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Below is information to keep in mind when teaching the content in this unit. This material is intended to help teachers consider the complexities of teaching about the ghettos and to deliver accurate and sensitive instruction.
During the transitional phase from the beginning of World War II before the “Final Solution” was planned and before extermination camps were built, ghettos were established. This was done in order to isolate Jews from the rest of the population, pending the formulation of a more definitive solution to the so-called “Jewish problem.” At this stage a detailed blueprint for carrying out mass murder did not yet exist; rather, death was a side effect of the starvation, disease, and overcrowding in the ghettos. For instance, more than 80,000 Jews died in the Warsaw ghetto alone. Though there was no plan, there was a wish to solve the so-called “Jewish problem” in some rapid and radical way. It was only in 1941, with the invasion of the Soviet Union, that the Nazis began murdering Jews in a systematic mass fashion, and a project for murdering all Jews only coalesced during the course of the year and into 1942.
Students often ask why more Jews did not escape from the ghettos. It is important for students to remember the extenuating circumstances that made it nearly impossible for the vast majority of Jews to flee.
While we know the ultimate fate of Jews during the Holocaust, Jews themselves did not know (especially during the early years of World War II when the first ghettos were established) that later they would be shot, sent to extermination camps, or worked to death, especially while German policies of persecution were still evolving and the Germans continuously employed many different means to camouflage their actions.
The physical conditions in the ghettos meant that the energies of the Jews were sapped just trying to stay alive.
The Holocaust created a world of “choiceless choices.” Every action had a consequence, which, in many cases, became a matter of life and death. For instance, while many Jews may have wished they could escape, they felt a strong responsibility to take care of family members living with them, especially young children and elderly parents. Escape would have meant abandoning these people.
The Germans also commonly imposed collective punishment on those who were left behind; so that prospective escapees understood that their actions could endanger the lives of others.
Even if there was a way to escape, frequently there was no place to go. Non-Jews living outside the ghetto walls were mostly reluctant to help them, since hiding Jews was cause for severe punishment, even death. It is also important to keep in mind that even prior to the beginning of World War II, Jews who attempted to emigrate from Nazi- dominated Europe faced tremendous obstacles when they sought to leave, due to the world depression, immigration quotas, strict policies toward refugees, and far too often, anti-Jewish attitudes, as well. Overall, most Jews in Europe were trapped at that time.
This unit provides students with an opportunity to learn about the ghettos established throughout Nazi Europe and understand that the ghettos were one phase in the continuum of Nazi racial policies that sought to solve the so-called “Jewish problem.” Students will also learn about the conditions in most ghettos and how those conditions severely limited Jewish life and led to feelings of humiliation and loss of dignity. Using several primary sources, students will have an opportunity to learn that despite severe overcrowding, starvation, diseases, and grief, Jews still did their utmost to conduct their lives and retain their human dignity.
Explain the aims of the Nazis in establishing ghettos.
Name countries in Eastern and Central Europe where the Nazis established ghettos.
Describe what life was like for Jews imprisoned in ghettos, with particular emphasis on the Lodz ghetto.
Identify ways that Jews forced to live in ghettos attempted to maintain their dignity and preserve some of their previous ways of life.
Interpret primary source documents—including clips of visual history testimony—that represent the experiences of those forced to live in the Lodz ghetto.
Analyze various ways that individuals respond to unjust actions and the possible reasons behind those responses.
1 Write the word “ghetto” on the board. Have students share what they know about the word and record their responses. Follow this discussion by sharing the history of the word.
2 Introduce students to [L]Joseph Morton[/L] and [L]Ellis Lewin[/L]. As students watch the two clips of testimony, encourage them to listen for specific examples of how ghettos during the Holocaust were different from their understanding of what is referred to as a “ghetto” today.
In their testimonies, Ellis Lewin and Joseph Morton share some of their early feelings and experiences in the ghetto. How does Ellis say his life changed after being forced into the ghetto? What does Joseph share about his observations of life in the ghetto?
Based on the testimonies you just watched, how were ghettos during the Holocaust different from your understanding of what a ghetto is today?
What images have begun to emerge for you about ghetto life after listening to these two testimonies?
How do you think Ellis and Joseph felt sharing these memories? How did you feel listening to them?
3 Ask a volunteer to explain (or draw) what Joseph said about the bridge in the Lodz ghetto. Share information about the bridge and show the photograph Jews Crossing the Bridge in the Lodz Ghetto. Ask students to discuss what they think the Jews crossing the bridge were feeling as they looked down upon the scene below.
4 Explain to students that Nazi ideology called for expanding the rule of Germany. After conquering Poland in September 1939 (after already controlling Austria and parts of Czechoslovakia), Germany sought to dominate the whole world along with its partners, and arrange it in a “new order” based on Nazi racial ideology. According to the Nazi racial view, the populations living in Poland were deemed to be Slavs, who were considered inferior and therefore treated as such.
6 Have a whole-class discussion based on the questions below. Encourage students to cite evidence from the text to support their answers whenever possible.
What were the Nazis’ intentions in closing Jews in the ghettos?
The Germans wanted to concentrate Jews living in the countryside into the larger cities, and establish ghettos in the vicinity of railroad junctions. What do you think was the purpose of concentrating Jews together in certain central locations? Why did the Germans want to establish ghettos near railway transports?
Heydrich writes, “For the time being, the first step toward the final goal is the concentration of the Jews….” What do you think Heydrich meant by “for the time being”? What do you think Heydrich meant by “the final goal”?
Why did the Germans establish a Jewish Council, or Judenrat, in each ghetto?
What are some possible reasons why the Germans themselves didn’t govern the ghettos?
How might the establishment of a Judenrat have given Jews in the ghetto a false sense of security?
Share the following statement made by Chaim A. Kaplan, a teacher from the Warsaw ghetto: “Ghetto life does not flow-rather it is stagnant and frozen. Around us-are walls! We have no space, we have no freedom of movement and action.” What is the main feeling that emerges from hearing this passage?
Identify some of the dilemmas that the Jews faced on a daily basis in the ghettos.
What were some ways that Jews attempted to keep their dignity and sanity in the ghettos?
How does this description of ghetto life compare to the descriptions of ghetto life presented in the testimonies at the beginning of this lesson?
Discuss the difference between physical and economic segregation.
When people describe a neighborhood today as a “ghetto,” how is it different from the Nazi ghettos? Are there any similarities?
Looking at this map, how many ghettos would you estimate were established across Eastern and Central Europe?
Why do you think that there were no ghettos in Western Europe?
What other observations do you have after looking at this map?
8 Explain to students that they will now concentrate on one ghetto in particular, the Lodz ghetto in Poland. Tell students that in addition to learning background information on this particular ghetto, they will also analyze primary source documents and watch first-person visual history testimonies from survivors of the Lodz ghetto. These sources will provide a glimpse into what life was like for Jews living in ghettos between 1940 and 1944.
9 Distribute a copy of The Lodz Ghetto to each student and read together as a whole class. Follow with a discussion using the questions below. Have students cite evidence from the text to support their answers.
Why did the Nazis completely seal the Lodz ghetto?
Why did Chaim Rumkowski encourage the people in the Lodz ghetto to work and produce war supplies for the Nazi troops?
What was the reasoning behind having children work in the workshops?
Why were the city inhabitants hostile to Jews in the Lodz ghetto?
How do you feel about the decisions made by Rumkowski?
Do you agree with what Zalman Loewenthal wrote that the accusatory finger needs to be pointed at the Nazis? Explain why.
10 Divide the class into small groups and give each group a copy of the following documents: Lodz Ghetto, 1941, Poem by an Unknown Girl, and Poem by Avraham Koplowicz. Provide students with information about the photographer available in the corresponding Note.
What specifically do you see in the photograph?
What do you think is happening in the photograph?
What are you able to determine about life in the Lodz ghetto from studying this photograph? How, if at all, is what you have already learned about the Lodz ghetto influencing your answer? Do you think you would have come to similar conclusions had you seen this photograph without background on the Lodz ghetto?
Do you think knowing who took this particular photograph and under what circumstances influenced your reaction or response to it? Is it possible that your response might have been different if you hadn’t known who the photographer was, or if you had assumed it was taken by the Nazis? Discuss your answer.
How would you describe the tone of each of the poems? Identify how specific words or phrases have an impact on the meaning and tone of each poem.
What is the significance of time in both poems? Which poem talks about the past and which talks about the future?
What is Avraham Koplowicz’s dream? Do you think the dream Avraham describes is figurative or literal? What words or lines in the poem have influenced your answer?
Does it appear from reading these poems that both these children believed that they would survive the ghetto? Support your response with specific words, phrases, or lines from the poems.
What are your feelings as you look at the photograph and read the poems from the Lodz ghetto?
1 Begin this lesson by explaining to students that the role of the ghetto was to control and confine Jews and that the situation in the ghetto led to Jews being weakened as well. Have students share what they already know about specific ways that the Nazis attempted to control and confine Jews in the ghettos.
2 Instruct students to divide a piece of paper into three columns and label the columns “control,” “confine,” and “weaken.” Introduce students to [L]Leo Berkenwald[/L], [L]Milton Belfer[/L], and [L]George Shainfarber[/L] and then show their clips of testimonies. Have students complete the chart with specific examples they hear in the testimonies about what life was like in the Lodz ghetto.
3 Have students review their charts with a partner, sharing the examples that they wrote down for each of the three categories. Encourage students to discuss differences and similarities in their answers and also consider how some of the experiences that the survivors discussed might fit into more than one category.
Leo Berkenwald lived within the confines of what would eventually become the Lodz ghetto. Even though he was still living in the same city, how did his life change once the ghetto was created?
What does Milton Belfer’s testimony add to your understanding of life in the ghetto? What does Leo’s add?
What role did food play in George Shainfarber’s experience in the ghetto?
4 Show students Diary Entry from the Lodz Ghetto and read the entry together. Have students identify examples from Josef’s diary entry that also illustrate how the Nazis controlled, confined, and ultimately weakened Jews forced to live in the ghetto.
5 Ask students to review what they have learned thus far about what life was like for children in the Lodz ghetto. Introduce students to [L]Eva Safferman[/L], [L]Ellis Lewin[/L], and [L]George Shainfarber[/L] and then show their clips of testimony. Follow with a discussion using the questions below.
What are some specific things that you learned about what life was like for children in the ghettos from Eva Safferman, Ellis Lewin, and George Shainfarber?
Would you describe their behavior as uncharacteristic for most children? Why or why not?
What were some of the ways in which families and neighbors tried to cope with circumstances in the ghetto?
NOTE: To learn more about what life was like for children in the ghettos, see the Jewish Resistance and The Children and Legacies beyond the Holocaust units.
6 Explain to students that one of the diaries discovered after the city of Lodz was liberated on January 19, 1945 was the diary of a teenager named Dawid Sierakowiak. Distribute Excerpts from The Diary of Dawid Sierakowiak and read the background information. Read as many of the entries as possible.
7 Have a discussion using some or all of the questions below. Whenever possible, students should use specific examples from the primary sources they have investigated in this lesson to support their answers.
What do you learn from reading diary entries and listening to testimonies that is different from what you learn from a textbook or informational text? How are both types of information useful and necessary when studying a topic like the ghettos?
What does Josef Zelkowicz mean when he asks “Do you have any children at all in the ghetto?” What are some examples from the testimonies that illustrate that children felt they could not afford to be children?
How do excerpts in Dawid Sierakowiak’s diary substantiate what you heard in the testimonies?
What does Dawid mean when he says “Oh, my dear school! Damn the times when I complained about getting up in the morning and about tests. If only I could have them back!” Have you ever had a similar feeling about something?
What did school mean in the ghetto?
What does going to school represent for Dawid?
What are some things that young people you know might take for granted that young people in the ghetto learned to cherish?
What do you think Dawid means when he writes, “Humiliation inflicted by force does not humiliate”? Do you agree with him? Explain your thinking or give an example to illustrate why you do or do not agree with Dawid’s statement.
Dawid writes, “long live humor.” How does he show in his diary that he had a sense of humor? How do you think it is possible for people to keep a sense of humor during unthinkably difficult times?
There are also examples of hope and optimism in Dawid’s diary entries. Point out an example. Explain where Dawid began to lose hope.
In his testimony, Ellis Lewin says he believes that the children who were physically able to survive did so because “they didn’t know any better.” What do you think Ellis means by this? Do you agree or disagree with him? Why or why not?
8 End this lesson by having students complete an “Exit Slip”, whereby they reflect on the information they have learned in this lesson and express their thoughts about this new information. In a paragraph, have students respond to the prompt below and submit prior to the next class period. If the “Exit Slips” are submitted electronically, the teacher may wish to post on the class website, blog, or wiki for others to see. PROMPT: In his testimony, Ellis Lewin states that arriving in the Lodz ghetto was “the beginning of the end.” After learning about the Lodz ghetto through both primary and secondary sources, explain what Ellis meant by this statement not only for him and his family but more broadly for the Jews of Europe. Provide specific examples to support your response.
In very challenging times, the importance of remaining hopeful and the persistent belief that one’s situation will improve is crucial. However, this outlook and attitude is difficult to maintain over a long period of time. Do you believe there is a certain point when people begin to lose hope? If so, what do you think that point is? Do you think it is the same for everyone? Has the loss of hope ever happened to you? Have you witnessed it in others? How does a person restore hope?
In his testimony, Ellis Lewin talks about what he sees as the only things that have the power to hurt children—losing the comfort of family, being beaten, and being hungry. Do you agree with Ellis’s assessment? Are there other things that you would add to this list? Do you think that the things that have the power to hurt children are different from those that can hurt adults?
The establishment of ghettos marked the end of freedom of movement for Jews. Write about what freedom means to you in your life and what you think it would mean to lose it.
The additional activities and projects listed below can be integrated directly into the lesson or can be used to extend the lesson once it has been completed. The topics lend themselves to students’ continued study of the Holocaust as well as opportunities for students to make meaningful connections to other people and events, including relevant contemporary issues. These activities may include instructional strategies and techniques and/or address academic standards in addition to those that were identified for the lessons in this unit.
1 Visit IWitness for testimonies, resources, and activities to help students learn more about life in the ghettos.
2 Using information from the Timeline, have students align events happening in Europe and other parts of the world to Dawid Sierakowiak’s diary entries in an overlapping timeline that is presented in a format of their choice. Encourage students to read additional entries of The Diary of Dawid Sierakowiak (Oxford University Press, 1996) to complete this assignment.
3 In this unit, students examined several types of primary sources . Review the potential value of these kinds of sources, and consider how each adds to our knowledge and understanding of the ghettos.. Introduce students to another kind of primary source—artifacts—by showing them the Monopoly Game from Theresienstadt Ask students to study the artifact and consider the questions below. Encourage students to review the definition of Theresienstadt in the Glossary.
Even though you did not learn about Theresienstadt in this unit, what knowledge do you have about ghettos in general that you can apply to your examination of this artifact?
What do you see on the Monopoly board that provides you with insight into what life was like in Theresienstadt?
What is the irony of children in Theresienstadt playing Monopoly?
Why do you think the adults in Theresienstadt made this game for the children?
What was the artifact that you investigated and what ghetto was it from? Was there any information available about the artifact; if so, what information was supplied?
What can be learned about ghetto life by studying this artifact?
Reflect on the experience of locating and studying an artifact. How was the experience different from studying secondary sources? How, if at all, was it different from studying other types of primary sources?
What is the tone of this poem? Identify how specific words or phrases have an impact on the meaning and tone of the poem.
Why do you think the poet said the butterfly “wished to kiss the world good-bye”?
What has the poet found to love in the ghetto?
What is the significance of the line, “Only I never saw another butterfly”?
Do you think the poet is hopeful that he will one day leave the ghetto or is he resigned to his fate to remain “penned up,” or worse? Explain how you reached your decision.
Study the painting by Liz Elsby that is paired with this poem. Describe specific techniques that the artist uses in the painting and why you think she chose those techniques when creating a painting to accompany the poem. In your opinion, is this painting a good representation of the poem? Why or why not?
5 Have students research the role that music played in the lives of Jews forced to live in the ghettos. In particular, have students research one of the following ghettos: Kovno, Vilna, or Lodz. Among other sources, encourage students to refer to Yad Vashem’s Heartstrings exhibition. Have students prepare and share an oral or multimedia report on their findings.
"Final Solution of the Jewish Question"


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← I’m a Monster. A Monster!!!
On top form! Thanks for the video link. The family photos are the best!

industry_corpus2: Others


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Wow! This review is specifically for Jeff from McCoy Towing Services. If I could give ten stars, I would. Jeff was kind, caring, and patient with us during a very stressful time. He was more patient and understanding of our safety concerns than the POLICE OFFICER who responded to us. Our car was stranded on a very dangerous, ice covered road blocking a lane of traffic. Jeff who was not from the area was determined to find us and did so in such a timely manner. I am truly blown away by his kindness and patience. His assistance tonight was a blessing and truly made a bad situation much better. McCoy Towing Services is blessed to have such an amazing driver. I will be telling every one I know about your services. Thank you, Jeff!
This is a family owned business and you can tell they really take pride in their work. Very honest and knowledgeable. I highly recommend them!

industry_corpus2: Transportation


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The final exam schedule is for standard meeting time classes.
2.5 hours is the maximum amount of time that can be allotted for a final exam. Instructors may choose to allot a shorter time.
Finals will take place in your regular classroom unless otherwise specified.
Is the class you're taking not listed? Contact your instructor.
Is the class you're teaching not listed? Email Classroom Scheduling.
Deviations from the published schedule are not permitted without prior approval. Please refer to the Faculty Manual for further guidance.
In any course or laboratory that meets weekly, no quiz, test, or examination shall be given during the last class session before the regular examination period. In any course or laboratory that meets two or three times a week, no quiz, test, or examination shall be given during the last two class sessions before the regular examination period. In any course or laboratory that meets more than three times a week, no quiz, test, or examination shall be given during the last three sessions before the regular examination period (per the Faculty Manual, USC - Columbia, page 54).
MWF - 8:30 a.m. May 1, Wednesday, 9:00 a.m.
MWF - 9:40 a.m. May 6, Monday, 9:00 a.m.
MWF - 10:50 a.m. May 3, Friday, 9:00 a.m.
MWF - 12:00 p.m. May 1, Wednesday, 12:30 p.m.
MWF - 1:10 p.m. May 6, Monday, 12:30 p.m.
MWF - 2:20 p.m. May 3, Friday, 12:30 p.m.
MWF - 3:30 p.m. May 6, Monday, 4:00 p.m.
MWF - 4:40 p.m. May 1, Wednesday, 4:00 p.m.
MWF - 5:50 p.m. May 3, Friday, 4:00 p.m.
MWF - 7:00 p.m. May 1, Wednesday, 7:30 p.m.
MW - 8:05 a.m. May 1, Wednesday, 9:00 a.m.
MW - 2:20 p.m. May 3, Friday, 12:30 p.m.
MW - 3:55 p.m. May 6, Monday, 4:00 p.m.
MW - 5:30 p.m. May 3, Friday, 4:00 p.m.
MW - 7:05 p.m. May 1, Wednesday, 7:30 p.m.
TR - 8:30 a.m. May 7, Tuesday, 9:00 a.m.
TR - 10:05 a.m. May 2, Thursday, 9:00 a.m.
TR - 11:40 a.m. May 7, Tuesday, 12:30 p.m.
TR - 1:15 p.m. May 7, Tuesday, 4:00 p.m.
TR - 2:50 p.m. May 2, Thursday, 12:30 p.m.
TR - 4:25 p.m. May 2, Thursday, 4:00 p.m.
TR - 6:00 p.m. May 2, Thursday, 7:30 p.m.
TR - 7:35 p.m. May 7, Tuesday, 7:30 p.m.
M - 4:40, 5:50 p.m. May 3, Friday, 4:00 p.m.
M - 7:00, 7:05 p.m. May 1, Wednesday, 7:30 p.m.
T - 4:25 p.m. May 2, Thursday, 4:00 p.m.
T - 6:00, 7:35 p.m. May 2, Thursday, 7:30 p.m.
W - 4:40 p.m. May 1, Wednesday, 4:00 p.m.
W - 5:50, 7:00, 7:05 p.m. May 6, Monday, 7:30 p.m.
R - 4:25, 6:00 p.m. May 4, Saturday, 12:30 p.m.
R - 7:35 p.m. May 7, Tuesday, 7:30 p.m.
S - 9:00, 10:00 a.m. May 4, Saturday, 9:00 a.m.
Spring II exams follow the standard exam schedule listed above (May 2 - 9, 2018).

industry_corpus2: Subject Education


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industry_corpus2: Real Estate & Construction


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is different according to various tungsten content.
is one of tungsten products. Tungsten sheets are produced by good processing property billets and special cold and hot rolling technology. The crystal structure of tungsten sheet is compact.
The difference between tungsten sheet and tungsten plate is that tungsten sheet is thinner than tungsten plate.
Tungsten sheet can be divided into hot rolling tungsten sheet, warm rolling tungsten sheet and cold rolling tungsten sheet.
Due to the resistance to deformation of tungsten is big, the ordinary mill roll can not totally meet the requirements of tungsten sheet rolling. Some tungsten sheet should be rolled by mill roll made of special material. Before rolling tungsten sheet, manufacturers need preheat the mill roll. The preheating temperature is 100 ℃ to 350 ℃ according to the different rolling conditions. If the relative density of the semifinished tungsten sheet (the actual density and theoretical density ratio) is greater than 90%, then manufacturers can machine the tungsten sheet. If the density of the semifinished tungsten sheet is 92 to 94%, the processability of tungsten sheet is excellent. The blooming temperature of hot rolling is 1350℃ to 1500 ℃. If the deformation technological parameters are improperly selected, then the semifinished tungsten sheet will appear lamination. The blooming temperature of warm rolling is 1200 ℃. Hot rolling tungsten sheet with 8 mm thickness can be rolled into 0.5 mm by warm rolling.
Tungsten sheet can be used to make tungsten electrodes, tungsten heat elements, tungsten heat shields and tungsten boats for electronics, lightening, electro-vacuum industries.

industry_corpus2: Petrochemicals


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What draws you? What is so deeply compellingly true you can't resist it? Follow it. What gives you life, refreshes your soul, draws you into a delight beyond yourself? Fall for it. What asks your soul of you? Answer it.
Don't expect some white-robed prophet, and watch out for those tricky feelings. Never mind the theologians who've decided what you should believe. Where does it hurt? How does it heal? Speak of that.
Forget religion. Let the birds of your beliefs settle in the tree that is there. Who forgives you so hugely you feel newborn? If you die for love, what raises you up again? Was there a gift there? Did someone give it?
We are drawn to God by whoever bears the fragrance of grace, whoever speaks our name of Beloved.
Toss the autograph you got as a kid. Don't be scared by the people walking around referring to a picture on a “wanted” poster. Love is a shape-shifter.
Who is drawing you? Each moment, each breath: who is drawing you?


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In the past five years the percentage of weekly mobile banking users has more than tripled — from 9% in 2010 to 30% in 2015 — while weekly branch visitors fell from 40% to 24% in the same time frame. 2015 marked the first time that weekly mobile bankers (30%) exceeded branch bankers (24%) in Javelin’s survey. “What is driving this incredible growth? Smartphones and tablets are gaining rapidly in consumer adoption but it’s also a function of the fact that mobile banking services have not only proliferated but increased in the quality and features they offer consumers,” said Javelin analyst Daniel Van Dyke during a January 27 webinar reviewing the firm’s Mobile Banking, Smartphone and Tablet Forecast.
Javelin’s recent report Digital Account Opening Reaches The Tipping Point also found that more Americans are applying for credit cards, loans and investment products through digital channels than physical ones. Javelin has argued that “FIs that fail to divert resources from branch to digital suffer a large opportunity cost, missing out in lowered servicing costs for basic transactions and in sales of new products.” The service costs argument rings particularly true for mobile deposit, with Chase citing a cost of 65 cents for each teller deposit vs only 3 cents using mobile. While 38 percent of big bank customers utilize mobile deposit, only 18 percent of community bank and 16 percent of credit union customers do, placing these institutions at a significant disadvantage in terms of service costs.
The branch network, which peaked at 99,550 U.S. locations in 2009, has dropped each year since. The latest FDIC figure of 93,283 represents a 6.3 percent decline in the last six years, although Bryan Yurcan of American Banker was quick to point out that "most of that reduction has come with the nation's largest banks shedding inventory ... many smaller banks have held steady, and even increased, branch numbers."
Predicting that account maintenance will increasingly be performed on mobile devices but there will be times that customers seek face-to-face advice, Schwanhausser said FIs need to "get into the business where they're influencing the behavior of their customers, guiding them to a smarter way to manage their finances. Those are very personal kinds of conversations. It's not about eliminating (the branch) but how do we put the pieces together in a more coherent way?"
While early adopters of smartwatches tend to be affluent or part of Gen Y2 (ages 25-34), mobile bankers no longer carry such unique characteristics. As Van Dyke put it, "The mobile banker of today is the banking customer of today. They're becoming indistinguishable." Mobile banking has become so commonplace that Javelin projects 80 percent of consumers will be engaging in it — on a 90 day basis — by 2020.
In 2015 74 percent of mobile banking users employed an app and 69 percent utilized a mobile browser, dwarfing the 31 percent using SMS text messaging. Schwanhausser said FIs will continue to wrestle with the question of what to make available in the app: "Do you make it fine tuned and focused and streamlined or replicate what can be viewed in online banking?" Van Dyke predicts that banks will continue to take advantage of device-specific capabilities, whether using the camera for mobile deposit or geolocation to identify nearby ATMs. "Things like that will underscore the need to offer superior experiences on the app," said Van Dyke.
2015 marked a continuation of Android's dominance, as the operating system grew its share of the U.S. tablet market from 45 to 48 percent and its share of the U.S. smartphone market from 47 to 49 percent. Apple's tablet share fell from 46 to 43 percent, with its smartphone share dropping from 46 to 45 percent. While Apple's numbers have been moving in the wrong direction Van Dyke reiterated that iOS users are the most valuable that an FI can serve. "iPhone users show extremely unique characteristics. They bank more often, they make payments more often," said Van Dyke. "When it comes to banks and payment providers iPhone owners are the gold standard." In addition to serving Android users, Javelin recommended that FIs prioritize an app on Amazon — but only after all iOS and Android device types have been addressed. Javelin suggested that there was no value in supporting Windows or Blackberry users, who only represent 4 and 2 percent of the smartphone market respectively.

industry_corpus2: Finance & Economics


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The semiconductor industry uses ion implanters to implant dopants into wafers. To optimize the design of these devices, engineers need to quickly and easily test a wide range of parameters. Simulation apps help streamline the design process of ion implanters by sharing the capabilities of a simple and fully customizable interface with colleagues who don’t have a simulation background. Here, we introduce you to our Ion Implanter Evaluator demo app.
Charge exchange cells are often used as a way to obtain neutralized beams of energetic particles. In this blog post, we introduce a model of a simple charge exchange cell and analyze its neutralization efficiency.
Vacuum technology has many important applications, from semiconductor device and MEMS fabrication, to vacuum coatings for corrosion protection, optical films, and metallization. The new Molecular Flow Module provides vacuum engineers with previously unavailable tools for modeling gas flows within vacuum systems.
Vacuum is naturally associated with the hostile environment of deep space. To achieve such an environment in an artificial setting here on Earth is a very challenging task, and it turns out one cannot even come close to the low pressures of an interstellar vacuum. It is at these low pressures that molecular flow occurs.
Chemical vapor deposition (CVD) is popular in the semiconductor industry for its ability to produce high-quality, pure, and extremely strong materials. Ultrahigh vacuum CVD (UHV/CVD) requires complex equipment and very high temperatures. To increase efficiency and control costs, engineers can simulate this complex process. Here, we use the growth of silicon wafers as an example.
The Passive Vaccine Storage Device (PVSD) is a highly advanced container that combines ingenuity and insulation technology to empower aid workers delivering vaccines to the toughest-to-reach corners of the globe. Designed as a prototype that improves upon earlier models of vaccine transportation devices, this compact apparatus was developed with all the necessary steps: careful planning, simulation, and testing.
Graphene can be created by way of thermal decomposition at high vacuum. In order to design and optimize these high-vacuum systems engineers might look to simulation, but there are currently not many modeling tools that are up to the task. Let’s have a look at how vacuum systems are relevant to graphene production, why you should simulate them, and how.

industry_corpus2: Technology & Research


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From lavish affairs to intimate ceremonies our approach to your wedding takes cues from the seasons of nature, the details of the setting and your intimate story.
As each event is personalized for our clients, we create a limited number of weddings per season, both local and destination. We love working together with our clients and wedding planners to design a beautiful event that is inspired from nature and will be remembered for years to come.
If you’d like to have us design your special event but are not within the Philadelphia Tristate area, contact us. We are happy to travel and bring our aesthetic to you and your guests for an unforgettable event.
To set-up a consultation, you can give us a call at 215-923-1600 or email us at hello@petitjardinenville.com.
“You are a visionary in how you executed everything!! You brought everything we talked about to life and then some!!!
“The flower arrangements you made for our June 4th wedding were SO BEAUTIFUL!!!! I loved my bouquet! ... I loved the succulents and all the flower choices you made! It was absolutely gorgeous. Thank you for helping to make our wedding so special."

industry_corpus2: Hospitality & Catering


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BOTTOM LINE: St. Louis visits Milwaukee on opening day.
The Brewers went 51-30 at home in 2018. Milwaukee averaged 8.6 hits with 3.0 extra base hits per game last year.
The Cardinals finished 41-35 against NL Central Division opponents in 2018. St. Louis averaged 8.5 hits with 2.9 extra base hits per game and 248 total doubles last year. The Brewers won the season series 11-8 in 2018.
Brewers Injuries: Jeremy Jeffress: day-to-day (shoulder).

industry_corpus2: Sports


text: We have added several more dates for our Barn Sale. The additional days are Thursday, October 3, Friday, October 4, and Saturday, October 5. The times for all days are 8:00 am until 6:00 pm. It’s the same red barn on Winchester Road with many great bargains left. Hope to see you there!


text: Social trust, the belief that most other people are trustworthy, leads to many important societal benefits, including higher economic growth, lower levels of corruption and better public health. However, very little is known about when and why individuals' trust changes. This knowledge is vital to halt the trend of declining social trust currently plaguing many countries. Our project will fill this research lacuna. We take a life-course perspective whereby individuals' trust changes in response to critical life-course events, such as job loss, divorce, income reduction, or worsening health conditions. We will analyze data from three countries, each representing different types of welfare state regimes: Germany (conservative), Norway (social democratic) and the United States (liberal). We expect to find that negative life-course events will erode social trust in contexts where the state provides little or no welfare buffer. We will test this argument by analyzing longitudinal data from the German Socio-economic Panel, the Norwegian Citizen Panel and the U.S. General Social Survey. All three surveys observe individuals at multiple points in time. The results from this research will provide social policy makers with much-needed information about the most effective means of protecting and increasing social trust.


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Jesteś w: Start / Wiadomości / Praktyki i staże / Launch Your Financial Career! Register for the BAT test at SGH! Only 4 sessions left this year!
Launch Your Financial Career! Register for the BAT test at SGH! Only 4 sessions left this year!
The next sessions will be held on Wednesdays: 5th, 12th December at 10 a.m. and 2 p.m., room 3E, C building. Don't miss your chance!
Warsaw School of Economics Alumni Office and Bloomberg Institute is offering students the chance to take the Bloomberg Assessment Test (BAT) FREE of charge on campus. By taking the BAT you gain insight into your strengths and weaknesses as relative to a career in finance while at the same time showcasing your abilities to a wide range of financial employers.
After taking the BAT you have the opportunity to enter your profile into the Bloomberg Talent Search - a tool that over 20,000 financial employers are using to find top new talent for financial employment opportunities. The Talent Search allows employers to view BAT results on an anonymous basis and send connection requests to students that may be a match for their roles. Being included in the Talent Search allows you to gain access to great career opportunities with absolutely no downside.
register for one of the upcoming BAT test sessions on campus.
Check out the SAMPLE QUESTIONS!


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Does the way your doctor treat you affect your health? | Garau Germano, P.C.
Does the Way Your Doctor Treat You Affect Your Health?
When it is time for you to visit your doctor, chances are you have done some degree of research in finding a health care provider who you trust to give you the attention and care that you need. In fact, in doing your research for trustworthy doctors in Indiana, you have probably read about what you can do to protect yourself against errors made by reckless, careless or distracted doctors. However, have you ever considered that just the way your doctor treats you could also affect your general wellbeing?
There is little else as unsettling as working with a health care professional who is impatient or unwilling to answer your questions. In fact, their inconsideration should actually be a red flag because many medical errors first start with ignorance, miscommunication or carelessness. According to HealthDay, a study was conducted to observe the relationship between patients and their providers. The results of the study indicated that people who have a positive and trusting relationship with their doctor experience significantly better outcomes than patients who are not satisfied with their treatment.
If you are ever questioning your doctor's advice, unsure if they have heard you correctly or are confused about information you have received, do not be afraid to ask questions. Often, your doctor may not even be aware of your concerns unless you bring them forward and disclose your feelings in an effort to get clarification. With your questions answered, you can make a better and more confident decision about which treatment to pursue.

industry_corpus2: Health & Medicine


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September 6 + 7, 2018 - it's over!
See you at GENNEX 2020!
We are working on the GENNEX future - see you @GENNEX2020!
GENNEX is a unique immersive and interactive conference designed to help leaders catalyze innovation to transform their business and win in a digital world.
For two days, a diverse group of corporate executives, experts and market influencers will experience an inspirational journey engaging in small group discussions, collaborating with peers and solving shared challenges.
C2 Montréal is a yearly business conference for creative leaders from around the world. Founded by Cirque du Soleil and Sid Lee, C2 has redefined the business conference. As winner of the BizBash Best Conference of the Year (US/Canada) for three years running, considered the “Davos of Creativity” by The Observer, C2 proposes a far more progressive platform and creates a dialogue among thousands.
GENNEX brings the C2 unique experience-based environment to Switzerland for the first time.
Why to participate and who to meet.
Forget what you know from traditional sit-in-and-list conferences. With GENNEX, it's all about taking a step back and looking at business from new perspectives, collecting fresh ideas and developing strategies to activate your organization and catalyze innovation.
Entrepreneurs, managers, division managers, digital officers, innovation managers and all those who drive their company forward with creativity and innovation meet at GENNEX.
Two inspiring days together with customers position the host as a strategic partner and catalyst for innovation.
As a team, you can benefit from a stimulating environment, numerous case studies & hands-on workshops at group rates.


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We produce plotters, cutters, digitisers and software for design and manufacturing.
We strive to provide the easiest to use and most productive systems available.
We have been doing this for over 25 years and have 650 installations in 61 countries.
 All our products carry a 2 year warranty with a 2 month right of return.

industry_corpus2: Manufacturing


text: Are you a camping and Ontario Parks enthusiast? do you camp regularly? Interested in writing about your experiences?

industry_corpus2: Travel & Geography


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African Union mediators have set another ultimatum in the Darfur conflict, with no sign that the two recalcitrant rebel factions are going to sign the Abuja deal.
In what is fast turning into a war of ultimatums, the AU mediators and their international backers have decided to bulldoze through the Darfur peace process against apparent foot-dragging by the parties.
A series of deadlines was put last month for the parties concerned to sign the peace proposals drawn up by the AU.
When the government agreed to sign by the first deadline of April 30, pressure was shifted in the direction of the rebels. But Khartoum was not let off the hook.
On May 15, the Security Council passed a resolution supporting the peace deal and giving Khartoum an ultimatum: allow the UN advance team to visit Darfur within seven days to conduct surveys in preparation for the deployment of UN peace keepers or else. However, the international mediators still have a fight on their hands.
The agreement allows the rebel movements to nominate one person for the position a "senior assistant to the president" and that of governor of one of Darfur’s three states.
The rebels were not happy with that, they were incensed because the deal did not install a vice-president from Darfur. They also wanted a guarantee for their full control over the region, which they also insisted should be reunified.
The determination of other countries to force a deal may be also related to the recent threats made by Osama bin Laden to shift his al-Qaeda operations to Sudan, and Darfur in particular.
They also wanted the Sudanese government to commit to full individual compensation for war victims, rather than just setting up a fund for this purpose.
However, strong pressure was put on the rebels to sign the deal worked out by the African Union mediators and their American and European partners.
An international team led by Robert Zoellick, the US deputy secretary of state, and Hilary Benn, Britain's international development minister, arrived in Abuja as the deadline was drawing closer and arms were being twisted.
Alpha Omar Kunari, head of the AU commission, and Denis Sassou-Nguesso, AU chairman and president of Congo, were among some African and international key players who put a pressure on the rebels to sign.
This stance appeared to mark a shift in the attitude of foreign powers, which had been seen as sympathetic to the rebel cause and antagonistic to the government. However, this view might be based on a misunderstanding.
Many countries have indeed been very hostile to the government, and some parties (the US and some human rights groups) even accuse it of presiding over genocide in Darfur, allegedly by backing the nomadic Janjawid militias accused of instigating mass killing against Darfur's Africans.
This antagonism does not necessarily translate into sympathy to the rebel cause. Some observers were dismayed by the timing of the rebellion, which spoilt for many the intended celebration of the ending to Africa’s longest-running civil war in 2004.
They were also critical of the rebels' tactics, and regarded many of their demands as unrealistic and even a threat to the so-called Comprehensive Peace Agreement (CPA) which ended the war in the south.
These misgivings were overshadowed by the international outcry over the government’s disproportionate reaction to the rebellion by arming and unleashing of Janjawid, which added fuel to the intra-Darfur civil war.
The government of Khartoum not only abdicated its responsibility by taking sides in a civil conflict instead of working to resolve it, but also joined in and took part in gross abuses, and that became the focus of international dismay. The rebels were also accused of committing atrocities, but they have benefited politically from the low international standing of the government. However, their endless squabbling and indifference to their people's suffering is beginning to grate.
A serious gap that might bring the Abuja agreement to a total collapse is that a key party in Darfur's troubles has been ignored: nomadic Arabs.
The root of the problem is the simmering conflict between nomad "Arabs" and settler "Africans". This has not been addressed.
The Arabs were left out of the peace negotiations, and no serious attempts were made to address the continuing tensions.
The government of Khartoum ... abdicated its responsibility by taking sides in a civil conflict instead of working to resolve it.
Some promises were made to encourage intra-Darfur dialogue, and to address the concerns of the nomads. But this is hardly enough. Much more needs to be done if a real and lasting peace is to come to Darfur.
The determination of other countries to force a deal may be related to the recent threats made by Osama bin Laden to shift his al-Qaeda operations to Sudan, and Darfur in particular where he urged his sympathisers in a message broadcast last month to prepare to attack foreign troops.
Bin Laden's threats may not be that serious, since Darfur and the south are not widely accessible to his Arab fighters, given that they would be very conspicuous with their light skin compared with those live in those black African regions.
Neighbouring states would also be wary of any such foreign presence. Of course bin Laden could use African sympathisers as he did in the Nairobi bombings and elsewhere. But the US and its allies were taking no chances and they did not want to risk another Iraq or Afghanistan. That is why they engaged in what amounted to a "hostile takeover" of the peace process and indicated the determination to bring the conflict to an end.
Darfur rebels were at first unanimous in rejecting the deal in spite of an ultimatum to sign, and the extension of the deadline for a few days, and in spite of the very heavy (and some argued, heavy-handed) pressure brought on them to agree to the deal.
A serious gap that might bring the Abuja agreement to a total collapse is the ignoring of a key party in darfur ordeal, nomadic Arabs.
Eventually, the main rebel faction, the Sudanese Liberation Army (SLA), led by Minni Arko Minawi, and one splinter group of a rival faction caved in.
The two other factions adamantly refused to join unless their demands for the deal to be renegotiated were accepted. They were given until May 15 to sign or face sanctions. The deadline was extended by a day, and then until the end of the month.
Accordingly, the deal has in fact heightened the tensions. This is mainly because of the bewildering intricacies of Darfur ethnic politics.
One of the main commanders who refused to sign, Abdul Wahid Nur, belongs to the Fur ethnicity, the largest ethnic grouping after whom the region was named (Darfur in Arabic means the home of Fur). He had been head of the SLA before being ousted by Minnawi last year.
The other commander, Khalil Ibrahim, leader of the Justice and Equality Movement (JEM), comes from the same Zaghawa ethnic group from which Minnawi hails, but his group is often accused of having close links with the Islamist Popular Congress Party of Hassan Turabi.
The reluctance of Nur to sign threatens to create new intra-Darfur frictions that do not bode well for peace. That was the reason behind the big pressure put on Nur to sign, and some incentives, including some face-saving declarations, are being considered to bring him on board.
No similar effort is being made to woo JEM leaders, although leaving them out could be a serious mistake. The threats of international sanctions and the fact that the agreement now has UN approval would force most to sign by the end of the month.
While this is certainly a positive development, especially with regards to resolving the humanitarian crisis, some big problems remain.

industry_corpus2: Politics & Administration


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Soc Sci Med. 2012 May;74(10):1512-9. doi: 10.1016/j.socscimed.2012.01.027. Epub 2012 Mar 7.
HIV and tuberculosis: the construction and management of double stigma.
Mitigation of the tuberculosis (TB) and HIV syndemic is undermined by critical clinical, operational and social challenges of which the social aspects have been least explored. This paper examines the lived experience of TB disease and HIV from the perspective of affected individuals to analyze how they may think about their dual illness; how they understand their illness with TB in relation to HIV, and vice versa; and how they characterize their (stigmatized) experiences in the context of their perceptions and identities. From February-August 2009, qualitative, semi-structured interviews were conducted with 40 adults with HIV and TB disease at three ambulatory clinics in KwaZulu-Natal, South Africa. Subjective meanings of illness experience were analyzed using modified grounded-theory. Emergent themes on illness perception and disclosure revealed how patients constructed dichotomous identities associated with TB and HIV through social constructs of moral susceptibility and (im)permanence. Each identity was associated with relatively disparate degrees of stigma as a product of labeling, negative stereotyping and discrimination. HIV bore the least desirable identity and invoked the greatest stigma. However, the confluence of the two epidemics rendered TB symbolic and symptomatic of HIV, and enhanced the visibility of AIDS. Dual illness thus introduced a paradox to patients' identity constructions, and produced a unique, overlapping double stigma. This facilitated new forms of stigma against TB, and aggravated existing stigma against HIV. It also conferred visibility to some forms of extra-pulmonary TB. Patients managed their double stigmas through novel forms of information sharing that relied on segregating their dual illness identities. Patients deflected the dominant stigma of HIV through concurrent processes of HIV 'othering' - their symbolic distancing from persons affected by HIV, and 'covering' - their selective disclosure of illness (and identity associated) with TB over that of HIV. Findings call for greater consideration to the complex role of stigma in the delivery of TB/HIV healthcare.


text: RIVERDALE ESTATES are delighted to present to the rental market this very well presented, large double bay semi detached property located to the Northgate catchment of Ipswich. The property comprises entrance hallway, lounge, separate dining room with French doors leading to rear garden, fully fitted kitchen with cooker and downstairs shower room. Upstairs comprises three bedrooms (two doubles, 1 single) & family bathroom. To the rear of the property there is a large garden mainly laid to lawn with a small patio area. The property further benefits from a large driveway, gas central heating & double glazing throughout.


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2019 will be a crucial year for the future of health in Europe. With the European elections in May, followed by the appointment of a new European Commission, it is vital that the health community should challenge the narrow conception of ‘health’ in current policy debates.
The aim of this session is to develop an ‘All Policies for a Healthy Europe’ vision for the next Commission, with improved health and well-being set as a strategic goal for the years 2020-25. This would recognise social, economic, and environmental determinants of health, and the positive impact that all sectors can have on health in Europe – for example, through a focus on early childhood development, a life course approach to mental health and well-being, and an ethical, people-centred application of the digital revolution to societal health needs.
Building on the work of last year’s EHFG, the session will draw upon the knowledge and expertise of all session participants through a World Café style debate. The session outcomes will then be used in the development of an actionable campaign document that can provide the basis for shared advocacy on health and well-being in the lead up to the European elections.
Speakers will discuss how an All Policies for a Healthy Europe approach at EU level could be implemented – for example through the appointment of a Commission Vice President responsible for intersectoral action on health; a new health impact assessment procedure across sectors; and an enhanced role for DG SANTE in policy scanning and identifying opportunities for cooperation beyond the health sector.
Session participants will be asked to discuss and propose actions and policies to be taken forward by the next Commission. The discussion will be structured in three thematic rounds: i. Healthy Societies; ii. Health Systems; and iii. Healthy Environment. Synergies with the Sustainable Development Goals, and the opportunities provided by new digital technologies, should be considered under each theme.
JOSEPH ELBORN, President, European Health Parliament, will give a short introduction to the Wolrd Café debate.
Following the World Café, speakers will highlight some of the most interesting and promising suggestions, and the Chair will outline Next Steps in the development of the campaign.


text: Faith Christian School began in 1978 as a ministry of Faith Presbyterian Church of Anniston, Alabama. Its mission is to further God’s kingdom by providing an exceptional college-preparatory education from a biblical perspective in partnership with families and churches, so that students are spiritually, academically, socially, and physically equipped for servant leadership to the glory of God. It is a board-governed school fully accredited by SACS/AdvancEd and is a member of ACSI. Faith Christian School competes in AHSAA and Calhoun County athletics. Contact the school to schedule a campus visit.


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Survivors of the Tula Toli massacre in Rakhine State, Burma.
The soldiers separated the men from the women and the children. They put the women and children near the bank of the river, and they put the men in a different place on the beach. Some of the men were seated, others were trying to run away in fear. They were being slaughtered, killed with shovels and the army was also shooting them and killing them with sharp weapons.… They dug a big hole and then also used the natural holes in the beach to put bodies in, and then they burned them with gasoline. I saw them slide the bodies in.
No one else came out of that house. They all burned to death inside.
Between 7 and 10 soldiers took us to a room in a house. I could hear women and girls screaming from the other rooms. They first took my child and threw him down on the ground. He was still alive then, and I had to watch as they slaughtered him. The children of the other two women were killed the same way. A few minutes later, they took the bodies of the children and threw them on a fire outside.
Then the soldiers raped all three of us women. I was on my back [being raped] for an hour. It was four or five soldiers.… They beat us all until we were half dead, and then they set the house on fire. I saw that one of the corners of the bamboo wall had a hole in it. I made it bigger by kicking it, and I escaped from the house. No one else came out of that house. They all burned to death inside.
About 10 soldiers took us away [to a house].… If they found children alive, they shot them or beat them to death. When we first entered, we couldn’t even really enter the room because of the number of bodies already there, there were so many.
One of the soldiers had a big wooden stick, and he hit me on the head and knocked me semi-unconscious. Then they were hitting the children. They stripped us naked, searching for our valuables. It is all blurry, but I remember them beating my 10-year-old sister-in-law – they hit her in the head with a big stick. Her face was swelling up and she was just screaming loudly in pain. Then she was just breathing loudly, and then she was barely breathing. And then she died.
The house was already on fire when I woke up. I saw another woman on fire. She tried to stand up, but she fell down again. Burning objects were falling on us from the roof. So I stood up and stepped over the bodies of the others, and broke the [bamboo] wall with my leg and escaped. The other woman burned to death inside. Only I managed to escape, no one else came out alive from the house.
I tried to go back to get the bodies of my children, but they were already on fire.
All four of my children were with me. I was holding them. They smashed the baby first, then they killed the two boys, first hitting them with sticks and then with machetes.… I was unconscious, and when I woke the house was fully on fire. It was when the fire was already burning my legs and my body that I came to. I broke through the wall, and my daughter was already outside. I tried to go back to get the bodies of my children, but they were already on fire so we had to leave them.


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Build A Bank – ‘Community Outreach Award’ winners.
Why Choose Magh Ene College?
Luke Govorov – UCD – Masters in Bio-pharmaceutical Eng.
Eoin Dillon – Trinity College – B.Sc.
Beautiful afternoon at the Leaving Cert end of year service (Tuesday, 29th May 2018). Special thanks to Fr Christy McHugh who celebrated the service and for his kind words and wishes for all the students. Thanks also to all who took part in the service: our Head Boy and Girl; Saul and Eimear, the readers, those who brought up the gifts, said the prayers of the faithful and the choir and musicians who performed so beautifully. We wish all our Leaving Cert students every success in their exams next week.