Quest for Freedom--A Story Of Pure Courage

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Quest for Freedom--A Story Of Pure Courage

 by: Saleem Rana

The Nazis stormed into the house of Stanislavsky Lech, who was Jewish, herded the entire family out at gunpoint, packed them into an overcrowded train, filled with the stench of death and despair, and sent them to Krakow.

Then, before his eyes, Lech saw his entire family shot. Somehow, he managed to live from one day to the next, in a numb, oblivious, zombie-like state. Impatiently, he awaited his own death. But one day, he realized, that his own death was not an unavoidable truth. He could, in fact, do something about it: he could make an attempt to escape.

Once he had made his decision, he didn t know how to execute it. He only knew one simple thing: his decision was irrevocable, and, somehow, he had to find a way to act on it.

As the weeks passed into months, he interrogated his fellow prisoners. How can we escape? he would ask. He became a nuisance, an irritation. It s hopeless, they would echo. Stop hurting yourself, they would plead. Some would abuse him openly; others would turn away in silence.

In turn, he rejected their answers, their silences, their overbearing despair. There has to be a way, he told himself, and I will find it. This is my revenge: by surviving I will prove that the Nazis aren t invincible and that they don t have complete control of our wills and that they can t do what they like with us.

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Each day he would run a dialogue through his head. Today I choose to escape from this nightmare. I will not continue to be a victim. I will not accept these conditions. I am a man, with rights and dignity, and I will, so help me God, find a way to let the whole world know about what is going on here. I will escape. There is no doubt in my mind. How can I escape today, perhaps right now? There is a weakness in their security.

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They cannot watch us every minute. There is something I need to find, and I will find it today, something that I have overlooked, something that will bring me freedom. There is a weak link here, somewhere. I will find it.

The urgency of his question pounded on his heart and mind every waking moment, and it followed him into his dreams.

Then, one day, as dismal as any other, he saw what had been before him all along. The Nazis would let the corpses of naked men, women and children, shot because they were too weak to work in the labor camp, pile up on the ground before a truck would come and haul them away. With typical efficiency, the truck would only come when there were enough bodies to fill it up.

Hiding behind a bush, he stripped off all his clothes, then dived into the mound of corpses. He lay still, pretending to be dead, the nauseating odor of death all around him. He lay there for a day. More corpses were thrown on top of him. He did not flinch. Finally, the truck came. Rough hands pushed his inert body into the truck.

In the truck, many more hours of horror passed. Finally, his body was dumped into an open grave.

He waited until nightfall before climbing out.

The sweet smell of night, the fresh breeze, filled his lungs as he ran twenty-five miles to freedom.

About The Author Saleem Rana got his masters in psychotherapy from California Lutheran University. His articles on the internet have inspired over ten thousand people from around the world. Discover how to create a remarkable life. Free information. http://theempoweredsoul.com/enter.html Fine. Just keep away yourself from the other casual sources of know-how as this piece of literature is among the best of the bests. Continue reading, there are additional details to follow. Copyright 2005 Saleem Rana. Please feel free to pass this article on to your friends, or use it in your ezine or newsletter. It's a shareware article.

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What is the Theory of Multiple Intelligences? Part 2: Cultural Influence

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What is the Theory of Multiple Intelligences? Part 2: Cultural Influence

 by: Michele R. Acosta

Howard Gardner's theory of multiple intelligences developed as he worked with brain injured adults and autistic children. He identified distinct portions of the brain that control specific human abilities or talents like analysis, classification, speech, self-awareness, etc. He has identified eight distinct abilities that he refers to as "intelligences": verbal-linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and the naturalist. In addition to the biological basis for these intelligences, Gardner also places great emphasis on cultural influences that may impact the development of each intelligence.

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Culture determines what parents and schools will teach their children based on the needs of the community. Gardner says: "It is the culture that defines the stages and fixes the limits of individual achievement." For example, educators have found that the Mexican American culture places a strong emphasis on community and on family; therefore, many members of this community have well-developed interpersonal intelligences.

The influence culture has on the development of the intelligences points to one of the most important components of the theory -- the makeup of intelligences changes over time with age and with experience. Thomas Hatch profiled the intelligences of several children when they were in kindergarten and again when they were in the sixth grade. He discovered that their intelligence profiles had changed over time. Hatch says: "Just because young children display particular capacities does not necessarily mean that they will grow up to excel in activities involving those capacities. Children's intelligences, the manner in which they display them, and how successful they are, shift, grow, and vary over time."

In other words, if intelligences change with time and experience, they can be learned. If they can be learned, they can be taught. As a result, students who are not strong in one intelligence can be taught to develop that intelligence. According to Bruce Torff: "The intelligences develop - they grow and change over time, which allows strengths to be exploited and weaker areas remedied. ...If you provide the right kinds of support for students, they build the kinds of intellectual structures that enable them to do things."

David Lazear says that teachers should watch for "ways to help students stretch into new intellectual areas - maybe areas in which they are uncomfortable or weak." Not only are weaker areas strengthened, but students develop a better self-image because they use a well developed intelligence to improve a weaker one.

In an interview with Kathy Checkley, Gardner said: "Teachers have to help students use their combination of intelligences to be successful in school, to help them learn whatever it is they want to learn, as well as what the teachers and society believe they have to learn." In other words, Gardner believes that teachers need to find ways to incorporate instruction into their classrooms that encourages students to develop weaker intelligences by drawing on their strengths. This in turn improves both attitude toward learning and academic achievement.

Visit www.TheWritingTutor.biz/articles/MI-intro-prob.php to learn more about the multiple intelligences.

References:

Checkley, K. (1997). The first seven ... and the eighth: A conversation with Howard Gardner. Expanded Academic ASAP [on-line database]. Original Publication: Education, 116.

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Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Hatch, T. (1997b). Getting specific about multiple intelligences. Expanded Academic ASAP [on-line database]. Original Publication: Educational Leadership, 54 (6).

Lazear, D. G. (1994). Multiple intelligences approaches to assessment: Solving the assessment conundrum. Tucson, AZ: Zephyr Press.

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Torff, B. (1996). How are you smart?: Multiple intelligences and classroom practices. The NAMTA Journal, 21 (2), 31-43.

Vasquez, J. A. (1990). Teaching to the distinctive traits of minority students. The Clearing House, 63, 299-304.

About The Author Michele R. Acosta is a writer, a former English teacher, and the mother of three boys. She spends her time writing and teaching others to write. Visit www.TheWritingTutor.biz/articles for more articles, www.TheWritingTutor.biz/writing_editing_service for professional writing and editing services, or www.TheWritingTutor.biz for writing and educational resources for young authors, teachers, and parents. Copyright (c) 2004-2005 The Writing Tutor & Michele R. Acosta. All rights reserved.

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