Ben franklin

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Benjamin Franklin

Benjamin Franklin was a remarkably talented man. He started his career as a simple printer apprentice, but went far beyond the printers shop. He developed products that were far beyond the time. The Franklin stove for example, for cold winter nights and bifocal lenses for reading. Franklin tracked storm paths to help understand the wicked weather endured by the colonies. His study of electricity made him most famous for he was known around the world as the inventor of the lightning rod. Not only was Ben Franklin helpful in developing ideas for better living, he was also a strong force in developing the new nation of America. Benjamin Franklins political views showed him to be a man who loved freedom and self-government. His views towards Britain gradually changed from favor to disfavor until he finally became a revolutionist at the age of 70. But more than just his political views help in the formation of the United States. His common sense, his whit, and his ability to negotiate behind the scenes, all lent a hand in the formation of the new country across the sea. Franklins good humor and gift for compromise often helped prevent bitter disputes which could have stalled the formation of the new government.

Interestingly, Ben Franklin, who was a chief participant in the battle for independence, had a lot to lose by it. He had a residence in London and was influential in England. However, his love of liberty and his desire to promote the well being of Pennsylvania pushed him toward independence for the colonies. Franklin had to wrestle with his conscience over his own private affairs. He was also a highly respected man in England. At first Franklin wanted the colonies to be and independent free nation under the caring and protecting umbrella of the British Empire. Franklin did not contemplate separation from

Britain for he regarded Britain as having the freest, best government in the world. Franklin proposed self-government for the American colonies. Historically, Ben Franklin was in favor of self-government.

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In fact, nearly forty years of service as a public official began when Franklin was elected for the Pennsylvania Assembly. At first, he wanted to get support for various civic causes but soon partisan politics held his undivided attention.

As the legislature strategist and writer for the weakly formed Quaker party, he defended the powers of the elected representatives of the people. Benjamin Franklins political views with regard to various

British taxation upon the colonists shows him leaning away from Britain. The Townsend Acts, Stamp Act, and other taxes and duties on colonial goods were opposed by Franklin. He wrote in connection with the American Stamp Acts, "The Sovereignty of the British Legislature out of Britain, I do not understand." Franklin felt that the colonies were capable of writing their own legislation. The colonies had their own parliaments and Franklin was confidant that these assemblies could properly legislate for the colony. In one of Franklins letters he writes that possibly an extreme case would be best. The crisis brought about by the Stamp Act propelled Franklin into a new role as chief defender of American rights in Britain. At first, Franklin urged to colonists to be obedient to the act until it could be repealed. However, when Franklin heard of the violent protest against it in America, he became more opposed to it.

Not only did Benjamin Franklin love liberty, he also had great skill as a diplomat. In this role, Franklin and his two grandsons sailed from France in 1776. He achieved an amazing personal triumph and gained critical French aid for the Revolutionary War. Literary and scientific writers in Paris praised Franklin as a modern thinker. As the war raged on and France made a positive impact favoring the colonist, it became more and more impossible for Britain to give the war its full attention. Britain needed a way out and Franklin played a key role. Franklin was appointed in 1781 a commissioner to negotiate the peace with Britain. Franklin was a very good negotiator. Franklin had common sense, whit, and skills that all helped bring favorable positions to the colonies against Britain.

Finally, Benjamin Franklin portrays a man torn between his love of Britain and a desire for liberty for the people of the new world. His greatest hope was for Britain to be the great, caring mother country that protected a young free nation across the sea. He was each country benefiting the other. Of course, this could not happen so he made sure that the best for America would be insured through his efforts to bring France to the aid of the Colonies and to finally bring about a livable peace between Britain and America.

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Philosophy

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The philosophies of Aristotle and Descartes have many distinguished differences. Aristotle, born in 84BC, brought out the empiricist side of philosophy. Descartes, born in 156BC, did not contribute to the empiricist side of philosophy, but instead focused on and believed more in a rationalistic style of philosophy. Though some thoughts remained similar between the two men, the differences between the two philosophies are clear.

To understand the thoughts of Aristotle and Descartes one must first understand the differences between empiricism and rationalism. An empiricist is one who believes that sense perception is the most important part of knowledge. Sense perception is where it all starts. In order to truly grasp something, one must use his/her sense perceptions to really understand it. For example, one doesn't really know what a pumpkin looks like until he sees the pumpkin; only then can he for a mental picture in his head of what a pumpkin is. In comparison to the empiricist, a rationalistic philosopher really isn't viewed as much of a philosopher, but is looked at as more of a scientist. A rationalistic philosopher will calculate everything mathematically before he ever says something exists. The rationalist will always use math in order to uncover his answer. The only way a rationalist can prove something is by using a mathematical formula to answer the question being asked. Until then, one must come to the conclusion that nothing in his surroundings is real.

As an empiricist, Aristotle formulated philosophies based on his observations. For example, Aristotle would observe animals and then proceed to write about them after observing. Whatever Aristotle studied he would use his sense perceptions to learn about it. This was done in order to learn and understand reality. It's basically a "you need to see it to believe it" philosophy.

The first step into Aristotle's world of empiricism is using induction. Induction is the most important aspect of sense perception, which was viewed as the most important aspect of knowledge according to Aristotle. When using induction one forms a clear, general idea through repeated observations. The general idea then applies to more then one entity. This is a tactic that scientist would use(you said above that the rationalistic thinker was more like a scientist. Don't contradict). Take, for example, a Zebra. Looking at a zebra one can say all zebras are the same. If one sees any zebra he/she will know it is a zebra through seeing it repeatedly and gaining an understanding that all zebras look like that.

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After understanding the first step of empiricism, then one can move on to the next step called deduction. In order to get to deduction, one must grasp the idea of induction first(if you are not going to explain induction, then get rid of this sentence). Deduction after one has the general idea, saying the truth about a specific entity. (??????? THIS SENTENE MAKES NO SENSE). Saying that all zebras have stripes is an example of deduction. The observer has taken a specific entity, the stripes, and stated the truth that all zebras have those stripes. Induction and deduction are the to main important parts of understanding empiricism.

Once one understands what something is, it is necessary to explain the causes of it existing as such. The four causes; material, formal, efficient, and final, become the standard for knowing the world. The first of the four causes is material, or what the matter made from. The second is formal, which is like the blueprint, or the plan for the form. Thirdly is efficient (is it efficiency?). Efficient is the thing that happens first that made the thing we are trying to explain exist(????? REWORD WITHOUG USING "THING"). And last is final, which is the "telos" or the end result, or purpose of something. Not everything gets to reach its "telos" in Aristotle's theory.

Quite different from the philosophy of Aristotle, Rene Descartes says that there are two parts of reality. One part is matter, or material things, and the other is spirit (mind), which encompases non-material things. Being a mathematician, Descartes incorporated two tools in to his philosophy, intuition and deduction. These two tools help show how something is true. Intuition is when one knows something is true because it is self-evident. For example, seven is equal to seven, or the number seven plus one is greater than seven. These are things one doesn't really need to do anything with because they are self-evident(Awk; rephrase). The second part of Descartes philosophy is deduction, which played a role in Aristotle's philosophy as well. Deduction has two meanings; the first one is after understanding the general idea of something saying the truth about a specific entity. The second is knowing the truth about a piece of something because you know the truth about the whole of it. One can only assume that a general knowledge about the whole idea of something, would enable one to break it apart and know individual pieces that make up the whole.

Descartes goal is to prove everything before putting it into his philosophy, however, which is quite the opposite of Aristotle. Aristotle made assumptions prior to proving, whereas Descartes' aim is to prove mathematically that reality is like perceptions. Every sentence has to be proven before being put into the philosophy. Descartes is trying to prove that everything in the external world outside ones perceptions is real, this being one of his biggest doubts(????). Descartes starts doubting the existence of everything including himself. The method used is called methodological skepticism. Methodological skepticism doubts everything till one is unable to find something that cannot be doubted. Descartes doubts the information that his senses are transmitting to him. Why does he doubt everything? To see if there is something that cannot be doubted. (The end of this paragraph gets VERY disorganized because you jump around between ideas. Needs some work)

Descartes starts by saying "Cogito, ergo sum," which translates into "I think therefore I am." This is another way of saying every time one doubts they exist, they prove that they do exist, which is termed as solipsism. Solipsism proves that only one's mind exists and proves that God exists. How does it prove that God exists? God is good and God wouldn't lie. Following this, Descartes moves on to establish that God exists by creating three proofs using induction. The first rationalistic proof is that one has a clear and distinct idea of God. God is the one thing(WC being, idea) with all the positive qualities to an infinite degree God is omnipotent, omniscient, eternal, immutable, and perfectly good. The second part in Descartes first rationalistic proof is that it's impossible for a finite mind to create the idea of an infinite thing. A mind with a limit is too incapable of creating an infinite something. The third part of the proof is that the idea of God does not come through sense perception. In no way does sense perception relate to God. (You Need a better transition between these ideas) There are three kinds of ideas. First is the idea of adventitious knowing through sense. Secondly is the idea of factitious, which are made up ideas. Lastly are innate ideas, which are ideas that we are born with. The fourth part of the first proof says that the idea of God is innate. This means that we are all born with the idea of God. God created the idea of God. This is the first proof Descartes came up with in order to prove that God exists. The second rationalistic proof is if one has the idea of God in their mind God is the thing with all the positive qualities to an infinite degree(????). In other words, when one thinks about God one thinks of all the infinite goodness dealing with God and nothing bad in relation to him. Everyone who has the idea of God is considered valuable because they have the idea. The ultimate cause of a mind that can think of a perfect thing must be a perfect thing. Both proofs one and two of Descartes philosophy say that God exists because God is the only one who could have caused something to happen with the world. God is the cause of the mind and also the creator of the relationship of cause and effect, meaning every time something happens there is a reaction because of that. Descartes believes in these because God is infinitely good. When dealing with causality and Descartes proofs there are three self-evident propositions about causes. There must be as much reality in the cause as there is in the effect. In other words, if the cause is real then the effect is real. The second self-evident proposition is that something cannot proceed from nothing. Third is more perfect cannot proceed from what is less perfect. So perfection cannot be lowered. The third proof is the ontological proof. The ontological proof is the idea of the most perfect thing having the qualities of omnipotence, omniscience, eternalness, immutability, and perfect goodness to the infinite degree. These are the three proofs that show how God is infinitely good. If everything is a deception, then everything is a hoax. The world exists because God would deceive us. This is the conclusion Descartes came up with.

These are the two different ways that two philosophers, Aristotle and Descartes look at reality. The ideas created by the two philosophers have a few similarities, yet generally oppose each other. Aristotle assumed that there was an external world prior to ever finding out and Descartes disregarded the idea until he could prove it rationally. Therefore, there are different ways that the two philosophers can prove the external world; Aristotle based a great deal of his theory of induction on sense perception and Descartes based his theory on methodological skepticism to obtain answers.

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A Separate Peace

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The phrase "a separate peace" is used in the book when Gene is recalling the winter carnival that Phineas initiated. "…Phineas recaptured that magic gift for existing primarily in space, one foot conceding briefly to gravity its rights before spinning him off again into the air. It was his wildest demonstration of himself, of himself in the kid of world he loved; it was his choreography of peace." (Page18). Gene describes Phineas in a sense such that he has always been carefree and lived without worries of what is happening in the world around him. "His choreography of peace" is how Gene describes Phineas' peace. He chooses the word choreography because there are hundreds of distinctly different choreographies knows, and a new form of choreography can be invented any day, by any body. Phineas has created his own "choreography", or a way of keeping his own peace, that is different from the other boys at Devon.

Phineas' way of keeping peace is by denying that there is an actual war taking place. He tells Gene, "…That kept the people who were young in the thirties in their places. But they couldn't use that excuse forever, so for us in the forties they've cooked up this war fake…The fat old men who don't want us crowding them out of their jobs. They've made it all up. There isn't any real food shortage, for instance. The men have all the best steaks delivered to their clubs now. You've noticed how they've been getting fatter lately, haven't you?" (Page 107). Later in the story, Leper makes Phineas as well as the others boys realize that the war is an actual thing and it has real consequences that affect them directly. Gene says, "All of them [the other boys], all except Phineas constructed at infinite cost to themselves these Maginot Lines against this enemy they thought they saw across the frontier, this enemy who never attacked that way- if he ever attacked at all; if he was indeed the enemy." (Page 16). Although Gene, in his description, excludes Phineas from it, it really does apply to Phineas. Phineas' Maginot Line was his denial of the war. As long as he did not accept it, he wouldn't have to deal with it. But when Leper went crazy, his Maginot Line was broken, because it had come to a point where Phineas, as well as the other boys, had to deal with the effects of the war.

Then more into the story, it is discovered that Phineas does want a part in the war, for he has been sending letters requesting any kind of part in the war, but he is constantly rejected due to his leg. Before these pieces of information are found, Phineas' denial of the war is used to keep him from facing the facts that he will not be able to have a part in the war and that it really does have negative features with it. This is part of his "separate peace" because by pretending that the war doesn't exist, he is keeping himself from facing the fact that he will never be a part of it.

Gene goes on to describe the day in which they participated in the winder carnival as, "It wasn't the cider which made me surpass myself, it was this liberation we had torn from the gray encroachments of 14, the escape we had concocted, this afternoon of momentary, illusory, special and separate peace." (Page 18). Phineas creates the Winter Carnival simply as something for the boys to do, but it also serves as a distraction from the war and the boys' responsibilities. Phineas' carnival has captured the other boys participating in it into his own separate peace. For the time that they take part of it, they don't have to think about anything having to do with the war or anything that they don't want to think about because they are playing the games and taking part in the carnival. In that sense, the entire group of boys is living in there own separate peace, thanks to Phineas, away from the reality of the world.

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"Phineas alone has escaped this. He possessed an extra vigor, a heightened confidence in himself, a serene capacity for affection which saved him. Nothing as he was growing up at home, nothing a Devon, nothing even about the war had broken his harmonious and natural unity. So at last I had." (Page 16). In that narration, Gene acknowledges that Phineas lived his life unlike the other boys. He knows that that is just the way that Phineas was, that it was how he lived his life. By saying that nothing at home or at Devon was able to change Phineas, then Gene knows that is really how Phineas' personality is and that he's always going to be like that. Gene says that, "at last I had," meaning that he changed Phineas. He may be referring to the simple fact that he ruined Phineas' leg, and therefore changed Phineas' ways. The statement overall refers to Gene's rupturing of Phineas' separate peace in the way he lived his life.

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Princess diana

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Princess Diana

Diana Francis Spencer was born July 1, 161 at Park House near Sandringham, Norfolk. Diana is the second youngest of four children born to Viscount and Viscountess Althorp. Her sisters Sarah and Jane were older then her. Her brother Charles was younger then her. Diana lived with her father and moved to the Spencer family house in Northhamptonshire in England midland in 175.

Diana went to prepatory school in Diss, Northolk at Riddleswort Hall. In 174she was a board student at west heath near Sevenaks, Kent. Diana was an accomplished pianist. She received the award for giving the most help to the school and her schoolmates. This award shows how giving she was at a young age. She then attended finishing school in 177 she was attending the Institute Alpin Videmanette in Rougemount, Switzerland.

Diana then moved to Coleherns court in London. She worked as a kindergarten teacher at young English school in Pimlico. Then three year later it was announced officially that she would would merry the Prince of Wales. Their families had been friends for years. Prince Charles and Lady Diana married in St. Paul's Cathedral on July , 181. Over 1,000 million people worldwide watched the ceremony. Hundred of Thousands lined the route from the Cathedral to the palace. Archbishop Dr. Runcie of Canterburg and the deans of St. Paul's Cathedral solemnized the marriage.

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Princess Diana was the first English woman to be married to the heir to the thrown since 1680. Diana wore a silk taffeta dress with a twenty-five foot train and her veil was held in place by the Spencer family diamond tiara. Her bridal bouquet was made of gardenia, lilies of the valley, golden roses, white freesia, white orchids and stephanotis. She had five bridesmaids.

Princess Diana and Prince Charles spent part of their honeymoon at the family home at Broadlando, Hampshire. They then flew to Gibralter and join the Royal Yacht. The then embarked on a twelve-day cruse through the Mediterranean to Egypt.

The Prince and Princess lived at Highgrove House near Tetbury. Gloucesteshire primarily. They about shared an apartment at Kensington Palace. The Princess and Prince had two children, William and June 1, 18, and Henry on September 15, 184. Diana had seventeen godchildren.

In December 1 it was officially announced that Diana and Charles would separate. The divorce was final on August 8, 16. Princess Diana then visited Northwick Park Hospital, London.

The year before her death she campaign for a ban on the manufacturing and use of landmine. She visited Angolia in 17 was part of her campaign. Princess Diana remained a patron of Century point English national Ballet, Leprosy Mission, National Aids Trust, and the hospital.

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Communicative language teaching

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Communicative Language Teaching approach

The Definition Of CLT

Communicative Language Teaching (CLT) originated from the changes in the British Situational Language Teaching approach dating from the late 160s (Richards & Rodgers, 001). Stemming from the socio-cognitive perspective of the socio-linguistic theory, with an emphasis on meaning and communication, and a goal to develop learners' "communicative competence", Communicative Language Teaching (CLT) approach evolves as a prominent language teaching method and gradually replaced the previous grammar-translation method and audio-lingual method (Warschauer & Kern, 000). Since the concept of "communicative competence" was first introduced by Hymes in the mid-160s, many researchers have helped develop theories and practices of Communicative Language Teaching approach (Brown, 187; Canale, 18; Hymes, 171; Littlewood, 181; Nattinger, 184; Nunan, 187 &18; Richards & Rodgers, 186; Widdowson, 10). Hymes coined this term in contrast to Chomsky's "Linguistic Competence". As Stern (1) explicated, "Competence represents proficiency at its most abstract and psychologically deepest level" (p.7). Chomsky indicated that underlying the concrete language performance, there is an abstract rule system or knowledge and this underlying knowledge of the grammar of the language by the native speaker is his "linguistic competence". In contrast, Hymes argue that in addition to linguistic competence, the native speaker has another rule system. In Hymes' view, language was considered as a social and cognitive phenomenon; syntax and language forms were understood not as autonomous, acontextual structures, but rather as meaning resources used in particular conventional ways and develop through social interaction and assimilation of others' speech (Warschauer & Kern, 000). Therefore, speakers of a language have to have more than grammatical competence in order to be able to communicate effectively in a language; they also need to know how language is used by members of a speech community to accomplish their purposes (Hymes, 168). Based on this theory, Canale and Swain (180) later extend the "Communicative competence" into four dimensions. In Canale and Swain, "'Communicative competence' was understood as the underlying systems of knowledge and skill required for communication. Knowledge refers here to what one knows (consciously or unconsciously) about the language and about other aspects of communicative language use; skill refers to how well one can perform this knowledge in actual communication (Canale, 18, p.5)". From this perspective, what language teachers need to teach is no longer just linguistic competence but also socio-linguistic competence ("which utterances are produced and understood appropriately in different socio-linguistic contexts"), discourse competence ("mastery of how to combine grammatical forms and meanings to achieve a unified spoken or written text in different genres"), and strategic competence ("mastery of verbal and non-verbal communication strategies that may be called into action for compensating or enhancing communication") (Canale, 18, pp.7-11).

Distinguishing Features Of CLT

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Richards and Rodgers (001) have reviewed a number of people's works on CLT and described several distinguishing features of it. As "communicative competence" is the desired goal, in CLT, meaning is paramount (Finocchiaro & Brumfit, 18, cited by Richards and Rodgers, 001). In socio-cognitive perspectives, language is viewed as a vehicle of conveying meaning, and knowledge is transmitted through communication involving two parts, for example, speakers and listeners, and writers and readers, but is constructed through negotiation. As a consequence, "communication is not only a matter of following conventions but also of negotiating through and about the conventions themselves. It is a convention-creating as well as convention-following activity (Breen & Candlin, 001, p.10)". Therefore, there are three elements involved in the underlying learning theory communication principle, task-based principle, and meaningfulness principle (Richards & Rodgers, 001, p.161). Based on this perception, when applied to language learning, "functional activities" and "social interaction activities" (Littlewood, 181) are consequently selected according to how well they engage the learner in meaning and authentic language use; learning is interpersonal to learn to communicate; attempt to communicate may be encouraged from the very beginning; dialogues, if used, centre around communicative functions and not normally memorized; and contextualization is basic premise; drilling may occur, but peripherally; any device that helps to communicate and understand is acceptable (Finocchiaro & Brumfit, 18, cited by Richards & Rodgers, 001, p.156). To some extent, that is to say, students do not simply learn the linguistic structures and grammar rules. Rather, they should be actively making meaning through activities such as collaborative problem solving, writing for a purpose, discussion of topics of genuine interest, and reading, viewing and responding to authentic materials (Murphy, 000).

Since knowledge and learning are viewed as socially constructed through negotiation according to socio-cognitive perspectives (Breen & Candlin, 001), another dimension of CLT is learner-centred and experience-based. "With interactive communicative language use as the call of the day, communicative processes became as important as linguistic product, and instruction became more learner-centered and less structurally driven" (Kern & Warschauer, 000, p.5). In another word, in CLT context, learners are seen as active participants in the construction of knowledge, rather than passive recipients of information provided by the teacher or the textbook. In contrast, language teachers are no longer viewed as the authority of the knowledge, playing a dominant role. Rather, they share different roles such as communication facilitater, independent participant, needs analyst, counselor, and group process manager (Richards & Rodgers, 001, p.167) to create more fascinating experiences for the learners.

Besides the above features, Richards and Rodgers (001) describe other significant characteristics of this approach including its efforts to make tasks and language relevant to a target group of learners through an analysis of genuine, realistic situations, its emphasis on the use of authentic, from-life materials, and its attempt to create a secure, nonthreatening atmosphere. All these attempts also follow the major principles of communicative view of language and language learning helping learners learn a language through authentic and meaningful communication, which involves a process of creative construction, to achieve fluency. In this vein, in terms of classroom activity, it includes group work, task-work, information-gap activities, and projects.

The Weaknesses Of CLT

Yet, inevitably, despite these outstanding characteristics, CLT also have weaknesses. Schmitt (000) argued that CLT needs supportive vocabulary for functional language use but it gives little guidance about how to handle vocabulary. However, it has been now realized that mere exposure to language and practice with functional communication will not ensure the proficiency in language learning, so current best practice includes "both a principled selection of vocabulary, often according to frequency lists, and an instruction methodology that encourages meaningful engagement with words over a number of recyclings" (p.14). Stern (1) also pointed out that CLT approach puts an excessive emphasis on the single concept "communication" so that "in order to account for all varieties and aspects of language teaching we either stretch the concept of communication so much that it loses any distinctive meaning, or we accept its limitations and then find ourselves in the predicament of the "method" solution" (p. 14). Some people criticized that as CLT focus on learner-centered approach, while in some accounts of CLT, learners bring preconception of what teaching and learning should be like, which when unrealized can lead to learner confusion and resentment (Henner-Stanchina & Riley, 178, cited by Richards & Rodgers, 001).

In addition, some people contended that CLT has not given an adequate account of EFL teaching despite its initial growth in foreign language teaching in Europe (Li, 001). Stern (1) argued that one of the most difficult problems is making classroom learning communicative is the absence of native speakers. Apparently, CLT are more successful in English as a Second Language (ESL) context because students usually have a very supportive learning environment outside school. They have more chances to be exposed to the authentic contact with native speakers and the target language, which reinforces what they learn in class. Besides, they have the motivation to work on oral English because they need it in their lives. In contrast, in English as a Foreign Language (EFL) context, due to some physical limitations, such as the purpose of learning English, learning environments, teachers' English proficiency, and the availability of authentic English materials, CLT meets much more difficulties during its application.

confronted by language teachers but it has a great potential that gain the apparent popularity in language teaching and learning domain. It also needs to realize that there In summary, CLT cannot be seen as a panacea for the problems that have been isn't a fix framework of CLT. As learners and the learning context are dynamic, when CLT is applied to a certain context, the adaptation and innovation of it is necessary.

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Racism in Toronto

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When the Toronto Star launched its hysterical campaign against racial profiling last year, I expected city hall would roll over quickly. White Canada is a guilty place, and few public figures have the courage to challenge the claim that our society is infested with institutional racism.

Julian Fantino proved me wrong. At public meetings held in the months following the Stars articles, the Toronto police chief stood up for his officers, displaying a titanium backbone in the process. And last week, at a public police services board presentation, he went on the offensive, bringing in a University of Toronto scholar whose independent review debunked the Stars report. The key finding is the Star articles are what we refer to as junk science, concluded a lawyer who appeared at the meeting. It doesnt contribute anything to the public debate about important issues. They simply pour gasoline and throw a match on it.

The fact that the Stars case against Toronto police is junk science is not news here at the Post. Our editorial board blasted many of the flaws in the Stars analysis soon after it was published. In particular, we argued it was meaningless to compare the treatment of blacks and whites arrested for drug possession without properly accounting for such race-neutral factors as previous convictions. Sure enough, the independent study found that the discrepancy between the cops handling of blacks and whites collapses when these variables are included.

The sort of smear campaign being waged against the Toronto police force is going on all across North America. In city after city, the pattern is the same Activists dig up data that shows blacks are more likely to be arrested and convicted than whites. They then ignore the obvious explanation -- that, for a variety of reasons, blacks commit more crime -- and eagerly skip to the conclusion that cops are acting on racial prejudice.

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In fact, the campaign waged by the Toronto Star closely resembled the one waged against New Jerseys highway patrolmen. A few years ago, Peter Verniero, then the states attorney-general, released a report showing that 5% of consent searches on the New Jersey Turnpike involved black drivers -- despite the fact blacks make up just 14% of the states population. State governor Christine Todd Whitman immediately accused her police of racial profiling. The New York Times, which inevitably strikes the same hyper-correct postures on race issues as our own Star, began referring casually to the troopers racial bias.

But as Heather Mac Donald demonstrates in her new book, Are Cops Racist? How The War against the Police Harms Black Americans, the New Jersey evidence crumbles when you touch it. Peter Verniero finds culpable racial imbalance in the search figures without suggesting a proper benchmark, she writes. He simply assumed that 5% black consent searches are too high. Compared with what? If blacks in fact carry drugs at a higher rate than do whites, then this search rate merely reflects good law enforcement.

Sure enough, Mac Donald shows that blacks account for about 60% of arrests for drugs and weapons. The crime numbers in Toronto are similarly illuminating Blacks represent about 7% of those arrested for the most violent offences, yet make up only 8% of the citys population.

As the title of her book suggests, Mac Donald believes the campaign against racial profiling hurts minorities more than anyone else. Usually, the victims of black murderers are black themselves. If cops are discouraged from good police work out of fear theyll be labeled racist by a Toronto Star editorial writer, more murderers will escape capture, and more black victims will get hurt. Thats why, in inner city neighbourhoods, the man on the street cares less about esoteric theories of institutional racism than about keeping gangs and drug dealers off his block. It is only among the activist elite -- and their media cheerleaders -- that cops are seen as the main problem.

Fantinos pride in his police force is contagious. Last week, Ontario Public Safety and Security Minister Bob Runciman declared his own skepticism about profiling claims No one has proven that it exists, and certainly police officers have indicated it does not exist. And yesterday, at a racial profiling summit convened by former lieutenant-governor Lincoln Alexander, the Ontario Association of Chiefs of Police struck a similar line.

Lets hope other provincial and municipal leaders follow their lead. This month, the provinces Human Rights Commission has been staging a fishing expedition to elicit personal accounts of racial profiling. The campaign will no doubt produce a flood of unsubstantiated horror stories vilifying Toronto cops. And when those stories are made public -- whether fact or fiction -- the Star will use them as cover to make everyone forget about how thoroughly its investigative report on racial profiling was trashed.

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The most significant place, event and time of year for me at this stage in my life, (held at the Theatre Royal during December) is the Hobart Dance Academy end of year concert. Which I have been a part of for the last 1 years. All the activities such dress rehearsals, photo calls, whole school rehearsals at the theatre and the preparation and warm ups every Tuesday also play a major role but are all a lead up to the concert. It is a significant event because I feel at home and comfortable performing there with friends beside me, and knowing that my family and friends are watching in the audience. It is a great opportunity for me to show everyone that I am apart of something as great as this, to show my talent and possibly inspire others try join. There is a great feeling of community and friendship between all the H.D.A dancers, even if you don't know one of the members at that stage. We all come together and help each other to achieve the best.

Every Tuesday from four thirty till six pm I have an hour and a half lesson that includes a forty-minute warm-up and rehearsal of each of our three routines being Jazz, Song and Dance and Neo classical. All of these lessons work towards our end of year concert and mid year eisteddfods. All Southern schools compete against one another at this in many sections for example; kick routines, Jazz, Song and Dance, classical, Neo- Classical and champion group. From the ages of six through to open ages

Before the Hobart Dance Academy Concert our school has a photo call. This is where each group has a group photo in full costume and make-up, it is also possible to have solo and paired photo's. After this there is a full school rehearsal at the gym for a practice and so that the groups can check out other groups routines. After this is the rehearsal at the Theatre Royal. This is done to get used to the change in floors and so our instructor, Ken Mcswane, can choose lighting that suits each dance and costume.

At the end of the concert our school does a finale, this is where each group comes on stage in order of oldest to youngest and performs a dance of about thirty seconds, to show off Hobart Dance Academy, to get the audience pumped, and to show finality. After the finale when the entire school is on stage we conclude the night with our Hobart Dance Academy song. Originally this song was meant to be sung by two solo singers but nowadays it is sung by the entire school. This song sums up the way I feel about dancing and why I chose dancing as my significant place. "We shape our dance, we can shape our future, feel our commitment here to day, we work so hard, but that's so easy…" "The feelings we have earned are with us all the way, the self respect that we have learned stays with us day to day…" "lets dance, we wont to dance with H.D.A"

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