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John Ginsburg

Introduction: We were sent this short story by John Ginsburg, who is a Winnipeg writer. Given the constant stream of stories about students and professors being intimidated by forces championing political correctness, especially when it comes to anything having to do with Israel, we thought it timely to publish the story here.
June 2021 Mackenzie King College Walking east, past the Theatre building, the view was genuinely inspiring, especially in the bright morning sunshine.

To the right, the contemplative, Ivy-covered Arts Building and the century-old chapel. Straight ahead, the gleaming river and the lush green landscape beyond. To the south, the arching Unity Bridge. But the route to the classroom for Media Studies 32.455, Professor Latchman’s course, was somewhat less scenic. One had to walk around to the opposite side of the Theatre building, in through the small service entrance, and then down concrete stairs to the basement, arriving at a low-ceilinged, damp and windowless room. Such were the current circumstances of the Department of Media Studies, pursuing the noble heights of academic inquiry from the gloomy depths of a former workshop. Its old haunts, on the opposite side of the university, were being renovated from top to bottom.

The condensed, two-and-a-half-month course was entering its final few weeks. With the resumption of in-person lectures, the bright, doubly-vaccinated students had initially been swept in by a wave of camaraderie and intellectual enthusiasm. Reality, however, had soon intervened, an unrelenting schedule of jam-packed three-hour lectures, demanding term papers and nerve-wracking oral presentations. The dim subterranean venue only added to the hard-pressed feeling among the students.
Latchman’s course was entitled Political Correctness and Cancel Culture in the Media and the Arts. It was a senior-level honours course, requiring three term papers and two in-class presentations of each of its twenty-five earnest young scholars. They were a diverse lot, of all kinds of ethnicities and backgrounds. There they sat, in their sculpted, multi-coloured hair, with their necks, arms and legs artistically muralled with tattoos; their noses, lips, eyebrows, ears and navels sporting gaudy piercings; their epigrammed apparel and trendy jewellery on full display. At the front of the class, standing at the lectern, their middle-aged, conservatively-dressed professor was unfazed. The individual expressions of diversity and identity neither made him feel old nor out of place. It was simply the times. One moment might call for ethnic, racial and sexual identities to be completely ignored, while the next moment called for them to be pushed loudly to the front, singled out and magnified. However, for Professor Howard Latchman, it wasn’t a particularly difficult academic world to navigate.

Latchman was a full professor at Mackenzie King College, accomplished in his field, enjoying his twenty-sixth year as a faculty member. He was of medium height and build, with thin, greying hair. He had a warm and friendly manner and had always been well-regarded by his students. His annual student evaluations highlighted his high academic standards, as well as his accessibility and fairness. On the negative side, students found him rather boring at times, and his methods somewhat plodding. His non-academic interests were completely unknown to his students and would have come as an amusing surprise. From his teenage years right up to the present, Latchman had been a drummer in a number of rock and roll bands, most recently with The Heads, playing sixties and seventies songs in nearby towns and bars. Not to mention his tennis playing; he was good enough to compete in senior-level tournaments, once reaching the provincial quarter-finals.
Latchman was Jewish, but entirely secular. This was a constant sore point with his two older siblings, alienating him from them more and more over the years. Brought up in the same conventional Jewish home, he’d been expected to tow the line. Fortunately they lived halfway across the country, so their meetings were infrequent.

He was divorced, with two children in their late twenties. His area of specialty was Journalism. From a doctoral thesis on corporate bias in the western news media, his work had naturally evolved. With social media now dominating the flow of information, his methods of study had radically changed. But the same issues remained at the core: misinformation and the control of information; by large corporations and by special interest groups.
For the June 14 class, student presentations were scheduled for the entire lecture time. Each student had twenty minutes to speak, on a recent case of cancel culture, followed by ten to fifteen minutes of questions and comments from the rest of the class.
With only a few weeks remaining in the spring-session course, Latchman knew most of the twenty-five students by name and by appearance. The first speaker of the day was a Black woman named Letanya Wynn. She was a prominent figure in the class, very bright and always highly engaged, taking every opportunity to aggressively speak out, offering her own point of view on whatever was being discussed. She was very slight in stature, with closely-cropped orange and yellow hair, wearing massive hoop earrings and bright red lipstick. Latchman took a quick glance at the text message she had sent him, containing the title and summary of her talk. ‘Good morning everyone’ he said. ‘Our first speaker is Letanya Wynn. She is going to be telling us about a cartoon that was recently published, in a Seattle online magazine. A textbook case of cancel culture. We will follow the same format as previous presentations. At the conclusion of the presentation, we will entertain comments and questions. Ms. Wynn!’

Letanya Wynn made her way, a little awkwardly, from the back of the class up to the sixty-inch monitor at the front, where she inserted the small USB drive she’d been carrying. She selected the only file on the drive, a jpg file. It was a copy of a cartoon, recently published in The North West Record, a Seattle-based publication. The cartoon shows two men having sex, one Black and the other white, with their naughty parts concealed behind a chair in the centre foreground. The Black man is positioned behind the white man, who is bent over. A shirt is draped over the chair, displaying a large BLM logo. In the background, a grim-faced, white uniformed cop has entered the room, standing in a doorway. He is pointing a gun at the two men, with a talking bubble that says ”You’re supposed to be two metres apart, not two feet.” The caption underneath the cartoon says ”Basic Length Measurements”. This satirical take on the coronavirus pandemic and the BlackLivesMatter movement had been greeted with an immediate social outcry online. Its creator, a Black male cartoonist, was fired as a result, by his publisher, who was also a Black male.
Letanya Wynn’s presentation was focused and articulate, extremely well done. Latchman wasn’t surprised that she strongly supported the cartoonist’s firing, arguing that the themes represented in the cartoon were demeaning to Black people and personally offensive to her. But he was surprised by the subdued class response. Maybe it was because it was so early in the morning, he thought. Maybe non-Black students felt they didn’t belong in the conversation. Whatever the reason, only two students commented on the presentation, both Black men. They both disagreed with Letanya Wynn, instead finding the cartoon to be a clever work of satire, and seeing the cartoonist’s firing as an extreme overreaction.
Thinking further about the minimal class reaction, Latchman wondered if, compared to other recent topics, the class didn’t find the cartoon to be especially shocking or controversial. In any case, he was very impressed by the presentation. Twenty out of twenty, he thought. A great presentation.
Latchman glanced at his phone and quickly re-read the details for the second talk of the morning. It would probably be less engaging than the first talk, he thought. Less contentious.

‘Class, I would next like to introduce Mark Mazur. He is going to talk about the recent Facebook controversy. I’m sure we’ve all heard about it. Certain posts were not published at first, but then appeared later, after a reaction against the company. Mr. Mazur!’
The second speaker was evidently Jewish, and religious, wearing a kipa. He was tall and very thin, with a neatly trimmed beard and a friendly face. After being introduced, he stood up from his chair near the front of the room and walked over to the lectern, where he placed his notes. He was soft-spoken, with an easy and confident manner. ‘Good morning’ he said to the class, with a smile. ‘When I read about this recent Facebook controversy, I naturally read some of the posts that had not appeared for so-called ”technical reasons”. They were published a few days later, after people had complained that Facebook had shown an anti-Palestinian bias, by deliberately blocking the posts. Of course, this is not the first time that Facebook has faced these kinds of accusations, sometimes because they do allow certain posts. For example, when they published all the lies and distortions from Trump’s supporters, during the election campaign and after.’
‘There are three main questions here. First of all, is it just a coincidence that many of those posts – I didn’t try to read more than ten or so – promoted a completely one-sided picture of the recent war between Israel and Hamas? Secondly, does Facebook have the legal right, and perhaps the moral responsibility, to not publish whatever it deems to be inappropriate? Are Palestinian-run websites held to the same moral standards? Do we insist they publish pro-Israeli posts, balancing these with opposite points of view? Or do we think they should be free to decide which posts to publish and in what numbers? Thirdly, and what is most relevant to this course, is why did Facebook backtrack? Why did the policy change, with the posts being published after all? Was it political correctness, catering to an offended group, rather than just sticking to an otherwise reasonable and clearly defensible editorial stance?’
‘I’m Jewish, so some people might try to diminish what I have to say because of a perceived bias. Of course, such an ad hominem assumption of bias could be made against detractors as well. In any event, let me first summarize what I consider to be a truthful, balanced view of the war. To begin, the loss of life and the destruction of property, the traumatization of people, especially children, on both sides, is absolutely horrible. These are the terrible costs and results of war. However we measure the consequences, it is obvious there cannot only be a picture from one side. Hamas sent literally thousands of missiles into Israel, killing people and destroying property. The effects were greatly reduced because the Israelis were able to shoot down most of those bombs before they landed. Hamas fired those missiles with the intention of killing whomever they happened to kill, destroying whatever property they happened to strike. They were aimed more or less randomly. Consequences in return, to the population of Gaza, were horrendous. There were – ‘

At that moment, one of the other students interrupted, a woman wearing a hijab, sitting near the front of the class. She stood up, looking directly at the speaker. Speaking with an Arabic accent, her tone was fierce and accusatory. She was essentially shouting. ‘You are killing children’ she said to the speaker. ‘You are destroying hospitals. You are killing innocent people.’
Professor Latchman was somewhat caught off guard, but he quickly moved to stop the woman’s outburst. Having spoken to the woman on a few previous occasions, he knew her name was Jamila Fayad, and that she was an immigrant from Syria, having settled in the area a few years before, with her parents and siblings. She was one of four religious Muslims in the class, three female and one male. The others were seated side-by-side in the row behind her. In a class that consisted mostly of people of color, they hadn’t particularly stood out during the previous weeks of the course. As occurred to Latchman in this moment, this was likely because the course topics had centred almost completely around anti-Black racism and issues involving sexual identity.

Latchman, seated at the front of the room right beside the speaker, stood up and made a restraining gesture to the woman with his right hand. It was abundantly clear to him that the situation could easily escalate if he didn’t quickly take control. ‘Please. I must ask you to stop, Ms. Fayad. Please sit down’ he said, in a firm, resolute tone, addressing the woman as he did all of his students, using her last name. ‘You will have an opportunity to comment once the speaker has finished. Please allow the speaker to make his presentation. We have all agreed that there will be no comments until these presentations have been completed. And please, remember not to attack people personally. We can strongly disagree with what someone says, but let us challenge what has been said. No personal attacks or insinuations. That is very important. Okay. Mr. Mazur, please continue.’
‘Thank you, Professor Latchman’ said the young speaker, apparently unrattled by the outburst. ‘Justifying war and conflict and killing might be called a fool’s job’ he continued. ‘Yet, if people are not provided with an accurate historical picture of conflict, it can make the situation worse and lead to further violence and injustice. Hamas is a terrorist organization. Our country and other western countries have declared this to be the case. Their only goal in relation to Israel is quote, to drive the Jews into the sea. The idea of a peace treaty or peaceful co-existence is not even a possibility. The claims made about land can – ‘
Again Jamila Fayad stood up, confronting the speaker in the same defiant, angry way. ‘You must end the occupation’ she said. ‘You must give back our land. You are killing our people. We have the right to fight for the liberation.

Anticipating this second outburst, Latchman had already decided on his response, and he acted swiftly. He stood up and again addressed the woman. ‘That is enough’ he said, speaking somewhat forcefully while trying to retain his composure. ‘This presentation is over for now. Thank you, Mr. Mazur. I am sorry for the interruption. Class, we are going to take a fifteen minute break now, before the next talk. Would everyone please leave the room, except for Ms. Fayad. If you wouldn’t mind, Ms. Fayad, I would like to have a word with you before we continue.’
In his head, Latchman was rapidly composing a short speech he would deliver to Jamila Fayad, some careful form of admonishment. How she had attacked the speaker personally. How she hadn’t let him speak. How she had been rude and disrespectful. How she had denied him the same basic freedom of speech she would want for herself. But he never had the opportunity, as Jamila Fayad filed out of the room along with everyone else. For fifteen minutes, Latchman stood waiting for her to return, but she never did. When the students returned fifteen minutes later, she was not among them.

This was certainly not the first time a student had filed a formal complaint about some aspect of Media Studies 32.455. One of Latchman’s colleagues had faced a similar situation a few years before, when a Black student had objected to a class discussion on rap music. The professor had played a selection of songs in class, all laced with profanity and the N-word, which the student had found humiliating and demeaning. The professor had to appear before the Academic Standards Committee to answer for the material. He volunteered to meet with the student-complainant, and successfully diffused the matter. Most student-complaints never reached that stage. Though they were always taken seriously, such complaints were usually answered by no more than a polite note from the Dean’s office, thanking the student for the submission and emphasizing that it had been taken very seriously. The university was always striving to improve in its awareness of and sensitivity to student concerns, et cetera. It was virtually unheard of for any remedial or punitive action to result from such a complaint. So, when Howard Latchman was asked to meet with the Dean of Arts the following week, after a formal complaint had been filed by Jamila Fayad, he wasn’t particularly troubled by the matter.
On the day of his meeting with the Dean of Arts, Latchman came prepared, bearing a printed copy of the course outline for 32.455, as well as a detailed summary of the incident surrounding Mark Mazur’s presentation the previous week.

Like many faculty members at Mackenzie King College, Howard Latchman was mostly oblivious to administrative matters. He tried to have as little to do with meetings and committees and procedures as he could possibly get away with. For most of his years on the faculty, he would not even have been able to name the President of the university, or any of its senior administration. His focus was his teaching and his other academic work. As a full professor in his late fifties, he’d paid his dues, and he now purposefully managed his time with a minimum of aggravation and a minimum of futility. When he was escorted into his meeting with the Dean of Arts, by the administrative assistant, he was meeting the Dean for the first time.
Walking into the Dean’s inner office, carrying his documents, he was greeted by an exuberant, friendly-looking woman. ‘Hello, Professor Latchman’ she said. ‘I’m Amira Zuhar.’
Latchman only vaguely remembered the Dean’s recent hiring. People who had paid more attention would have remembered that she’d been highly touted at the time. She was a devout Muslim and well-known social activist. She’d been hired directly from the faculty ranks at the University of Toronto, with an impressive publication record in Political Studies, and with absolutely no prior administrative experience. Forty years of age, she was a shining example of Mackenzie King College’s commitment to diversity and inclusiveness at every level.
Dean Zuhar was wearing a beige hijab. She had a dazzling smile, immediately disarming Latchman. She motioned for him to sit down on one of the black leather chairs beside her oak desk, offering him water or coffee or tea, all of which he politely refused.
All of a sudden, Latchman’s situation seemed much more perilous. A hijab-wearing Dean was to pronounce on the complaint; on the confrontation between a hijab-wearing student and a male, Jewish student; a confrontation in which he, Latchman, himself Jewish, was deemed by the female student to be at fault. This might not go so well, Latchman thought to himself, nervously glancing around the spacious, well-appointed office. He decided he would wait for a moment before offering his documents to the Dean.

‘Professor Latchman’ the Dean began, flashing a quick smile, a smile Latchman was suddenly rather wary of. ‘Thank you for dropping by today. Jamila Fayad’s complaint… I’ve sent you a copy of what she’s written. I have spoken at some length with her.’ The Dean spoke evenly and quietly, maintaining direct eye-contact with Latchman. ‘Jamila says you silenced her. You stopped her from talking, from countering the pro-Israeli statements. She says you took the side of the Jewish student. Because you are Jewish. She says she can’t return to your class anymore, because you don’t give the same freedoms to all of your students.’
Latchman shuffled in his seat uneasily before offering a response. ‘Ms. Fayad stood up and interrupted the class presentation’ he said to the Dean. ‘She accused the speaker of killing children, of destroying homes. Accused him. He was not involved in the war. He’s not an Israeli; he’s a Canadian. She kept accusing him. It was horrible. She said things like ”You are killing children”; targeting her accusations directly at him. I politely asked her to stop, but she wouldn’t. She continued her personal attack. I had to stop the presentation entirely. It was embarrassing to expose my entire class to that kind of thing. I’ve prepared a detailed summary of the – ‘
The Dean cut Latchman off in mid-sentence. ‘As to the interruption and as to her point of view, she is obviously a passionate defender of the Palestinian cause. And she felt it was necessary to counter a one-sided justification of the actions of the Israelis. Her use of the personal pronoun ”you” probably has as much to do with second-language issues as anything else.’

Latchman was incensed at the Dean’s complete misreading of the incident. He struggled to remain composed. ‘No’ he said, his voice rising. ‘Her usage of ”you” cannot in any way be attributed to second-language issues. She very deliberately pointed to him, and targeted the accusations at him. There was no doubt about it at all. She is a bright student. She obviously knows the difference between ”you” and ”the Israeli army”. There were twenty-four witnesses to the incident, other than me. How many of them have you bothered to interview?’ His tone had quickly progressed to one of anger and impatience. ‘I’m guessing very few, if any. I guess I should have expected you to take her side, but what you are saying is patently ridiculous and simply wrong. All of those statements about the way things proceeded, and the accusations made about my reaction, they are all false. In fact, they’re libelous. She should examine her own behaviour. The ”Jewish student”, as she calls him, did everything he could to be even-handed, respectful and non-accusatory. The whole point was to address the political correctness involved in the matter. In Facebook’s reversing its decision to not allow certain posts that were clearly pro-Palestinian. Was it political correctness that pressured the company to reverse its position? The presenting student was admirably respectful and sensitive to the Gaza side of the conflict. He didn’t even get to fully express his thoughts on the matter. She jumped on him and fired off some very hostile, personal accusations at him.’
Dean Zuhar responded in a much sterner tone than before. ‘Professor Latchman’ she said, ‘I am very much disturbed by your implying my taking sides here. That is certainly not the case. I understand and I very much appreciate the sensitive nature of this classroom topic. Especially for both Jewish and Muslim students. But Professor Latchman, we can’t have students accusing our faculty of silencing their views. We can’t have our students saying it is impossible for them to continue their attendance in class; impossible because of their humiliation and their perceived mistreatment at the hands of their professors. This goes well beyond reasonable classroom behaviour and course management. I’m afraid I’m going to have to suspend you from any further involvement in this course. Your department chair, Professor Guilfoyle, will appoint a replacement to finish the remaining few weeks of lectures. I have spoken to him this morning. For the present, there are no further consequences to you with respect to this incident. However, there will be a full internal inquiry into the matter. I have asked Professor Nkosa, the chair of the Academic Standards Committee, to conduct a thorough review of the matter, including your role. Thank you for coming in this morning.’ Saying this, Dean Zuhar stood up to see Latchman out.

Latchman was stunned. It took him a moment to begin breathing evenly again. Getting to his feet, he was fuming mad. ‘Are you serious?’ he said to the Dean. ‘This is a travesty. There were twenty-four witnesses to the event. Did you talk to them? Does the truth matter? Do you -‘
Dean Zuhar cut him short. ‘Professor Latchman’ she said, firmly. ‘I’m very sorry. I have to interrupt you. I know you must find this very upsetting. I’m going to wish you a good day. This is a most unfortunate incident. Again, thanks for coming in.’
It was all Latchman could do, to simply walk out of the room, without lashing out at the Dean of Arts. He stormed out of the office, out of the building and onto the nearly empty quad outside, shaking his head in disbelief.
THE END

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The secret to maintaining a healthy and balanced diet for your family

The key to maintaining a healthy lifestyle is starting young. As people with heart-related conditions increase, parents must instill healthy eating habits that can be a bonus for their children.
This article explores the importance of developing a healthy heart health plan from the very beginning. It will introduce you to some of the key ingredients that can help strengthen your family’s diet.
The Bedrock of Heart Health Begins in Youth
Getting the message about heart health early in life is very important to help children develop a healthy lifestyle. It can help them make informed decisions when it comes to their diet. This is also about creating a culture that values the importance of healthy eating.
The Power of Seafood in a Heart-Healthy Diet
One of the most important components of a healthy diet is the addition of seafood. Fish, such as salmon, tuna, and sardines, are rich in omega-3 fats, which can help lower blood pressure and reduce the risk of heart disease. Even though these common choices are great, the magic doesn’t stop there. There are also countless other ways to enjoy seafood that could be more well-known.
Seafood Gumbo: A Heart-Healthy Culinary Delight
One of the most popular ways to enjoy seafood is through a seafood gumbo. This dish is filled with hearty ingredients and is a great example of how healthy eating can still taste great.
The addition of seafood in a gumbo recipe provides a potent dose of omega-3 fatty acids. Its healthy ingredients also help boost its nutritional value. This dish can be prepared with a variety of vegetables and is a great addition to any family meal. Having a bowl of this dish can warm the soul and nourish the body.
The Versatility of Seafood in Family Meals
Adding seafood to family meals can have a huge impact on cardiovascular health. There are many ways to prepare seafood dishes that cater to varying palates.
You can create a variety of seafood dishes that are perfect for any family meal, such as shrimp stir-fry, baked cod, and grilled salmon. Each of these dishes has its own unique flavor and nutrients, making them an exciting and nutritious addition to any meal. By teaching children about the various ways to prepare seafood, they can develop an interest in learning more about heart health.
Embracing Whole Grains and Fiber-Rich Foods
Fiber-rich food and whole grains are vital components of the dietary landscape in promoting heart health. Whole wheat, brown rice, and quinoa are examples of foods that are filled with nutrients such as fiber, which can help lower cholesterol.
Being able to incorporate these into family meals is both delicious and simple. For example, adding whole-grain bread or brown rice to a breakfast routine can make a significant impact on the family’s diet.
The Role of Fruits and Vegetables
Vegetables and fruits are vital components of a heart-healthy diet as they contain powerful antioxidants, minerals, and vitamins that can help fend off cardiovascular disease.
Creating a colorful “rainbow” on your plate can help ensure that a wide variety of nutrients are consumed. Creative presentation and kids’ participation in the cooking process can make adding vegetables and fruits more fun and appealing.
Limiting Processed Foods and Sugars
While it’s important to include healthy ingredients in the diet, it’s also important to minimize the consumption of processed food and sugary drinks. Their high levels of added sugars, unhealthy fats, and salt can negatively affect one’s heart health.
To minimize the consumption of these products, it’s important that the family is taught about the nutrition labels of food and makes conscious decisions at the grocery store. Doing so can help promote a culture of healthy eating.
The Importance of Regular Physical Activity
A heart-healthy diet and regular physical activity go hand-in-hand. Encouraging the family to get active not only helps promote cardiovascular health, it also fosters a stronger bond among household members. Whether it’s a stroll, a vigorous hike, or a family bonding activity, such activities promote a wholesome heart and a resilient unit.
Cultivating a Heart-Healthy Kitchen
Embracing a heart-healthy diet requires cultivating a supportive environment that encourages the appropriate choices.
Educating the Family
Getting the family informed about the importance of a healthy diet can help motivate everyone to make better decisions.
Creative Cooking
Try incorporating healthy ingredients into recipes that are fun and flavorful. The kitchen should serve as a place of joy and discovery.
Leading by Example
Kids learn by example. Whenever parents make conscious decisions regarding their health, they inspire them to do the same.
Accessibility
Make sure that the ingredients and snacks that are heart-healthy are easily accessible. Healthy options are more likely to be chosen when they are made more accessible.
Building a Supportive Community
Extending beyond the immediate family can also help create a supportive environment that encourages the development of a heart-healthy lifestyle. It can be as simple as joining online forums that are focused on heart-healthy living or sharing recipes with friends. A supportive community helps individuals maintain their commitment to a healthier lifestyle.
Final Thoughts
The key to creating a heart-healthy diet for the entire family is making conscious choices regarding food. By introducing healthy ingredients such as seafood into their meals, families can have a variety of options that support cardiovascular health.

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Bobbie Rosenfeld: Canada’s Trailblazing Athlete and Advocate

Bobbie Rosenfeld was a force to be reckoned with. Not only was she a phenomenal athlete, excelling in both basketball and baseball, but she also became a fierce advocate for gender equality in sports. Her story is one of exceptional talent, unwavering determination, and a fight for change that paved the way for future generations of female athletes in Canada and beyond.

Early Life and Athletic Beginnings

Rosenfeld grew up in Montreal, Quebec, in a family that instilled a love of sports in her. Her father, a dentist, and her mother, a homemaker, encouraged Bobbie and her younger brother to participate in various athletic activities. Bobbie’s exceptional talent for basketball became evident early on. She honed her skills playing in local leagues and quickly established herself as a standout player. Her height, agility, and strategic mind for the game made her a formidable force on the court.

Meanwhile, Bobbie’s passion for baseball also blossomed. At a time when girls were largely discouraged from playing baseball, Bobbie defied expectations. She joined a boys’ league, disguising herself as a boy named Bobby Rosenfeld. Her talent was undeniable, and she thrived in the competitive environment. However, her true identity was eventually discovered, forcing her out of the league. This incident highlighted the stark gender inequalities prevalent in sports during that era.

Basketball Stardom and International Recognition

Undeterred by the setback in baseball, Bobbie poured her focus into basketball. Her dedication and talent paid off. She played for the Montreal YM-YWHA Wildcats, a dominant team that won numerous provincial and national championships. Bobbie’s exceptional skills earned her a spot on the Canadian women’s national basketball team in 1963. She quickly became a key player, leading the team to victory at the 1964 Pan American Games in Brazil.

Rosenfeld’s international success continued. She was part of the Canadian team participating in the 1967 FIBA World Championship for Women in Czechoslovakia. Though Canada placed sixth, Bobbie’s individual brilliance shone through. She was the tournament’s leading scorer, a testament to her offensive prowess. Her talent and leadership on the court garnered her recognition as one of the best female basketball players in the world.

Basketball fans can elevate their enjoyment of the game with BetVictor Canada by adding excitement and engagement to their viewing experience. By placing bets on their favorite teams and players, fans can feel more connected to the action on the court and have a vested interest in the outcome of the game.

Breaking Barriers

Despite her athletic achievements, Rosenfeld faced constant challenges due to gender discrimination. Female athletes received little to no media coverage compared to their male counterparts. Opportunities for professional careers in women’s sports were virtually nonexistent. Funding for women’s athletic programs was scarce, hindering training and development.

Rosenfeld refused to accept the status quo. She became a vocal advocate for gender equality in sports. She used her platform as a star athlete to speak out against discrimination and demand better opportunities for female athletes. Bobbie and other pioneering women athletes lobbied for increased media coverage, improved funding for women’s sports programs, and the creation of professional leagues for women.

Her fight for equality extended beyond basketball. Rosenfeld and Judith Pogson, another prominent Canadian athlete, played a pivotal role in getting baseball officially recognized as a women’s sport in Canada in 1970. This decision opened doors for countless young girls who, like Rosenfeld, harbored a passion for baseball.

Beyond Athletics

Rosenfeld’s athletic career was tragically cut short in 1970 due to a car accident. However, her impact on Canadian sports and beyond continued to resonate. She became a symbol of athletic excellence and a tireless advocate for gender equality. Her legacy inspired a generation of female athletes to pursue their dreams and challenge the existing structures that limited their opportunities.

In recognition of her achievements, Bobbie Rosenfeld was inducted into the Canadian Basketball Hall of Fame in 1985 and Canada’s Sports Hall of Fame in 1995. Her story continues to be a source of inspiration for young athletes, particularly girls, who strive for excellence in sports.

Final Thoughts

Bobbie Rosenfeld’s legacy extends far beyond her athletic achievements. She was a trailblazer who fought for equality and paved the way for future generations of female athletes. Her unwavering determination, exceptional talent, and unwavering commitment to social justice continue to inspire athletes and advocates for equality today. Bobbie Rosenfeld’s story reminds us that courage, dedication, and a strong voice can break even the most significant barriers.

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Toronto home sales up in February from last year as consumers eye rate cuts: TRREB

The Toronto real estate market saw a big increase in home sales this February. The increase was compared to the same period last year. The data comes from the Toronto Regional Real Estate Board (TRREB). This trend suggests an increasing optimism among consumers, potentially spurred by anticipations of rate cuts. The dynamics of the Toronto real estate market are indicative of a shift in consumer behavior and underlying market trends, reflecting broader economic signals and policy implications.

Home sales rose in February. This happened amid a complex mix of economic factors. These included the current interest rates, government housing policies, and global economic trends. The expectation of rate cuts is key. Lower rates cut borrowing costs, making mortgages cheaper for buyers. This prospect can increase demand in real estate. It will drive up sales and might impact prices.

Sales rose. This was due to the growing confidence of consumers. They are confident in the market and the broader economy. After uncertain times, like the pandemic, signs of recovery and stability can encourage buyers. Moreover, the rise in listings reported by TRREB. It suggests that sellers are also responding to these market conditions. They are providing more options for buyers. This is contributing to the market’s overall activity.

However, the dynamics of the Toronto real estate market are not without challenges. Housing affordability and supply problems are still key policy topics. More sales might make these issues worse. This might happen if demand outpaces the supply of homes. That would cause price hikes. The hikes could strain many buyers’ ability to afford homes.

In response to these challenges, many groups are exploring solutions. These include policymakers, developers, and community organizations. They want to increase housing supply and affordability. The strategies include changes in zoning laws. They also include incentives for affordable housing construction. And they include initiatives to help first-time homebuyers. These are the approaches being considered to address these pressing issues.

The TRREB report also shows the importance of staying informed about market trends. Economic indicators can affect the real estate market. Potential buyers and sellers can use these trends to make informed choices. Resources like Avalon offer valuable insights and information that can assist consumers in navigating the complexities of the real estate market.

As the Toronto real estate market continues to evolve, it will be important to monitor these trends and their implications for housing affordability, market stability, and economic growth. The increase in home sales in February is a positive sign, but addressing the broader challenges facing the market will require concerted efforts from all stakeholders involved.

The urbanization and immigration patterns in Toronto’s population continue to put pressure on the real estate market. The city’s appeal as a center for work, education, and cultural diversity supports a consistent demand for housing. The need for a planned approach to housing construction that emphasizes not only quantity but also quality and diversity of housing options to suit the needs of a diverse population is highlighted by this demographic pressure.

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