I plan to determine what influences achievement on students in special Research Proposal

I plan to determine what influences achievement on students in special education, between those who have used technology and those who have not used technology - Research Proposal Example Lahm (2003) supports this concern by pointing out that professional concern for special needs classes has not been packed by equal political or administrative effort. A situation that she believes is leaving little facility to implement or measure the impact of the adoption of technology in special education curriculums. Determining what influences achievement of students in special education who have used technology over those who have not requires first the identification of technology use, methodology and evaluation measures used. At the same time, there is an equal need to develop performance standards that will be able to attribute variance in performance directly with the use of the technology. It should be noted that the correlation between students’ technological competency is not to be equated with student proficiency or achievement. Therefore, determining variance in proficiency or achievement among students due to the utilization of technology should entail control over the type of curriculum, students or instructors (Gardner et al, 2003). Concentrating on special education students, studies will also need to account for the client conditions and health. Subsequently, there is also a need to identify what factors may limit the impact of technology use from socio-cultural, political, economic or medical perspectives. Moreover, there is also a need to account for the nature of technology adaptation itself such as productivity paradoxes, rates of adaptation and competency requirements among others (â€Å"Technology and Education†, 2006). The technology-focused educational reform emerged as major agenda in the 1990’s. Initial programs were designed as support social services but eventually, efforts became the prerogative of educational institutions. Programs transitioned from general programs to enhance the well-being of vulnerable groups identified through schools then became more specific

Witch-hunt in Scottish society Speech or Presentation

Witch-hunt in Scottish society - Speech or Presentation Example As such, when a new team of leaders took office in the 1649-1650, whereby the new leader Kirk Party attempted to clean out all the sorcery and witchcraft within the society by making it a godly state, these witches faced total extermination (Davies & De Blecourt, 2004: P.150). Any witch identified within the society was brought to court for judgment, and killed through hanging if found guilty. He therefore ordered a continuous hunt for all witches, and those found faced judgment and prosecution at ad hoc courts (Dingwall, 2003: P.78). Most of these witches who found guilty died in the hands of their prosecutors. These ad hoc courts eliminated most f the witches found because they did not have any lawyers to defend them at these hearings. This was the Great Scottish Witch Hunt, which occurred between the periods of 1649-1650, consisting of a number of witch trials across the land of Scotland. This is among the five major witch-hunts identified within the country in the modern days of Scotland that recorded the largest volumes of executions within a single year (Ewan and Nugent, 2008: P.49). This paper covers the events that took place during this witch-hunt period, the effects of these events as well as the challenges and successes recorded at the culmination of these events. A number of resources deal with this topic on the witch-hunt period in Scotland (Goodare, 2002: P.15). However, most of them are not clear as to what exactly happened, i.e. not all of them give a clear account of events as they happened after the radical Kirk party took leadership and empowered the Presbyterians church leaders to hunt out for witches within the community and bring them to justice. This is because they felt these witches and wizards were the main cause of calamities and suffering within the community (Graham, 2008: P.160). One single author by the name Brian Levack produced a complete count of events on the witch-hunt period of the Scottish land, especially dealing with the concepts of law, religion and politics that in one way or another propelled these activities (Henderson, 2008: P.179). In addition, the author covers on some topics the reasons why witchcraft was so widespread in the society, as well as the effects of these black-magic activities on the land (Larner, 1981: P.32). However, there are other sources, though skeptical in a way, that cover the topics raised on witch-hunt in the Scottish land. These topics cover a few concepts on the occurrences during this period as well as put across a clear account on all events that occurred during the period (Levack, 2008: P.92). As such, it was very challenging to conduct this research especially because no single book, article, or journal covered conclusively all the events that took place during the Scottish witch-hunt (MacDonald, 1997: P.358). Most of these resources only provided sketchy topics on the events, or a particular opinion of an individual, which might not necessary portray the real fac tors the led to or caused the events under consideration (Notes and Comments, 2002: P.240). Furthermore, they do not provide the effects of these ad hoc court trials, especially since the accused did not get an opportunity to plead their case. They only chance they have to exonerate themselves from the accusations placed against them were to provide proof of their lack of participation in these activities (Toivo, 2008: P.67). However, this led to even more bloodshed in the society as these accused witches pointed out on their friends and other counterparts, which expanded the witch-hunt in Scotland (Whatley,

Emperor Akbar And The List Of Fools English Language Essay

Emperor Akbar And The List Of Fools English Language Essay The emperor Akbar had many hobbies. He liked playing chess and flying kites; He liked listening to stories of other lands; but his favorite hobby was collecting horses, good horses. One day a horse dealer came to the palace. He had a team of horses to sell. The emperor came out and looked at the horses. They are very fine horses, said Akbar. Ill buy them. Have got any more? No sir, said the dealer. But if you give me some money, I will go to Afghanistan and buy some more. Akbar gave the horse dealer two hundred silver rupees for the team of horses, and two hundred rupees more to bring more horses from Afghanistan. He gave him the money but he did not ask him any questions. He did not ask what his name was, where he came from, or where he lived. The horse dealer took the money and went away. A few days later, Akbar asked Birbal to make a list of the ten biggest fools in India. Birbal made the list very quickly, and took it to the emperor. As Akbar began to read it, his eyes opened wide. The emperors name was at the top of the list! Whats this, Birbal? the emperor shouted. Why is my name at the top of the list? You deserve to be at the top, Birbal explained. You gave money to a stranger, and you didnt ask who he was or were he came from. Isnt that foolish? But I gave him the money to buy horses, said Akbar. When he brings me back the horses, Illà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. When he brings you the horses, Ill remove your name from the top of the list, and Ill write his name there instead, said Birbal. Then Akbar realized he had indeed been foolish. 1a) Take the story of The list of fools and write as many questions as you can think of; use as many question types as you can for each of the five levels. Obviously, you would not use all of them in one lesson. LEVEL ONE 1) What is the emperors name? Answer : his name is Akbar 2) The emperor likes to play chess? a) true b) false Answer : true 3) Did the emperor buy horses? Answer : Yes he did 4) How much did the emperor pay for the horses? Answer : the emperor paid 200 silver rupees acceptable answer : 200 silver rupees. 5) Did the emperor want to buy more horses? a) Yes b) No Answer : yes LEVEL TWO 1) How many hobbies does the emperor have? a) 1 b) 2 c) 4 d) 5 Answer : 4 2) Who came to the palace? a) Birbal b) the horse dearler Answer : the horse dealer 3) What is Akbars favourite hobby? a) playing chess b) collecting horses Answer : collecting horses 4) Did Akbar as k the horse dealer his name ? Answer : no he didnt 5) What is a fool? a) someone silly b) someone intelligent Answer : someone silly LEVEL THREE 1) Where does Akbar live? Answer : he lives in India Acceptable answer : in India 2) What did Akbar ask Birbal to do? Answer : He asked to make a list of fools Acceptable answer : a list of fools 3) Where did the horse dealer say he was going? Answer : he said he was going to Afghanistan Acceptable answer : to Afghanistan 4) Did the horse dealer come back? a) yes b) no Answer : no 5) Who was on top of the list of fools? Answer : It was Akbar Acceptable answer : Akbar LEVEL FOUR 1) Name all of Akbars hobbies? Answer : playing chess, collecting horses, flying kites and listening to stories Answers may not necessarily be in this particular order 2) What is a team of horses? Answer : It is a group or a bunch of horses. 3) When did Akbar ask Birbal to make the list of fools? Answer : A few days later 4) Why was Akbar surprised by Birbals list? Answer : he was surprised because his name was at the top. Acceptable answer : his name was on the list 5) Why did Birbal write the emperors name on the list? Answer : He wrote the emperors name because the emperor gave money to a stranger without knowing his name or where he came from. Acceptable answer : He gave money to a stranger LEVEL FIVE 1) Who is wiser, Akbar or Birbal? Answer : It is Birbal 2) Why did Akbar gave another 200 silver rupees to the horse dealer? Answer : To buy another team of horses Acceptable answer : to buy more horses 3) Do you think the horse dealer will come back ? Answer : Much of this answer will depend on the students point of view. a) The most obvious would be that the horse dealer is not going to come back and that he was smarter than the emperor. b) Some students may want to answer yes, believing that the horse dealer is an honest man. 4) In your opinion, why do you think Akbar never asked the horse dealers name or where he came from? Answer : Because Akbar trusted the horse dealer 5) Why did Akbar interrupt Birbal? Answer : because Akbar was angry to see his name on the list Acceptable answer : he was angry 1b) When you have done this, decide the approximate age and level of a class of students with whom you could use the story. i) Assume you are using it for listening comprehension, and make a selection from the above say, 20 questions for oral question and answer. Give the answers that you expect from the students and which you would find acceptable. This is a class of young adults at a pre-intermediate level. The passage The list of fools is being used for listening comprehension and speaking practice. A list of twenty questions has been set. What is the emperors name? Answer : His name is Akbar Where is the emperors palace? Answer : the palace is in India What is Akbars favorite hobby ? Answer : his favorite hobby is collecting horses What kind of horses does the emperor like ? Answer : he likes fine horses. Who came to the palace? Answer : the horse dealer Did the emperor like the horses ? Answer : yes he did What makes you think the emperor liked the horses? Answer : because he wanted to buy more horses How much in total did the emperor pay the horse dealer? Answer : he paid in total 400 silver rupees Where was the horse dealer going : Answer : he was going to Afghanistan What is the horse dealers name ? Answer : it was never mentioned Do you think the horse dealer will come back ? Answer : The answer will vary according to the students, some may choose to believe the horse dealer is an honest man, while others may believe the dealer is dishonest and will not come back. Who is Birbal in the story ? Answer : he is the court adjuster, or like the Prime Minister. Why do you think the emperor never asked the horse dealer any questions? Answer : The answer will vary according to the students, some may think the emperor trusted the horse dealer, while others may believe the emperor was not very smart. What did the emperor ask Birbal to do? Answer : he asked him to make o list of the ten biggest fools in India What is a fool ? Answer : a silly person or someone who has done something silly In the story, what do you think the expression His eyes opened wide mean? Answer : It expresses the emperors surprise when he saw his name at the top of the list of fools. Explain why was the emperor surprised to see his name on the list of fools ? Answer : The answer will generate multiple answers. The main answer will be, as the emperor he should be not be included as he is the ruler of India. Who do you think is smarter? The emperor or the horse dealer? Answer : the horse dealer for taking the money. Why did the Emperor shout at Birbal? Answer : He felt insulted to be at the top of the list Why did Birbal interrupt the Emperor at the end of the story ? Answer : to make the Emperor realize that he had been foolish for trusting a total stranger with money. 1b) When you have done this, decide the approximate age and level of a class of students with whom you could use the story. Now assume you are using the story for intensive reading. Prepare a worksheet of 10 questions testing comprehension and vocabulary. (Some but not all may be similar to those in i.) Include at least 2 multiple-choice questions and two WH questions. Indicate the answers you would find acceptable. This is a class of young adults at a pre-intermediate level. The passage The list of fools is being used for intensive reading. A worksheet of ten (10) questions has been set to test the comprehension and vocabulary. What is an Emperor ? Answer : He is a man who is the ruler of an empire / a ruler, a royal leader In the sentence A team of horses, The word team can be replaced by : players group crew company Answer : b) a group of horses Where does the story take place ? Answer : the story takes place in India Find and list all the proper nouns from the story : Answer : Akbar, Birbal, Afghanistan, India What type of stories did the Emperor like ? Answer : He liked stories of other lands In the sentence Isnt that foolish? The word foolish can be replaced by : Wise Clever Silly Sensible Answer : c) silly In the sentence : He liked listening to stories of other lands What does other lands means ? Answer : It means other countries. What are hobbies ? Answer : an activity that you enjoy doing in your free time ( interest, pastime) Was the horse dealer an honest person and why ? Answer : No he was not honest because he did not come back with more horses. Why did the horse dealer come to the palace ? Answer : He came to sell horses.

Romeo and Juliet Essay example -- Literary Analysis, Shakespeare

It is deeply ironic that â€Å"love†, which is regarded so highly in our society, is a very general term without well-defined specific terms. For instance, there are not even explicit terms to describe the specific types of love one feels between, say, a family member, and a romantic interest, which are clearly distinct and almost completely universal. We naturally seek a universal definition of love, a complete truth. I daresay that I doubt one exists. This ambiguity of terminology has undoubtedly caused much conflict; history has no shortage of examples. Further irony arises in that despite being central to life, both physically and mentally, we still seem to struggle greatly with the concept; mathematics has much better utilized its ubiquity among the ancient civilizations. As a corollary, love is one of, if not the, most common theme in literature and the other arts. Here, we shall examine a specific example. In Shakespeare’s Romeo and Juliet, Shakespeare il lustrates romantic love, infatuation, and familial love, and how all three contradict each other by promoting different courses of action. Firstly, Shakespeare depicts infatuation in his play. Note that infatuation is distinct from romantic love because infatuation lacks certain qualities, such as a conscious will to maintain said love. We refer to Romeo’s feelings for Rosaline before the party. Romeo says: She is too fair, too wise, wisely too fair, To merit bliss by making me despair. She hath forsworn to love, and in that vow Do I live dead that live to tell it now. (1.1.221-5) From this quote, Romeo’s feelings of Rosaline are extremely apparent: Romeo â€Å"loves† Rosaline, in common terms. However, this affection does not contain the usual elements th... ...3-4). There is no denying that this decision is obviously far from optimal. And hence the point is proved- the two types of love have hence produced a much more counterintuitive result than expected. Indeed, this contradiction is one of the central themes of this work. In Romeo and Juliet, there exist multiple types of love, and they all contradict each other by motivating characters to perform actions that they would otherwise not perform under the influence of one alone. In particular, Shakespeare illustrates both infatuation and familial love. Furthermore, all three types of love contradict each other- romantic love permits instantaneous destruction of infatuation. Similarly, familial love and romantic love, when both present, cause much agony to Juliet. Indeed, this work well demonstrates why love can be so powerful and at the same time so disastrous.

What About The Hype

In our society today there is one key element that informs the world in many different ways. This element is the media. It comes in many forms such as television, newspapers, magazines etc. Since we are subjected to the media everyday, it can influence how we feel about people. Some influences can be positive and some can be negative. One negative influence that it has is its coverage of African Americans. The media’s coverage of African Americans encourages the majority of white society to have a negative perception of them. Many times in the media whites are not portrayed in such a manner. One of the reasons this occurs is because of the structure in which the news is presented. This reason is shown through the use of language to describe the events involving African Americas that have taken place. The language is often more â€Å"brutal† when an African American story is being told. Another is the consistency in which African Americans appear in the media. A third reason is because whites and blacks do not interact as much in society. A final reason a negative image of African Americans is perceived by white society is because the media is always present. It is almost everywhere you go. Author Farai Chideya says, â€Å"The use of vivid and strong language forms a subconscious mental portrayal of the person or persons being described. The mind accepts the language and formulates a perception of that party† (42). A perfect account that supports this quote is when â€Å"fancy† language was used to describe African Americans in the evening news and newspapers. Channel 9, WCPO in Cincinnati, Ohio, reported a story involving an African American in a murder case on February, 4, 2000. Such words as â€Å"violent†, â€Å"brutal†, and â€Å"merciless† were used. These strong words stick in people’s minds when they hear them. Since they were linked to a black man, a negative stereotype can be formed. Later in the broadcast an incident involving a white male was broadcast. In that story, the reporter just gave the facts. Dejecting adjectives were not used to describe this man. This story is significant because the receiver of this information will not have the same prejudices towards the white man as they now have towards the black man. Since stronger words were used to describe the acts of the black man, a negative stereotype was formed about him. In The Cincinnati Post on Friday, February 4, 2000, a story involving an African American was on the front page. In big, bold letters the heading read, â€Å"Man Accused of Vicious Murder†. The story was of an African American male who robbed an innocent, elderly, white woman in Over the Rhine, a neighborhood in Cincinnati, and then murdered her. Because the words â€Å"innocent†, â€Å"elderly†, and â€Å"white† were used in the article a negative stereotype was attributed to the man. Charles Campbell writes, â€Å"In the relaying of controversial news, language plays an important role. If one figure in the story is perceived by readers as being unable to protect themselves, or innocent, then the other figure is extremely looked down upon by the reader† (76). This quote is very significant because it explains how the reader has a more negative feeling towards the black man because of the words that were used to describe the elderly woman. The viewer sees the woman as being â€Å"innocent† and unable to do anything about her situation and the black man did not care whatsoever. â€Å"African Americans appear on the news as criminals twice as often as other groups†, according to Cole. Stories that are best told with pictures, fires, crime scenes, and handcuffed criminals dominate our newscasts (Cole 4) These images, especially of African American men, lead to stereotypes of black men as â€Å"dangerous, unrestrained, sexually active individuals† (Cole 4). This quote is significant because it shows how stunning images of repetitive negativity involving African Americans imbeds itself into the viewer’s mind. Because these incidents occur over and over again, what else besides negativity towards blacks will the viewer come to know? Another quote that supports this is when Campbell states, â€Å" Repetitive viewing of negative media portrayals of outgroup members is one way of comparing ingroup (white majority) with outgroup (black majority)† (101). Often times in the media whites are portrayed in the news as high stature figures. Some of these figures are politicians, police officers, very wealthy people, or standouts in society. More situations of these stories about whites are in the media then stories of whites that commit violent acts. Because of the better portrayal of whites in society, they are not as often negatively stereotyped. On the other hand, since blacks are not portrayed like whites in the media they are assessed more negative attributes from the receiver (person who is affected by the media). For three days, February 15 through February 17, 2000, I watched the news channel Fox 56’s broadcasts. On February 15, there were four stories where African Americans were involved. Two involved robbery, one involved rape, and the last one murder. There were only two incidents where whites were attributed with negative acts. On February, 16, there were three happenings that African Americans were a part of. Again, they were stories of robbery and rape and this time a new one, unemployment. There were two stories involving whites and they were petty crimes such as not paying child support and petty theft. On the final day of my research there were five stories involving African Americans and two involving whites. From my research it was proven to me that African Americans appeared consistently twice as much in the media as whites. The same types of crimes were repetitive also. Those crimes being murder, robbery, and rape. This time, however, a new factor was relayed, unemployment. Now a new stereotyped was assessed to African Americans, laziness. The significance of this research was to show that repetition of negative actions by African Americans does occur in the media. Because these situations occurred over and over again, the receiver can form stereotypes of African Americans. In the United States of America Africans make up 12% of the population (Marger 227). Even though this equates to over thirty million people, black and white America still live very separate lives. Because of our separateness, what we know about each other is often what we see on television shows, news broadcasts, and read in newspapers. But not because the television industry aims to entertain and news focuses on the extremes, people who have done very bad things or very good things, the white majority perceives African Americans as talented as Michael Jordan or the only ones committing crime and rape in our neighborhoods (Marger 165). The typical, hardworking, African American family is overlooked because it is not â€Å"news†. Since negative images and stories stick out and are soaked up more by the receiver, the good images of African Americans in the media are easily overlooked. There are many instances where there are good news stories about blacks such as helping in the community, saving people’s lives, and doing other good deeds. The problem is the bad outweighs the good. This statement was proved through my research when I viewed the evening news. Chideya describes it perfectly when he says, â€Å"Black America and white America still live separately. What we know of one another is often secondhand, passed through a filter – the filter of the media† (77). The final reason why stereotypes of African Americans are perceived by white society is because the media is always present. It’s not like you can just completely isolate yourself from all types of media. Virtually no matter where you go, you hear or receive the media in some way. Whether it is through television, newspapers, books, magazines, or music, it is always there. Even if someone walks up and tells you what they heard or read from the media, you are affected by it. Especially if the media involves negative stories or images involving African Americans. If the media is everywhere you go, there is no way escaping the constant bombardment of negative occurrences where African Americans are present. Finally, the reasons described above are very important. â€Å"Fancy† language used to describe African American stories, the number of times blacks are in the media, the non-interaction of whites and blacks in society, or the media being present everywhere you go, all contribute to the white majority developing negative stereotypes of blacks. All of theses reasons cause you to remember the bad things African Americans have done and allow yourself to think harshly of them. I have one question for you. If you don’t believe what I have presented in this essay, then where do you get your information from? If you don’t say some type of media, whether it is a book, television, a newspaper or a magazine, then you are a liar. Think about it.

La Vita E Bella: a Look Into Nazi Concentration Camps

La Vita e Bella: A Look into Nazi Concentration Camps Movie: Life is beautiful. Hitler had a different vision of beautiful, which he shared with others of the Nazi party. They believed their race to be â€Å"pure† and wanted only the so-called â€Å"pure† to remain. Hitler and the Nazis took advantage of their power and tried to execute all people who they didn’t believe to be of their â€Å"pure† race. â€Å"As for the Jews, they are incapable of being enlightened by German culture. Instead, they are destroyers of culture, defilers of Aryan blood, the enemies of all that is noble and pure.Throughout the pages of Mein Kampf, Hitler heaps abuse on the Jews, calling them â€Å"maggots,† â€Å"blood-suckers,† â€Å"vampires,† â€Å"a pestilence,† and â€Å"personifications of the Devil. † The goal of the Jews, he writes, is to defile the German race, dilute the pure Aryan blood, and take control of the world. † (Lace 40, 41) The Nazis’ viewed other cultures as being below their own. Children were taught from the beginning to despise Jews, even in school. Children were enlisted in the Hitler Youth, where they would be taught and trained in Nazi policies.Millions of people were separated from their homes and families, forced to do strenuous labor, tortured, and killed. In the Nazi concentration camps, many people did not make it out with their lives; they were placed in the Nazi’s hands of fate and unfortunately had to endure trials no person should ever be put through. The Italian movie La Vita e Bella is based in the 1930s. The small family of Guido, Dora, and their son Giosue are taken from their home by German forces and put into a concentration camp.Giosue and his father stay together, while his mother is taken to a separate camp for women. To get Giosue to cooperate with the Germans’ demands, his father tells him they are playing a game, and he has to do exactly as they say to win the prize, which he believes to be a tank. Guido tells his son that he has to be quite and follow directions so they can gain more â€Å"points† in the game that they’re playing against the others in the camp, or other â€Å"teams†. When Giosue wants to go home, Guido tells him that they can’t leave now, because they are in the lead.Guido tells his son to hide in a sweatbox until everyone leaves, pretending they are playing a game of hide and seek. While Giosue is hiding, Guido tries to find his wife by dressing up and sneaking into the women’s camp. He is found by a Nazi, shot and killed. An American tank shows up to free the camp when the war is over and Giosue comes out from his hiding spot. He is excited because, after being skeptical of his father’s stories about the game they have been playing, he believes the tank is the prize and he has won. An American soldier takes him into the tank until he is later reunited with his mo ther.He exclaims that they won the game and is overjoyed about the tank, while his mother is simply happy he is alive. Giosue is very young at the time and doesn’t quite realize the sacrifice his father made for him, to spare his innocence and his life. Research: Hitler believed what he was doing, not only to Jews, but other groups as well, was right and acceptable. He tried to justify himself using nature as an example: â€Å"To Hitler, the plan seemed no more immoral than the process of evolution, the survival of the fittest. â€Å"Nature is cruel,† he said in 1940. â€Å"therefore, we, too, may be cruel.If I don’t mind sending the pick of the German people into the hell of war without regret for the shedding of valuable German blood, then I have naturally the right to destroy millions of men of inferior races who increase like vermin. † (Steward 94) What he was doing was unethical and immoral. Between 1942 and 1945, approximately 6 million Jews were m urdered in the Holocaust. More than half of them were exterminated through the gas chamber system. Many times, exhaust fumes from truck or tank engines were pumped into sealed gassing vans, sealed railroad cars or chambers made especially for the task.Others were shot, hanged or beat to death. Between 1933 and 1945, there were about 20,000 Nazi camps established, used for forced-labor and extermination. As the war progressed, the camp system expanded rapidly. However, there was no solid evidence that the prisoners were being murdered in the camps. (http://www. ushmm. org/wlc/article. php? lang=en&ModuleId=10005144) As of January 20, 1942, camps were constructed for the singular purpose of mass extermination of Jews and other groups which were not acceptable for the Aryan race such as Communists, Democrats, Socialists, political criminals, gypsies, and homosexuals.Originally, they were only intended for criminals, security risks, and enemies of the regime. After Germany took over Cze choslovakia, Poland, Austria, Holland, and France, there were hundreds of camps built throughout their land. Soon, the death rates became so high, disposal of corpses became a problem. Conditions in the camps were very bad; many people died from malnutrition, exhaustion, exposure to the elements, and disease. In addition to the gas chambers, there were also gallows and crematoria used for extermination and disposal of the dead.Mentally and physically defective individuals, as defined by the Nazi government, were considered â€Å"undesirable† and â€Å"life unworthy of life†. Operating from the Berlin Chancellery at Tiergartenstrasse 4, they organized government-sponsored killing. Anyone considered to have defective genetic material were euthanized because they were believed to be endangering the Aryan purity. Some could not believe how doctors, who were supposed to be committed to the healing of patients, would even begin to get involved in something such as the euthan ization of mtentally or physically disabled people.It took a gradual course which began with â€Å"mercy killing† and eventually led up to the genocide of millions of Jews and other undesirable racial groups. There was a â€Å"Protective Custody† law passed on February 28, 1933. It allowed police to make arrests on suspicion of criminal activity. People were incarcerated without a trial. (http://frank. mtsu. edu/~baustin/holocamp. html) Auschwitz, the largest concentration and execution camp, located in Poland, was the most efficient camp in carrying out the â€Å"Final Solution†.During the Holocaust, it was the killing centre where the largest number of European Jews were killed. The number of dead from this particular camp will never be known; most of the prisoners were not registered. It is estimated somewhere between one and two and half million were murdered there. A total of about 985,000 Jews were killed in Auschwitz, and approximately 890,000 were gassed on arrival. Women would cut themselves and rub blood on their cheeks to give the appearance of being healthy. If they looked too pale, they were considered unhealthy and killed.Most of the time, children in the camp were killed upon arrival, and children born in the camp were usually killed on the spot. Camp doctors would often times torture children in the camp. They would inflict suffering upon them in many forms, such as being put into pressure chambers, tested with drugs, or frozen to death. They also did a lot of testing on twins. A camp doctor by the name of Josef Mengele did many studies on twins and how they were affected by things such and drugs and surgeries. Not many survived.He performed his experimental operations without anesthesia. He would experiment with their bodies, dissecting them and comparing. Mengele would transfer blood from one twin to the other, see how they reacted to injections of lethal germs, and remove organs and limbs. He also tried injecting chemica ls into children’s eyes, attempting to change their eye color. For the completely absurd and inhumane experiments Mengele conducted on his patients, he was nicknamed the Angel of Death. (http://www. auschwitz. dk/Auschwitz. tm) Between 1933 and 1945 approximately 9 million Jews lived across the 21 countries of Europe which were occupied by Nazi Germany during World War II. By the end of the war, two of every three European Jews had been killed. About 1. 5 million children were murdered, 1. 2 million of them being Jewish. (http://www. deathcamps. info/) Historical Analysis: For the most part, the movie La Vita e Bella is historically accurate. It shows how the people taken captive were taken from their homes and sent to camps where they were treated crudely.It was shown how Guido, representing men in the camps, was forced to do backbreaking manual labor while Dora, representing women in the camps, worked within the camp by doing things such as sorting clothes, sewing, and cook ing. Most children were killed upon arriving in concentration camps. In the movie, all the children were called to take a shower, where they would actually be put into a gas chamber. Giosue refused to take a shower, which in turn saved his life, leaving him as the only child left in the camp. Toward the end of the movie, Guido snuck into the women’s camp in search of his wife.He was going to try to sneak her out of the camp before they could take her to be executed. He was stealthy in hiding from the Nazis keeping watch over the camp, but he was unfortunately caught which lead to his death. Many people in the camps tied to escape and surreptitiously gain back their freedom. However, in the movie they did not portray any of the torturous events that went on in death camps. Many people died, but they were either put into gas chambers or shot. Overall, I saw the movie La Vita e Bella to be a historically accurate and very touching film.In the Nazi concentration camps, many peopl e did not make it out with their lives; they were placed in the Nazi’s hands of fate and unfortunately had to endure trials no person should ever be put through. The Jews and other groups the Nazis targeted were treated carelessly and brutally during the time Hitler was at power. The Nazis’ goal was to create the perfect race, so they thought to simply eliminate all who stood in their way. Did they not see mass-murder as a problem? Once the war was over, and those few still alive in the camps were once again free, they still had all the terrible memories of what they saw, heard, and went through.It is unfortunate that millions of people had to die in concentration camps alone, while a world war was going on where even more lives were taken. During the genocide of the Holocaust at the hands of Hitler and the Nazi party, many gruesome events occurred and people were put under horrid circumstances. We study what happened in the past, and learn of what was inflicted upon t he Jews and other targeted groups so that we can see what grim times they went through and the horrible things a respected leader, such as Adolf Hitler, would turn to when given enough power.