Positive Effects of Using Correct Writing Strategies Research Paper

Positive Effects of Using Correct Writing Strategies - Research Paper Example Mistakes are part of learning and should thus be taken positively. The student can assess their mistakes and those of their peers and learn from the experience. However, the learning process occurs when correcting mistakes. The correction process should involve giving positive feedback, which enlightens the learner on the areas that require improvement. There are different types of mistakes that learners of a second language can make. Some errors are serious to an extent that they hamper communication. This happens when the learner is incapable of constructing comprehendible sentences. The main errors that make communication through writing impossible are mainly grammatical errors, which can be corrected. There are varying strategies that can be used by teachers to correct learners. In my leaning inkshedding and peer review turned out to be very helpful and enabled me to learn how to write correctly. Inkshedding could help students learn a language since it enables them to realize the best strategies to use in writing to communicate their idea to others effectively. In most cases, learners are unaware of their mistakes and require someone else to help them identify and correct their mistakes. On the one hand, inkshedding helps the ESL to communicate with the teacher, and the teacher is able to give valuable comments that enable the students to identify their weaknesses and improve their writing skills. Additionally, inkshedding enables the teacher to motivate the learners without making them feel anxious. After identifying their mistakes, the students are able to correct them even on their own. According to W. Susan, (2001)"Teacher can get an immediate glimpse into what each student thinking, this is more useful than the limited amount of feedback one receive from few students who are just routinely talking." Indeed, whenever I get my inkshed back, I see many valuable comments ma de by the instructor.  Ã‚  

The death of rock and roll Essay Example | Topics and Well Written Essays - 500 words

The death of rock and roll - Essay Example There emerged a merger of secular and gospel themes coupled with a greater emphasis on vocalists. Soul music became a major commercial force and soon more attention was directed to it. Music is business beyond just passion. One needed to be where business is, this made more musicians levitate towards Soul. As more business was realized in the Soul genre more attention was given to it with little on rock and this commercial drive was critical in the decline of rock and roll.In my own experience, a similar commercial appropriation of a youth movement has happened in the recent past. This was in the genre of hip-hop music where there was an emergence of a subgenre, Crunk music also referred to as Krunk or pranksters. This genre originated from Memphis in the early 1990s and was to gain popularity in early 2000. It is an up-tempo and more club-oriented subgenre of hip-hop that is characterized by shouting vocals and heavy baseline. This subgenre immensely gained a commercial appropriatio n which would then attract more artists in the sector. More TV commercials, Radio adverts, and Film promos preferred the use of crunk in early 2000. This promoted this subgenre of Hip-hop attracting, even more, artists in the industry due to the heavy commerce it attracted. Clubs played crunch, public service vehicles and radio stations were all about crunk suggesting more business in this genre. For this period the genre of hip-hop faced a decline. Crunk was very popular in between 2001 and 2004.

Models and Practices to Support Children with Disabilities

Models and Practices to Support Children with Disabilities Special Education Needs Course Level 3. Assignment number 1. Part 1 Outline the legal and regulatory requirements for children with disabilities or specific requirements. Regardless of the circumstances all children have rights to be treated fairly and lawfully. Unfavourable treatment could include, Direct discrimination- could include refusing a child access to the setting. Indirect discrimination- maybe only display information in one language. Discrimination due to disability- children having fewer opportunities to take part in activities than other children. Children with special educational needs or disabilities also have additional legal and regulatory requirements to promote inclusion and protect from discrimination. These include, The Equality Act 2010 allows children to receive the same access to public and private services. Making accessible to all, i.e. ramp or braille. This promotes equal opportunities and inclusion for all children. The Children’s and Families Act 2014- this is a single assessment process that will support children from 0-25yrs. This is an EHC- Education, Health and Care plan. This act requires children and families to be involved in decisions about their care. It also places a legal duty for schools to provide appropriate support to children with medical conditions. Special Educational Needs and Disabilities code of practice: 0-25yrs. This provides guidance on policies and procedures that are set out in part 3 of the children’s and families act 2014. Organisations using this are, all local authorities, NHS trust, Local early year’s providers and independent and specialist schools. The principles underpinned in the code are, Views and wishes of the child and carers. Taking part in discussions and getting the information and support to make the right decisions. Give support to achieve the best possible outcomes. When following these principles the support hopefully will lead to partnerships providing quality support for all who have disabilities and special educational needs. The code of practice aims to remove barriers to learning for all children and that early identification and intervention from all services can support them. The United Nations Convention on rights of the child. This document give rights and entitlements to all children regardless of circumstances and their needs. There are 54 articles that explain the rights. Some examples are, Article 12- states the views of the child should be listened to and respects. They do not give authority over adult views but can be taken into account. Article 23- outlines that children have rights to receive special care and support to enable to live full and independent lives. Article 31- responsibility to be able to play freely within the environment. The Unites Nations Convention on the rights of persons with Disabilities. Human rights treaty that gives rights to disabled people. It outlines ways of reducing the barriers. Article 7 outlines for children what must be taken into account, All necessary measures should be taken into account to have full participation as others do. Primary consideration should be in their best interests. Should have rights to express their views and opinions that affect them, and to be taken seriously. The Special Educational Needs and Disability regulations 2014- this came in to effect on the 1st September 2014. It sets out the requirements for local authorities for accessing children and young people’s needs and drawing up their EHC. It requires them to consult with parents and to keep all involved in the care informed throughout the whole process. A reference to this is taken from, (Ref, Dovenston. M. (2006) Primary Special Educational Needs, Exeter. Learning Matters Ltd). It says that it recognises that parents hold key information and have a variety of unique skills, knowledge and understanding about their child. This can provide a good balance of information needed to get the child the best. Part 2. Explaining the importance of working inclusively with children with disabilities or specific requirements. It is important to promote equal opportunities for children by having an environment free from discrimination. All children should have the opportunity to be educated within a mainstream setting with children of all mixed abilities. Having a child-centred approach will help to meet their needs and strengthen the child. Example, visual timetables, signs in different languages. Access to the whole school through ramps. All these are use at the school which I work at. Two models of disabilities are: Medical model disability, this is when it is seen as an illness. They are labelled by their condition. As they focus on the disability, strengths and interests of the child can be over looked. Social model disability, this recognises that everyone has rights. Attitudes towards disabilities is from ‘society’ not the individual. Ways of promoting inclusive practice are: Respect the child. Empathy demonstrated by practitioners. Children are empowered. Their interests are at the centre of your planning. Examples, using the Individual Education Plans (IEPs) and Annual reviews to get together to discuss these. Good equal opportunities which are a legal requirement, which is not optional, will promote inclusion within the setting. Some of the stratagies used are listed below: Make everyone feel welcome. Respect and value the individual. Plan using their interests. Resources and materials used to promote a positive image. Practitioners to display positive attitudes. Deal with discriminatory language and behaviour in the correct manner. Part 3. The benefits of working together with parents and other professionals. When you are involved in providing care and support for children, parents must be consulted and involved. This will provide insight to have the children are at home, and it is respectful to the family. Along with parents the use of external agencies provide help. Examples: I have contact with a special school who provides information to help me provide the best for the child I work with. The SEND Code of Practice gives an outline of the principles that are needed to maintain a positive working relationship with the parents: Consult with the children and parents when reviewing services All providers should support parents contributing to the reviews of the EHC plans. Make arrangements to provide advice and information to the children. These are all from the new SEND code of practice 2014 0-25yrs. There are still a number of principles from the 2001 paper which are in use. These are, Use parental knowledge of relationship with the child. Focus on strengths as well as their needs. Be aware of their feelings. Make sure parents are aware of and understand procedures and give documents well in advance of any meetings. Respect differing perspectives. Respect needs of the parents. The need to be flexible and also structured within the meeting. Working with other professionals and agencies you can provide opportunities to gain more knowledge and other strategies to help in providing professional care to the children in your care. In school you will have a designated person who is in charge of the SEN children. They are usually referred to as the SENCO, (special educational needs co-ordinator.) they are responsible for providing support for those who need it. My job is to support the learning of a child one to one, who has learning difficulties. I work and liaise with the SENCO worker on a regular basis to ensure we are providing the best support and care for him. Together we have tailored a literacy programme, and we have used outside agencies to provide this material. These are: Speech and language therapist, and a Special school who have given us programmes to use. (Ref, Dovenston.M. (2006) primary special educational needs, Exeter, Learning Matters Ltd) says,’ It is important to listen communicate, take advice and share information with all relevant parties, but always maintaining confidentiality’. Other professionals which can be involved in care for children are: Physiotherapist – to meet the physical needs of the children. Provide exercises and treatment. Speech and language therapist – devise a programme involving parents and practitioners to use with them. Health visitors – provide advice and support and help to educate families. Paediatrician – used to diagnose a condition and possibly refer to other agencies General practitioner – usually first point of contact and they will usually make the referrals. Social worker – have the role of provide safeguarding and protection to children. Also providing guidance and practical help for families. Together all professionals, practitioners and parents will help to provide the support, knowledge and care that a child needs. Part 4 How practitioners can adapt existing practices to support children with disabilities or specific requirements. During the last year or so a number of pieces of legislation has been changed or undated, this includes the SEN code of practice 0-25yrs. This means that all establishments who use these must take responsibility to make sure that the environment is a high standard to provide the care needed. Taken from, (www.eenet.org.uk 19.10.2014) they say that they should, Adapt to meet the requirements within the legislation. All materials and resources are age and stage appropriate. Display positive attitudes. Inclusion within the learning environment. Have early intervention. Have positive role models. The environment is an important aspect. Children need to have appropriate access to the buildings, through ramps, security, high and locked gates. Having the correct equipment, tables chair etc. when choosing an activity to do think about how it is going to take place, if on floor can all taking part or can it be moved onto the table. If a child has a visual impairment do they have the appropriate equipment to use? Visual timetables can help children. I use one of these for the child I work with. Having positive attitudes towards all provides an image for all to follow whatever their needs may be. Children like to do things for themselves, but due to their disability they may find it difficult, for example going to the toilet, getting dressed and undressed. Fastening zips. Velcro is good and gives them confidence to do things for themselves. Some children don’t know how to express themselves and their feelings in an appropriate way. Again I have had this problem. I have made and used a number of flash cards which have different faces on them which represent an emotion. I get the child to show me the card if they need to. They do contain a word explanation. If a child has a physical impairment provide activities that allow them to be at the same level. Have room for them to move without injuring themselves safely around the classroom. For those with sensory impairments try not to change the layout without telling them and showing them (work through it with them). If possible try and keep the floor space clear of obstacles and always supervise the child through any activity. Providing activities that are too easy is the same as giving them something too hard. Through your assessment and judgment you will know the level/ stage which the child is at and you can plan your activities around this using differentiation. Another example is the tailored literacy programme which I use. Giving the children confidence to achieve even the smallest thing will encourage them to do more. Appendix. References used in this assignment are: Course material for assignment number 1. Own experiences from the school where I work. Website – www.eenet.org.uk 19.10.2014 Books. – Doveston.M. (2006) Primary Special Educational Needs.Exeter. Learning Matters Ltd.

publicity :: essays research papers

What is Publicity? Well publicity is the Art of Attracting FREE public exposure making One’s self visible to the public eye now this may be a newspaper article mention in a magazine on radio or television interview or item it’s all free exposure none paid visibility that can illustrate a positive or negative image to the â€Å"general public†. Now I’m sure your saying to your self publicity sounds a lot like advertising, and you’re wondering, what’s the difference between Advertising and publicity? Well ladies and gentlemen advertising is the activity of attracting public attention to a product or business or â€Å"a band†, as by PAID announcements in the form of print, broadcast, or electronic media such as the internet, what can Publicity do for you? To really hit the nail on the head I would say Publicity provides important visibility. An article in newspaper or a story on radio or television will attract public attention and stimulate public interest and create awareness and build creditability for the cause you’re promoting, then you and your organization can profit from this most important visibility Why attract publicity? One of the main reasons P.R professionals seek publicity and not advertising the significant word here is Creditability, publicity is regarded as more credible th en advertising; to attract positive publicity requires establishing a good working relationship with the media. This is of course easier said then done, your job as public relations professional is to provide the media with none biases information about your organization whether it is electronic or print with and you do this by furnishing them with a press release. Its what editors and reporters receive and read each day to make up there paper and decide what Stories to use. Never attempt to lie to the media always be truthful it is imperative to be honest and open all it takes is one lie one cover up and your creditability is destroyed and in order for your creditability to be eradicated all that is needed is one nosey reporter trying to make a name for his or her self. Weather the mass media has lost relative influence to other proliferating alternative communications vehicles or not the fact remains that securing positive publicity through the media still lies at the heart of public relations practice. Despite the growth of the internet and electronic media, print still stands as the number one medium among public relations professionals.

Collapse of the Ussr

Stephen Wears Assess the mall factors of the break-up of the soviet Union The break up and dissolution of the soviet union on the 25th December 1991 heralded the end of the Cold War. It ushered In what had been termed ‘the new world order', furthermore, it was suggested by Francis Fauvism to have signaled the end of history and the battle of ideas which had dominated much of the twentieth century (Huntington, 1996; 31). The ‘clash of civilizations' had already seen the demise of fascism as a credible force in 1945, the close of 1991 would see the end of communism in Europe.The relatively sudden collapse of the USSR has compelled winkers and analysts to seek answers as to why the world's second superpower could collapse so quickly and so utterly. Can it be attributed to one single catastrophic event, or is it far more appropriate to place blame on a number of contributing factors? The controversy surrounding the collapse of the USSR has been compared to the collapse of the Roman Empire among others and will also continue to be interpreted and reinterpreted for many years to come (Liqueur 1993; 387).This essay will look at some of the factors which lead to dissolution and assess the importance of each. The key issues that this essay will assess include the problem of he nationalities, the Geographer factor, economic problems, and the social and political upheavals caused by Perestroika and Glasnost. The Geographer factor must be viewed In the context of state of the country he Inherited from his predecessors coupled with the effects of Glasnost and Perestroika. It has been suggested that Glasnost and Perestroika played key roles in hastening the collapse of the world's second superpower.Glasnost (meaning openness) allowed people to see the flaws In the system and questions were raised as to whether or not communism had been good for Russia. Perestroika (meaning restructuring) also highlighted flaws in the lattice and bureaucratic system that could not be given a quick fix. The economic problems of the USSR have also been cited as a considerable factor in the dissolution of the Soviet Union. The command economy had stifled Innovation and its existence outside of the world economy had caused major problems. Further to this the USSR could not keep up with the military spending of the USA during the 1 sass.Competing against the military spending of the Reagan Administration as well as fighting a protracted war against the Munched in Afghanistan had all but exhausted the economy of the USSR. The nationalities provided a great problem for any ideas of national unity. It has been argued by Lord William Wallace that it would be very difficult for the European union evolve into a unified state because there is a lack of identity and little sense to shared history across the continent (Smith, 2005). This is the same problem facing attempts by soviet leaders to foster a single soviet nationality.The very same Issue had been faced by the Ts arist system before It. One of the few things the nationalities had in common was the centuries of Russian domination. Sitting on what 75 years before had been the Tsarist Russian Empire, the Soviet union faced same problem as had the Tsarist regime, namely the Incredibly republics of the USSR, was made up of many smaller semi-autonomous republics. Russians formed the biggest ethnic group at Just over 50%, followed by the Ukrainians with 15% of the total population. Other nationalities included Zebu; Biliousness; Khaki and Volta Attar among many others.The downfall of the Soviet Union gave an opportunity for peoples across the vast territory from Kampuchea to the Kola Peninsula to glamour for recognition (Dukes, 1998; 332). This suggests that the problem of the nationalities would continue to e a headache for the newly formed Russian Federation. The rise of nationalism added to the troubles faced by the Kremlin during the sass. The growth of the Transactions and Baltic Popular Front s had brought the problem of the nationalities to the fore when in 1989 the Red Army entered Tidbits to assist the Georgian authorities in putting down a rally.Soviet troops were also used to prop up the communist government of Azerbaijan under threat from nationalist forces (Chubbier, 2001; 195). The Baltic States did not Join the chorus of statements of sovereignty which had come from Astrakhan and Ukraine, this was because they regarded their incorporation into the USSR as an illegal act. They challenged the legality of the Molotov – Robertson pact of 1939 and achieved international support in the form of the American refusal to recognize the annexation of the region (Strayed, 1998; 152-153).The policy of Perestroika can be seen as the catalyst for the increase in nationalism as the planned restructuring of the USSR exposed fundamental flaws in the Soviet system. The policy of Glasnost also exposed corruption within the Caucasian and Central Asian republics, Geographer res ponded by replacing the Khaki Communist Party leader Sunken with a Russian. This caused a great deal of rioting in Almost (Strayed, 1998; 150-151). Further to the rise of popular front movements within the constituent republics, the Soviet Union was also facing a crisis with its East European satellites due in part to the policies of Glasnost and Perestroika.Glasnost and Perestroika are often cited as the most important factors in speeding the demise of the Soviet Union. Eric Hobbies claims that the only thing that made the soviet system work was the command structure of the party and the state which had been inherited from the days of Stalin (1995; 480). Once again it mimed that reform from the top was going to introduce fundamental change which was to be ultimately uncontrollable. Hobbies also suggests that ‘glasnost amounted to the disintegration of authority' and ‘perestroika amounted to the destruction of the old mechanisms which made the economy work' (1995; 483).P erestroika had to an extent legalized dissent, and groups in cities across the USSR began forming larger political groups known as ‘clubs of socially active citizens' (Chubbier, 2001; 190). This radical departure from the Soviet norm of suppressing membership of political parties other than the Communist Party was acclimated by the decision to stop arrests on the grounds of political activity. The release of political prisoners saw the growth of new organizations outside of the Soviet system, however by 1988 this opposition numbered Just a few thousand (Chubbier, 2001; 191).Glasnost played a major part in the unraveling of the Soviet Union. It brought forward into stark light the myriad of social problems which had 320-321). Part of glasnost and perestroika involved the relaxing of censorship of the press and other media. It was clear to Geographer that hard line censorship was a utile exercise given the increasing public access to western broadcasts, particularly in the after math of the Coherency disaster of 1986 (Acton, 1995; 320). It was recognized that reform of the economy and wider society could not happen under the current level of state censorship.Not even Lenin escaped criticism under glasnost, it was claimed that the October revolution had been an unmitigated disaster for Russia, leading the nation on a long road to nowhere (Acton, 1995; 323). Geographer and his policies of glasnost and perestroika soon faced serious problems with regards to implementation of the reforms. It seemed that Geographer was trying to do the impossible by marrying completely opposing concepts, ‘socialism with capitalism, totalitarianism with democracy'(Chubbier, 2001; 194). This was also known as the Geographer Factor.The Geographer Factor stems from the problem of the Soviet Union being too reliant on the top figure in government (Chubbier, 2001; 194). It was almost impossible to override the powers held by Geographer, even if it did mean following his lead to the destruction of the USSR. It can be argued that this same problem led to economic stagnation under Brethren and the less than successful schemes of Khrushchev. Regional fragmentation and the erosion of the USSR as a ‘political and economic empire' pushed the republics further towards secession, the communist parties in the Baltic States split from the main communist party of the Soviet Union (CUPS).This caused a wave of similar actions in other constituent republics and served to hasten the disintegration of the country. The process of demonstration initiated by Geographer set the Soviet Union on the course to oblivion for it allowed the republics to elect popular governments and vote to secede from the union via referendum. This most significant of these was the referendum held by Ukraine the results of which indicated the will of the people to leave the union. However this is at odds with the referendum set down by Geographer regarding the retention and reform of the USSR , which received overwhelming popular support.Nevertheless the simple fact that the largest republic in the USSR other than Russia had voted to leave the union could only have a catastrophic effect on the future of the country as a whole. Geographer had no choice but to accept these events, as there could be no return to Stalinist era of brutal suppression such as that en during the Hungarian Uprising in 1956. Geographer faced opposition to the introduction of restructuring and openness to the soviet system. The opposition came to a head in August of 1991, the central state bureaucracy made an attempt at regaining political control of the country (Chubbier, 2001; 193).A coup d'Â ©tat was launched in an attempt to reassert conservative values to the Soviet system. Geographer was put under house arrest in Crimea while attempts were made at reversing the damage done by perestroika. This however received no popular support from the public, prompting Boris Yielding to act to put a stop to the coup. Yielding, President of the Russian SF led a three day resistance movement which involved barricades being set up in central Moscow and around the ‘White House' to prevent the plotters from assuming power (Chubbier, 2001; 193).This proved to be Geographer's power almost completely eroded, a secret meeting of the leaders of the three main Slavic states declared that the USSR officially ceased to exist. Without a country to lead Geographer tendered his resignation on 25th December 1991. All but five signatures were present on the declaration of the end of the USSR. The Baltic tastes had long maintained their annexation was illegal, Georgia would sign later. The other noticeable absence was that of Mikhail Geographer (Chubbier, 2001 ; 194-195).This essay has given an assessment of the events leading to the dissolution of the USSR in 1991. Although it cannot be said with any great certainty that any one factor was more influential than another, it must be noted that Gl asnost and Perestroika have not been too far away from any of the issues discussed here. The two flagship policies of Geographer had been intended to complement each other, in reality they had the opposite effect. Attempting to Join opposing concepts was a futile exercise which no doubt hastened the demise of the Soviet superpower.The problems faced by the Soviet government ran much deeper than appeared to the Soviet public. Years of economic stagnation and bureaucratic strangulation had left the Soviet Union a spent force by the late sass. Robert Strayed suggests that ‘tinkering with its fragile structures would send it [the USSR] spinning into oblivion' (1998; 88). One can't avoid this harrowing assessment being very similar to the assertion made by Doll Hitler shortly before launching Operation Barbarous, hat ‘one has only to kick in the door, and the whole rotten edifice will come crashing down'.Of course this was a statement of propaganda and should be viewed with t hat in mind. Ultimately the Soviet Union was broken by a series of intertwining events, both long term and short term, some more important than others but each playing a crucial role. Just as the USSR was established on the ruins of the Tsarist Empire, the newly formed Russian Federation is established on the ruins of the USSR, marked by the raising of the Russian Atrocious, watched by a small group of pro-communist supporters. List of References

Nazi Germany’s discrimination against the Jews Essay

As a result of anti-Semitism in Nazi Germany, a system of violent suppression and control emerged that ultimately took the lives of an estimated 6 million Jewish people Anti-Semitism is an opposition to, prejudice against, or intolerance of Semitic people, most commonly Jews. Anti-Semitism has existed throughout history, since Israel’s dispersion in 70 AD. In every land in which the Jews have lived, they have been threatened, violated and murdered, century after century. After Germany’s defeat in World War I, many Germans found it hard to accept their defeat. These Germans connived a theory that the citizens at home had betrayed them, â€Å"especially laying blame on Jews and Marxists in Germany for undermining the war effort† (http://www.historyplace.com/worldwar2/riseofhitler/ends.htm). This is the main reason that led to the extreme discrimination and removal of basic rights of Jewish people in Germany during the 1930’s and 1940’s, however, there were many other reasons including Christianity’s general hatred for Jewry. Jews were often the victims of Nazism. The first Jewish victims of the Nazi era were 8 innocent people who were killed in the streets on 1 January 1930 by Brownshirts. Soon after that, violence against Jews in the streets became common. Violence was an integral part of the Nazi programme†¦ Jews were molested in cafes and theatres, synagogue services were disrupted and anti-Jewish slogans became the daily calling card of Nazi thugs. (Gilbert,2001:31) One particular night of violence, known as Kristallnacht, is remembered with fear. During the night of November 9-10, 1938 thousands of windows were smashed out of Jewish businesses and homes, hundreds of synagogues were burnt to the ground, and more than ninety Jews were murdered. On March 9, 1933 the first Nazi concentration camp was opened at Dachau. On  April 1, a boycott of all Jewish shops was put in place. It only lasted a day, because of threats of a counter-boycott in the USA of all German made goods. However, the expulsion of all Jewish people from Germany’s Universities and then the ‘Burning of the Books’ quickly followed the one-day boycott. The ‘Burning of the Books’ consisted of 20 000 books burned in a massive bonfire in front of the Berlin Opera House, and opposite the University of Berlin. The books that were destroyed were judged to be ‘degenerate’ and ‘intellectual filth’ by the Nazis, many being written by Jewish authors. Also during this time, Jewish scientists and intellectuals were dismissed from their positions, and Hitler was quoted as saying â€Å"If the dismissal of Jewish scientists means the annihilation of contemporary German science, we shall do without science for a few years†. In late 1939, the first ghettos were created in Poland. All Jews were forced to move into a designated area of a city or town, which was surrounded by brick walls topped with barbed wire, and guarded by armed men. SS General Heydrich ordered that the ghettos were to be located on railway junctions, or along a railway ‘so that future measures may be accomplished more easily’. Large numbers of people had to share small living quarters, and medical supplies and food were limited. The Jews could only bring into the ghettos what they could carry, and their luggage was searched and pillaged on their arrival. Life in the ghettos was hard, and death rates were high. Most of the deaths in the ghettos were by starvation or disease. In the two largest ghettos in Poland, Warsaw and Lodz, the death toll from starvation alone in the first twelve months after the creation of the ghettos reached approximately 42 000. In most of Western Poland, there were no ghettos. This was because General Heydrich had ordered Western Poland to be ‘cleared completely of the Jews’. Immediately after the Germans invaded a town, they rounded up all the Jewish people, made them dig large pits, then shot and buried them just outside the town. The ghettos were also referred to as concentration camps and slave labour camps. This was because while the Jews resided in the ghettos, they could be forced to work up to fourteen hours a day in some circumstances. Some were deported to separate concentration camps where they would work on farms in the country to maintain a food supply for the German war machine. Others who stayed in the ghettos worked for the Nazis in munitions factories making armaments, or for local businessmen who paid the government for the use of slave labour to work their factories. These Jews were mostly considered totally expendable, and were subject to minimal food rations, a lack of medical attention, and violent beatings. At least half a million Jews died as slave labourers. The extermination camps, or death camps were the sites for hundreds of mass murders. Men, women and children were deported from ghettos and concentration camps to these death camps and usually taken straight from the train to a gas chamber where they were gassed to death. A few hundred people were kept alive as slave labour to sort through the clothing and luggage of the victims. A small part of this labour force was known as the Death Jews. These Jews performed the task of removing bodies from the gas chambers and stripping them of anything of value. They then dragged the corpses to a crematorium where the naked bodies were burnt. Most of the labour forces were killed and replaced whenever a new group of deportees arrived. The most infamous death camp was Auschwitz, where mostly deportees from Western Europe and southwest Poland were taken. Lilli Kopecky, a deportee from Slovakia recalls arriving at Auschwitz: When we came to Auschwitz, we smelt the sweet smell. They said to us: ‘There the people are gassed, three kilometers over there.’ We didn’t believe it. (Gilbert,2001:77) More than a million Jews were murdered at Auschwitz alone. The Holocaust is probably the most infamous instance of anti-Semitism in History. The oppressive tactics of Nazi Germany took away all the rights of the Jews, and wiped out almost the entire race of Jewish people in Europe. If the Nazis had succeeded in what they came so close to doing, there would not be a trace of Jewry remaining in Europe today.