Marilyn Bell

Marilyn BellMarilyn Grace Bell Di Lascio is a retired long distance swimmer, born October 19, 1937, in Toronto, Ontario. She was the first person to swim across Lake Ontario and later swam the English Channel and Strait of Juan de Fuca.Personal lifeBell was born in Toronto, Ontario to parents Sydney and Grace Bell. The family moved to North Bay, Ontario, then Halifax, Nova Scotia before returning to Toronto in 1946.[1] After her swimming career, Marilyn married Joe Di Lascio and moved to New Jersey, United States. They raised four children, Lisa, Michael, Jodi, and Janet. Joe died in September 2007.Swimming careerBell first took up swimming lessons in 1946 at Oakwood Pool, joining the Dolphinette Club coached by Alex Duff.[2] In 1947, Bell entered her first long-distance race: a one-mile swim at the Canadian National Exhibition (CNE) in Lake Ontario.[3] It was at that first race that Bell first met her future coach Gus Ryder, who was coach of the Lakeshore Swimming Club. Bell soon jo ined the Lakeshore Club and started practicing at the indoor pool of Humberside Collegiate in Toronto.[4]1954 Lake Ontario swimOne September night, Bell started her swim across Lake Ontario from Queens Beach Niagara-on-the-Lake, Ontario to Toronto at virtually the same time as world famous United States long-distance swimmer, Florence Chadwick. The Canadian National Exhibition (CNE) in Toronto had offered Chadwick $10,000 to swim the lake as a publicity effort for the annual exhibition. Bell, who felt the offer snubbed Canadian swimmers, took on the challenge without pay with the encouragement of Alexandrine Gibb, a Toronto Daily Star reporter. After several hours, Chadwick was forced to give up with stomach pains and vomiting, while 16-year-old Bell completed the swim, the first person ever  to swim the thirty-two-mile (52 km) distance when she arrived in Toronto the next day.A third swimmer, Torontonian Winnie Roach, also attempted the swim at this time, but failed. Bell swam fo r 20 hours and 59 minutes under gruelling conditions before she finally reached a breakwater near the Boulevard Club, west of the CNE grounds. The planned route straight across the lake was 51.5 km (32 mi), but she actually had to swim much further because of strong winds and the lack of modern navigation equipment. Waves that day were almost 5 m high, (up to 15 ft), water temperature was 21  °C (65  °F) and lamprey eels were attacking her legs and arms.Bell kept up her strength with Pablum, corn syrup, and lemon juice with water, along with heroic encouragement from her boat crew and her coach, Gus Ryder. Radio stations broadcast hourly reports of her progress and rival newspapers published â€Å"extra† editions throughout the day. When she finally arrived at about 8:15 p.m., a crowd of 300,000 people gave her an emotional welcome at the Sunnyside waterfront. In an article, Bell later thanked the Toronto community for the support, especially Alexandrine Gibb, the Star re porter.[5] The CNE decided to give Bell the $10,000 prize, and she was later given numerous gifts, including a car, television, clothing and furniture.Other swimsIn 1955, she became the youngest person to swim the English Channel and in 1956, she swam the Strait of Juan de Fuca off the Pacific coast. She retired that year from swimming.Awards and recognitionIn 1954, Bell was named the Canadian Newsmaker of the Year by the Canadian Press, awarded the Lou Marsh Trophy as Canada's athlete of the year and awarded the Bobbie Rosenfeld Award as Canadian female athlete of the year. Bell was inducted into Canada's Sports Hall of Fame in 1958. In 1993 she entered the Canadian Swimming Hall of Fame and was named one of Canada's top athletes of the century. In 2002, Bell (now Marilyn Bell Di Lascio) was presented with the Order of Ontario.The national Historic Sites and Monuments Board designated Bell's crossing of the lake a National Historic  Event in 2005, and a federal plaque was erected in 2008 near the site of her landfall.[6][7] Another plaque is mounted on the base of a statue of a lion along Lake Shore Boulevard by the Government of Ontario Building of the CNE. Parkland near the location where Bell arrived is now named Marilyn Bell Park. In 2009, the Lakeshore Swimming Club of Toronto held the first annual Marilyn Bell Swim Classic, a meet sanctioned by Swim Ontario.In 2010, a ferry boat to serve the Toronto Island Airport was named the Marilyn Bell 1. The name was chosen as the top name in a contest held by the Toronto Port Authority.[8] The story of Bell's historic swim was told in the 2001 made-for-TV film Heart: The Marilyn Bell Story with Caroline Dhavernas portraying Marilyn Bell.

Britian And France Over Educational Practices Essay

The existence of mass education is a common feature of industrial societies. It is agreed by sociologists that the education system accepts some responsibility in preparing young people for the world of work. It is viewed as an institution where socialisation takes place, involving acquisition of knowledge and skills. It with or without intent also helps to shape beliefs and moral values. Education is an issue that plays an essential role in all aspects of society and sparks debates in issues of national economic competitiveness, national identity, and social justice. It is viewed as protecting the status quo and is a crucial element of personal growth and social transformation. The education system has existed since the early 19th century and appears o expand as society progresses. Education in general appears to be shaped by four educational traditions. The first view is known as Encyclopaedism, it is very strongly inherent with the ideas from the â€Å"ËÅ"enlightenment’ period. It has been a very influential frame, especially for European countries such as France. This view promotes the idea that valid knowledge should be categorised, codified, and learnt. It promotes the concept that education provides the ability to think rationally, to reason, which leads to a better society with â€Å"ËÅ"enlightened’ people who, from education have the ability to use knowledge and reasoning with situations they encounter throughout their lives. The second traditional view is based from a philosophical root known as humanism. It highlights the concept that education creates a â€Å"ËÅ"virtuous individual’ who posses high qualities of moral values, and high levels of intelligence. The humanism belief is strongly developed from English public schools and universities. This approach strongly emphasises the role of the academic tutor who in some ways acts as a â€Å"ËÅ"role model’ and though their guidance and example results in the pupil becoming a well rounded individual. The third view is Vocationalism, which is orientated around the national economy. Its objective is to meet the needs of the national economy for skilled labourers who possess the suitable attitude towards work. The fourth tradition is a recent philosophy in education known as Naturalism. This has developed from a combination of psychology, sociology, and philosophy. It highlights the significance of an individual child, its needs, ability knowledge, and its social world. It is based on the ideology of learning, influences, and interaction from the environment. It is a skill based approach, focusing on â€Å"ËÅ"learning how to learn’* and how the child interacts with its environment, education and other institutions, from which the child develops into a whole person. Although the education systems may have been adapted as time progresses and vary slightly from country to country, the root of education originates from these four views. Therefore similarities can be seen in the education system in Britian and France. (* Extracted from Spyby; line 10 pg 222) In both countries France and Britain, majority of children attend preschool. Their compulsory schooling begins around the age of 4/5.The pre-school stage is a period where children in Britain are encouraged to mostly play and develop rather than being taught any academic subjects, where as in France, children at pre school stage encounter formal teaching of subjects such as mathematics and reading and writing. In general there is a higher level of participation in preschool in France than Britain. It appears that the France system bases its pre school system on the Naturalism approach, where by the child’s personality, creativity, intellect and socialisation is developed external to the family. From around the age of 5 children in both countries enter primary education. At this stage it is apparent that the naturalism ideology concludes and other traditional views become evident. In primary education there is similarity in the subjects studied throughout Europe, such as Maths, science, their language, P.E, arts. The History of the France and Britain were similar in the changes they experienced in the 19th century. The primary education in England and Wales was originally based on the humanist tradition in the early 19th century. From the late 18th century,  large amounts of children had access to free elementary education from which basic values were conveyed. The Hadow reports 1931 and 1933 changed the structure of schools to form primary and secondary sectors. Primary school was based around developmental psychology, which then advances the child onto highly differentiated secondary school. The Hadow report was also the basis of the education act in 1944. There had also been a change in the ideology of teachers after war where childcentered learning became an issue with primary school teachers in Britain. In the 70’s education in Britain became strongly associated with economic issues thus having a large impact in aspects of education. In turn an Education reform act had been produces in 1988, which imposed the National Curriculum. The national curriculum was strongly based on an encyclopaedism view. It arose problems for teachers as it restricted teachers from having the capacity to apply their professional judgement, and resulted teachers as being messengers of the curriculum to submissive learners. The French system also went through changes around this time. Like Britain the education system primarily prepared labouring class children for the world of work. In the early 90’s issues were highlighted where teachers were regarded more as â€Å"ËÅ"cultural emitters’ rather than a â€Å"ËÅ"teacher’ especially secondary school teahers . Primary school teachers focused on the development of children rather than academic development. The educateion system in both France and Britiain share a common factor of taking interst in the childs devlopment and both have a nationaal curriculum to follow. The French system however differs compared to Britian in their child centered approach.The French very strongly follow the tradtion of equality, where everyove achieves at the same rate and every individual is treated the same. Therefore a dtrucutres learning programme has been implemented where pupils learn at the same rate and achieve at the samt rate. Teachers on France play a crucial role in assisting every individual pupil to a similar stage as each other and unlike the British teachers do not view their professional role as involving curriculum development. There is generally a diffrenc ein the way children are taught in France and Britain. As evident from a study conducted by Sharpe (92) the French primary schools tend to adopt a less child centred approach compared to Britain, they have a formal setting with blackboards and chalk, with desks faced towards the black board where as in Brtian there is more diversity in the way the National curriculum is taught, through working in groups, existence of play corners and there is a much more bright colourful displays of childrens work. Another difference in the French and British system is the concept of equality which is promoted on scholls. In the British system there os a emphasis in schools to reseocet multicultural values and other tradtions and cultures each being unique and individual. Whereas in the French system the ideology of a single nation culture is strongly promoted. The next stage from primary school is secondary school (in france refered to as lycÃÆ' ¨es professionelles), which the typical age for in both countries is between 10-12. [more recently there has been debates amongst the british overment about the way children are taught in primary schools and the very â€Å"ËÅ"child centered â€Å"ËÅ" approach has been critised. There has been speculation that the educational practices in Britiain may somewhat resmble the France system in the instructive and the extensive use and structure of the whole class. However these practices can only be implemented in the eduacational system through doverment intervention as unlike Britain, such practices in France are more â€Å"ËÅ"teachers professional culture (Mclean 199

Is the World Flat Essay Example | Topics and Well Written Essays - 500 words

Is the World Flat - Essay Example Friedman further enunciated that flattening of world took place just at the dawn of twenty first century. Globalization is an imperative feature of political and economic discourse as it has paved the way to spread thoughts as wild fire, leaping borders and now information is not confined to industrial world. According to Friedman (2005), globalization has its success and discontents and thus improvise one think that The World Is Flat! However, such views find little support from authors like Ghemawat (2007), Florida (2005, October) and Christopherson et al. (2008). The World Isn’t Flat! According to Ghemawat, one cannot consider the world to be flat, in fact, only 10-25 percent of all economic activities is international or global while remaining are regional, further he affirms the failure of globalization theories in terms of geographical and cultural factors, if there is 1 percent raise in geographic distance the trade between the two locations will diminish by 1 percent. Further, Ghemawat enunciated that countries with a common language share42 percent more trade compared to dissimilar culture while common currency potentially enhances the trade by 114 percent (Shermer, 2011; Ghemawat, 2007). Considering the views of Ghemawat, it is true in real sense if an analysis is carried out the globalization has actually created peaks and valleys in every aspect of life, not only globalization is confined to peaks as depicted by Florida (2005), but the work force, facilities, infrastructure, development, access to fast track of development it is all confined to peaks while the valleys are still deprived of all the latest avenues (Fox, 2014). Migration of mass is towards developed and better prospects which resulted in clustering of resources, progress, amenities and opportunities at particular provinces. Florida (2005) has categorized these peaks in terms of population (the talent or skill), light emission (the economic activity), patents (the innovations) and

To what extent can the Iranian Revolution of 1979 be considered the Essay

To what extent can the Iranian Revolution of 1979 be considered the root of Extremist Islam in Iran Today - Essay Example As a result, the Western Countries accused the Iranian people of spreading terrorism across the world. Since the Victory of the Iranian Revolution in 1979, it's marked a turning point to the Iranian people. They continued to remain firmed to their ethic based on the foundation led by Ayatollah Ruhullah Khomeini of Islamic extremism. Before the Islamic revolution of 1979, Iranian people were under the yolk of the capitalist and injustice, as at the time of Shah Phalavi. "Numerous symptoms led to the crumbling downfall of Shah Phalavi, ruler of Iran until 1978. One of these symptoms is rising expectations which can be seen during the 1960s and 70s. The rich Shah cleared the way for the land reform law, enacted in 1962. The land minority had to give up its land to the government, and among those stripped of land, were Shi'a Muslim". (The Iranian Revolution) However, Ayatollah the leader of the Islamic Revolution, during that time of Reza Shah Phalavi, was the spiritual leader of the Iranian people, especially the masses. Though he is Muslim, but the struggled he undergone against Shah has benefited the entire masses of Iran, both Muslim and Christians. Khomeini continued to condemned Reza Shah Phalavi and his policies. ... Though he is Muslim, but the struggled he undergone against Shah has benefited the entire masses of Iran, both Muslim and Christians. Khomeini continued to condemned Reza Shah Phalavi and his policies. He had also motivated the poor Iranians that the only way they will have a peaceful living is to adapting to Islamic extremism. Ayatollah's words had encouraged the people of Iran to waged uprising against Shah whom they regarded as an oppressive leader. Thy therefore joined the Ayatollah crusade against Shah under the Islamic platform. The continuous hatred against the West today by the Iranian government and its people today, their hatred against Jews, and the spread of Islamic extremism across the world they embark, was rooted since the 1979 Islamic Revolution led by Khomeini. In an interview with James Wasserman, where in his statements had made mentioned what he described as the root of extremism and terrorism in today's Iran and other part of the world. He has this to say: "The Iranian revolution of 1979 heralded the emergence of fundamentalist Muslim State and the proclamation of religious Jihad against the unbelievers and infidels. Wasserman further added: "Ayatollah Khomeini, the Shiite leader of Iran, must be seen in some measure as a successor of Hassan-i-Sabah. He was able to organize a band of powerless, stateless religious rebels into a group capable of overtaking one of the most powerful Militant machines of the Middle East that had the full support of the west. Khomeini also accomplished something that Hassan did not-the union of fundamentalist Shi'is and the fundamentalist Sunnis. When the modern Islamic terrorism Network was born, in large part directed Tehran, a thousands year-old dream was realized".

Weekly assignment 7 Essay Example | Topics and Well Written Essays - 750 words

Weekly assignment 7 - Essay Example In his time he participated in several non- violent protests for combating racial inequality. In this letter he tries to defend his perception about the ‘just’ and ‘unjust’ laws and his non-violent protests. In his letter he quotes different leaders and even Jesus Christ in order to make his views and argument strong and sound. Luther’s this quotation has a deep meaning to it. It says that any non- violent movement needs a systematic approach in order to cure the disease that one fights for. His first step ‘collection of the facts’ suggests his approach to deal things. In order to make one’s protest and non – violent fight sound and reasonable one has to collect the facts about the existence of injustice and the limits of it. This approach also defines the approach of a well learned man that is fighting for a cause, a cause that is carried out by non- violent intentions. After detecting that injustice does exist, the second step ‘negotiation’ suggests that one has to arrive at an agreement after having a clear understanding of things and opposed party. This step helps one to conclude that what is the basic need that one is striving for and what is the basic motif with which one wants to move forward. Thirdly ‘self – purification’seems to be the most vital step that suggests that one has to do internal personal sacrifices that are needed for the sake of growth and development. It says that self – purification is one way through which human can achieve the target need. Lastly ‘direct action’ is the last step that he suggests. In this step he does not mean ‘brutal acts’ or ‘bloodshed’ activities but ‘non – violent’ intentions and activities because according to him non – violent acts carry a deeper meaning and message for the target audience. Luther also defends his last step ‘direct action’ by saying: non- violent direct action seeks to create such a crisis and foster

20th Century American Liberalism Essay Example | Topics and Well Written Essays - 1000 words

20th Century American Liberalism - Essay Example However, these ideas were challenged, asserted or weakened by the modern philosophers such as David Ricci and Will Kymlyika as they introduced new thoughts and beliefs with regards individualism, behaviorism and equality in the field of political philosophy.David Ricci, a leading philosopher in the previous century, argued that many political scientists have produced a plethora of literature only to improve their possibilities of tenure and thus, sacrificed rationality in their search of novelty which can give a scholar quick fame and prove her worth in her field. Ricci also argued in his essay Behavioral Persuasion that the rise of behavioral science brought about the decline of political philosophy (Ricci 150). He also contends that the quantity of work on the field of behavioral science has not produced real breakthroughs and that the behavioral scientists failed to see how systems in politics function. This, according to Ricci, resulted to the field's ethical shortcomings as expe rts in this area studied pseudo-politics and not real politics nor moral agendas applied to the field of politics.... This clearly means that if there is a conflict between individual and collective rights, individual rights should prevail (Kymlicka 122) . Although Kymlica's contentions have their precedence in the works of Rawls especially the pairs of moral principles Rawls suggested in his works, their ideas on individualism do not take parallel paths. In Rawls lecture titled Powers of Citizens and Their Representation, Rawls argued that democratic institutions usually lead to pluralism as our differences and diversity, groupings and ethnic variety often results to divergence in opinions (Rawls 47-88). He added that citizens will mostly disagree on their ideas with regards moral and political question but this pluralism is 'reasonable' in modern society. However, Kymlicka clearly argued that in the conflict of individual and 'plural' rights, the rights of an individual should prevail. This does not mean, nevertheless, that Rawls does not advocate respect of an individual opinion. As a matter of fact, Rawls contends that it is unreasonable to unwillingly acknowledge the claims of others (Rawls 51). For Rawls, disparate philosophies are results of freedom and this should be viewed positively as this lead to a diversity of 'comprehensive philosophical and religious doctrines about the nature of the good or ultimate value'. If this difference leads to arguments, Rawls suggest that these altercations should be viewed favorably as it is always difficult to reach a consensus (Rawls 56-57). On the topic of moral psychology, we will find that Ricci and Rawls have totally disparate assertion. While Ricci 'blames' behaviorism on what he claims as the culprit for

Eucation and Identity Essay Example | Topics and Well Written Essays - 750 words

Eucation and Identity - Essay Example He lacked the many facilities we have, and yet he managed to develop his writing skills by relying on the little help he could access. All through, he struggle with identity crisis though he later manages to establish his identity. The critical role that education plays in defining Douglas identity cannot be ignored. Douglass's urge and determination to learn is captivating. This essay discusses how Douglas narrative on learning to write influences my thinking about education as well as identity and how his ideas relate to my own ideas regarding education, literacy, and identity. As I read his narrative, it triggered me to think of my own views regarding education. Although I have always considered education important in achieving my goals, never had I viewed education with as much regard as Douglass did. This is irrespective of having teachers and all learning resources at my disposal. However, Douglass ideas about education are somehow related to my own views about education. Just like Douglas believed, learning to read and write sets us free not just from stupidity but it also enables us discover ourselves. Lack of education makes us ignorant and we end up being slaves of ourselves. It is only by expressing ourselves through activities such as writing that we can be able to really feel sufficient and convince others of our capability. Thinking of people who are deprived of education by one reason or another makes me consider that the worst form of slavery. However, this kind of slavery is better since one can make a choice to liberate him or herself from it like Douglass did. As I read Douglass narrative, I thought of the many times I felt like giving up because I could not understand a concept in class. Those are the time I felt like I did not really understand who I was. However, I have always considered education to be one of the fundamental aspects that will enable me achieve my goals and that is what keeps me going. When I imagined of Douglass roaming i n the streets seeking for assistant from kids in the streets, I acknowledged the many education resources we have at our disposal and how little we make use of them. This made me feel like I was a slave of myself since I have no good reason to fail to achieve my academic goals yet I find myself failing at times. Reading Douglass experience and comparing it with my own encouraged me that no matter the adversities it is possible to achieve our goals. Education and literacy plays a great role in enabling us to realize our own identity. Educational attainments assist us in integrating with others in addition to being able to understand and appreciate those who may different from us. Just as the slaves suffered with their real identity as humans, such is the case when one is not conversant with a concept. Education defines us in some ways. People will identify with you depending on how well you can express yourself. If you are uneducated, people will brand you as illiterate. This has mad e me conclude that education can form one’s identity since it determines a person’s interest in life. In the contemporary society, social stratification is a common phenomenon and education is used as one of the criteria of defining the class one belongs to. However, not all people are able to access equal education opportunities. Being unable to access quality education does not automatically mean you cannot set high