Biography of Canadian Prime Minister Pierre Trudeau

Biography of Canadian Prime Minister Pierre Trudeau Pierre Trudeau had a commanding intellect and was attractive, aloof and arrogant. He had a vision of a united Canada that included both English and French as equals, with a strong federal government, based on a just society. Prime Minister of Canada 1968-79, 1980-84 Highlights as Prime Minister Repatriation of the Constitution (video from CBC Digital Archives)Charter of Rights and FreedomsOfficial Languages Act and bilingualism in CanadaSocial welfare programs expandedIntroduction of multiculturalism policyCanadian content programsAppointed Jeanne Sauvà © the first woman Speaker of the House of Commons in 1980, and then the first woman Governor General of Canada in 1984 Birth: October 18, 1918, in Montreal, Quebec Death: September 28, 2000, in Montreal, Quebec Education: BA - Jean de Brà ©beuf College, LL.L - Università © de Montrà ©al, MA, Political Economy - Harvard University, École des sciences politiques, Paris, London School of Economics Professional Career: Lawyer, university professor, author Political Affiliation: Liberal Party of Canada Riding (Electoral Districts): Mount Royal Early Days of Pierre Trudeau Pierre Trudeau was from a well-to-do family in Montreal. His father was a French-Canadian businessman, His mother was of Scottish ancestry, and although bilingual, spoke English at home. After his formal education, Pierre Trudeau traveled extensively. He returned to Quebec, where he provided support to the unions in the Asbestos Strike. In 1950-51, he worked for a short time in the Privy Council Office in Ottawa. Returning to Montreal, he became co-editor and a dominant influence in the journal Cità © Libre. He used the journal as a platform for his political and economic views on Quebec. In 1961, Trudeau worked as a law professor at the Università © de Montrà ©al. With nationalism and separatism growing in Quebec, Pierre Trudeau argued for a renewed federalism, and he began to consider turning to federal politics. Trudeaus Beginnings in Politics In 1965, Pierre Trudeau, with Quebec labor leader Jean Marchand and newspaper editor Gà ©rard Pelletier, became candidates in the federal election called by Prime Minister Lester Pearson. The Three Wise Men all won seats. Pierre Trudeau became the Parliamentary Secretary to the Prime Minister and later Justice Minister. As Justice Minister, his reform of divorce laws, and liberalization of laws on abortion, homosexuality and public lotteries, brought him national attention. His strong defense of federalism against nationalist demands in Quebec also attracted interest. Trudeaumania In 1968 Lester Pearson announced he would resign as soon as a new leader could be found, and Pierre Trudeau was persuaded to run. Pearson gave Trudeau the principal seat at the federal-provincial constitutional conference and he got nightly news coverage. The leadership convention was close, but Trudeau won and became prime minister. He immediately called an election. It was the 60s. Canada was just coming out of a year of centennial celebrations and Canadians were upbeat. Trudeau was attractive, athletic and witty and the new Conservative leader Robert Stanfield seemed slow and dull. Trudeau led the Liberals to a majority government. Trudeau Government in the 70s In government, Pierre Trudeau made it clear early on that he would be increasing the francophone presence in Ottawa. Major positions in cabinet and in the Privy Council Office were given to francophones. He also put an emphasis on regional economic development and streamlining the Ottawa bureaucracy. An important new piece of legislation passed in 1969 was the Official Languages Act, which is designed to ensure that the federal government is able to provide services to English- and French-speaking Canadians in the language of their choice. There was a good deal of backlash to the threat of bilingualism in English Canada, some of which remains today, but the Act seems to be doing its job. The biggest challenge was the October Crisis in 1970. British diplomat James Cross and Quebec Labour Minister Pierre Laporte were kidnapped by the Front de Libà ©ration du Quà ©bec (FLQ) terrorist organization. Trudeau invoked the War Measures Act, which cut civil liberties temporarily. Pierre Laporte was killed shortly afterward, but James Cross was freed. Trudeaus government also made attempts to centralize decision-making in Ottawa, which was not very popular. Canada was facing inflation and unemployment pressures, and the government was reduced to a minority in the 1972 election. It continued to govern with the help of the NDP. In 1974 the Liberals were back with a majority. The economy, especially inflation, was still a big problem, and Trudeau introduced mandatory Wage and Price Controls in 1975. In Quebec, Premier Robert Bourassa and the Liberal provincial government had introduced its own Official Language Act, backing off of bilingualism and making the province of Quebec officially unilingual French. In 1976 Renà © Là ©vesque led the Parti Quà ©becois (PQ) to victory. They introduced Bill 101, much stronger French legislation than Bourassas. The federal Liberals narrowly lost the 1979 election to Joe Clark and the Progressive Conservatives. A few months later Pierre Trudeau announced he was resigning as Liberal Party leader. However, just three weeks later, the Progressive Conservatives lost a confidence vote in the House of Commons and an election was called. The Liberals persuaded Pierre Trudeau to stay on as Liberal leader. In early 1980, Pierre Trudeau was back as Prime Minister, with a majority government. Pierre Trudeau and the Constitution Shortly after the 1980 election, Pierre Trudeau was leading the federal Liberals in the campaign to defeat the PQ proposal in the 1980 Quebec Referendum on Sovereignty-Association. When the NO side won, Trudeau felt he owed Quebeckers constitutional change. When the provinces disagreed among themselves about the patriation of the constitution, Trudeau got the backing of the Liberal caucus and told the country that he would act unilaterally. Two years of federal-provincial constitutional wrangling later, he had a compromise and the Constitution Act, 1982 was proclaimed by Queen Elizabeth in Ottawa on April 17, 1982. It guaranteed minority language and education rights and entrenched a charter of rights and freedoms that satisfied nine provinces, with the exception of Quebec. It also included an amending formula and a notwithstanding clause which allowed parliament or a provincial legislature to opt out of specific sections of the charter.

Danger Of Second-Hand Smoke Essays - Smoking, Free Essays

Danger Of Second-Hand Smoke Essays - Smoking, Free Essays Danger Of Second-Hand Smoke EGL102-51 July 7, 2015 Persuasive Emotional Essay Danger Of Second-Hand Smoke Cigarette causes the death of thousands of people every year in the World. Second-hand smoke causes almost 50,000 deaths in adult nonsmokers in the United States each year, including approximately 3,400 from lung cancer and between 22,700 and 69,600 from heart disease. (American Lung Association). Some people make the wrong choices to smoke while others peoples are the victims. Although smokers are the ones directly inhaling the smoke from their cigarettes, they put everyones life in danger. Those around them are not given the choice as to whether they will inhale the toxic air. With the increasing evidence of the dangers of smoking and second-hand smoke, there is no longer a place for smoking in society. Governments should make more effort to protect the nonsmokers from second-hand smoke and the problems it causes by restricting the usage and the sale of the cigarette in some area of the society. As U.S citizen, people believe that they have the right to use their freedom to do whatever they judge good for them without worried of the consequences of their action on other people. Smokers believe they have the freedom to smoke as the U.S. provides freedom of choice; therefore, as citizens, they have the right to smoke if they so choose. However, their freedom to smoke obstructs other citizens liberties as they do not get to choose whether or not to inhale air contaminated with second hand smoke that may be harmful to their health. Categories of people, who deserve more protection against the cigarette, are children. According to Karl Hill, Associate Professor at the University of Washingtons Social Development Research Group states, If your parents were smokers it is a double whammy because you are more likely to use drugs in general and even more likely to smoke cigarettes." (medicalnewstoday.com/articles/49400.php) Moreover, Hill and Jennifer Bailey, a UW research scientist, conducted a study exploring smoking, heavy drinking and marijuana use across three generations. Their findings indicate that the children of a parent who uses any of these substances are more likely to smoke, binge drink or use marijuana in adolescence and adulthood. Children, whose parents smoke in their presence are being set up to repeat the same behavior or even worse, turn to harder drugs. Consequently, a childs behavior may be damaged by their parents smoking habit. In reality, the nonsmokers undergo a lot of danger cause by the smoker. The first danger is the Carcinogens which are cancer causing agents and are found in second-hand smoke. In fact few of them are poison such as benzene, cadmium, chromium, carbon monoxide, formaldehyde, and nickel. Passive smoking is estimated, by the EPA, to cause about 3,000 lung cancer deaths in nonsmokers each year. (www.epa.gov). In addition certain chemicals in second-hand smoke cause coronary disease. Thirty minutes of passive smoking can reduce the arteries ability to dilate, which may be a precursor to hardening of the arteries. (USA Today, 7/24/01) Second-hand smoke causes about 37,000 deaths by heart disease every year. (www.lungusa.org). Second-hand smoke is more harmful than mainstream smoke. Side stream smoke, smoke coming out of the end of the cigarette, has higher concentrations of carcinogens than mainstream smoke, the smoke inhaled by the smoker. (www.yourhealth.com) Second-hand smoke contains bo th mainstream and side stream smoke, so it can be very dangerous. College students, who were exposed to high levels of environmental tobacco smoke (ETS) as children maintained higher blood pressure, mean arterial pressure, and heart rate at rest and during psychological stress compared to students who grew up with low levels of ETS (scienceblog.com/community/older/1999/C/199902721.html) The tobacco smoke in the home environment has a lasting effect on the children who inhale it. As adults they cannot escape the harm the second hand smoke causes. In order to protect children and other innocents peoples, Law Maker should find some strict solution that could ban the sale and the usage of the cigarette in some places of the society. California for instance has banned smoking in restaurants. A successful campaign is one that not only keeps people from smoking, but also one that protects nonsmokers from second-hand smoke by creating an environment that encourages smokers to cut down

Linguistic Laureate Research Paper Example | Topics and Well Written Essays - 1250 words

Linguistic Laureate - Research Paper Example Born on September 25, 1897 in New Albany, Mississippi, named after Old Colonel - his great grandfather - the legendary American writer, nicknamed as Billy, was fond of story-telling since his childhood. According to one of his cousins, when Billy used to tell something, doubts were always present about whether it was true or something he had made up on his own (Oates 13). However, as many reviewers reckon, Faulkner’s life did not experience a pleasant start. He used to repel away from his peers at school since they did not like his ‘different’ style of dressing; a factor which might have later turned into him dropping out of school. As his age progressed to twenty, some significant characteristic dilemmas pronounced Faulkner’s personality - ranging from being socially eccentric, to a school dropout, to being a drunkard. To sum it up, the soon-to-become a legendary novelist had, then, no superior traits presumed to be in a person who inspires a vast number o f readers and followers. However, despite the ridicule and disdain, Faulkner rose above expectations and ensued to envelop with his magical writing approach, nearly every aspect of how the everyday human life was in the American South. Having been born in the Magnolia State, Faulkner had immense love for the Southern roots. His ties with Mississippi ran deep; his great grandfather, known more prominently as the Old Colonel, was a famous lawyer, novelist and rail road investor. Throughout his lifetime, Faulkner never went astray of his town, spending the majority of his life span in Mississippi and writing about his soil and the people there. With his growing age, the Old Colonel’s imagination and vision of the South started emerging in him (Shmoop Editorial Team). On the other hand, Faulkner’s fictional inscription skills are believed to have originated primarily from close company with the African-American nanny, Caroline Barr. Known to Faulkner and his siblings as Ma mmy Callie, Caroline Barr – the Oxford based nanny – was born into slavery and used to tell numerous stories regarding her sorrowful experiences to Faulkner; the roots wherefrom the Faulkner’s yet-to-be-created fictional world initiates. No wonder Faulkner had profound empathy for his nanny, apparent from the dedication of his 1942 novel Go Down, Moses to her (Shmoop Editorial Team). Faulkner remembered her as a person who gave his family loyalty, faithfulness and compassion without any cost and who gave to his childhood immense love and affection (Parini 19). Alongside creativity and fictional storytelling, Faulkner also ignited in himself a brawny passion for reading literature. Contrary to being an imaginative, always-pondering boy at home, Faulkner was not as good at school. Being mediocre in studies, getting regularly teased by his colleagues, distinguishing his passion for art and writing rather than guns and football made his stay at school difficult. Lik ewise, against his parents’ wishes, he dropped out from high school after the eleventh grade and went on to opt for a bookkeeper’s job. Only his first rhyme and verse lessons by Phil Stone, an aspiring poet in high school, were to prove fruitful of all what he carried with him out of the high school. Agreeing to what Cleanth Brooks writes, although William started his career as a poet but fate had planned something better for him. Hence, Faulkner soon realized that his major and most fruitful strength lay in his prose (Brooks 1). Falkner’s first ever short story that was published in a major magazine in April 1930 was â€Å"A Rose for Emily† - a story that revolves around Emily, a lady with a mysterious, veiled character which is the consequence of the town’

Art- Principles of Design Term Paper Example | Topics and Well Written Essays - 1250 words

Art- Principles of Design - Term Paper Example This paper will first discuss Luis Barragan’s Torri Satellites in the context of Modernist architecture. Then it will proceed to Benvenuto Cellini’s metal sculpture of the salt-cellar for King Francis I, created during the Renaissance period. Finally, the essay will turn its focus on Albrecht Durer’s metal craft entitled, Melencolia I created during the Italian Renaissance movement. Luis Barragan is one of the most renowned architects due to his firm devotion to modernism of the 20th century. Given this primary devotion to a new feat in the history of architecture, it can be said that Barragan’s philosophical leaning when it comes to the context of his field is towards the propagation of this new movement in architecture. It is with such philosophy that his works are transformed into structures of simplicity, elegance and unorthodoxy- one that is very new to the eyes of the people. Barragan is one of those who revolutionized the Modern Movement which began in the 1920s. The architect shares the same approach to this new phase of architecture with his colleagues like Lina Bo Bardi, Jose Antonio Coderch, Fernando Tavora, and Jorn Utzon (UNESCO 144). In 1957, Luis Barragan created his memorable piece, the Torri Satellites, which became well-known in the world. A joint-effort between him, the painter Jesus Reyes Ferreira and the sculptor Mathias Goeritz catapulted Barragan into the international line-up of architects and making him a recipient of the prestigious Pritzker Prize for Architecture in1980. The epitome of the Modern Movement of architecture is ever present in Luis Barragan’s Torri Satellites. This 4-piece structure is erected in a high class zone; each piece is a symbolism of utter simplicity because of its simple triangular cylinder. This is very modernist in nature – the very style that explains Luis Barragan’s talent for architecture. Also, the color of each tower patterned in primary shades of red, blu e and yellow with the addition of a simple white for the last tower all explain how the concept of the Modern Movement caters minimalism in its designs (Ulloa 4). Going back several centuries in the annals of art history, Benvenuto Cellini was an exceptional goldsmith who surpassed the precepts of metal craft and was transformed into a painter and sculptor, thus a full-bred Italian artist of the early Renaissance period. All of Cellini’s mastery, his high class metal crafts and his intricate designs as both sculptor and painter, can be seen in a single work that he had created for King Francis I of France, the famous salt-cellar. It is in this salt-cellar that one can see the intricacy of Cellini’s style and the careful use of iconography as part of his designs. The salt-cellar for Francis I was one to be considered as Cellini’s exceptional works because the piece of art was a small-scale figure. The tight attention to detail and the symbolism attributed thereof was the highlight of Cellini’s masterpiece. The minute scale of Cellini’s piece was not a hindrance for his artistic capabilities to show. The salt-cellar for Francis I was a perfect example of the fusion of pre-Renaissance to the Renaissance precepts of art. Pre-Renaissance focused on the material value of an object which gives it the proper indication for social status. Renaissance, on the other hand, focused on the artistic value of an object. Cellini’

Read argument assignment Essay Example | Topics and Well Written Essays - 500 words

Read argument assignment - Essay Example For starters, we need to clarify that perception checking is a necessary skill that is required for the accurate analysis and objective estimation of a current situation. This is a method by which a person may be prevented from jumping to a conclusion based on a â€Å"perceived reality† with lack of information and observation backing it up. The role of this act is to prevent the effects of a wrong reaction or solution to the problem faced. Which is why as a communication tool, perception checking may be based upon the following principle: Originally, perception checking was not observed to be a universal tool, but it proved to be highly useful in avoiding communication conflicts and misconceptions without which we would be subjected to making the wrong conclusions all the time. However, there are times when the method is also improperly used. So as a rule of thumb, the following guidelines apply to the use of perception checking as a communication tool: first of all we demonstrate the respect for the experience and personality of every individual we communicate with, and build the relations based on honesty and mutual truth. We discourage ourselves from mind reading, and thus, avoid essential mistakes, which originate from it. As the perception tool is so powerful that is can invoke a sense of high confidence in a person, it is important to reiterate to the person being listened to that the listener cares for his or her point of view and respects it. Perception checking is a communication tool that encourages people to think over the existing circumstances of a situation and applying reason and logic to the currently seen outcome. Take the following case as an imaginary example: If it becomes dark in a room, people do not think that a nuclear carrying missile has just destroyed the power plant. People usually think there is a blown fuse which has left the whole house without power. However, the most likely reason for

Unhealthy Lifestyles And Obese Children Physical Education Essay

Unhealthy Lifestyles And Obese Children Physical Education Essay The figure of obesity children is rapidly increasing due to their unhealthy lifestyle and eating habit such as addicted to fast food, video games, and online games which occur in most of the children community nowadays. Unhealthy lifestyle caused most of the children dislike physical bodily movement and lack of physical fitness. A number of researchers involved in teaching physical classes always emphasize the relationship between decreasing of participation in physical activity towards increasing of health-related risks such as obesity, diabetes, cardiovascular disease (Domangue, 2009). We as physical teachers have to understand factors leading to children physical inactivity. It is very important to understand why youngsters withdraw themselves from physical activity as they get matured. In physical education classes, fitness testing act as a very crucial component which help to create awareness of health concerns on physical inactivity cases especially among children (Domangue, 20 09). Physical activity is defined as any type (mild, moderate, vigorous) of bodily movement for instance jumping rope, soccer, weight lifting, running, walking, taking stairs and others which can be our daily routine activities, recreational activities, as well as sport activities. Literally, health-related physical fitness means physical activity that involved mild or adverse physical body movement that contribute to their general body health (Karinharju, 2005). School-based physical class explains when participant is physically active, heart pumping rate increases and produces heavier breathing than normal breathing. Unfortunately, a lot of schools neglected physical education class and only focus on physical class. In fact, physical education and physical activity are equally important elements that contribute towards children health development. In Silverman et.al. (2008) paper stated youth fitness testing was designed to embarrass those children who are less capable in physical activity. Those children who cannot perform well especially those obese children will be insulted by their peers and eventually they will withdraw themselves from involving in physical activity. We should not turn children down in physical activity by right as a school teacher we should help children to cultivate interest in physical activity. For instance, a plump children will feel embarrass while doing stretching. They might unable to reach the desired point and will be laughed by their peers. Girls might not like to play soccer, running around the field fighting for a ball. They might prefer jumping rope. So while designing fitness testing, more consideration should be taken such as gender, body size and fitness. As a physical teacher, we should help students to learn more about fitness and physical activity in order to promote positive attitudes on physical activity. I further belief if fitness testing was used in positive and appropriate ways it will enhance students physical educational experience as well as promote good attitudes and interest. There is few discussion on fitness testing has been done in recent years and the discussions were basically taken in three forms. First, some researchers suggest discontinuing school-based youth fitness testing in physical education program. Because school teachers are more focus on students activity performance instead of health-related fitness (Silverman, 2008; Rowland, 1995; Corbin et al., 1995). Second, researchers suggested that school-based physical classes should emphasize on educational aspects. Tests and teaching should carried out together to help to improve students fitness and knowledge (Silverman, 2008; Cale Harris, 2002; Corbin Pangrazi, 1993). Lastly, thorough examination of student fitness achievement testing is needed before designing and making decision on the future of physical class context and tests. (Silverman, 2008; Cale et al., 2007; Corbin et al., 1995; Keating Silverman, 2004). To be physically fit, one has to be physically active. Definition for physical fitness is an adaptive state that varies with the individuals growth and maturity status and with habitual activity and lifestyle (Domangue, 2009; Malina, Bouchard Bar-Or, 2004). Furthermore, physical fitness can be categorized into two categories which is health-related fitness and performance-related fitness. Health-related fitness is fitness that everyone needs which contributes to maintain and improve health status of our body. Performance-related fitness refers to skilled athletes or performers who need to be success or excel in their performance in sports activities. Basically, health-related fitness is assessed by measuring cardiovascular fitness, flexibility, muscular endurance, strength, and body fat content or body mass index (BMI) (Hale, 2005; Corbin, 2005). Rowland, 1995 drew a conclusion that physical teachers should not stop fitness testing, but should implement fitness tests in the physical education curriculum. Children and adults have different used of fitness test. So, while planning physical activities, this should be taken in concern. Children cannot decide whether to participate in fitness testing or how to use the results of those physical assessments. Whereas, adults are able to decide and choose whether to use fitness testing as a summative assessment to check their current health-related fitness levels of how fit they are at the period of time or as formative assessment to continuously assess health-related fitness level in order to modify fitness program as part of program planning. Adults who decided to go for either formal (with trainers) or informal training (self-training) already ready and have some commitment to do physical activity. But children do not have such commitment and do not know how to make decision. There fore, youth fitness testing can have opposite result if it is not perform appropriately, and will have consequences to develop negative attitude and patterns of physical activity among children. But, youth fitness testing should play an important role in school physical education setting in order to enhance students fitness (Silverman, 2008; Bar-Or, 1993; Cale Harris, 2002; Whitehead, Pemberton Corbin, 1990), and implementation of fitness testing should be examined often to prevent any deviation that will result in the misuse of fitness tests (Silverman, 2008). In order to have positive impact of physical testing in school, silverman has suggested some guidelines to implement a positive impact fitness test. First, youth fitness testing should be integrated as a part of fitness instruction in curriculum. Although assessment is important goal of teaching but without a solid curriculum it is merely testing (Stewart, Elliot, Boyce Block, 2005). Second, fitness testing result should be used by teachers to assess their fitness instruction and enhance students learning (Corbin, 1981) while physical classes. Long-term and short-term outcomes of fitness testing of children should be taken into concern by teachers and curriculum planners planning for future activities. Third, the point of having physical class is for students to improve their body fitness and towards meeting their healthy zone standard. We should teach students not to assume that fitness testing will automatically increase their physical activity levels but it is just to test their body fitness. It is important to understand their body fitness and help to design future activities. If fitness testing was used appropriately and used as an educational tool, it has the potential to promote physical activity and also help to improve health-related fitness. In many schools in Malaysia, students are only required to be tested on fitness test once in a year. Compare to academic tests physical test is far lesser. During fitness tests, Instructional time spent on fitness testing should not be ignored. Without positively increasing youngsters physical activity levels and health-related fitness does not make sound use of fitness tests. Health-related fitness testing should be carried out in school, and it is important to include both physical activity and also health-related fitness in physical education class so that student will able to understand the difference and complementary nature of the concepts (Silverman, 2008). Health-related fitness has to be taught as part of curriculum so that student able to understand the concept and the purpose of the test. Health-related fitness testing also can be used as a tool to examine concepts and components of health-related fitness and physical activity. For example, while teacher introducing the sit-up test, teacher can discuss on the anatomy of the body and the function of the muscles involved and how the body perform the activity and how to improve their strength and endurance. Provide important information and knowledge while doing the activity, student can understand better the purpose of having each test and also prevent to get injured. Without proper knowledge, stu dents are more tend to get injured, due to lack of knowledge of proper posture undergoing particular activity. Teacher has to educate students the correct posture and way to perform those activity to protect our body muscle and anatomy. Lacking important knowledge might influence students performance, motivation and interest as well. Eventually, they will cultivate negative attitude and their bad experiences in physical education will influence their attitudes towards future assessment and physical activity and eventually cause them to withdraw from physical activity. Another reason why teaching both health-related fitness and physical activity is important, because the current examination of physical activity assessment program may mislead students into thinking that regular participation in any mild to moderate physical activity for 30-60 minutes is sufficient to maintain their health. NASPE recommends those children aged 5 to 12 years should be physically active for at least 60 minutes to several hours of per day (Domangue, 2009). As children get matured, the recommended duration for physical activity varies. Adolescents need lesser hour to be physically active compare to children. They need only 30-60 minutes daily (Yesalonia, 2009). Unfortunately, many school-aged students have too little opportunity to participate in these recommended physical activities during school hour. In this situation, students are required to balance their physical activity levels outside the school as extra-curriculum. Outside the regular school hours, many children could be physically active in sedentary activities such as homework, computers and video-games which children only required to sit on chair. This can affect activity levels of school-aged children. Perhaps the most important time for children to be active is after school is between three and six p.m. But often children nowadays are not, they will rather spend time on sedentary activities or their academic curriculum. Parents have press more on their academic rather than their physical achievements and also safety issues parents stop letting children to involve in physical activities. . As a school teacher, we should encourage parents to allow their children to be physically active instead of filling all those active hours with tuitions, piano classes and homework. Children can have opportunity to be active after school hours by participating in extra-curricular activity programs, such as basket ball, soccer, as well as community-based a ctivity programs. Remember, physical activity and health-related fitness is both equally important. We should not too emphasize on physical achievement and ignore the basic understanding on health-related fitness. Through the health-related fitness testing, teacher is responsible to educate students the purpose of participating in a variety of physical activity form and methods to improve corresponding health-related fitness components as well as the recommended duration in performing physical activity. Health-related fitness testing is an excellent context to teach students to examine on both health-related fitness and physical activity concept. Students can understand health-related fitness not only improve their health level (Silverman, 2008; Simons-Morton et al., 1988) but also their cognitive skills (Hillman, Castelli, Buck 2005). School-based physical classes may not done an adequate job in teaching students on the importance of health-related fitness or have taught separately with physical activity. If health-related fitness testing is done separately, there is no way that student will develop the knowledge that can be developed from an understanding of both health-related fitness and physical activity assessment. Teacher should teach assessment skills to students. If student able to use fitness test for self-assessment, they are able to use the understanding of health-related fitness learned during physical class and able to plan their own physical activity programs according to their desired target. Students were taught that fitness testing can be used as formative assessment to develop and modify their physical activity routines to help them have the knowledge to start an appropriate level. Assessment skills also able to help students keep participating in physical activity if they know what their expected goal is. The formative testing experience will reinforce fitness gains and also enhance additional motivation for students to continue involved in physical activity (Silverman, 2008). Students learn to compare the scores with their previous performance and to design a suitable goals and activity according to their body level. Applications of appropriate use of fitness tests taught in clas s equip students with the knowledge and skills to participate and to select appropriate physical activity and help them to perform self-assessment. To incorporating health-related fitness assessment into fitness education, teacher should teach students the purpose of doing the fitness test or other fitness-based activity. Student should understand the instructional content before performing the test. Then, fitness testing should be formative. Teacher should plan the educational experience to use fitness testing results to design future activity for students while also teaching students that health-related fitness can be improved and assessment is integral to that process. Another way is to conduct fitness education by infusing fitness lessons into curriculum. This can be done by relating each activity done to fitness. So, student will have better understanding on how those activities related and improve their body fitness, why that aspect of fitness is important. With that knowledge, students are able to understand and eventually improve their performance on that activity. For example, students participate in school gymnasium sh ould know that gymnasium activity are exercising their heart and will help make them healthy and good for their heart. They should know the health-related fitness component is called aerobic fitness and helps to prevent heart disease. With this understanding, students were being more motivated on physical activity. The use of fitness test helps students to understand health-related fitness and how testing can be used to improve and enhance fitness. Infusing health-related fitness test in physical education can increase student knowledge, attitudes and fitness. In primary schools students, teacher will help students in assessment and plan their future physical activity, but in secondary school, after fitness testing, students could provide an analysis of their strengths and weaknesses and develop a fitness program suitable to them. Teacher could use variety of teaching strategies such as reciprocal teaching, self-check against predetermined rubrics and assessments such as using the analysis and plan for providing feedback to the students (Silverman, 2008) to help students to improve and also to monitor their program. Planning and assessment of physical activity is necessary in order to improve students learning experience and to meet the goals of instructions (Silverman, 2008). Without assessment, we are unable to know our standard and level. Teachers act as a reflection as a form of assessment to assess fitness education the result of the assessment is for the teacher to do self-assessment and reflect on the lesson. Teacher means act as a problem solvers (i.e., design the content or lesson to achieve goal and to assess achievement of the goal, and whether there are other better ways to enhance instruction). Second step is student learning. Fitness testing result is to examine student learning from multiple perspectives (increase various component of health-related fitness, increases in physical activity, attitude toward fitness and physical activity). This health-related fitness test may tell how fit students are, ignoring the fitness improvement, physical activity and attitude development. Next is the appropriate use of accountability for assessing fitness education. Principals should be aware that fitness testing may lead negative consequences. Always ensure that the test is use appropriately and must be used within the context and perform a complete fitness education program if we want students to live in physically active lives. Assessment and accountability program should design appropriately and examine from time to time being as one aspect of student assessment and physical grading. As a school physical education teacher, I strongly believe that health-related fitness tests that are used in an appropriate educational manner can be a useful tool to enhance student learning and also health level. Although there is wide variation in the capabilities of students, the main purpose of fitness instruction should be that every student can work towards being fit and reach healthy level. While designing the test, physical class teachers should consider those less capability students and help them to improve by educating health-related fitness. The main focus on physical education should be on evolving fitness process, students participation regardless on performance and result achieved. A well-planned physical fitness program with a positive classroom environment is very crucial to yield positive attitude, interest and motivation of students on physical activity especially for those less capability. Teachers should put more efforts on those students who may feel fitness t esting is an embarrassment. Silverman (2008) suggested that assessment methods can move from group administration of test to pairs testing or self-assess. It can help to utilize time better, develop self-assessment skills and less embarrassing for most students. In a nutshell, I agree to infuse health-related fitness in physical class. Both physical activity and health-related fitness is equaled important to enhance body fitness and health. In order to have positive outcome, physical educator should designed an appropriate program for students in order to improve their fitness and encourage them to participate in physical activity and not to emphasize on performance achieved. Educators have to alert those students who are less capable in physical activities and encourage them, support them to involve in physical activity and educate them on health-related fitness. So that they can understand why they need to do that particular activity and what is the benefits of doing that. Educators should stress more on health-related fitness rather than performance-related fitness. Cale, L., Harris, J. (2002). National testing for children: Issues, concerns, and alternatives. British Journal of Teaching Physical Education, 33 (1), 32-34. Cale, L., Harris, J., Chen, M.H. (2007). More than 10 years after The horse is deadà ¢Ã¢â€š ¬Ã‚ ¦: Surely it must be time to dismount?! Pediatric Exercise Sciences, 19, 115-131. Corbin, C.B. (1981). First things first but dont stop there. Journal of Physical Education, Recreation and Dance, 52(1), 36-38. Corbin, C.B. (2005). Keynote address: Promoting active living: The key to shaping up for a lifetime. Vermont Association of Health, Physical Education, Dance, and Recreation Fall Conference. November, 2005. Killington, Vermont. Corbin, C.B., Pangrazi, R.P. (1993). Physical fitness: Questions teachers ask. Journal of Physical Education, Research and Dance, 64 (7), 14-19. Corbin, C.B., Pangrazi, R.P., Welk, G.L. (1995). A response to The horse is dead: Lets dismount. Pediatric Exercise Science, 7, 347-351. Domangue, E.A. (2009). A critical examination into motivation and gender in youth physical fitness testing (Doctoral dissertation), Louisiana State University, LA. Hale, D. (2005). An invitation to health. (11th ed.). Belmont, CA: Thomson Learning, Inc. Hillman, C.H., Castelli, D.M., Buck, S.M. (2005). Aerobic fitness and neurocognitive function in healthy preadolescent children. Medicine Science in Sports Exercise, 37, 1967-1974. Karinharju, K (2005). Physical fitness and its testing in adults with intellectual disability. (Master dissertation), University of Jyvaskyla, Finland. Keating, X.D., Silverman, S. (2004). Teachers use of fitness tests in school-based physical education programs. Measurement in Physical Education and Exercise Science, 8, 145-165. Malina, R.M., Bouchard, C., Bar-Or, O. (2004). Growth, maturation, and physical activity. (2nd ed.). Champaign, IL: Human Kinetics. Rowland, T.W. (1995). The horse is dead; Lets dismount. Pediatric Exercise Science, 7, 117-120. Silverman, S., Keating, X.D., Phillips, S.R. (2008). A lasting impression: A pedagogical perspective on youth fitness testing. Measurement in Physical Education and Exercise Science, 12: 146-166 Simons-Morton, B.G., Parcel, G.S., OHara, N.M., Blair, S.N., Pate, R.R. (1988). Health-related physical fitness in childhood: status and recommendations. Annual Review of Public Health, 9, 403-425. Yesalonia, S. (2009). Understanding school students perspectives regarding physical activity and fitness (Doctoral dissertation), Available from Dissertations and Theses database. (UMI No. 3352936)

The Chorus of Sophocles Antigone :: Antigone essays

The Chorus of Antigone      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The chorus was not only a major part of Antigone, but also the most insightful portion of this play's cast.   The members of the chorus tell Creon and the audience very important truths about themselves.   Throughout the play the chorus comments on Creon's actions, and gives us all unbiased views on our hypocritical species.   Without a chorus Creon's epiphany may never have occurred and we wouldn't have, as easily, seen our personal flaws.   The chorus is included in a very effective manner, the chorus talks about death, love, and other unconquerable forces that humans eternally try to defeat, it shows the audience great futility and lets us see the problems we face throughout life.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Creon changes greatly throughout the play, he starts as a best friend, or someone out to help the common man, but later in the play he becomes more and more ruthless as his power corrupts him.   At about the time his degradation reaches it's climax the chorus interrupts with a song about death, how man can control the most powerful of elements, and tame the wildest beast, yet death still comes.   He also learns through them some important things about love, especially that it is unconquerable.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Through the chorus Creon begins to see that he is wrong and God is superior to himself, but it takes a lot to shake his belief that a perfect society is run by an unrelenting rule.   This play also told me a lot about humans in general, that the they aren't interested in anything but the fulfillment of their own needs, and that they refuse to see that something may be more powerful than themselves.   This revelation is the major theme of the play and is very important in Creon's growth as a person.      Ã‚  Ã‚  Ã‚   This play couldn't have existed without a chorus, these singers give too much to the structure of the play, without them Creon would never have changed as a person and the play would have been much more ambiguous as to the relationship of Creon's problems to our own.   With the help of the chorus Creon learns that he is just a frail being in a world much greater than his own pitiful kingdom.