Nazarian,
This document discusses gender equality and women's rights. It defines gender equality as equal access to opportunities and rights regardless of gender. It notes that gender equality matters for development and economic growth. The document discusses how gender equality is measured using international indices that compare representation of women and men in various roles. It also discusses the UN Gender Inequality Index which measures inequalities faced by women in health, education, and the labor market. The document outlines many issues faced by women in Pakistan, including discrimination, violence, lack of rights in marriage, education, employment, and property. It discusses international frameworks and conventions for protecting women's rights, as well as efforts by the Government of Sindh to promote human rights and gender equality through various
national institutes of different disabilitiesAmrutha M V
This document outlines several national institutions in India that serve people with different disabilities. It describes 8 institutions: the Ali Yavar Jung National Institute for Hearing Handicapped, which provides services for hearing disabilities; the National Institute for Empowerment of Persons with Multiple Disabilities, which started clinical and training programs in 2005; the Seami Vivekanand National Institute of Rehabilitation, Training & Research, which provides training, aids, and rehabilitation; the National Institute for Orthopaedically Handicapped, established in 1978 to provide rehabilitation services for people with locomotor disabilities; the National Institute for Visually Handicapped, which conducts education and training programs for visual disabilities; the National Institute of Mentally
The document discusses various forms of discrimination against girl children in India, including female infanticide, selective sex abortion, female genital cutting, and honor killings. It provides statistics showing that millions of girls are missing or have been subjected to harmful practices due to neglect, sex-selective abortion, and female genital mutilation. The document advocates for saving the girl child by raising awareness about these issues and stopping practices like female feticide that have led to skewed sex ratios in some parts of India. It describes efforts by organizations like FOGSI to promote the cause of the girl child through advocacy campaigns, conferences, and initiatives to support girls' education.
Role of community and media in child protectionNilendra Kumar
This presentation is an attempt to discuss the significant role that the community and media can play to curb child abuse and enhance child protection.
Child labour refers to children engaging in economic activity on a part-time or full-time basis, depriving them of their childhood and harming their development. Poverty, lack of education, and growth of the informal economy contribute to child labour in India. The 2001 census found 12.6 million child labourers aged 5-14 in India out of 253 million children, and 120,000 engaged in hazardous work. Laws like the Child Labour Prohibition Act and Factories Act establish minimum ages and prohibit child labour, but enforcement remains an issue. Efforts to increase awareness and school attendance through media campaigns, observation of anti-child labour day, and work by organizations like the ILO aim to reduce child labour.
The document provides an introduction to child rights. It discusses key concepts like the definition of a child, importance of child rights, evolution of child rights including major international conventions like the UNCRC. It explains the four guiding principles of UNCRC - non-discrimination, best interests of the child, right to survival and development, and respect for the views of the child. It also outlines the different types of child rights like rights necessary for existence, protection rights and development rights as defined in the UNCRC.
Goal 1 aims to end poverty in all forms by 2030 by saving people harmed by economic, social, and ecological events. Achieving no poverty is important to save lives and ensure all people can live happily and have their basic rights met by meeting basic needs like clean water and healthy food. Progress on Goal 1 is measured by whether communities and cities support fair pay for workers. As young people, ways to help reach this goal include donating food, clothes, and money to anti-poverty organizations, buying fair trade products, educating others about the UN Sustainable Development Goals, and informing oneself on issues of poverty.
This document discusses child labour, providing definitions and facts. It notes that 246 million children are child labourers, many working in dangerous conditions in factories, mines, hotels, and on the streets. Poverty is a key driver of child labour in India and other developing nations. While laws exist to protect children, implementation and enforcement remain challenges. Solutions require addressing poverty, increasing access to education, and social awareness campaigns against the practice.
Presentation on nature and wildlife conservationchandan badtay
This document discusses the importance of nature and wildlife conservation. It notes that nature provides essential resources but is being destroyed by human activities like industry and pollution. Wildlife is also threatened by habitat loss, poaching, and the wildlife trade. The presentation recommends ways to conserve nature like reducing waste, using renewable energy, and protecting natural habitats. It emphasizes the importance of wildlife for maintaining ecological balance and biodiversity. Strict laws and government protection agencies aim to curb poaching and protect endangered species. Overall, the document stresses the need for human efforts to conserve nature and wildlife.
The document discusses the power of youth. It defines youth as the period between childhood and adulthood, characterized by vigor, freshness, and immaturity. Youth represent future generations and are important for building society. India has one of the largest youth populations in the world. The power of youth comes from their ability to impact their own lives and others as agents of change. Youth can help develop countries by reducing poverty and unemployment through initiatives in areas like agriculture, education, and increasing women's participation in STEM fields. In conclusion, youth are an important part of progress and have the power to shape the world positively or negatively.
(1) Child labour refers to the employment of children at regular and sustained labour, which is considered exploitative and illegal in many countries. (2) The worst forms of child labour include slavery, debt bondage, use of children in armed conflicts, prostitution, pornography, illicit activities like drug production. (3) Poverty is cited as the primary cause of child labour, as family income from a child's work is often crucial for survival. (4) While some cultural beliefs view work as character-building for children, child labour deprives them of education and exposes them to physical, mental and sexual abuse, health issues, and underdeveloped growth.
This document discusses gender equality and women's empowerment in the context of technology and the UN Sustainable Development Goals (SDGs). It outlines how gender mainstreaming and equity are important frameworks to ensure equal rights, opportunities, and decision-making power for women and men. It examines women's roles and access to resources in areas like agriculture, water, energy, and climate change mitigation and adaptation technologies. The document also reviews international agreements like CEDAW and Beijing Platform for Action that promote women's participation in science, technology, and decision-making. Overall, it emphasizes the need to consider gender perspectives and involve women at all levels to effectively achieve the SDGs through inclusive and sustainable development.
The document discusses the history and origins of Mother's Day. It describes how Anna Jarvis campaigned to establish an official day to honor mothers after her own mother's death. Anna started the tradition of Mother's Day in the United States in the early 1900s through letter writing campaigns and working with influential supporters. By 1914, Mother's Day was officially recognized as a national holiday to be celebrated on the second Sunday of May. However, Anna later regretted its commercialization and spent her life trying to return it to its sentimental roots.
The document summarizes an occupational therapy group work project with elders at an old-aged pensioner's home in Haxtanak village. Seven elders between 58-72 years old whose physical abilities could be improved were selected for the group. Over seven weeks, the elders participated in physical exercises to improve their functional mobility and ability to perform daily activities like going upstairs and downstairs. After the intervention, the clients showed improvement in their functional condition and found the exercises provided an alternative occupation and became part of their daily lives.
The document discusses youth in India, defining youth as those between ages 15-35. It notes that youth is a transition period from childhood dependence to adult independence and community interdependence. It outlines several government youth programs in India, including youth clubs, the National Cadet Corps, National Service Scheme, Nehru Yuva Kendras, and the National Graduate Volunteer Scheme. The needs of youth are described as developing an integrated personality, emotional independence, adjusting to relationships and preparing for vocational and family life. Problems youth face include difficulties achieving economic independence and personal goals without proper support.
The document discusses the role of youth in making India a superpower. It outlines India's National Youth Policy of 2014, which aims to empower youth to achieve their full potential and enable India's place globally. The policy identifies 5 key objectives - creating a productive workforce, developing a healthy generation, instilling social values, facilitating youth participation in governance, and supporting disadvantaged youth. It also lists 11 priority areas of action to work towards these objectives, such as education, employment, health, community engagement, and social justice. The document stresses the need to increase investment in youth development programs to capitalize on their opportunities and contributions.
The document provides biographies of several famous disabled role models including Stephen Hawking, Helen Keller, John Hockenberry, Marlee Matlin, Dr. Salma Maqbool, and Syed Sardar Ahmad Pirzada. Each biography highlights their early life, disability, achievements, awards, and lessons learned from their success despite facing challenges. The document was presented to provide inspiration by showing how these disabled individuals overcame obstacles through determination and hard work.
This document summarizes a session about assumptions of teaching and learning poverty. It includes an agenda with topics like reviewing assignments, assumptions, and poverty. It outlines activities where participants choose who they would sit beside on a plane based on descriptions. A discussion follows about assumptions and biases. Videos from Freedom Writers and To Sir With Love are shown and discussed. Small stories in readings about poverty are considered. A presentation is given about a school that reduced suspensions, vandalism, and improved math scores by addressing student needs and belonging. The session prepares for next week's readings on teaching LGBTQ students and Anishinaabe art.
Nick Vujicic- No Arms, No Legs, No WorriesSamrat Ghosh
A man without limbs has shown the world how we can rule it. He has moved forward in his life with all the obstacles. he is an inspirational speaker. with a audience age from 8 to 80.
This document provides an overview of key concepts related to human rights including definitions, characteristics, and classifications. It defines human rights as universal natural rights or status that people have regardless of other factors. The four main characteristics of human rights are that they are inherent, universal, indivisible, and inalienable. Human rights can be classified into civil, political, economic, social, and cultural rights. The document also discusses specific human rights such as the right to education, environment, peace, and addresses issues like violence against women and small arms proliferation.
Gender equality is a Human right.MAINSTREAMING GENDER EQUALITY-A PERPETUAL STRUGGLE
“A woman is human.
She is not better, wiser, stronger, more intelligent, more creative, or more responsible than a man.
Likewise, she is never less.
Equality is given.
A woman is human.”
-Vera Nazarian,
This document discusses gender equality and women's rights. It defines gender equality as equal access to opportunities and rights regardless of gender. It notes that gender equality matters for development and economic growth. The document discusses how gender equality is measured using international indices that compare representation of women and men in various roles. It also discusses the UN Gender Inequality Index which measures inequalities faced by women in health, education, and the labor market. The document outlines many issues faced by women in Pakistan, including discrimination, violence, lack of rights in marriage, education, employment, and property. It discusses international frameworks and conventions for protecting women's rights, as well as efforts by the Government of Sindh to promote human rights and gender equality through various
national institutes of different disabilitiesAmrutha M V
This document outlines several national institutions in India that serve people with different disabilities. It describes 8 institutions: the Ali Yavar Jung National Institute for Hearing Handicapped, which provides services for hearing disabilities; the National Institute for Empowerment of Persons with Multiple Disabilities, which started clinical and training programs in 2005; the Seami Vivekanand National Institute of Rehabilitation, Training & Research, which provides training, aids, and rehabilitation; the National Institute for Orthopaedically Handicapped, established in 1978 to provide rehabilitation services for people with locomotor disabilities; the National Institute for Visually Handicapped, which conducts education and training programs for visual disabilities; the National Institute of Mentally
The document discusses various forms of discrimination against girl children in India, including female infanticide, selective sex abortion, female genital cutting, and honor killings. It provides statistics showing that millions of girls are missing or have been subjected to harmful practices due to neglect, sex-selective abortion, and female genital mutilation. The document advocates for saving the girl child by raising awareness about these issues and stopping practices like female feticide that have led to skewed sex ratios in some parts of India. It describes efforts by organizations like FOGSI to promote the cause of the girl child through advocacy campaigns, conferences, and initiatives to support girls' education.
Role of community and media in child protectionNilendra Kumar
This presentation is an attempt to discuss the significant role that the community and media can play to curb child abuse and enhance child protection.
Child labour refers to children engaging in economic activity on a part-time or full-time basis, depriving them of their childhood and harming their development. Poverty, lack of education, and growth of the informal economy contribute to child labour in India. The 2001 census found 12.6 million child labourers aged 5-14 in India out of 253 million children, and 120,000 engaged in hazardous work. Laws like the Child Labour Prohibition Act and Factories Act establish minimum ages and prohibit child labour, but enforcement remains an issue. Efforts to increase awareness and school attendance through media campaigns, observation of anti-child labour day, and work by organizations like the ILO aim to reduce child labour.
The document provides an introduction to child rights. It discusses key concepts like the definition of a child, importance of child rights, evolution of child rights including major international conventions like the UNCRC. It explains the four guiding principles of UNCRC - non-discrimination, best interests of the child, right to survival and development, and respect for the views of the child. It also outlines the different types of child rights like rights necessary for existence, protection rights and development rights as defined in the UNCRC.
Goal 1 aims to end poverty in all forms by 2030 by saving people harmed by economic, social, and ecological events. Achieving no poverty is important to save lives and ensure all people can live happily and have their basic rights met by meeting basic needs like clean water and healthy food. Progress on Goal 1 is measured by whether communities and cities support fair pay for workers. As young people, ways to help reach this goal include donating food, clothes, and money to anti-poverty organizations, buying fair trade products, educating others about the UN Sustainable Development Goals, and informing oneself on issues of poverty.
This document discusses child labour, providing definitions and facts. It notes that 246 million children are child labourers, many working in dangerous conditions in factories, mines, hotels, and on the streets. Poverty is a key driver of child labour in India and other developing nations. While laws exist to protect children, implementation and enforcement remain challenges. Solutions require addressing poverty, increasing access to education, and social awareness campaigns against the practice.
Presentation on nature and wildlife conservationchandan badtay
This document discusses the importance of nature and wildlife conservation. It notes that nature provides essential resources but is being destroyed by human activities like industry and pollution. Wildlife is also threatened by habitat loss, poaching, and the wildlife trade. The presentation recommends ways to conserve nature like reducing waste, using renewable energy, and protecting natural habitats. It emphasizes the importance of wildlife for maintaining ecological balance and biodiversity. Strict laws and government protection agencies aim to curb poaching and protect endangered species. Overall, the document stresses the need for human efforts to conserve nature and wildlife.
The document discusses the power of youth. It defines youth as the period between childhood and adulthood, characterized by vigor, freshness, and immaturity. Youth represent future generations and are important for building society. India has one of the largest youth populations in the world. The power of youth comes from their ability to impact their own lives and others as agents of change. Youth can help develop countries by reducing poverty and unemployment through initiatives in areas like agriculture, education, and increasing women's participation in STEM fields. In conclusion, youth are an important part of progress and have the power to shape the world positively or negatively.
(1) Child labour refers to the employment of children at regular and sustained labour, which is considered exploitative and illegal in many countries. (2) The worst forms of child labour include slavery, debt bondage, use of children in armed conflicts, prostitution, pornography, illicit activities like drug production. (3) Poverty is cited as the primary cause of child labour, as family income from a child's work is often crucial for survival. (4) While some cultural beliefs view work as character-building for children, child labour deprives them of education and exposes them to physical, mental and sexual abuse, health issues, and underdeveloped growth.
This document discusses gender equality and women's empowerment in the context of technology and the UN Sustainable Development Goals (SDGs). It outlines how gender mainstreaming and equity are important frameworks to ensure equal rights, opportunities, and decision-making power for women and men. It examines women's roles and access to resources in areas like agriculture, water, energy, and climate change mitigation and adaptation technologies. The document also reviews international agreements like CEDAW and Beijing Platform for Action that promote women's participation in science, technology, and decision-making. Overall, it emphasizes the need to consider gender perspectives and involve women at all levels to effectively achieve the SDGs through inclusive and sustainable development.
The document discusses the history and origins of Mother's Day. It describes how Anna Jarvis campaigned to establish an official day to honor mothers after her own mother's death. Anna started the tradition of Mother's Day in the United States in the early 1900s through letter writing campaigns and working with influential supporters. By 1914, Mother's Day was officially recognized as a national holiday to be celebrated on the second Sunday of May. However, Anna later regretted its commercialization and spent her life trying to return it to its sentimental roots.
The document summarizes an occupational therapy group work project with elders at an old-aged pensioner's home in Haxtanak village. Seven elders between 58-72 years old whose physical abilities could be improved were selected for the group. Over seven weeks, the elders participated in physical exercises to improve their functional mobility and ability to perform daily activities like going upstairs and downstairs. After the intervention, the clients showed improvement in their functional condition and found the exercises provided an alternative occupation and became part of their daily lives.
The document discusses youth in India, defining youth as those between ages 15-35. It notes that youth is a transition period from childhood dependence to adult independence and community interdependence. It outlines several government youth programs in India, including youth clubs, the National Cadet Corps, National Service Scheme, Nehru Yuva Kendras, and the National Graduate Volunteer Scheme. The needs of youth are described as developing an integrated personality, emotional independence, adjusting to relationships and preparing for vocational and family life. Problems youth face include difficulties achieving economic independence and personal goals without proper support.
The document discusses the role of youth in making India a superpower. It outlines India's National Youth Policy of 2014, which aims to empower youth to achieve their full potential and enable India's place globally. The policy identifies 5 key objectives - creating a productive workforce, developing a healthy generation, instilling social values, facilitating youth participation in governance, and supporting disadvantaged youth. It also lists 11 priority areas of action to work towards these objectives, such as education, employment, health, community engagement, and social justice. The document stresses the need to increase investment in youth development programs to capitalize on their opportunities and contributions.
The document provides biographies of several famous disabled role models including Stephen Hawking, Helen Keller, John Hockenberry, Marlee Matlin, Dr. Salma Maqbool, and Syed Sardar Ahmad Pirzada. Each biography highlights their early life, disability, achievements, awards, and lessons learned from their success despite facing challenges. The document was presented to provide inspiration by showing how these disabled individuals overcame obstacles through determination and hard work.
This document summarizes a session about assumptions of teaching and learning poverty. It includes an agenda with topics like reviewing assignments, assumptions, and poverty. It outlines activities where participants choose who they would sit beside on a plane based on descriptions. A discussion follows about assumptions and biases. Videos from Freedom Writers and To Sir With Love are shown and discussed. Small stories in readings about poverty are considered. A presentation is given about a school that reduced suspensions, vandalism, and improved math scores by addressing student needs and belonging. The session prepares for next week's readings on teaching LGBTQ students and Anishinaabe art.
Jair Bolsonaro leads Brazil employing methods that moralize society through arousing feelings like fear and hatred while having the support of some evangelical churches, police, and army. His mandate has seen nearly 700,000 COVID deaths and accelerated destruction of the Amazon rainforest despite maintaining popularity, with 38% of Brazilians viewing his government positively. Bolsonaro and his supporters are portrayed as leaders and soldiers respectively seeking to attract crowds through sometimes false or illegal means.
Stephen Hawking was a renowned theoretical physicist and cosmologist despite being diagnosed with ALS. He was born in 1942 in Oxford, England to a working class family. During his studies at Oxford University, he began exhibiting symptoms of ALS. He was later told he had only a few years to live but continued his academic career, receiving his PhD from Cambridge University. Hawking went on to make several groundbreaking discoveries about black holes and the origins of the universe. He received numerous honors for his scientific work and authored several popular science books, including A Brief History of Time. Though wheelchair-bound and unable to speak without a computer, Hawking inspired many with his perseverance in pursuing his scientific passions.
This issue of the newsletter features inspiring stories of individuals who overcame disabilities through determination and perseverance:
- Arunima Sinha became the first female amputee to scale Mount Everest after losing her legs in an accident.
- Bethany Hamilton returned to professional surfing after losing her arm to a shark attack at age 13.
- Helen Keller earned a Bachelor's degree despite being deaf and blind.
- Stephen Hawking had a successful career as a physicist despite being paralyzed by ALS.
- Sudha Chandran became an acclaimed dancer despite losing her leg in an accident.
- Beethoven composed some of the greatest works of music despite losing his hearing.
The document summarizes the key topics and activities from a class on assumptions of teaching and learning, and poverty seen through narratives. It included an activity where students chose who they would sit beside on a plane based on brief descriptors of other passengers, which revealed unconscious biases. The class discussed challenging assumptions, experiences that shape views of poverty, and reframing deficit-based language. Presentations were given on oral chronicles, and the class discussed using science and problem-solving to organize knowledge and foster understanding.
Steve Jobs was the co-founder of Apple Inc. and played a key role in the personal computer revolution. He dropped out of college but had a natural curiosity for electronics from a young age. Jobs co-founded Apple with Steve Wozniak and Ronald Wayne in 1976. Although he was ousted from Apple in 1985, he returned as CEO in 1997 and led the company to immense success with products like the iMac, iPod, iPhone and iPad. Jobs delivered an inspirational commencement speech at Stanford in 2005 about connecting the dots in life and overcoming adversity before passing away from cancer in 2011.
The document summarizes the life stories of several famous figures who initially faced failures or rejections but later achieved great success. It describes how Albert Einstein was called unsocial and adrift in dreams by his teacher but later won the Nobel Prize; how Beethoven was called a hopeless composer by his teacher but composed nine of the world's greatest symphonies after going deaf; and how Walt Disney faced bankruptcy multiple times but became a famous film producer. It provides similar stories for Abraham Lincoln, J.K. Rowling, Michael Jordan, Colonel Sanders, and others who overcame challenges through perseverance and hard work.
This document discusses disability from several perspectives. It explores what disability means, how people are affected differently, and how we cope. Disability is presented as a natural part of the human experience that comes in various forms, both visible and invisible. The document then profiles several famous historical figures who achieved great things despite having disabilities, such as Louis Braille, Helen Keller, and Beethoven. It emphasizes that disabilities do not define people and should not limit what they can accomplish.
This document discusses disability from several perspectives. It explores what disability means, how people are affected differently, and how we cope. Disability is presented as a natural part of the human experience that comes in various forms, both visible and invisible. The document then profiles several famous historical figures who achieved great things despite having disabilities, such as Louis Braille, Helen Keller, and Beethoven. It emphasizes that disabilities do not define people and should not limit what they can accomplish.
This document summarizes the life story of author J.K. Rowling and how she overcame immense struggles to become a successful writer. It describes how she became jobless, penniless and depressed as a single mother but found inspiration to write the Harry Potter series. The series went on to sell over 500 million copies worldwide, making her the first author to reach a net worth of $1 billion. She is now one of the most influential writers in the world and donates generously to charities. Her story demonstrates that with determination, perseverance and passion, one can overcome rejections and hardships to achieve great success.
Thomas Edison is renowned for inventing the commercially viable incandescent light bulb after over 10,000 failed attempts. Despite being told he was "too stupid to learn" as a child and being fired from two jobs for lack of productivity, Edison remained determined. When asked if he felt like a failure after 9,000 failed attempts, he replied that he now knew 9,000 ways not to make a light bulb and success was close. Edison went on to become one of the greatest innovators in history with over 1,000 patents to his name.
This document provides biographical information on 10 famous authors: William Shakespeare, George Orwell, J.K. Rowling, Kurt Vonnegut, Virginia Woolf, Ernest Hemingway, William Faulkner, and their major works. It discusses their places of birth, important life events, careers, styles of writing, and awards/accolades received. Key works by each author are also listed.
People often say that motivation doesn’t last, but neither does bathing which is why we recommend it daily. When hungry, eat your rice; when tired, close your eyes. Fools may laugh at me, but wise men will know what I mean.
This document provides an agenda and notes for a teaching and learning session focused on assumptions, poverty, and challenging biases. The session includes an activity where participants choose who they would sit next to on a plane based on descriptions of different people, followed by a discussion about assumptions. The notes then discuss narratives of poverty, deficit-based language, identifying biases, collective responsibility, and using science as a guide for growth in judgment. The agenda includes presentations by students, triad discussions, and a look ahead to the next session.
Cpd ( ch-6)(as per gtu syllabus) _ By MAYUR CHUDASAMADhruv Patel
The document discusses contributorship and provides examples of contributors. It defines a contributor as someone who helps others solve problems and advance society. Non-contributors only focus on themselves. To be a contributor, one must have four building blocks: see themselves as the creator of their destiny, accept contributorship, take responsibility for self-development, and reflect and improve. Contributors believe they can shape their circumstances while victims blame others. The document gives social worker Mother Teresa and scientists Dr. APJ Abdul Kalam and Alfonso Cuaron as examples of contributors who overcame obstacles through perseverance.
Gardner's theory proposes 8 types of intelligences: musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, and naturalistic. Each intelligence involves distinct skills and abilities. Examples are given highlighting individuals with exceptional abilities in each type of intelligence such as musicians, athletes, scientists, authors, artists, activists, and marine biologists.
Similar to World's Famous disabled personalities (20)
1) Mr. Cathcart buys a small island in order to create his own isolated world, but begins to fear the sinister aspects of the island and its influence over him and the inhabitants.
2) After several failed attempts to develop the island and make it profitable, Cathcart sells the original island and moves to an even smaller uninhabited island.
3) On the new island, Cathcart becomes increasingly isolated and detached from humanity, rejecting any contact or intrusion onto his island refuge until he is overwhelmed by a snowstorm and realizes he cannot truly isolate himself from nature.
This document provides course contents for an advanced reading skills course, including summaries of 3 poems and 2 songs. It outlines works studied such as sonnets by Shakespeare and Milton, songs by Christina Rossetti and John Donne, dramatic monologues from Browning and Shakespeare, elegies by Gray and Thomas, a ballad by Keats, odes by Shelley and Keats, and free verse by Pound. It also lists one-act plays by Koss, Chekov and Gregory.
The modern novel reflects the scientific, technological, and ideological developments of the late 19th and 20th centuries. It presents a realistic but subjective view of the world from the perspective of individual characters. Modern novels are also psychological, exploring hidden motives influenced by Freudian theory, and use techniques like stream of consciousness. Additionally, modern novels often abandon linear plots and chronological order, reflecting a sense of pessimism that replaced 19th century optimism. Some major modern novelists mentioned are Thomas Hardy, D.H. Lawrence, James Joyce, and Virginia Woolf.
Modern drama developed in 3 phases: 1) G.B. Shaw plays focused on marriage, justice, and reform; 2) Irish movement expressed hope for Irish people; 3) T.S. Eliot's poetic dramas were inspired by Elizabethan works. Realism and dealing with real life problems were important features. Ibsen popularized realism. Modern drama was also a drama of ideas used to spread ideas in society and touch human emotions. Other features included romanticism, expressionism in Germany/England, and works by Shaw, Wilde, and Galsworthy.
The document provides an overview of key differences between Victorian and Modern literature. It discusses changes in several genres from the Victorian era to Modernism, including differences in attitudes towards authority, domestic life, sexuality, and style of writing. Modernist works were more experimental, focused on the individual over society, and reflected the rapid changes of the time including new technologies, wars, and political unrest. Modern poetry, drama, and novels broke conventions and were influenced by movements like Imagism and Symbolism.
The document outlines some key differences between Victorian and modern eras. In the Victorian era, faith and authority were accepted without question. Family and domestic life were highly valued. Writing was straightforward and intended for a broad audience. Society was more important than the individual. Transportation was limited to walking and boats. In contrast, the modern era questioned authority and traditions. Family ties declined as domestic life was seen as restrictive. Writing became more complex and intended for intellectual readers. Individualism was valued over society. Transportation advanced with cars, trains and other new methods.
Modernism was a period of transition influenced by world wars, new science and philosophies. Writers experimented with new styles and techniques like stream of consciousness to depict an absurd world. Freud's theories of the conscious, unconscious and repression influenced depictions of inner minds. Cities and daily life became subjects of literature. The period was one of political and social change as new ideologies like communism and feminism emerged.
The document discusses several key traits of Modernist literature:
- Modernist writers were fascinated with how individuals adapted to a changing world and often depicted characters struggling to stay afloat.
- The carnage of World War I and II profoundly impacted writers and contributed to a sense that the world had become absurd. Modernist works often depicted this absurdity.
- Modernist writers infused symbols and hidden meanings into their works, leaving more open to interpretation than earlier writers. Works had multiple layers and interpretations.
- Writers saw literature as a craft constructed of parts rather than an organic process, which fed their desire for originality and experimentation. Modernist works frequently broke conventions.
This document outlines the key aspects of group discussions, including the purposes, types, importance, participation, leadership roles, advantages and disadvantages. It introduces group discussions as a forum where people come together to discuss a topic with the common goal of finding solutions to problems or issues. Group discussions are used to evaluate candidates on their content knowledge, communication skills, behavior within a group, and leadership abilities. The document provides an overview of the main components of effective group discussions.
When there are more than eight members in a group, it is helpful to have a leader or facilitator to ensure an effective discussion. Some potential group leaders include directors of organizations, public officials, teachers, and respected community members. Effective facilitation includes creating an inclusive environment, keeping discussions constructive, encouraging participation, and ensuring all members have necessary materials and information. Facilitators should also avoid allowing some members to dominate conversation and treat all participants with respect.
Group study has several advantages: it can motivate procrastinators to study; students learn actively by discussing material; explaining concepts to others deepens understanding. Group study also broadens perspectives as other students provide additional ideas and questions. Tasks like making study materials can be shared, reducing the individual burden. However, there are also disadvantages such as groups potentially becoming social instead of academic. Studying with unprepared or negative students can be frustrating and a waste of time. Groups with varying ability levels may not challenge all students. Students must also avoid over-dependence on the group and ensure individual study time. Effective group planning includes selecting motivated students, setting guidelines, and giving members preparation and discussion responsibilities.
Syed Sardar Ahmad Pirzada was born partially blind in 1961 and became fully blind later in life due to glaucoma. Despite challenges with his vision impairment, he became Pakistan's first blind journalist and radio anchor. He received his master's degree from the University of Punjab in 1985. Throughout his career, Pirzada worked as an editor for several newspapers and published a five volume book series on Urdu language in Pakistan. He received numerous awards for his work in media and contributions to the disability rights movement in Pakistan. Pirzada overcame significant obstacles to set an example that disabled people can also achieve success through determination.
Marlee Matlin was born in 1965 in Morton Grove, USA. She lost her hearing at 18 months due to a genetic disorder. Despite being deaf, she attended a community school where she learned sign language rather than a special school. She later graduated from high school and college, getting a degree in law enforcement. Her acting career began when Henry Winkler saw one of her plays. She won an Academy Award for her role in Children of a Lesser God and went on to write several books and play other notable roles.
John Hockenberry was born in Ohio in 1956 and grew up in New York and Michigan. At age 19, he became paralyzed from the mid-chest down in a car accident. He studied mathematics and music in university. Hockenberry is an American journalist, author, and disability rights advocate. He has written for many publications and hosted the radio program "The Takeaway." The document provides biographical details on John Hockenberry's life and career.
The document describes the life accomplishments of Helen Keller. It notes that she started talking at 6 months and walking at a year old, but then became blind and deaf at 19 months due to an illness. She was taught to communicate by Anne Sullivan and went on to graduate from Radcliffe College with a Bachelor's of Arts degree. Keller published 12 books, wrote an autobiography, co-founded the ACLU and Helen Keller International, and received the Presidential Medal of Freedom. She proved that physical disabilities do not have to limit success if one has a strong drive and determination.
Dr. Salma Maqbool was born in 1945 and graduated as a medical doctor in 1974, but was later diagnosed with Retinitis Pigmentosa, a genetically transmitted disease that causes vision loss. In 1978, she married Captain Maqbool Ahmed, who was also blind. Despite facing difficulties with her own disability and her husband's blindness, Dr. Salma went on to establish several organizations that helped people with disabilities, including the Darakhshan Resource and Training Centre for Girls and Women with Disabilities and the Rehabilitation Project of PFFB. She received several awards for her social services before passing away in 2018 after undergoing heart surgery.
1. PRESENTATION ON ROLE MODELS
Presented to Ma’m Ayesha Siddiqa (Sociology)
Introduction
Stephen Hawking Presented by Hafiz Muhammad Usman
Hellen Adams Keller Presented by Tahira Amir
John Heckonberry Presented by Iqra Karamat
Marlee Matlin Presented by Javeria Kainat
Dr. Salma Maqbool Presented by Iram Iqbal
Syed Sardar Ahmad Pirzada Presented by Nageen Akhtar
2. WHY THIS TOPIC
We are narrating some successful stories of disabled people who
succeded in their lives despite of their disabillity. The question can be raised that why
this topic have been choosen? This topic is choosen because many of us often say
that we dont have facilities to do and that we have many problems in our lives. The
topic have been choosen to answer them if crippled blind and deaf and dumb
persons can do such a lot then why cant we do. To answer them that there are no
boundries around you. If there are no facilities then you have to figure the way out.
You have to make your way yourselves. No Masihah or Khidar will come to show you
the way. You have these examples of the crippled persons and blind and deaf and
dumb persons who made their way themselves. They didn’t talk about their
difficulties and hardships in their way but they gave their all zeast and zest to their
goal. Blind people lighten the candle for millions. They showed that disability is not
an obstacle to success.
Muhammad Usman
3. STEPHEN HAWKING
• Hawking was born in 1942 in Oxford, London.
• His parents had a very hard time and lived in a very poorly
maintained and cluttered house.
• Initially, he wasn’t successful academically but later on showed
some interest on scientific subjects like in Mathematics.
• But to study in Oxford University, he had to mold his interest to Physics and
Chemistry.
• After getting degree of BA(Hons.) in Natural Sciences he went to Cambridge
University.
4. DISABILITY
• During his final years at Oxford, symptoms of ALS were noted.
• It is a fatal disease which causes the death of neurons controlling voluntary muscles.
• He was told that he will live only two years and a half.
• His voice also began to deteriorate and with the passages of time he totally become
speaking-impaired till 1985.
• He began to use a wheelchair at the end of 1960s.
• Now he uses computer with his only controllable muscle in his cheek.
5. ACHIEVEMENTS
• He has given a theory on Black holes which have been a mystery for
scientists and on which nowadays he is working to prove.
• He have written many books about the mysteries of universe and
about black holes. Most famous of them are here:
• A Brief History of Times, The Grand Design, The Universe in a
nutshell and The Theory of Everything etc.
• Many movies also have been made on him like:
• A Brief History of Time, The Theory of Everything, Beyond the Horizons and Hawking
etc.
6. AWARDS
On his achievements in science, he have been awarded with many Medals and Prizes:
• Presidental Medal of Freedom
• Copley Medal
• Albert Einstein Medal & Award
• Adams Prize
• Maxwell Medal and Prize
• Gold Medal of the Royal Astronomical Society
And many others.
7. HELEN ADAMS KELLER
• She was exceptional from start.
• She started talking in 6th month and walking in her 1st year.
• She was caught by a disease when she was of only 19 months.
• This disease snatched her eyesight and ability to hear leaving her BLIND AND DEAF.
• She was taught by her instructor ANNE SULLIVAN to communicate.
• Firstly she joined Blind and then two deaf institutions.
• She graduated from Radcliffe College in Bachelors of Arts.
• She was inspired by successful education of LAURA BRIDGMAN who was also deaf
and blind career.
8. ACHIEVEMENTS
• 1st deaf and blind to earn a bachelor’s degree.
• 12 books published.
• Numerous articles.
• Ranked one of the most influential people of 20th century.
• Renowned world speaker.
• Inspirational icon
• During college wrote famous autobiography “The story of my life”.
• Co-founder of American Civil Liberties Union(ACLU 1920)
10. MARLEE MATLIN
• Marlee was born in 24th August,1965.
• She grew up in a small town of Morton Grove,USA.
• At the age of 5 she was enrolled into a community school instead of special school
from where she learnt sign language.
• She used to go to synagogue(meant for deaf people).She learned TORAH and used
phonetics to study it.
• First time she played the role of DOROTHY in the play
• She grew up in a small town of Morton Grove,USA.
• She graduated from John Jersey High School & Harper College.
• She got a education degree in law enforcement.
11. DISABILITY
• She was deaf.
• When she was 18 months old she lost her hearing due to
genetic disorder.
12. CAREER
• Her professional career started when HENRY WINKLER watched her playing in
theatre at INTERNATIONAL CENTRE ON DEAFNESS.
• She got her role in a movie called “Children of a lesser God” for she accolade.
• One of her notable role was in a movie “Bridge to silence” in which she
played role of a widow.
13. ACHIEVEMENTS & AWARDS
Marlee Matlin was the winner of “The Academy Award” in the best actress category.
• She also wrote number of nominations and awards which includes:
1. Emmy award
2. Golden Globe award
• She is active member of various charitable organizations.
• She wrote her 1ST novel “Deaf Child Crossing”.
• Beside it she also wrote an autobiography and novels.
14. JOHN HOCKENBERRY
• Hockenberry was born in Dayton, Ohio in June 4, 1956
• He grew up in upstate New York and Michigan
• He graduated from East Grand Rapid High School Michigan
15. DISABILITY
• In age of 19, he was paralyzed while Hitch-Hiking on Pennsylvania Turnpike
• The driver fell asleep and car was crashed, killing himself.
• Hockenberry’s spinal cord was damaged and he remained paralyzed without any
voluntary movements from mid chest down
• Before his being paralyzed, he studied mathematics at university of Chicago
• After being paralyzed, he transferred to university of Oregon and studied Harpsichord
and Piano
16. ACHIEVEMENTS & AWARDS
• Hockenberry is an American TV Journalist and Author
• From 2008 to 2017 he was host of Take Away
• A Live National News Program created by Public Radio International and WNYC New York
• He has written dozen of Magazines, Newspaper Articles, a Play, Two Books, Best-selling
memoir including Moving Violations, War zones, Wheelchairs and Declarations of
Independence and a novel A River Out of Eden
• Also written for New York Times, New Yorkers, Wired, Metropolis and Washington post
• He has been distinguish fellow at MIT media learn and serves on white fellow committee.
17. DR.SALMA MAQBOOL
• Dr. Salma Maqbool was born in 1945.
• After graduating as a medical doctor in 1974, she was diagnosed as suffering
from Retinitis Pigmentosa (RP), a genetically transmitted disease that leads to
loss of vision due to death of rod and cone photorecepture in the retina
18. MARRIAGE
• In February 1978, she got married to Captain Maqbool Ahmed.
• Who was totally blind at that time
• Together, they braved the thick and thin of life for 30 year
• The marriage with a blind person show the difficulties in her life.
• Dr. Salma was died on January 12 last year after undergoing an open-heart surgery
19. ACHIEVEMENTS
• The Darakhshan Resource and Training Centre for Girls and Women with Disabilities.
• The Rehabilitation Project of PFFB (Pakistan Foundation Fighting Blindneess).
• Chief Patron, District Social Welfare Council, Rawalpindi.
• Member Rawalpindi District Committee for the Rehabilitation of the Disabled
Persons
• Member, Rawalpindi District Bait-ul-Mal Committee
20. AWARDS
• Tamgha-e-Imtiaz in 2001
• The Fatima Jinnah Award in 2006
• Pakistan Golden Jubilee Commemorative Gold Medal for Social Servics as a Member of the Rawalpindi
Divisional Social Welfare Council in 1997
• UN Testimonial for Dedicated Services to the UN World Program of Action Concerning Disabled
Persons in 1992
• An Excellence Award for Blind Persons All India Confidration of the blind, New Dehli, in 2003
21. SYED SARDAR AHMAD PIRZADA
• He was born in jauharabad. 24 March,1961.
• He belong to a political family.
• His early education consist of that institutions which didn’t have
any facility to accommodate visually impaired student.
• He did His Master From uniiversity of Punjab in 1895.
22. DISABILITY
• He was partially sighted by birth.
• With the passage of time, due to glaucoma he became visually
impaired.
• He faced a lot of Impressions due to his impairment.
• That’s why, people in his work refused judge him on merit.
23. ACHIEVEMENTS
• 1st blind journalist and ancor
• He works on PDF(public work department. The government
agency that built and maintain public structure.)
• He has worked on disability movement indifferent NGO’s.
• He Worked as editor of Jang, jasarat, Istaqlal etc.
• has published a 5 volume book series entitled "Pakistan Mein
Urdu"
24. AWARDS
• He has been awarded by many NGO’s
• He has also received Best Urdu columns award.
• Cholistan Award 2012 for Services in Media.
• Press Club Pakistan Lifetime Achievement
Award and Honorary Lifetime Membership
25. THANK YOU FOR YOUR ATTENTION
A PRESENTATION BY GROUP IV