The Sobibor Revoltâ€Jewish Retaliation During Holocaust

The Sobibor Revolt- Jewish Retaliation During Holocaust Jews have often been accused of going to their deaths during the Holocaust like sheep to the slaughter, but this just wasnt true. Many resisted. However, the individual attacks and the individual escapes lacked the zest of defiance and craving for life that others, looking back in time, expect and want to see. Many now ask, why didnt the Jews just pick up guns and shoot? How could they let their families starve and die without fighting back? However, one must realize that resisting and revolting were just not this simple. If one prisoner were to pick up a gun and shoot, the SS would not just kill the shooter, but also randomly choose and kill twenty, thirty, even a hundred others in retaliation. Even if escaping from a camp were possible, where were the escapees to go? The roads were traveled by Nazis and the forests were filled with armed, anti-Semitic Poles. And during the winter, during the snow, where were they to live? And if they had been transported from the West to the East, they spoke Dutch or French - not Polish. How were they to survive in the countryside without knowing the language? Although the difficulties seemed insurmountable and success improbable, the Jews of the Sobibor Death Camp attempted a revolt. They made a plan and attacked their captors, but axes and knives were little match for the SSs machine guns. With all this against them, how and why did the prisoners of Sobibor come to the decision to revolt? Rumors During the summer and fall of 1943, the transports into Sobibor came less and less frequently. The Sobibor prisoners had always realized that they had been allowed to live only in order for them to work, to keep the death process running. However, with the slowing of the transports, many began to wonder whether the Nazis had actually succeeded in their goal to wipe out Jewry from Europe, to make it Judenrein. Rumors began to circulate- the camp was to be liquidated. Leon Feldhendler decided it was time to plan an escape. Though only in his thirties, Feldhendler was respected by his fellow inmates. Before coming to Sobibor, Feldhendler had been the head of the Judenrat in the Zolkiewka Ghetto. Having been at Sobibor for nearly a year, Feldhendler had witnessed several individual escapes. Unfortunately, all were followed by severe retaliation against the remaining prisoners. It was for this reason, that Feldhendler believed that an escape plan should include the escape of the entire camp population. In many ways, a mass escape was more easily said than done. How could you get six hundred prisoners out of a well-guarded, land mine-surrounded camp without having the SS discover your plan before it was enacted or without having the SS mow you down with their machine guns? A plan this complex was going to need someone with military and leadership experience. Someone who could not only plan such a feat but also inspire the prisoners to carry it out. Unfortunately, at the time, there was no one in Sobibor who fit both these descriptions. Sasha On September 23, 1943, a transport from Minsk rolled into Sobibor. Unlike most incoming transports, 80 men were selected for work. The SS were planning on building storage facilities in the now empty Lager IV, thus chose strong men from the transport rather than skilled workers. Among those chosen on that day was First Lieutenant Alexander Sasha Pechersky as well as a few of his men. Sasha was a Soviet prisoner of war. He had been sent to the front in October 1941 but had been captured near Viazma. After having been transferred to several camps, the Nazis, during a strip search, had discovered that Sasha was circumcised. Because he was Jewish, the Nazis sent him to Sobibor. Sasha made a big impression on the other prisoners of Sobibor. Three days after arriving at Sobibor, Sasha was out chopping wood with other prisoners. The prisoners, exhausted and hungry, were raising the heavy axes and then letting them fall on the tree stumps. SS Oberscharfà ¼hrer Karl Frenzel was guarding the group and regularly punishing already exhausted prisoners with twenty-five lashes each. When Frenzel noticed that Sasha had stopped working during one of these whipping frenzies, he said to Sasha, Russian soldier, you dont like the way I punish this fool? I give you exactly five minutes to split this stump. If you make it, you get a pack of cigarettes. If you miss by as much as one second, you get twenty-five lashes.1 It seemed an impossible task. Yet Sasha attacked the stump [w]ith all my strength and genuine hatred.2 Sasha finished in four and a half minutes. Since Sasha had completed the task in the allotted time, Frenzel made good on his promise of a pack of cigarettes - a highly prized commodity in the camp. Sasha refused the pack, saying Thanks, I dont smoke.3 Sasha then went back to work. Frenzel was furious. Frenzel left for a few minutes and then returned with bread and margarine - a very tempting morsel for all who are really hungry. Frenzel handed the food to Sasha. Again, Sasha refused Frenzels offer, saying, Thank you, the rations we are getting satisfy me fully.4 Obviously a lie, Frenzel was even more furious. However, instead of whipping Sasha, Frenzel turned and abruptly left. This was a first in Sobibor - someone had had the courage to defy the SS and succeeded. News of this incident spread quickly throughout the camp. Sasha and Feldhendler Meet Two days after the wood cutting incident, Leon Feldhendler asked that Sasha and his friend Shlomo Leitman come that evening to the womens barracks to talk. Though both Sasha and Leitman went that night, Feldhendler never arrived. In the womens barracks, Sasha and Leitman were swamped with questions - about life outside the camp...about why the partisans had not attacked the camp and freed them. Sasha explained that the partisans have their tasks, and no one can do our work for us.  5 These words motivated the prisoners of Sobibor. Instead of waiting for others to liberate them, they were coming to the conclusion that they would have to liberate themselves. Feldhendler had now found someone who not only had the military background to plan a mass escape, but also someone who could inspire confidence in the prisoners. Now Feldhendler needed to convince Sasha that a plan of mass escape was needed. The two men met the following day, on September 29. Some of Sashas men were already thinking of escape- but for just a few people, not a mass escape. Feldhendler had to convince them that he and others in the camp could help the Soviet prisoners because they knew the camp. He also told the men of the retaliation that would occur against the whole camp if even just a few were to escape. Soon, they decided to work together and information between the two men passed via a middle man, Shlomo Leitman, so as not to draw attention to the two men. With the information about the routine of the camp, layout of the camp, and specific characteristics of the guards and SS, Sasha began to plan. The Plan Sasha knew that any plan would be far-fetched. Even though the prisoners outnumbered the guards, the guards had machine guns and could call for back-up. The first plan was to dig a tunnel. They started digging the tunnel in the beginning of October. Originating in the carpentry shop, the tunnel had to be dug under the perimeter fence and then under the minefields. On October 7, Sasha voiced his fears about this plan - the hours at night were not sufficient to allow the entire camp population to crawl through the tunnel and fights were likely to flare-up between prisoners waiting to crawl through. These problems were never encountered because the tunnel was ruined from heavy rains on October 8 and 9. Sasha began working on another plan. This time it was not just a mass escape, it was a revolt. Sasha asked that members of the Underground start preparing weapons in the prisoner workshops- they began to make both knives and hatchets. Although the Underground had already learned that the camp commandant, SS Haupsturmfà ¼hrer Franz Reichleitner and SS Oberscharfà ¼hrer Hubert Gomerski had gone on vacation, on October 12 they saw SS Oberscharfà ¼hrer Gustav Wagner leaving the camp with his suitcases. With Wagner gone, many felt the opportunity ripe for the revolt. As Toivi Blatt describes Wagner: Wagners departure gave us a tremendous morale boost. While cruel, he was also very intelligent. Always on the go, he could suddenly show up in the most unexpected places. Always suspicious and snooping, he was difficult to fool. Besides, his colossal stature and strength would make it very difficult for us to overcome him with our primitive weapons.6 On the nights of October 11 and 12, Sasha told the Underground the complete plans for the revolt. The Soviet prisoners of war were to be dispersed to different workshops around the camp. The SS would be individually lured to the various workshops either by appointments to pick up finished products they had ordered like boots or by individual items that attracted their greed like a newly arrived leather coat. The planning took into consideration the Germans brashness and power-hungry mistreatment of the seemingly subdued Jews, their consistent and systematic daily routine, their unfaltering punctuality, and their greed.7 Each SS man would be killed in the workshops. It was important that the SS did not cry out when being killed nor any of the guards alerted that something unusual was happening in the camps. Then, all the prisoners would report as usual to the roll call square and then walk out together through the front gate. It was hoped that once the SS had been eliminated, the Ukrainian guards, who had a small supply of ammunition, would acquiesce to the revolting prisoners. The phone lines were to be cut early in the revolt so that the escapees would have several hours of fleeing time under the cover of darkness before back-up could be notified. Significant to the plan was that only a very small group of the prisoners even knew of the revolt. It was to be a surprise to the general camp population at roll call. It was decided that the following day, October 13, would be the day of revolt. We knew our fate. We knew that we were in an extermination camp and death was our destiny. We knew that even a sudden end to the war might spare the inmates of the normal  concentration camps, but never us. Only desperate actions could shorten our suffering and maybe afford us a chance of escape. And the will to resist had grown and ripened. We had no dreams of liberation; we hoped merely to destroy the camp and to die from bullets rather than from gas. We would not make it easy for the Germans.8 October 13 The day had finally arrived. Tension was high. In the morning, a group of SS arrived from the nearby Ossowa labor camp. The arrival of these additional SS not only increased the man power of the SS in the camp but could preclude the regular SS men from making their appointments in the workshops. Since the additional SS were still in the camp during lunchtime, the revolt was postponed. It was rescheduled for the following day - October 14. As the prisoners went to bed, many were afraid of what was to come. Esther Grinbaum, a very sentimental and intelligent young woman, wiped away her tears and said: Its not yet the time for an uprising. Tomorrow none of us will be alive. Everything will remain as it was - the barracks, the sun will rise and set, the flowers will bloom and wilt, but we will be no more. Her closest friend, Helka Lubartowska, a beautiful dark-eyed brunette, tried to encourage her: There is no other way. Nobody knows what the results will be, but one thing is sure, we will not be led to slaughter.9 October 14 The day had come. Excitement among the prisoners was so high that no matter what happened, the revolt could not be postponed, for the SS were sure to notice the change in mood in the prisoners. The few weapons that had been made were already handed out to those doing the killing. In the morning, they all had to try to look and act normal while waiting for the afternoon to come. NoonAll battle team commanders (the prisoners who were to actively participate in the revolt were broken up into battle teams of two to three persons each) had each individually met with Sasha for final instructions.Frenzel entered the carpentry shop and noticed one prisoner was wearing especially nice clothing. The inmate was wearing nice clothes in preparation for the revolt. Many other prisoners were wearing extra clothes as well as carrying extra food and valuables. Frenzel asked the prisoner if he was going to a wedding. 102:00 p.m.Something unusual happened. SS Unterscharfà ¼hrer Walter Ryba, armed with a submachine gun, came into Lager I and took four prisoners away with him. SS didnt usually carry such heavy weapons. Could he know about the planned revolt?3:00 to 4:00 p.m.Sasha found out that SS Ryba was only carrying the submachine gun because a Ukrainian guard had not also accompanied the prisoners.Many of the battle teams take their positions.My assignment was to liquidat e Scharfà ¼hrer Greischutz, who was in charge of the Ukrainian guard. I was happy for the opportunity given to me to kill a German. We had prepared axes, which we had sharpened in the smithy. We took up our position an hour earlier. At four oclock we were sitting in the rooms and waited.11 4:00 to 5:00 p.m.The killings began. (Though there are discrepancies in the accounts as to which SS officer was killed at what location, the following is a summary of the SS deaths.)Vorlager: Leon Feldhendler was stationed here to help orchestrate the revolt in this section of the camp.Unterscharfà ¼hrer Josef Wulf: Wulf was the first SS man killed during the revolt. Once he entered the storeroom, one prisoner offered him a coat and another helped him into it. While he was putting on the coat, two other prisoners hit him on the head with axes. Wulfs dead body was then hidden among piles of clothes and the blood was cleaned up.Steubel: Steubel was also lured into the storeroom and killed.Scharfà ¼hrer Vallaster: Killed during revolt; circumstances of death not known.Scharfà ¼hrer Kurt Beckman: While the attempt to lure Beckman to the storeroom for a new leather coat started successfully, on his way he abruptly turned around and went to his office. A little later, three prisoners we nt to Beckmans office where they surprised him and stabbed him with daggers. Since they did not have time to hide his body or clean up the blood, they left the body behind the desk.Unterscharfà ¼hrer Walter Ryba: Not part of the planned killings, Ryba entered the SS garage and was killed by a prisoner working there. Sasha worried that Rybas body, which was very close to the SS and Ukrainian living quarters, would be discovered.Lager I: Sasha Pechersky was stationed here to orchestrate the revolt in this section of the camp.Untersturmfà ¼hrer Josef Niemann: The acting commander of the camp rode up to the tailor shop on his chestnut horse, dismounted, and went inside. As he was being fitted for a new uniform, prisoners hit him on the back of the head with an  axe. His body was then dragged to the back room and his horse taken back to the stables.Oberscharfà ¼hrer  Goettinger: Head of Lager III, Goettinger was asked to try on a new pair of boots in the shoemakers shop. While tal king to the shoemaker, Goettingers head was smashed with an  axe.Scharfà ¼hrer Siegfried Greischutz: Head of the Ukrainian guard, Greischutz was killed once inside the Ukrainian tailor shop.Klat: Klat, a Ukrainian guard, entered the tailors shop looking for his boss, Greischutz (who had just been killed there). The tailors maneuvered Klat so that his back was to the back room. He was then attacked and killed.Scharfà ¼hrer Friedrich Gaulstich: Gaulstich was killed in the carpentry workshop. After 5:00 p.m.The prisoners had gathered as usual in the roll call area. At 5:10 p.m. - twenty minutes early for roll call - the roll call whistle was blown according to Sashas signal. Though Sasha was surprised at how well the plan had gone thus far, he realized that there could not be an orderly march through the front gate. Sasha stood up and addressed the assembled prisoners, saying something similar to Our day has come. Most of the Germans are dead. Lets die with honor. Remember, if anyone survives, he must tell the world what has happened here.12A Ukrainian guard discovered the body of Scharfà ¼hrer Beckman behind his desk and ran outside where SS men hear him yell, A German is dead! This alerted the rest of the camp to the revolt.The prisoners at the roll call square yell, Hurrah! Then it was every man and woman for themselves.Prisoners were running to the fences. Some were trying to cut them, others just climbed over. Yet, in most places, the minefield was still fully in pl ace.Suddenly we heard shots. In the beginning only a few shots, and then it turned into heavy shooting, including machine-gun fire. We heard shouting, and I could see a group of prisoners running with axes, knives, scissors, cutting the fences and crossing them. Mines started to explode. Riot and confusion prevailed, everything was thundering around. The doors of the workshop were opened, and everyone rushed through. . . . We ran out of the workshop. All around were the bodies of the killed and wounded. Near the armory were some of our boys with weapons. Some of them were exchanging fire with the Ukrainians, others were running toward the gate or through the fences. My coat caught on the fence. I took off the coat, freed myself and ran further behind the fences into the minefield. A mine exploded nearby, and I could see a body being lifted into the air and then falling down. I did not recognize who it was.13As the remaining SS were alerted to the revolt, they grabbed machine guns an d began shooting into the mass of people. The guards in the towers were also firing into the crowd.The prisoners were running through the minefield, over an open area, and then into the forest. It is estimated that about half the prisoners (approximately 300) made it to the forests. The Forest Once in the forests, the escapees tried to quickly find relatives and friends. Though they started off in large groups of prisoners, they eventually broke into smaller and smaller groups in order to be able to find food and to hide. Sasha had been leading one large group of about 50 prisoners. On October 17, the group stopped. Sasha chose several men, which included all the rifles of the group except one, and passed around a hat to collect money from the group to buy food. He told the group that he and the others he had chosen were going to do some reconnaissance. The others protested, but Sasha promised hed come back. He never did. After waiting for a long time, the group realized that Sasha was not going to come back, thus they split into smaller groups and headed off in different directions. After the war, Sasha explained his leaving by saying that it would have been impossible to hide and feed such a large group. But no matter how  truthful  this statement, the remaining members of the group felt bitter and betrayed by Sasha. Within four days of the escape, 100 of the 300 escapees were caught. The remaining 200 continued to flee and hide. Most were shot by local Poles or by partisans. Only 50 to 70 survived the war. Though this number is small, it is still much larger than if the prisoners had not revolted, for surely, the entire camp population would have been liquidated by the Nazis. Notes 1. Alexander Pechersky as quoted in Yitzhak Arad,  Belzec, Sobibor, Treblinka: The Operation Reinhard Death Camps  (Indianapolis: Indiana University Press, 1987) 307.2. Alexander Pechersky as quoted in Ibid 307.3. Alexander Pechersky as quoted in Ibid 307.4. Alexander Pechersky as quoted in Ibid 307.5. Ibid 308.6. Thomas Toivi Blatt,  From the Ashes of Sobibor: A Story of Survival  (Evanston, Illinois: Northwestern University Press, 1997) 144.7. Ibid 141.8. Ibid 139.9. Arad,  Belzec  321.10. Ibid 324.11. Yehuda Lerner as quoted in Ibid 327.12. Richard Rashke,  Escape From Sobibor  (Chicago: University of Illinois Press, 1995) 229.13. Ada Lichtman as quoted in Arad,  Belzec  331. 14. Ibid 364. Bibliography Arad, Yitzhak.  Belzec, Sobibor, Treblinka: The Operation Reinhard Death Camps.  Indianapolis: Indiana University Press, 1987. Blatt, Thomas Toivi.  From the Ashes of Sobibor: A Story of Survival. Evanston, Illinois: Northwestern University Press, 1997. Novitch, Miriam.  Sobibor: Martyrdom and Revolt. New York: Holocaust Library, 1980. Rashke, Richard.  Escape From Sobibor. Chicago: University of Illinois Press, 1995.

Should I Go to a College Near Me

Should I Go to a College Near Me SAT / ACT Prep Online Guides and Tips Location is one of the most important factors to consider when choosing a college. So how do you decide whether to go to school close to home or far away? It’s not an easy choice, and a lot of it depends on your personality and what you want to do in college. In this article I’ll go through the positives and negatives of attending college close to home and how you can decide whether it’s the right choice for you. Overview There are some positive and negative aspects of going to school close to home that will most likely apply to any student. Here’s a quick rundown of the pros and cons. The Positives: You can get supportfrom your family through stressful times and illnesses. You already know the area well, so you’ll feel more comfortable and secure. If you’re going to a state school near home, in-state tuition will run you an average of about $15,000 a year as compared to out of state public school tuition, which is $25,000 a year on average ($35,000 if you’re looking at private schools) You’ll save about $10,000 a year on room and board if you choose to live at home while you go to school, not to mention the money you’ll save on food and laundry. If you live and school and start feeling homesick, you can just go home for the weekend! You'll be able to see your high school friends more frequently. Packing for college won’t be as stressful;if you forget anything, you can go home and get it or have your parents bring it to you without too much hassle. The Negatives: If you’re hoping to get some distance from your parents, it will be difficult to prevent them from coming to see you all the time. You may not have as many new and diverse experiences because you’re already familiar with the area. You mighthave trouble assimilating into the college community because you'll be able to see your old friends so frequently. It's tempting to go home on weekends instead of hanging out with people at college. You might not get as much exposure to what it’s really like to live on your own if you visit home frequently (being able to do laundry is a valuable skill!). You may get stuck in an emotional rut if your living situation doesn’t change between high school and college. Figuring Out Your Needs After weighing these pros and cons, the most important thing to ask yourself is â€Å"what do I want?†Your personality and goals for college may be more or less suited to living close to home depending on a couple factors.You should ask yourself these three questions: 1. Do You Handle Change Well? If you’ve ever switched schools before, think about whether it was easy for you to adjust to a new environment.If you haven’t actually moved, you might consider the transition from elementary to high school and how it affected you.If you relied on support from your family and took a while to make new friends, you might consider going to school closer to home in case you have a similar experience as a college freshman. This is a tough call though. Keep in mind that going to school close to home could impede your ability to integrate yourself fully into the college community and give you less motivation to make new friends.You might look at schools that are within driving distance of your hometown but not so close by that you’ll be tempted to go home every weekend. Have you ever been away from home for a significant period of time before (2 weeks or more)? If so, how did it feel? Were you eager to go home at the end?Maybe you’ve been to an overnight camp or gone on an exchange program in high school.That experience might be a good model for how you can expect to feel at the beginning of college.If you felt significant homesickness, consider going to school somewhere relatively close by so that you can visit home sometimes. Many people need a more gradual transition from living at home to living at college. Change is scary. 2. Is Cost a Concern for You? As mentioned earlier, you can save a lot of money on tuition and housing if you attend a school near you.If you’re worried about paying for college, nearby schools make great options. State schools usually have a ton of resources for motivated students and offer many merit scholarships in addition to a lower tuition price tag. Try not to base your college decision solely on cost though; this should be considered in conjunction with other reasons for attending your state school.If you really don’t want to go there and you’re just choosing it because it's cheaper, the sacrifice won't be worth the money you’ll save. 3. What Do You Want to Accomplish in College? You also should ask yourself about the resources available at nearby schools. Will they fulfill your needs?Certain areas may have more or less opportunities for jobs and internships.Schools nearby may or may not offer the programs or campus setting you’re looking for.Think about what type of environment you'll prefer in college (urban or rural or somewhere in between) and your tentative major plans to inform your decision. I’ll give you some resources in the next section that will help you understand the characteristics of different schools so you can decide whether a college close to home is really the right choice for you. How to Find Nearby Colleges So, you’re thinking about going to college close to home. How do you find schools that fit your criteria?The simplest way to start is to go to College Navigator, which allows you to search for colleges by zip code or state.You can specify how many miles away from your zip code you want to be and what type of program you’re looking for (you can also search for specific schools, but if you're just checking your options, zip code or state is the place to start).If you click on â€Å"more search options† you can also specify the price range you’re looking for as well as student enrollment, campus setting, and more. This search will give you a comprehensive list of schools along with relevant statistics so you can see whether they'll be good fits for you. You can also compare schools side by side when you add them to your â€Å"favorites† to figure out which is the better option.You can compare schools by price, admissions, enrollment, and retention and graduation rates: College Navigator is a good tool for compiling an initial list of nearby schools that interest you.Once you find a few that sound promising, you might consult other college choice sites to find out more about them.Cappex is the site that I usually recommend because it has hard data about schools as well as student reviews. Go there next to learn more about other factors that might impact your decision.You can create a profile and search for schools that you already found on College Navigator, or you canget matched up with schools on Cappex by creating a profile and specifying how far away from home you want to be and which majors interest you. Conclusion College is a huge transition, and many students feel more comfortable attending school close to home to make it a little less stressful.There are positives and negatives to going to college close to home, but what really matters is how you feel about it.Ask yourself if you're ready for such a dramatic change in your life and if you might need more or less support from your family and old friends.You should also think about the cost of college and whether it’s worth it for you to go out of state and spend more on tuition. What are your goals for the next four years? What do you want to accomplish?Do some self-examination and college research to make sure you're choosing a school that will give you all the opportunities you want for youreself. What's Next? If you're still not sure of the best way to go about your college search process, read my guide to choosing the right college! You should also look at this list of the best online resources for conducting your college search. If you're thinking about attending your state school, read this article on how to get merit scholarships and honors at state schools. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Report for Advance Software Engineering for Stage Two Essay

Report for Advance Software Engineering for Stage Two - Essay Example As discussed earlier in stage 1 reflection that all of us were working on pair level and it was not easy for us to conclude the best idea therefore we suffered a lot during project planning. Through mashwara, we felt better understanding because every one was only giving his opinion instead of dictating his strategy. Instead of working on the project in isolation we also experienced and enjoyed the pair programming strategy. It was really an amazing approach which reduced the development time errors quite significantly. The incremental approach also helped quite significantly as it enabled us to abstract the future details of the project and allowed us to focus on the issues at hand. Specifically speaking during the thread management and usage of patterns it was very much effective to keep concentrating on the local issues rather than thinking upon the 'unseen challenges of the later aspects of the project'. To me, planning the whole project and then breaking it down into modules cou ld be useful and beneficial approach for all experienced managers and for a team with a higher level of communication, support and trust within them. However, for groups like ours, I found it better to set some short terms goals, complete them and then proceed towards the later parts of the project. Indeed, I feel integration may be a problematic issue for very large projects but not of course for this project. From technical aspects, the most interesting parts of the project are thread management and usage of patterns. Understanding threads as a tool for concurrent programming within the application is an exciting experience. It took some time for me to get comfortable with thread programming because of its different nature as compared to other programming techniques. During the project it was not a big deal to apply threads; however, I think handling concurrency issues, race conditions and avoidance of deadlocks may wreak havoc in a heavily multithreaded application. To be honest, I still have to learn a true multi threaded environment and how to optimally use this powerful technique to improve the efficiency of the application. Improper usage of the threads may also cause unwanted delays and other vulnerabilities during the program. As compared to the agile programming approach I found 'Design Pattern' to be more complicated, interesting and powerful software design technique as a learner. A design pattern introduced by the gang of four is an incredible way to structure the application design for extensions, flexibility and more towards a generic design. INDIVIDUAL REPORT Threads Threads can be used for concurrent execution of the unit parts of the programs within the application execution environment. A program may be fragmented if no dependencies are found within each block and can be executed through threads concurrently. This concurrent execution speeds up the application and is very helpful for (some how) parallel processing tasks over a single process or. Fortunately, recent processors are significantly supporting the usage of threads and improving the program throughput quite noticeably. Furthermore the threads allow a programmer to accurately map the real world scenarios with the application as it was the case in our project too. There are several 'works' or 'processing’s' going on concurrently in the real world. Like, the

Brown v. board of eduction Essay Example | Topics and Well Written Essays - 250 words

Brown v. board of eduction - Essay Example All of the other cases that are cited show that the courts were aware that there were many people in society pressuring the legal system about â€Å"separate versus equal†. This goes against the desired code of the 14th Amendment. Finally Justice Warren and other judges realized that Negros deserved to gain education and the other case decisions could not give good reasons why blacks should continue to be segregated. The right to education is deserved for everyone regardless of their race and color. What Justice Warren is saying is that there have been many changes in society since the 1800s. It no longer made sense with a society that was developing for blacks to continue to be segregated in schools. Without having equal protections for education, they would always be thought as second class citizens. This court in Brown v. Board of Education did an excellent job of using education as a reason to finally begin the process of ending racial

Prepubescent Strength Training Essay -- essays research papers fc

STRENGTH TRAINING AND PREPUBESCENT YOUTH The value placed on the importance of winning in professional sports has hit an all-time high. The astronomical amount of money being spent in the entertainment field of athletics has dictated a win-at-all-costs mentality that has trickled all the way down to negatively affect our youngest athletes - the prepubescent. The athletic world has forever been exploiting our youth as a source of athletic potential, sacrificing the health, safety and welfare of these child-athletes to satiate the intense nationalistic pride of the country and more dishearteningly in the name of the Almighty Dollar. This has caused coaches and athletes to take drastic measures which are sometimes illegal and usually unethical in order to improve performance levels. One of the most controversial training practices center around the impact of strength training in prepubescent children. There has recently been increasing scrutiny debating the merits of strength training in our youth and more importantly the unsafe and unethical training practices that tend to be utilized in implementing strength training programs in all levels of amateur athletics. These controversies have enabled many people associated in medical and exercise sciences to take a further look at the field of prepubescent athletics and their impact on the developmental patterns of the children involved. The research in the field has provided feedback regarding the physiological, mental and social effects - negative and/or positive - that strength training influences over prepubescent growth and development. American society has entered into an era in which strength training has become the standard and most popular method of keeping the musculature of the body in aesthetic shape. Fitness centers and personal home gyms have emerged as important catalysts for people, providing everyone with equal opportunity and incentive to exercise and strength train in safe and instructional settings. This fitness boom along with the growing concerns and questions regarding the safety of prepubescent exercise has spurred several gatherings of pediatricians, fitness center owners, exercise physiologists and other related exercise scientists. Together, these groups are involved in active research studies, discussion of the methods, safety issues and effects of strength-training on prepubescent chil... ...ubescent strength training procedures. BIBLIOGRAPHY Butursis, Duane. Prepubescent Strength Training. National Strength and Conditioning Association. 1-7. 1994. Cahill, Bernard R. Proceedings of the Conference on Strength Training and the Prepubescent. American Orthopeadic Society for Sports Medicine. 1-11. 1995. Dunn, George et al. National Strength and Conditioning Association. National Strength and Conditioning Association Journal. 7. 27-29. 1985. Faigenbaum, Avery D. Psychological Benefits of Prepubescent Strength Training.   Ã‚  Ã‚  Ã‚  Ã‚  Strength and Conditioning. 28-31. April, 1995. Metcalf, James A. and Scott O. Roberts. Strength Training and the Immature Athlete:   Ã‚  Ã‚  Ã‚  Ã‚  An Overview. Pediatric Nursing. Vol. 19. 325-332. August, 1993. Michli, L.J. Strength Training in the Young Athlete. Competitive Sports for Children   Ã‚  Ã‚  Ã‚  Ã‚  and Youth. 96-97. 1988. Rians, C.B., et al. Strength Training for Prepubescent Males. American Journal of   Ã‚  Ã‚  Ã‚  Ã‚  Sports Medicine 15:483-489. 1987. Sewall, R., et al. Strength Development in Children. (abstract). Medicine and Science in Sports and Exercise. 16:158. 1984.

Charles Dickens – Pip’s problems come from arrogance

Charles Dickens' Great Expectations is the tale of one character's troubled journey of self delusion in the pursuit of false ideals. Pip, the book's protagonist, is a morally good and honest boy corrupted by the glitz and glamour of nineteenth century bourgeois society. Although Pip's arrogance and pretentiousness ultimately creates a great deal of problems for him, it would be inaccurate to claim that they are the central causes of Pip's troubles. Instead it is the lack of affirmation and self-worth he experiences in his early childhood that instigates his downward spiral of morality and must be blamed for the cause of his problems. Fortunately, Pip is able to eventually realize the nobility of humble characters such as Joe and understand the importance of values such as compassion in gaining true gentility. Primarily, Pip's lack of self-confidence and lowly impression of himself are the most notable aspects of his early childhood. Under the tyranny of Mrs Joe, Pip is constantly made to feel inferior and has his self-esteem destroyed with snipes such as â€Å"in a low reproachful voice (she said) â€Å"Do you hear that? Be grateful. â€Å". Not only is he physically abused in the household having been â€Å"brought up by hand† but also there is clearly a lack of adequate love and affirmation in his childhood years, reinforced with the absence of a mother and father. Though Pip is able to find some refuge in his friend and father figure Joe, it seems hardly enough to build his self-worth. As well as this, he must contend with the obnoxious and overtly pretentious Mr Pumblechook. The Christmas dinner scene in which Pip is constantly patronized by the mean-spirited adults in his life is almost a parody of disparagement. Harbouring this sense of inferiority, Pip's visit to Satis House evokes in him the fantasy of reinvention that ultimately brings about his downfall. The supercilious Estella, encouraged by Miss Havisham, mocks Pip's â€Å"coarse and common† ways, further playing on his lack of self-worth and eating away at his self-confidence. The highly impressionable young boy, fuelled by this inferiority, sees the glamour of Satis House as his only chance of ‘bettering' himself. It is here he forms the illusion that becoming a gentleman consists of merely assuming the outward trappings of gentility – an illusion that will ultimately create a great deal of trouble for him. He is caught up in the allure of Estella's beauty and her lifestyle, yet fails to see that beneath this exterior lies a loveless and heartless world. Therefore it is Pip's dissatisfaction with himself combined with the influence of his visit to Satis House that is the fundamental source of his problems. This being said, once he is given the financial means to live out this fantasy his priggish arrogance further distances him from his true and honest childhood values. Debt, bad company and a wasteful lifestyle are the troubles that come with his obsession to uphold the gentlemanly faiade he has created. Most notably, his pretentious treatment of Joe, â€Å"If I could have paid money to keep him away I would have paid it,† denize him association with this noble character and in turn denize him the ability to realize the importance of the values he stands for. Likewise there is the manner in which he patronizes Biddy â€Å"You never had a chance before you came here, and see how improved you are! † The rejection of these noble characters prevents him from being able to gaining true ‘gentility'. As Pip himself incredulously states after helping Herbert â€Å"to think, that my expectations had done some good to somebody,† for his expectations combined with his arrogance had succeeded only in creating problems for him. While Pip's ability to learn the importance of humility is vital to his redemption, it is his return to compassion and good heartedness that rescues him and allows him to become a better person. Although initially Pip's motives for protecting Magwitch are entirely selfish, attempting to maintain his own credibility in London, he begins to develop a sense of concern for the old man, as his childhood value of compassion is gradually reinstated. This compassion becomes the first step towards obtaining true gentility. From there the loss of his fortune and his symbolic illness in which Joe appears selflessly nursing him back to health and paying off his debts provides Pip with a vital lesson in fellow feeling. Pip can finally understand the nobility of characters such as Joe, Biddy, Clara and Wemmick (Walworth). He embraces the simple lives of these characters and also learns humility, by leaving to work for Herbert in Egypt, living an earnest and hardworking life. After years of such a humble lifestyle, Dickens rewards his protagonist with the love of Estella, who has likewise come to understand the importance of â€Å"a good Christian Heart. Therefore, the central cause of Pip's problems was clearly the result of years of self dissatisfaction caused by a lack of love and affirmation. This self-worth was dealt a mortal blow upon his arrival at Satis House, the consequence being Pip's fantasy of re-invention that ultimately leads him to much of the troubles in his life. His boorish arrogance mana ges to create further problems for him and it is not until his rediscovery of the importance of compassion and fellow feeling that he is able to become a true gentlemen.

Multisensory Teaching Method to Reading

The multisensory teaching approach to reading is based upon the idea that some students learn best when the material that they are given is presented to them in a variety of modalities. This method uses movement (kinesthetic) and touch (tactile), along with what we see (visual) and what we hear (auditory) to help students learn to read, write and spell. Who Benefits From This Approach? All students can benefit from multisensory learning, not just special education students. Every child processes information differently, and this teaching method allows for each child to use a variety of their senses to understand and process information. Teachers that provide classroom activities that utilize various senses, will notice that their students learning attention will increase, and it will make for an optimal learning environment. Age Range: K-3 Multisensory Activities All of the following activities use a multisensory approach to help students learn to read, write and spell using a variety of their senses. These activities feature hearing, seeing, tracing and writing which are referred to as VAKT ( visual, auditory, kinesthetic and tactile). Clay Letters Have the student create words out of letters made of clay. The student should say the name and sound of each letter and after the word is created, he/she should read the word aloud. Magnetic Letters Give the student a bag full of plastic magnetic letters and a chalkboard. Then have the student use the magnetic letters to practice making words. To practice segmenting have the student say each letter sound as he/she selects the letter. Then to practice blending, have the student say the sound of the letter faster. Sandpaper Words For this multisensory activity have the student place a strip of paper over a piece of sandpaper, and using a crayon, have him/her write a word onto the paper. After the word is written, have the student trace the word while spelling the word aloud. Sand Writing Place a handful of sand onto a cookie sheet and have the student write a word with his/her finger in the sand. While the student is writing the word have them say the letter, its sound, and then read the whole word aloud. Once the student completed the task he/she can erase by wiping the sand away. This activity also works well with shaving cream, finger paint, and rice. Wikki Sticks Provide the student with a few Wikki Sticks. These colorful acrylic yarn sticks are perfect for children to practice forming their letters. For this activity have the student form a word with the sticks. While they are forming each letter have them say the letter, its sound, and then read the whole word aloud. Letter/Sound Tiles Use letter tiles to help students develop their reading skills and establish phonological processing. For this activity, you can use Scrabble letters or any other letter tiles you may have. Like the activities above, have the student create a word using the tiles. Again, have them say the letter, followed by its sound, and then finally read the word aloud. Pipe Cleaner Letters For students who are having trouble grasping how letters should be formed, have them place pipe cleaners around a flashcard of each letter in the alphabet. After they place the pipe cleaner around the letter, have them say the name of the letter and its sound. Edible Letters Mini marshmallows, MMs, Jelly Beans or Skittles are great for having children practice learning how to form and read the alphabet. Provide the child with an alphabet flashcard, and a bowl of their favorite treat. Then have them place the food around the letter while they say the letter name and sound. Source: Orton Gillingham Approach