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05ea7272ff2c62fa40208b3b059c6804
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Disability
Still Image
Catalog Entry
<p><span>Carrie C. Green, a native from Fitchburg, MA, decided to establish a school for the blind in London with her two associates, Professor Cambell and Professor Smith. They left the country and continued their journey to what I would call greatness. The school board of London was mesmerized by her work and her success in the institution that they were able to establish more schools for the blind. The school board of London gave her full control of the department so she was able to pick teachers, rearrange classrooms, and do what she felt was needed. Because of her, there were five successful schools running at the time. This inspiration caused a lot of news back in her hometown. It made people realize that no matter where you are from, big or small, if you put your mind to something you can achieve it. </span></p>
<p><span>Just like Miss Greene, Helen Keller was also inspirational. Keller was born blind and deaf. Growing up she wanted to understand why people around her would communicate through their mouths and not their hands. This filled her up with rage (this is what filled her with rage?). In her autobiography she wrote, "the need of some means of communication became so urgent that these outbursts occurred daily, sometimes hourly.’’(where is this quoted from?) On March 3, 1887, a women by the name of Anne Sullivan made her mark in this young lady’s life. Anne Sullivan was Keller’s teacher. At first, their relationship was very rocky. Keller would hit, pinch, and even kicked her teacher so hard that her tooth came out.Through hardwork and patience Sullivan was able to win this little girl’s heart. She taught Keller a finger spelling technique where she would spell familiar objects in her hand. Keller didn’t understand this technique until Sullivan pumped water into her hand while spelling out the word water on her hand. Keller started to realize the true meanings of words. “ I did nothing but explore with my hands and learn the name of every object that I touched; and the more I handled things and learned their names and uses, the more joyous and confident grew my sense of kinship with the rest of the world.’’ said Keller. Soon Keller would’ve became one amazing woman of our time. Thanks to Sullivan teachings and guidance she was the first deaf blind person to earn a Bachelors of Arts degree. This shows that you can reach your goal if you put your mind to it. Today Helen Keller is a recognized author, political activist, and known as Perkins best student. (unclear the point of this paragraph in this entry - do not need this much about her - why is the focus on Keller and not Sullivan given the rest of the entry?)</span></p>
<p><span>Helen Keller and Miss Greene were very connected in this way because they both wanted to show people to be open-minded. Miss Greene was able to build five more schools in London, and it was all because people felt inspired towards her work. Keller became the first deaf-blind person to get a degree. Doesn’t that make you feel motivated to accomplish something? I'm a true believer that, if you want to get something done and you truly believe that you can, you wholeheartedly can reach that goal. <br /><br />This also shows that having a support system, like Sullivan and Professor Cambell, can benefit you because they wish for you to succeed and they are on the same page as you.</span></p>
<p><span>Anne Sullivan was a teacher who was determined to teach Keller. It took time and patience, but have you ever thought about what it feels like to teach somebody with a visual impairment? As you know there's a lot of challenges we face in life, but it's all about overcoming and learning. I wanted to know how it felt to be a teacher who teaches the visually impaired. I learned that there's not much difference: every teacher has the same goal and that is to let your students learn what you are teaching and apply what they learned into real life. In a physical setting, for an example a classroom, a teacher needs to make the classroom efficiently organized so students can get to places without any harm. Teachers would also have to plan everything accordingly and do everything carefully to ensure the child’s well being. For the teacher this means alteration in planning and awareness, instruction, and social being. Essentially you would dedicate your time in learning and gain new strategies and resources. </span></p>
<p><span>Mentally you also need to have the patience to teach these children because there are going to be times where it can get frustrating, so you need to persevere through it and not give up. This is where hope comes in because, if you don’t have hope, how do you expect the students to learn? Students need hope because it gives them a sense of courage to be stronger than what they are. </span></p>
<p><span>I also believe that students who are visually impaired should feel connected to a person who has the same disability as them because, if you have someone who is "related" to you in a sense then you know how it feels to go through the same thing. Sometimes having a similarity can help because the person might know how you feel or actually have been through it. One way this can happen is to have visually -mparied teachers teach visually-impaired students, according to the National Federation of the Blind (where is this in the bibliography?), "School staff can turn this situation around and help create an atmosphere of opportunity for blind students by making contact with active, competent adults, adopting positive attitudes about blindness, acquiring good training, and encouraging independence and full participation on the part of blind students."</span></p>
<p><span>Furthermore, this artifact I chose is very important because it helps people recognize how a small-town girl can do something very big. In life sometimes we are told that we can’t do certain things because it's beyond our expectations, but Miss Greene was able to prove that wrong. With dedication and persistence she was able to build five schools, and with this inspiration she was able to win the school board hearts. (And this is the most she did?)</span></p>
Bibliography
<p>“Perkins School for the Blind.” <em>Perkins School for the Blind</em>, 15 Nov. 1970, www.perkins.org/. <br /><br />“Royal Normal College for the Blind Annual Reports, Pamphlets and Clippings.” <em>Perkins School for the Blind</em>, <span><a href="https://www.perkins.org/history/collections/royal-normal-college-for-the-blind">www.perkins.org/history/collections/royal-normal-college-for-the-blind</a>.</span></p>
<p></p>
Artifact Condition
The artifact is in good condition. It seems like it belonged in a newspaper. It was probably typed using a typewriter because you can see some marks of ink.
Artifact Material
Paper
Catalog Entry Author(s)
Stephanie Agyapomaah, Student, Fitchburg State University
Artifact Owner
Fitchburg Historical Society
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
News Article: "Education of the Blind"
blindness
disability
fitchburg historical society
mary caroline greene
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c208e962440e03c59ab34a9b4f916e20
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Disability
Still Image
Catalog Entry
<p>Reverend John Payson was the first minister hired by the town of Fitchburg. He was originally from Walpole, MA, located in eastern Massachusetts right below Boston. He was married to Anna Perkins Payson, and the two of them had a daughter and a son. Reverend John Payson was 59 when he took his own life. His death occurred in Leominster at his brother-in-law's house, while there on a visit. <br /><br />Reverend Payson suffered from depression which then led to a mental breakdown. Yet he continued to push through and preached for several years. One person said in the artifact that he would often apologize for not being in condition to preach. His mental illness worsened as time went on. He resigned from ministry after twenty-six years. <br /><br />It was a shock to the whole community when Payson took his own life. There is a lot of stigma behind mental illness, especially for men. The gender roles assigned to men contribute to the way they deal with mental illness. Men are taught at a very young age to be tough, independent, and not to express their feelings. This contributes to why many men who are struggling with some type of mental disability do everything they can to hide it from the world out of fear of being perceived as weak or failing at being a “man.” An article in <em>Psychology Today, </em>"Men's Mental Health: A Silent Crisis," by Dr. Rob Whitley, states that “men make up over 75 percent of suicide victims in the United States, with one man killing himself every 20 minutes. Men living in small towns and rural areas have particularly high rates of suicide.” <br /><br />Mental illness is an insidious disability because, more often than not, it can be invisible and the people around you will never know. That is why it is so dangerous; the happiest person on the outside could be struggling everyday internally. Reverend Payson tried to inspire people for a living and make them hopeful. Sometimes the same type of people who are trying their hardest to make others happy are the ones who are saddest. Many people were taken off guard by the death of Payson, which refers to my point of mental illness being invisible to those around you who even see you everyday. <br /><br />He suffered from depression, which is one of the most common mental illnesses. Depression is a mood disorder that causes a persistent feeling of sadness and loss of interest. People of all ages, genders, races, religious views can suffer from depression or any mental illness. Most people think of the stereotypical people who get categorized as being “crazy.” This is also why many people are afraid to open up and seek help about their mental illness. Looking back on the years, mental illness is more accepted and there is a lot of more resources in 2019 then there was even 20 years ago. Mental illness was taboo to talk about which is why many people tried fighting their battle on their own. Payson was a well-respected man; if he had come out about his depression, there would be the fear of losing many followers of the church. Also his credibility could also decrease, if people are ignorant and do not want to listen to what a person with a mental illness has to say. The fear of losing members of the church and ruining his reputation is what most likely kept Payson from seeking help, which is very sad, that he felt alone and could not get the support everyone deserves, no matter who you are or what you do. Personally, I believe that, if Reverend Payson did speak out about his mental struggles, it could be very powerful and inspirational to not only the people within his communities but his story could spread to other communities around Fitchburg. It could have helped other leaders and mentors who feel like they need to hold up this front of being strong, speak out. This is why I personally believe speaking out and voicing stories of disability is the strongest thing a person can do.<br /><br />Here in Fitchburg, there are local support groups along with private practices for counseling. Students who attend Fitchburg State University are offered free counseling services. This is an extremely important system to have set up because it is at the students' convenience on campus with no charge. College can be very stressful for many different reasons. Being away from home for the first time can cause anxiety to raise in students or the stress of classes. Having a strong support is crucial to have students succeed. If society starts to normalize going to therapy, people will not have to bottle up their feelings to the point where they are at a breaking point.</p>
<p>Overall, mental illness is a very severe disability that impacts many people’s lives. It is a very controversial disability being that some people do not classify it as one because it is invisible. It is one of the most serious ones in my opinion because a lot of times there sometimes is no cure or solution. Reverend John Payson was not alone, and these issues are still occurring today. But if society comes together and educates themselves on mental disability then we can have better opportunities to help people like Payson, so no one has to feel alone.</p>
Bibliography
<p><span>Bourbeau, Bill. "Rev John Payson." <em>Find a Grave, </em>28 Jun. 2012, <a href="https://www.findagrave.com/memorial/92716309/john-payson">https://www.findagrave.com/memorial/92716309/john-payson</a>.</span></p>
<p>Whitley, Rob. "Men's Mental Health: A Silent Crisis. <em>Psychology</em> Today, 6 Feb. 2017, <a href="https://www.psychologytoday.com/us/blog/talking-about-men/201702/mens-mental-health-silent-crisis">https://www.psychologytoday.com/us/blog/talking-about-men/201702/mens-mental-health-silent-crisis</a>.</p>
Artifact Owner
Fitchburg Historical Society
Artifact Condition
The artifact is in acceptable condition, all in one piece.
Artifact Material
This artifact is presented in a paper book. It is the original document. The artifact also includes a handwritten portion from the priest.
Catalog Entry Author(s)
Dania Politi, Student, Fitchburg State University
Photographer(s)
Kisha G. Tracy
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Reverend John Payson: Fitchburg’s First Minister
disability
fitchburg historical society
mental disability
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6e6349fd1ef7a6576cce056085bfc38f
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Disability
Still Image
Catalog Entry
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<p><span style="font-weight:400;">"Let me win. But if I cannot win, let me be brave in the attempt." - Special Olympics Athlete Oath </span></p>
<p><span style="font-weight:400;">No two people are born the same. You can look the same, but your DNA will be read differently. One of the many differences in the world is disability. People with disabilities have been looked down upon in society. Society has labeled them unable to participate in normal day-to-day activities, but that’s not true. They are still human; allow these individuals to learn and they too can do great things. One way society has decided to include people with disabilities has been through the Special Olympics. The Special Olympics is a great program because not only does it give special athletes the opportunity to show off their athletic skills, but offers more opportunity to be engaged with their community and encouragement to be better. A person with disability is presumed to be locked down to a wheelchair while the rest of society is being taught that fitness and health is an important aspect of life: “Individuals with disabilities were tragically misunderstood. Children, and adults were trapped in a cycle of neglect and suffering; their families burdened by societal shame ”(“1968 Games”). “In the 1960s, children and adults with intellectual disabilities living in the shadows of society were hidden away in homes or institutions” (1968 Games). The Special Olympics allows individuals with disabilities to be more than their disability. </span></p>
<p><span style="font-weight:400;">The Olympics are called “special” because in 1960 when they were first introduced into society words like "retard," "stupid" and "slow" were acceptable terminology used to describe individuals with intellectual disabilities. Eunice Kennedy Shriver, the founder of the Special Olympics, was able to pick out a word that was positive and that brought an upbeat tone: “The adjective 'special' is a way to define the unique gifts of adults and children with intellectual disabilities. Starting with the very first Special Olympics International Games in 1968, she wanted to dwell on our athletes' abilities, not disabilities" (“Frequently Asked Questions").</span></p>
<p><span style="font-weight:400;">Tamara "Tammy" Marcinuk defines just that. Marcinuk is a Fitchburg, MA native and a three time team U.S. ski Special Olympian. She was the daughter of Mr. and Mrs. Peter Mercinck. She was also deaf: "Tammy was stricken with nerve deafness at birth." She was the youngest member to be part of the U.S. team. She mastered her sport at the age of eighteen, going on to win “two gold medals at the Olympic ski games for the deaf in Berchtesgaden, West Germany while competing with 15 other countries. She won the giant slalom and slalom events." </span></p>
<p><span style="font-weight:400;">As the Special Olympics website states, “The goal was to put a bright - and very public - spotlight on ability, not disability...No one imagined that this segment of society could acquire athletic and socialization skills or possibly benefit from the therapeutic value of sports and exercise. Few people conceived of the notion that sports could further their mental and adaptive development in the world” (“1968 Games”). The “experiment” of the Special Olympics proved to be a resounding success and encouraged the Kennedy Foundation to advocate for a year-round sports program. The Foundation supplied essential funding in the amount of a $10,000 grant to the Chicago Park District to begin a Special Recreation Program (as it was then ca</span><span style="font-weight:400;">lled) into ten city parks"(“1968 Games”). The Special Olympics started with about 1000 athletes. Today the number has grown with about 15 million athletes competing nationwide.</span></p>
<p><span style="font-weight:400;">The Special Olympics have paved way for individuals to be active by including unified programs such as track and field program at most high schools: "Unified Sports is an inclusive sports program that unites Special Olympics athletes (individuals with intellectual disabilities) and partners (individuals without intellectual disabilities) as teammates for training and competition" (“Coaching Unified Sports”). This program takes place during the spring season of track and field. In the winter and fall individuals with disabilities are allowed to participate in physical education with individuals without disabilities or with others with disabilities: "The primary goal of Unified Sports is to equalize the ability level of Special Olympics athletes with their partners and to promote inclusion through team practice and competition. Participants improve their physical fitness, sharpen their skills and learn acceptance and inclusion while participating in Unified Sports" (“Unified Sports"). In order to participate in unified sports “you must be at least 8 years old and identified by an agency or professional as having one of the following conditions: intellectual disabilities, cognitive delays as measured by formal assessment, or significant learning or vocational problems due to cognitive delay that require or have required specially designed instruction” (“Frequently Asked Questions"). </span></p>
<p><span style="font-weight:400;">Just like other U.S. Olympians, they too have coaches and put in many hours of training. During 1966 Tammy was a nineteen-year old junior at Holy Family High School in Fitchburg; not only was she a student but she was also training for the Olympics, including participating on a cross country team in her city, swimming, dancing, rowing, and water skiing: "If you are passionate about something. Pursue it no matter what anyone else thinks. That's how dreams are achieved" (Agyei).</span></p>
<p><span style="font-weight:400;">The Special Olympics continues to be a great method for inclusion of disability into society, as it gives an opportunity for individuals with disabilities to participate at an elite level just as those who are not disabled. It allows these individuals to feel included in society after years and years of being hidden in the shadows of their households by their parents because they were undergoing societal shame and being locked to a wheelchair because of their disability. The Special Olympics allows all people to be able to show off their special abilities. It showcases the idea that sports are not just for people without disabilities. Anybody is able to participate and be successful at something. A person’s disability doesn’t affect their abilities. It allows people to not feel like they should not be a part of society, but they should be celebrated like everyone else. The Special Olympics are a gentle reminder that people with disabilities are just like everyone else. Athletes like Tammy Marcinuk continue to prove that we are not limited by what society says we are. As Neville Goddard says, “If you believe you are limited, your thoughts flow from that belief." </span></p>
<p><span style="font-weight:400;">I think it is also important to note that people shouldn’t celebrate others because of their athletic ability and their disability. Many people praise special Olympic athletes for being good at something while having a disability while other athletes are praised solely for their athletic ability. This should be the same for everyone. People with disabilities should be congratulated for their athletic performance not doing the sport while also having a disability. These athletes should be labeled as remarkable for their ability in the Olympics not for competing with a disability. In other words, people should look past the disability and look at the person and what they are accomplishing, rather than amazing at the fact that they have a disability and were still able to accomplish so much. This would help to further make people with disabilities more comfortable and feel more accepted and normal. After all, people with disabilities are just like everybody else. </span></p>
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Bibliography
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<p><span>“1968 Games.” <em>Special Olympics</em>, 1 Aug. 2018, https://www.specialolympics.org/about/history/1968-games</span><span></span><span>. </span></p>
<p><span>Agyei, Steve. “‘If You Are Passionate about Something, Pursue It, No Matter What Anyone Else Thinks. That's How Dreams Are Achieved." <em>Medium</em>, 19 Mar. 2016, https://medium.com/@steveagyeibeyondlifestyle/if-you-are-passionate-about-something-pursue- it-no-matter-what-anyone-else-thinks-90bd59697350</span><span></span><span>. <br /></span></p>
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<p><span>“Coaching Unified Sports.” <em>NFHS LEARN</em>, https://nfhslearn.com/courses/36000/coaching-unified-sports. </span></p>
<p><span>“Fitchburg Sentinel Newspaper Archives, Feb 5, 1968.” <em>NewspaperARCHIVE.com</em>, 5 Feb. 1968, </span><span></span><span>https://newspaperarchive.com/fitchburg-sentinel-feb-05-1968-p-1/</span><span></span><span>. <br /><br />“Frequently Asked Questions.” <em>Special Olympics</em>, 7 Aug. 2018. https://www.specialolympics.org/about/faq</span><span>. </span></p>
<p><span>Goddard, Neville. “Feel It Real Quotes Neville Goddard.” <em>Neville Goddard Quotes</em>, 18 Feb. 2016, http://nevillegoddardquotes.com/feel-it-real-quotes-neville-goddard-3/. </span></p>
<p><span>“Unified Sports.” <em>Special Olympics Massachusetts </em>https://www.specialolympicsma.org/what-we-do/real-sports-experience/unified-sports/. </span></p>
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Artifact Owner
Fitchburg Historical Society
Artifact Condition
Medium condition (acceptable) because it was cut from the original document. And does incorporate written information at the header of the article.
Artifact Material
The artifact was cut from a newspaper article and printed on to white paper. The article also includes a handwritten date underneath the title.
Catalog Entry Author(s)
Christine Nibitanga, Student, Fitchburg State University
Editor(s)
Madison Stidham, Student, Fitchburg State University
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
News Article: "Tammy Wins 3 Events"
athletics
deafness
disability
fitchburg historical society
tammy marcinuk
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34b1980fc4c6817d064b27ab08e793a6
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Disability
Still Image
Catalog Entry
<p><span style="font-weight:400;">This artifact contains laws to protect the disabled with motor disabilities from discrimination and easy access to buildings, bathrooms, pathways of travel, etc. This artifact is a part of the Americans With Disabilities Act (ADA) under title 3, Public Accommodations. The ADA was signed into law on July 26th, 1990 by President George H.W. Bush. Title 3 of this law specifically focuses on public accommodations and protecting the rights of those with disabilities concerning employment, access to State and local services, transportation, and many other important areas of everyday life. These accommodations can happen anywhere, such as businesses, schools, restaurants, private buildings, and warehouses. In order for these accommodations to work, they must meet the eligibility criteria. This criteria includes:</span></p>
<ol><li><strong> </strong><strong>General </strong>- Public accommodations cannot limit those with disabilities from fully enjoying goods, services, facilities, privileges or accommodations.</li>
<li><strong> </strong><strong>Safety -</strong> Public accommodations must have legitimate safety requirements for necessary function. </li>
<li><strong> </strong><strong>Charges </strong>- Public accommodations cannot charge and individual or subgroup to cover the cost. </li>
</ol><p><span style="font-weight:400;">The Community Access Monitor (CAM) has made a huge impact on accessibility for the disabled. There are many accommodations that have to be made concerning construction of not only the outside of buildings but the inside as well. There have to be accommodations for:</span></p>
<ol><li><strong> </strong><strong>Parking lots </strong>- Measuring the distance between handicapped spaces to be sure there is enough room for the van and the levitation device inside the van that lowers the wheelchair, along with a ramp on the sidewalk</li>
<li><strong> </strong><strong>Door accessibility -</strong> Measuring the door width, is it wide enough to fit a wheelchair, along with the threshold of the door (the bump or seal that meets the door), including a low level button to open doors</li>
<li><strong> </strong><strong>Ramps </strong>- Ramp width, handrail height, the steepness of the ramp, is it accessible and easy to use</li>
<li><strong> </strong><strong>Stairs </strong>- Measuring the radius and angle of stairs for those who use crutches</li>
<li><strong> </strong><strong>Public bathrooms -</strong> Clear floor space in handicapped bathroom stall, hand railing height and placement. Sinks, height, space underneath sink for legs, soap dispenser height, paper towel dispenser height, same goes for unisex bathrooms as well</li>
<li><strong> </strong><strong>Elevators </strong>- Button heights, width of elevator door, space within elevator</li>
<li><strong> </strong><strong>Public - </strong>Pay phones, water fountains, sidewalks, especially sidewalks with bus stops, no grassy area, handicapped port-a-potty, restaurants </li>
</ol><p>The ADA regulations for ramps:</p>
<ol><li>The slope must be a 1:12 ratio</li>
<li>There must be a minimum landing of 5’x5’ at the top and bottom</li>
<li>There must be a 36” of clear space across the wheelchair ramp</li>
<li>A turn platform of 5’x’5 </li>
<li>ADA allows a 30’ <strong>maximum </strong>run for a wheelchair ramp before a rest or turn platform</li>
<li>Handrails must be between the height of 34” and 38” on both sides of ramp</li>
</ol><p><span style="font-weight:400;">Public and residential accommodations play such an important role in the lives of the disabled. Yet, according to Improve Net by CraftJack, the national averages for a professionally-built ramp will cost around $1,841, which truly, is not that expensive. Along with cost, there are my different types of ramps that can be built, each coming with their advantages and disadvantages. For instance, wood would be the cheapest ramp, but with wood comes the guarantee that it would begin to rot and fall apart, and includes a lot of maintenance. Next, there is aluminum, but this material will bend overtime. There is steel, which is heavier than aluminium, but will rust and corrode overtime. Last is concrete, which is the best option, especially for public accommodations and buildings. This option is the most expensive, which is the only downside. Concrete is the strongest out of all four and is also the best option for permanent ramps. </span></p>
<p><span style="font-weight:400;">Another option, mostly for residential places, are transportable ramps, which are much more affordable than permanent ramps. These ramps are made of aluminum for easy storage and less weight. The downside to these ramps is that you will have to carry them in and outside. Most contractors suggest building a permanent ramp, especially if they will be living in that home for over ten years. </span></p>
<p><span style="font-weight:400;">It is important that these alterations are made; those who are disabled have the same rights as those who are not disabled. Many countries have a law that public accommodations be made, but it should just be common sense to make the lives of the disabled easier. The disabled play a very important role in society, and by building these accommodations, the general public has benefited greatly from the alterations, from those who have strollers to those who bike and skateboard.</span></p>
<p><span style="font-weight:400;">Fitchburg State University did not have many ramps, as was true with other universities. Fitchburg State finally did a remodel where they replaced most stairs outside with ramps, including building a bridge connecting Holmes Dining Hall. There were barely any accessible passages for the disabled to get to class with ease. That doesn’t even include the accessibility inside the buildings, which were all stairs and unsafe lifts outside of the building that usually did not work most of the time. </span></p>
<p><span style="font-weight:400;">The Community Access Monitor Rights and Responsibilities continue to impact the disabled community. It is a bit upsetting to think that, in order to have these accommodations, there had to be a law signed requiring that the public take action to create an equal mode of transportation and everyday function to those who are disabled. Had it not been for the Community Access Monitor Rights and Responsibility and Americans With Disabilities Act, there would be no required public accommodations, which would feed into the disabled community being isolated from society. It would be extremely difficult for those who use a wheelchair to go to school, find an easy method of transportation, and even be able to find a home or apartment that is easy to access.</span></p>
Bibliography
<p>Craft, Jack. “How Much Does It Cost To Build A Handicap Ramp?” <em>2019 Wheelchair Ramp Cost | Handicap Ramp Cost Calculator</em>, 2019, www.improvenet.com/r/costs-and-prices/handicap-ramp-cost.<br /><br />“The Current ADA Regulations.” <i>Americans with Disabilities Act</i>, www.ada.gov/2010_regs.htm.<br /><br />“Disability Law.” <em>Cornell Law School </em><em>Legal Information Institute</em>, 2010, www.law.cornell.edu/wex/disability_law.<br /><br />Rogers, Jakira. “CAM.” <em>Community Access Monitor Program</em>, 2017, greenfield-ma.gov/files/CAM_Training_-_Day_2_Slides.pdf.<br /><br />“Section 4. Ensuring Access for People with Disabilities.” <em>Community Tool Box, </em><span>Center for Community Health and Development at the University of Kansas</span>, 2019, ctb.ku.edu/en/table-of-contents/implement/physical-social-environment/housing-accessibility-disabilities/main.</p>
Photographer(s)
Yahssyniah Pitts, Student, Fitchburg State University
Artifact Owner
Fitchburg Historical Society
Artifact Condition
The artifact is in good condition. Paper seems to be a bit yellow, warn.
Artifact Material
This artifact is typed and printed on white paper. Could possibly be copy of originally artifact. Includes typed title and numbered laws.
Catalog Entry Author(s)
Yahssyniah Pitts, Student, Fitchburg State University
Editor(s)
Jhier Littles, Student, Fitchburg State University
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Action Plan For Buildings (or Parking Lots): Community Access Monitor Rights and Responsibilities
accessibility
disability
fitchburg historical society
-
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c7e0f2677d1899644fae27a2ad1c9bd6
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Disability
Still Image
Catalog Entry
<p><span style="font-weight:400;">"Typhoon Hagibis: at least 25 dead as thousands join rescue efforts"</span></p>
<p><span style="font-weight:400;">These are just some of the headlines made by natural disasters. Natural disasters are natural events that include earthquakes, floods, and typhoons, which can cause massive damage and destroy many lives. They are also defined as “a situation that causes inconsistency in social or community performance resulting in extensive humanitarian, economic or environmental damages" (Sheikhbardsiri). </span><span style="font-weight:400;">Natural disasters often result in the destruction of homes and property, leaving many people and communities in ruin. People with disabilities in particular can be immensely impacted by natural disasters</span><span style="font-weight:400;">. </span><span style="font-weight:400;">Tamera (Tammy) Marcinuk, a deaf Olympic skier from Fitchburg, MA, was one such victim.</span></p>
<p><span style="font-weight:400;">Tammy won nine medals in total: “five gold, one silver and three bronze” (“In Memoriam: Tammy Marcinuk"), but also had a masters degree in elementary education from BU. She had gone to teach deaf students in St. Croix, Puerto Rico, when Hurricane Hugo went through in 1989. After Hurricane Hugo’s aftermath, many had no contact with their loved ones in that area, and Tammy’s mother Lucille was no exception as she waited to hear word on her daughter. No one knew Tammy’s whereabouts, even though she was well-known in the area. </span><span style="font-weight:400;">Tammy's disability could have been the reason she was not found sooner, as she was unable to hear the calls and announcements being used to locate missing persons.</span><span style="font-weight:400;"> Luckily, the disaster team was eventually able to locate her in Puerto Rico, but this is just an example of how natural disasters have a huge impact on the disability community.</span></p>
<p><span style="font-weight:400;">People with disabilities, especially physical disabilities, can have a hard time adjusting when a natural disaster occurs or when it is necessary for evacuation. </span><span style="font-weight:400;">It can be very time consuming and difficult for those with certain disabilities to be able to flee before disaster strikes, leaving them much more vulnerable:</span><span style="font-weight:400;"> "If the international community’s desire is to protect the population from disaster risks, during these discussions, greater attention must be paid to persons living with a disability" (Walbaum). With that being said, the disabled communities are not always informed about the events that occur in the world, which is greatly in part due to information being inaccessible to those with visual, hearing, and/or movement impairments. </span><span style="font-weight:400;">Another factor could be how easily they are able to prepare themselves in light of a storm or event. If they're unable to obtain supplies that could help them, or receive assistance from others, it will leave them more vulnerable and less likely to survive either the event itself or the aftermath.</span><span style="font-weight:400;"> This is a reason why some members of the disabled community lean towards non-profit organizations and faith-founded organizations to get prepared for these dangerous occasions. Some of these organizations are equipped to prepare individuals with disabilities for predicted natural disasters. Even though the community should come together as a whole in the aid of those with disabilities, the responsibilities of that task have fallen on the shoulders of these non-profit and faith-based organizations.</span></p>
<p><span style="font-weight:400;">There may be some support from the “outside” community, but the disabled community mostly depends on each other during these hard times. There are some remarkable stories that have shown how people with disabilities have leaned on each other to survive some natural disasters. Brent Lowe, a blind man who lived in the Bahamas, survived Hurricane Dorian with his son who was also disabled. Lowe’s son had cerebral palsy, and he could not walk. During Hurricane Dorian, Lowe’s house was being torn up into many pieces and the hurricane had caused flooding in his neighborhood. Feeling like he had no other option, Lowe picked up his 24-year-old disabled son and placed him on his shoulders. With the help of his neighbors, Lowe and his son were able to reach safety at a hospital. (Ellis and Burnett). This story shows how, with the help of others, someone with a disability can truly survive the worst events.</span></p>
<p><span style="font-weight:400;">Helping each other is important, however it is also important that those living with certain disabilities take steps to prepare themselves. For example, there are special vibrating tornado alarms for people with hearing impairments who couldn't hear sirens.</span></p>
Bibliography
<p><span>Adams, Vincanne, et al. “Aging Disaster: Mortality, Vulnerability, and Long-Term Recovery among Katrina Survivors.” <em>Medical Anthropology</em>, U.S. National Library of Medicine, May 2011, www.ncbi.nlm.nih.gov/pmc/articles/PMC3098037/.</span></p>
<p><span>Ellis, Ralph, and Erin Burnett. "</span>Blind Bahamas man carried his disabled son to safety as Hurricane Dorian raged." <em>CNN, </em>6 Sept. 2019, <a href="https://www.cnn.com/2019/09/06/americas/blind-man-carries-disabled-son-to-safety-during-hurricane/index.html">https://www.cnn.com/2019/09/06/americas/blind-man-carries-disabled-son-to-safety-during-hurricane/index.html</a>.<br /><br /><span>“In Memoriam: Tammy Marcinuk.” <em>USA Deaf Sports Federation</em>, 12 Oct. 2018, usdeafsports.org/news/in-memoriam-tammy-marcinuk/.<br /><br /></span>Sheikhbardsiri, Hojjat, et al. “Rehabilitation of Vulnerable Groups in Emergencies and Disasters: A Systematic Review.” <em>World Journal of Emergency Medicine</em>, vol. 8, no. 4, 2017, pp. 253–263. <em>EBSCOhost</em>, doi:10.5847/wjem.j.1920–8642.2017.04.002.<br /><br /><span>Walbaum, Véronique. "Persons with Disabilities: Among the First Victims of National Disasters." <em>Agence Française de Développement, </em>3 Dec. 2014, <a href="https://ideas4development.org/en/persons-disabilities-among-first-victims-natural-disasters/">https://ideas4development.org/en/persons-disabilities-among-first-victims-natural-disasters/</a></span><br /><br /><span><a href="http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&sid=14ee750b-0e03-4cfa-ae42-9bd3561eb7fe%40sessionmgr4006">http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&sid=14ee750b-0e03-4cfa-ae42-9bd3561eb7fe%40sessionmgr4006</a></span></p>
Artifact Owner
Fitchburg Historical Society
Artifact Condition
This artifact is in good condition. Copy of the original.
Artifact Material
Paper
Catalog Entry Author(s)
Jeanie Djokotoe, Student, Fitchburg State University
Editor(s)
Andrea Pellizzari, Student, Fitchburg State University
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
News Article: "Hugo Devastates - A family awaits word on daughter"
athletics
deafness
disability
fitchburg historical society
tammy marcinuk
-
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a5a0118b6fce5b57645a354cb1837077
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Disability
Still Image
Catalog Entry
<p><span style="font-weight:400;">This artifact is the original document that defines specific requirements of future buildings to have certain disability rules. The author of the documents, Nancy Goldman, listed the issues the disabled have, one of them being the accessibility of buildings. The photo shows future plans of how buildings would have to change to make sure the buildings are easily accessible.</span></p>
<p><span style="font-weight:400;">With these laws, people with disabilities had more opportunities to experience life for themselves; it was a step to improving how people with disabilities navigate spaces. Before the document was made, the disabled lived a more difficult life. They had a hard time accessing buildings, moving from place to place, and trouble reaching/working certain equipment. Eventually the </span><i><span style="font-weight:400;">Community Access Monitor Project</span></i><span style="font-weight:400;"> by the Massachusetts Office of Handicapped Affairs was made to help support them. It was created by: Nancy Goldman, materials development manager Elaine Ostroff, technical consultant Chris Palmes, cover designer Raine DeMuLouise, and the concept and reviewer of the book Kathy Gips, the head of the Massachusetts Office of Disability at the time.</span></p>
<p><span style="font-weight:400;">The page shown above is a list of requirements of what buildings must have to support the disabled. It would make sure buildings have easily accessible ways for them so they can have an easier time getting around, just as non-people with disabilities do. The owners of the buildings were not fond of the idea because they were the ones responsible for the modifications for the buildings. There was also the fact of how old the buildings were and therefore making it difficult to add new enhancements to them. That was not a reason to not make changes, however. For example, people with disabilities who are in wheelchairs will not have it as easy as an able-bodied person walking upstairs. This artifact helped achieve what people with disabilities need to get through life. Without it, it would be very difficult for them to live a normal life.</span></p>
<p><span style="font-weight:400;">For many years, buildings did not have much to help people with disabilities, from their interior to their outside features. Sidewalks would have a big bump between it and the streets, stairs as mentioned earlier, tight places to navigate, spaces too high up to reach, and work difficult for them that a non-disabled person could do. Even the simplest things that should be accessible make people with disabilities feel left out. For example, at Fitchburg State University there are elevators for those in wheelchairs, but the card scanner to access the elevator was too high to reach for someone sitting down.</span></p>
<p><span style="font-weight:400;">This artifact shows what people with disabilities need in a simple, straightforward way. Requirement lists were made for the building instructors to identify their problems and address how they could fix them. They would have to fill out an accurate representation addressing the problem and saying what they would do to fix the problems and make sure the issues were solved. One of the major rules was how there had to be a minimum measurement of twelve inches from the street to the sidewalk, that way it would be easier for people with disabilities in wheelchairs to go up and down.</span></p>
<p><span style="font-weight:400;">The government approved of these changes to future buildings, and the list of the requirements were approved. From the current buildings at the time to future buildings, they all must have the following: ramps connecting the streets to sidewalks to make it easily accessible and easy to use elevators and bathrooms to have enough room for them to use and for them to access. When those modifications are put into place, it would be time to survey the buildings. If the expectations were not met, the owner of the building would be called and told they had a certain number of days to fix it or else they would be fined. Even though the methods that were used were a little harsh, it worked. Buildings were changed greatly and made friendly for people with disabilities to use and access. Thanks to this artifact, almost all buildings in Fitchburg are now easily accessible to anyone no matter if disabled or not. There is still some work to be done to make buildings better accessible though, mainly parking lot renovations.</span></p>
<p><span style="font-weight:400;">Sovereign Bank in Fitchburg for a while needed better handicapped parking spaces, years after the Community Access Monitor Project was put into place. Going through the minutes from the Fitchburg Disability Commission, there was a record from one of the meetings where the Commission tried to schedule meetings with the police department to find a good way to create these new spots for not only Sovereign Bank, but also at an Allied Health location. </span></p>
<p><span style="font-weight:400;">Even though there are still some buildings and lots that could be improved to make easier access for people with disabilities, the Community Access Monitor Project helped improve many of the buildings’ conditions to provide better access for people with disabilities.</span></p>
<p><span style="font-weight:400;">Without it, many buildings would not be like what they are today compared to the past buildings we have had. Knowing people with disabilities and seeing what they have to go through in terms of inaccessibility can be tough. But seeing what we have done to fix buildings to make it easier for them is great to see.</span></p>
Bibliography
“Community Access Monitor Project : Massachusetts. Office on Disability." <em>I</em><em>nternet Archive</em>, 2014, archive.org/details/communityaccessm00mass.<br /><br /><span style="font-weight:400;">Fitchburg Disability Commission Minutes, 7 Dec. 2000. </span>
Artifact Owner
Fitchburg Historical Society
Artifact Condition
The artifact is still in great condition. It is still together in one piece with hardly any damage to it.
Artifact Material
Paper, binder
Catalog Entry Author(s)
Armando Libier, Student, Fitchburg State University
Editor(s)
Jason Langlais, Student, Fitchburg State University
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Action Plan For Buildings (or Parking Lots)
accessibility
disability
fitchburg historical society
-
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b164c4096434fa0e873547f31533272b
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Disability
Still Image
Catalog Entry
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<p><span style="font-weight:400;">Art is something that is universal and can be appreciated by anyone, regardless of their background. However, art can have restrictions for some people, specifically referring to people with disabilities. People who are blind cannot appreciate all the art that is made, so sculptor Martin Eichinger thought of a creation that could be appreciated by not only people without disabilities, but also people who are blind and other people with disabilities. </span><span style="font-weight:400;">This sculpture, "Aqueous," a multisensory sculpture, was created by Eichinger and contains a poem written by a former WWII nurse by the name of Isabel Demmon. It came </span><span style="font-weight:400;"> to life in 1981 at the school of Lansing’s Cumberland elementary school for disabled children, most of whom are blind.</span></p>
<p><span style="font-weight:400;">Martin Eichinger, an architect, built this sculpture with the intent to help the children with disabilities and include them, but also to educate people about disability and to help bring everyone together as a community.</span><span style="font-weight:400;"> Disability art refers to sculpture or any kind of creative work that explores disability in some context. </span><span style="font-weight:400;">It is created by people with or without disabilities, with the purpose in mind to reach out to the audience and include everyone in the community.</span><span style="font-weight:400;"> The major importance of this is the fact that disability art provides much needed access to those with disabilities, such as wheelchair ramps and braille, like the "Aqueous" sculpture. This is important because it can expose the marginalization and social mistreatment of disabled people and teach us how to include them.</span></p>
<p><span style="font-weight:400;">An important aspect behind this sculpture is how it helps form a base of support for the emergence of disability culture, which means that we as people disabled and non-disabled are more alike than we think and we can take so much away from that. </span><span style="font-weight:400;">The superintendent of the school, Nancy Bryant, felt this sculpture was necessary so that all her students could have equal opportunity to explore their imagination and themselves. After talking to a graduate from her school, who described climbing a fallen tree as a place for endless imagination, she knew that every child should get that same opportunity to explore for themselves. </span><span style="font-weight:400;">The sculpture itself and the poem created by Isabel Demmon, a Fitchburg native, for this art piece helps us see the movement towards self-determination and the reshaping of the public's view of disability.</span></p>
<p><span style="font-weight:400;">The "Aqueous" sculpture is built to mimic a wave, and is accessible by everyone, including people who use wheelchairs, to get into to get a tactile experience. </span><span style="font-weight:400;">The "Aqueous" sculpture incorporates braille</span><span style="font-weight:400;"> and many different textures </span><span style="font-weight:400;">for sensory purposes for the visually impaired. Throughout the sculpture there is braille in forms of poems for the children to read. </span><span style="font-weight:400;">Throughout the sculpture there is braille in forms of poems for the children to read.</span><span style="font-weight:400;"> Braille, which is used for communicating with disabled people, usually the visually impaired, is a set of tactile symbols. Each symbol is based on a mixture of three rows and two columns. Many of the symbols have many meanings, which is determined by the context of the surrounding symbols.</span></p>
<p><span style="font-weight:400;">Martin Eichinger’s incorporation of braille </span><span style="font-weight:400;">and other textures </span><span style="font-weight:400;">in this sculpture and many other disability art pieces is important for many reasons. Worldwide, there are over 285 million people that are visually impaired, 39 million being blind and another 246 million having low-vision impairments. Blindness is a disability that exists more often than one might think, and it affects many people on a global level. 10% of those who are blind can read braille, so with incorporation of braille into art and other everyday objects, we can help increase that statistic. </span><span style="font-weight:400;">This is important because people who are blind aren't getting the education they need, or the accommodations necessary to thrive. As important as it is for any child to learn how to read, children who are blind should be no different, which is why learning braille is important.</span></p>
<p><span style="font-weight:400;">With sculptures like this one, not only is it helping people with disabilities, but it also enlightens many people who are not disabled and allows them to be fully immersed in the complexity of it all. It allows us to learn more about the disabilities themselves, and see that these people are not more different than anyone else. An another example of an exposure to disabilities</span><span style="font-weight:400;"> is a festival called the "Blind Creations" conference in England; at this conference you can find many exhibits that pertain to disability. Some of these include a sculpture carved from concrete</span><span style="font-weight:400;">and an exhibit that is a sculpture</span><span style="font-weight:400;"> that says “seeing red” spelled out in braille. Both of these, which are similar to the "Aqueous" sculpture, help the disabled experience art and also </span><span style="font-weight:400;">also educate everyone about disabilities</span><span style="font-weight:400;"> and the different ways we can communicate through art. Some other art pieces include the Koru Gate, Go, Vision and Braille art. </span><span style="font-weight:400;">Some other art pieces created for those with blindness and vision disabilities include the Koru Gate, Go, Vision and Braille art. They all incorporate tactile art to be enjoyed by everyone. Disability art is made to include everyone and make every person who experiences it feel like they're accepted.</span></p>
<p><span style="font-weight:400;">These artifacts, which are from a scrapbook about Martin Eichinger, his sculpture, and Isabel Demmonn's poem, bring forth their contribution in helping those with the disability of blindness and vision impairment. </span><span style="font-weight:400;">The main intention and vision for the "Aqueous" sculpture was to make accessible art for everyone and help give those who don't normally have the opportunity to explore their imagination through art to do so. It also allows for a community to come together and explore each other's differences and learn more to bring everyone closer together.</span><span style="font-weight:400;"> Isabel Demmon's service to the country and the general public by being a nurse opened up the door for her to reach out to those with disabilities and help them without the use of formal medicine long after becoming a nurse. Her concept of the sculpture and her work led to inclusiveness of a community and created an opportunity of learning and love for the children and adults associated with the project and the disabled community itself as a whole, which was a very big step forward for those excluded due to disability.</span></p>
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Artifact Owner
Fitchburg Historical Society
Artifact Condition
The artifact is in very good condition. It seems to be the original copy that belonged to the member of the group that owned it. There are no apparent markings on the artifacts, and the pictures are in good condition. Although they are slightly faded, they are still clear and visible.
Artifact Material
The artifact is typed and printed on what seems to be the original news paper, which includes the text and pictures. The artifacts don’t have any markings on them. They are also protected by a plastic covering in a scrapbook.
Catalog Entry Author(s)
Chase Carlson, Student, Fitchburg State University
Editor(s)
Brooke Williams, Student, Fitchburg State University
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"Aqueous" Sculpture
art and disability
disability
fitchburg historical society
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d279078a6e414a44cce2913063fd1519
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Disability
Still Image
Catalog Entry
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<p><span>This artifact contains the inspiring story of a man making a difference for blind children. Martin Eichinger is an American sculptor from Michigan. His father was an influence for him, being a graphic artist but his biggest inspiration was his 7th grade art teacher. Eichinger did post graduate work in sculpture at Michigan State University after studying design and anatomy at Ferris State University. He also studied classical sculpture in Europe. Although he is very familiar with anatomy, he does not consider himself a figurative artist. He refers to himself as a narrative artist and tries to portray art that is emotional and mythic: </span><span></span><span>“I want my sculptures to be mythological in that they speak to others who, like me, are formulating new values and are looking for a new sense of meaning in art and in life" (citation?).</span></p>
<p><span>Eichinger accomplished portraying meaning in his art for others in a sculpture at The Michigan School for the Blind in October of 1981. The artwork is located on the west side of the school campus near the Athletic Field. He wanted people to understand why he dedicates his life to art: “by sharing story and emotion through the human form I feel connected in a deeper way, both with the people who view it and, perhaps most importantly,</span><span> </span><span></span><span>to the sculpture I am working on. I feel that my artwork is complete once I sense that it has entered someone’s life in a meaningful way" (citation?). <br /><br />On October 14th, 1981, children at the school for the blind was able to feel the sculpture </span>called “Aqueous.” On and inside the "Aqueous" is braille so the children were able to “interact” and partake in viewing the work in some sense. Braille is a form of written language for blind people. Characters are represented by patterns of raised dots. Eichinger stated that he is interested in having his sculptures say more about us as a people, about our spirits or our aspirations. For a child who is blind, it is important for them to know they can still have hopes and dreams even though their life may be challenging on a daily basis. The same goes for those with any type of disability. The "Aqueous" sculpture is very accessible so even children in wheelchairs can go inside of it. The sculpture is smooth on the inside and rough on the outside. It is described to look like a curving ocean wave.</p>
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<p><span>The artifact shows an image of "Aqueous" on the top right. It also explains how Eichinger was inspired to do his sculpture because of a play <em>The Miracle Worker</em>. The play is about Helen Keller having a breakthrough (in ?). Although Eichinger has seen the play many times, it still has a deep impact on him. He explained how the play made him feel in the article saying it brought tears to his eyes. There is a meaningful relationship between Helen Keller and her teacher, which Eichinger says shows the meaning of the Michigan School for the Blind. Another reason he created the sculpture was because of a former graduate student of the school, Jerome Jackson. Jackson told his experience as a child at the school and how he would climb a fallen tree in the yard. He said it became so many things in his imagination. Eichinger thought of using his sculpture in the same sense for children’s imaginations. Using braille for the sculpture made it so the children could still use their imaginations but also understand the reality of it. </span></p>
<p><span>There was controversy over why Eichinger wanted to spend his money on an outdoor sculpture considering how fast it could get ruined because of weather changes. Despite this he went through with the sculpture. He spent hours upon hours of experimenting with different materials such as fiberglass and moulded rubber. He came to multiple problems while going through the process of building the artwork but had engineers and other specialists to help him. A big part of his process was trial-and-error. As he was going through the process of creating "Aqueous," he was in search of a poem to go along with it. Later on at a museum in Boston, a woman (who? and how is she related to Fitchburg?) came up to him and recited a poem that his artwork reminded her of. The poem is:<br />Mother of all, and mother of me;<br />Boundless bosom that is the sea,Hold me close, your ocean child,<br />Child of the sea, by thee beguiled.<br />This poem was perfect (how?) for his theme of "Aqueous."</span></p>
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Bibliography
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<p><span>https://www.jones-terwilliger-galleries.com/Artist_Entry/openeichinger.html https://wooarts.com/martin-eichinger/nggallery/image/martin-eichinger-sculpture-wooart s-com-02/ </span></p>
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Artifact Owner
Fitchburg State University
Artifact Condition
The artifact is in okay condition. It appears the artifact was photocopied and kept for future resource. It has a faded and aged look to it.
Artifact Material
This artifact is typed and printed in a newspaper. It looks like an old copy of the original since the color of the paper is a stained yellow. The artifact has a pen marking on it and is very faded. The article is cut off at the end as well.
Catalog Entry Author(s)
Erin Murphy, Student, Fitchburg State University
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
News Article: “Sculpture for MSB a ‘living’ work of art”
art and disability
blindness
disability
fitchburg historical society
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a35692161b2b75dbf1ae69e28c7db1c7
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Disability
Still Image
Catalog Entry
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<p><span style="font-weight:400;">Wheelchair basketball, a modified version of running basketball, was created in the early 1940s for those with a disability involving the lower level of the body, such as leg amputation, limb paralysis, cerebral palsy, and many more. It was first played by veterans retired after World War II, however it has become more popular and is now played by more than only veterans. The height and size of the court was the same as a standard basketball court and was played in intervals of forty minutes. Not much differs between wheelchair basketball and running basketball aside from the scoring of points, which differs to allow teams to score easier. In terms of eligibility, any person who cannot stand in a running basketball game was able to participate in wheelchair basketball. It is important to note in the artifact photograph that all participants have a wheelchair and use a wheelchair for daily living/activities. There is a referee present as there would be in a standup running basketball game. Wheelchair basketball has been shown to be a fast paced, determined, competitive, and skillful activity for any who played. </span></p>
<p><span style="font-weight:400;">Wheelchair disability was misunderstood in the 1900s. People with any disability were seen as unusual and treated below people everywhere. Especially those with disability of the lower limbs, there was confusion on how to help make everyday life easier for them. Public transportation was difficult as ramps were not easily accessible for all; some didn’t have ramps at all. Not all public transportation systems had ramps available to use. Often, the bus driver or a companion of the individualdisabled would have to help them walk on, as well as have an open space for the wheelchair to be placed. </span></p>
<p><span style="font-weight:400;">The Paralympic Games is an extraordinary event for skillful athletes with a physical disability and was one of the largest multi-sport competitions in the world. The first Paralympic Games took place in Rome, Italy in the early 1960s. The amount of positivity from the games was one to reckon with. The competitions took place every four years, just like the Olympic games. One of the sports played out of eight in the Paralympic Games was wheelchair basketball. It was highly inclusive to those with disabilities, especially of the lower limbs. </span></p>
<p><span style="font-weight:400;">Wheelchair basketball introduced a new way for those with a lower-limb disability to feel included and maintain a physical activity. Being active relieves stress and can help increase a person's mood, however, physical activity can be a stretch for those in a wheelchair, often feeling out of reach and unattainable. Wheelchair basketball was a new outlet to get involved, maintain a healthy lifestyle, and feel as if their disability was not something that was in the way of them participating in physical activities. The photograph represents a community of people coming together to play a sport they all love. </span></p>
<p><span style="font-weight:400;">Public restrooms were as well just as difficult for those with a wheelchair requiring disability, it is difficult for one to use the restroom by themselves in a space in which they are uncomfortable, because bathrooms were not always wheelchair accessible. In the 1990s, the Americans with Disability Act was created, which made it illegal to discriminate against those with any disability. As part of that, guidelines for public facilities to provide those with disability equal access and services that they may require were created. </span></p>
<p><span style="font-weight:400;">Wheelchair basketball included those with a walking disability to engage in a physically strenuous sport. It offered a new way for those with disability to be able to participate, to feel healthier and happier. Society puts a label on wheelchair disability. To have the mindset that a disability can limit those to be able to engage or participate in regular activities is foolish, in fact, it is an understatement that those with disabilities can accomplish much more than the average person. Individuals with disabilities can live a life much greater than the average person. Wheelchairs are one of the fundamental stepping stones for creating new inventions and technology to help their everyday lives. It pushed the boundaries for thinking scientifically and rationally from the creation of new inventions like the ramp and activities such as wheelchair basketball.</span></p>
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Bibliography
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<p><span>Berger, Ronald J. <em>Hoop Dreams on Wheels: Disability and the Competitive Wheelchair Athlete. </em>Routledge, 2009.<br /></span></p>
<p><span style="font-weight:400;">Miller, Norman. “College Brings Disability Awareness to the Basketball Court.” 7 Apr. 1994.<br /></span><span><br />Shakespeare, Tom. </span><span></span><em>Disability: the Basics</em><span><em>.</em> Routledge, 2018.</span></p>
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</div>
Artifact Owner
Fitchburg Historical Society
Artifact Condition
Condition is fairly well, in a laminated sheet with little to no marks
Artifact Material
Photograph
Catalog Entry Author(s)
Amanda Calderon, Student, Fitchburg State University
Editor(s)
Anne Robinson, Student, Fitchburg State University
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wheelchair Basketball in Fitchburg
athletics
disability
fitchburg historical society
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Disability
Still Image
Catalog Entry
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<p><span style="font-weight:400;">A deaf Olympic skier named Tammy Marcinuk won five gold, one silver, and three bronze medals in six universal Deaf Olympic Games over a multi-year time span. Her journey is described here through both a newspaper artifact and an essay. Two differing points of view create who Tammy Marcinuk is and what made her so special.</span></p>
<p><span style="font-weight:400;">The first artifact, a newspaper clipping titled “Fitchburg Girl Honored for Deaf Olympics Feats,” describes the many honors Tammy Marcinuk received. The newspaper clipping appears to be from around 1971 and most likely from the </span><i><span style="font-weight:400;">Fitchburg Sentinel,</span></i><span style="font-weight:400;"> although no exact date is seen on the artifact, it can be assumed around this time as Tammy Marcinuk was honored by Mayor J. Harold Lemay who was mayor of Fitchburg during the years 1971-1972. The artifact itself praises Tammy Marcinuk and her accomplishments as “winner of three gold medals and one silver at the international Olympics” and her being “honored by local, state and federal officials” ultimately being “awarded a key to the city by Mayor J.Harold.” This artifact as a whole demonstrates the appreciation of Tammy Marcinuk despite her disabilities as well as the amount of respect that the city of Fitchburg had for her.</span></p>
<p><span style="font-weight:400;">This article demonstrates that there are no limitations to success with the right mindset. Tammy Marcinuk demonstrated that her perceived “disability” did not hold her back as seen in the newspaper clipping because she was still able to reach great heights of success despite being deaf. The audience of this article will see an inspiring story of a young woman who grew up in the same town as them, but who did not let her one difference, her seemingly strong limitation, keep her from pursuing a successful future. Ultimately, the article's main focus was inspiring a town of people, inspiring those with similar characteristics, and demonstrating the possibility of beating out any obstacle in the way.</span></p>
<p><span style="font-weight:400;">The second artifact is an essay by Kirkpatrick titled “Tammy Marciunk, A Winner,” which develops an elaborate picture of her skiing journey through detailed descriptions of her demanding schedule and lengths she went for skiing. The essay was written in 1967-1968 and contains information about Tammy's younger ages as well as more personal characteristics.</span></p>
<p><span style="font-weight:400;">Tammy, deaf since birth, was picked to compete in the winter games. She and the other 14 skiers who were also deaf went over to Berchtesgaden, Germany by means of a $1000 collective donation. And after having early struggles, Tammy was able to become a decorated skier despite the struggles she faced. </span></p>
<p><span style="font-weight:400;">Since the rise of awareness of deaf culture, more people are learning sign language as a way of communication. Individuals like Tammy were often misunderstood during her time. However, people who are deaf are more than capable of holding long-term jobs and full-time careers, communicating with others and learning at high levels. In the past, those with impaired hearing would be considered ignorant or foolish in any aspect of life. Although being deaf is very common among individuals, there is a lack of historical evidence about their daily lives and how they viewed other people like Tammy. There was not a large amount of representation of people with disabilities in the Olympics during this time and it is due to the fact that they were viewed as less capable than an able-bodied person.</span></p>
<p><span style="font-weight:400;">Many deaf people enjoy talking about how people are becoming more familiar with deaf culture. The deaf culture contains hard of hearing people and fully deaf people. This community demonstrates that their lack of a sense is not a disability. They have the same amount of social skills and are often very educated because they do not allow their lack of sense to act as a barrier even though society expects them to. They might have a hearing impairment, but it does not stop communication as a whole. By changing people's perspective of the word “deaf,” they also try to remove the word disability from the typical stereotype that society places on them.</span></p>
<p><span style="font-weight:400;">Some people see the deaf community as disabled and not capable of everyday tasks. Tammy proves this wrong in so many ways with her skiing journey. Many people still view deafness as a life-altering disability but it is becoming more apparent that people can lead "normal" lives despite being deaf.</span></p>
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Artifact Owner
Fitchburg Historical Society
Catalog Entry Author(s)
Kylli Wade, Student, Fitchburg State University
Artifact Condition
Yellowing discoloration; address 81 View St., Fitchburg, MA typed out on a typewriter
Artifact Material
Newspaper
Editor(s)
Abby Murphy, Student, Fitchburg State University
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
News Articles: “Fitchburg Girl Honored for Deaf Olympics Feats” and “Tammy Marcinuk, A Winner”
athletics
deafness
disability
fitchburg historical society
tammy marcinuk