The Titanic - Depth of the Heart of the Ocean Essay -- Movie Film Ess

The Titanic - Depth of the Heart of the Ocean "Ahh, open your heart to me, Rose," pleads Caledon Hockley of the young Rose in James Cameron's film, Titanic, just after he gives her a most expensive diamond. The actor Billy Zane plays Hockley as a callous, jaded, been-there-done- that sophisticate who seems to want her heart simply because he believes it is for sale and he has a right to it. His blindness to higher motives in love totally disqualifies him from being worthy of Rose DeWitt Bukater, played by Kate Winslet. But perhaps it is also the opaque nature of love itself that defeats him. This scene between Hockley and Rose is one of several ways in which Cameron develops the idea of the closed heart and the effort to open it. The profound ocean, the massive ship, and the impenetrable gem are elements of the setting that parallel and reinforce each other and Cameron’s theme. Throughout the plot, they are all alike unfathomable, indomitable, yielding to the mastery of no mere mortal. As such, they capture the image of a person's heart being opaque, not easy to read or see through. The midnight blue color throughout suggests that the heart of love is as profound, deep and moving as the ocean itself. The gem drives the plot, then, and serves as the central symbol carrying the message. The elderly Rose narrates the story, casting the film in a flashback format. She asks a question about a gem named "Le Coeur de la Mer," the French title for "The Heart of the Ocean." It is this diamond that the modern salvage crew seeks at the start of the film. Their quest takes them to the wreck of the ship Titanic which sank on April 15, 1912, and wh... ...help for pain" (577). Cameron echoed that sentiment in his acceptance speech when he said that love is the strongest force in the world. Anyone who engages it, then, will triumph to the extent that his or her strength of character is as true, deep, and profound as the ocean itself. Sources Cited Arnold, Matthew. "Dover Beach." Literature: An Introduction to Reading and Writing, 4th ed. Eds. Edgar V. Roberts and Henry E. Jacobs. Upper Saddle River, NJ: Prentice Hall, 1995. 576-7. Cameron, James, Dir. Titanic. Perf. Leonardo DiCaprio and Kate Winslet. 20th Century Fox, Paramount Pictures, 1997. ---. 55th Annual Golden Globe Awards. VH-1 -- 38, San Antonio.18 January 1998. ---. "The Making of Titanic." Oprah. KMOL -- 4, San Antonio. 20 January 1998. "Clare Reviews Titanic." 1/11/98. 3/18/98. http://www.girlsonfilm.com/film/navigation

Sumatran Orangutan

The pongo abelii (Sumatran Orangutan) is classed as critically endangered under the IUCN red list. In 1994 the estimated number of Sumatran orangutan was 12,000. This number declined further in 2003 where the estimate shown 7,300 and again in 2008, estimating 6,500. This clearly is a massive reduction in the species population at a loss of 5500 orangutans in a 14 year period. The Sumatran orangutan lives on the island of Sumatra, Indonesia, and is commonly found in the lowland and hilly tropical rainforests. Indonesia’s forests are threatened with legal and illegal logging and deforestation. This is a huge problem, not only to the orangutans but also to other plant and animal life. This is a difficult living situation for the orangutan, which are living in smaller areas which are located at the northern region of the island. With this consisting of lesser forest areas, this offers ease for the poachers and hunters. One of the bigger problems of this human threat to orangutans is the illegal pet trade. The poacher will have to kill the mother of the young they are snatching. This leaves the younger defenseless as they require care to survive. The younger orangutan is seen as a popular pet. This can also result in further decline in numbers as there are more being killed therefore less being unable to breed. The breeding period of the orangutan is much slower than that of any other primate. The smaller number of offspring being produced is not able to meet the rapidly decreasing orangutan population. Over time this will develop into a worse state as the decreasing numbers worsen. I have chosen to prioritize the pongo abelli (Sumatran orangutan). This is because of the current conservation status labeled on this species. The recovery of this species will be slow. Although the threats to the orangutan are similar to that of the other species, they are incapable of producing larger numbers to cope with the much needed larger population in order to exist and are more capable of becoming extinct.

Slave ship essays

Slave ship essays Throughout the reading of Slave Ship by Charles Ball, many images came to mind. Ball seemed as if he wanted the reader to understand that slaves suffered terribly even before they were sold off to be even more persecuted by their owners. Even though he told his story as if it was too painful to express himself personally, Ball used very strong words that would let the readers imagination get his main points across. In this passage ball also uses voice and tone. The passiveness shows how he wanted to make the whole togetherness of his people aware to his readers. He didnt single his own pains ans suffering out. I sensed that the author was trying to generate a feeling throughout his story that would make the reader feel the amount of pain that everyone of the slaves on the ship went through. Charles Ball was a black man who lived in Africa in the mid 1500's. Ball like many other African American in this time period were captured in Africa and forced on slave ships to be sold. It was torture being on that slave ship for ball and the others for one reason the living conditions were very bad. As ball said she was full of black people, who were all confined in dark and low place, in irons(Ball 79). Everyone on the boat was treated like animals in an inhumane way. The crew care nothing about there needs or well being. Being captured in Africa and being placed on the slave ship was a tramatizing , life changing, and horrific journey for Ball and the other thousands of African Americans. Everyone on the ship had to be chained up. This made it official that their freedom has now been taking away from them within hours. They now became prisoners. The lifestyle that they were used to live was now over. When the woman where first chained first chained by the crew. The crew members took their babies and threw them off the side of the boat and into the ocean. Some mothers jumped into the ocean to resc ...

Free Essays on AMD

CONTENTS INTRODUCTION: COMPANY PROFILE1 THE COMPETITIVE PC CHIP MARKET2 DIVERSIFICATION AND GLOBAL POSITION3 COLLABORATIVE EFFORTS4 GLOBAL TECHNOLOGY5 LEGAL ENVIRONMENT6 THE EHS PROGRAM7 AMD’S WORK FORCE8 SAFETY AND HEALTH POLICY7 ENVIRONMENTAL POLICY8 SOCIAL RESPONSIBILITY10 CONCLUSION11 WORKS CITED12 INTRODUCTION: COMPANY PROFILE Advanced Micro Devices, Inc. is ranked as the as the world’s second largest PC chipmaker with a market share of just 17%, far behind Intel Corp. with 81% of the market (Buckman and Williams 2001, 1). However, in 2000 AMD’s sales jumped 63% to $4.6 billion, producing $983 million in net income and its first profitable year since 1995 (Streetwalker 2001, 1). AMD owns engineering, manufacturing, warehousing and administrative facilities where it produces not only PC chips but also microprocessors, memory circuits, logic circuits, flash memory devices, telecommunication products and embedded processors (Moody’s 2000, 2520). The company’s headquarters and research and development site are located in Sunnyvale, CA, while the wafer manufacturing plants are located in Austin, TX and Dresden, Germany. The test and assembly facilities are located in Bangkok, Thailand and Penang, Malaysia. The company has also established production at the Singapore’s test and assembly facility as well as an analysis and design plant in Suzhou, China. In addition, a new plant in Japan, a joint venture of AMD and Fujitsu, called AMD Fujitsu Semiconductor Ltd. or FASB, will begin operations in the first half of 2001 (Dum 2000, 2). AMD, like many technological multinational enterprises (MNE), prefers to locate its factories and assembly plants in technology clusters in stable and democratic countries. However, AMD knows that East Asia is one of the best places for setting up factories because of cheap wages, stable countries, proximity to suppliers and potentially large mark... Free Essays on AMD Free Essays on AMD CONTENTS INTRODUCTION: COMPANY PROFILE 1 THE COMPETITIVE PC CHIP MARKET 2 DIVERSIFICATION AND GLOBAL POSITION 3 COLLABORATIVE EFFORTS 4 GLOBAL TECHNOLOGY 5 LEGAL ENVIRONMENT 6 THE EHS PROGRAM 7 AMD’S WORK FORCE 8 SAFETY AND HEALTH POLICY 7 ENVIRONMENTAL POLICY 8 SOCIAL RESPONSIBILITY 10 CONCLUSION 11 WORKS CITED 12 INTRODUCTION: COMPANY PROFILE Advanced Micro Devices, Inc. is ranked as the as the world’s second largest PC chipmaker with a market share of just 17%, far behind Intel Corp. with 81% of the market (Buckman and Williams 2001, 1). However, in 2000 AMD’s sales jumped 63% to $4.6 billion, producing $983 million in net income and its first profitable year since 1995 (Streetwalker 2001, 1). AMD owns engineering, manufacturing, warehousing and administrative facilities where it produces not only PC chips but also microprocessors, memory circuits, logic circuits, flash memory devices, telecommunication products and embedded processors (Moody’s 2000, 2520). The company’s headquarters and research and development site are located in Sunnyvale, CA, while the wafer manufacturing plants are located in Austin, TX and Dresden, Germany. The test and assembly facilities are located in Bangkok, Thailand and Penang, Malaysia. The company has also established production at the Singapore’s test and assembly facility as well as an analysis and design plant in Suzhou, China. In addition, a new plant in Japan, a joint venture of AMD and Fujitsu, called AMD Fujitsu Semiconductor Ltd. or FASB, will begin operations in the first half of 2001 (Dum 2000, 2). AMD, like many technological multinational enterprises (MNE), prefers to locate its factories and assembly plants in technology clusters in stable and democratic countries. However, AMD knows that East Asia is one of the best places for setting up factories because of cheap wages, stable countries, proximity to suppliers and potentially large mark...

Explicación sencilla del sistema educativo en EE.UU.

Explicacià ³n sencilla del sistema educativo en EE.UU. Para los recià ©n llegados a Estados Unidos, el sistema educativo es uno de los grandes misterios y uno de los temas que ms inquietudes plantea. Para navegarlo exitosamente es importante entender los puntos bsicos de la educacià ³n obligatoria. En este artà ­culo se resuelven dudas sobre quà © aà ±os comprende la educacià ³n obligatoria, tipos de escuelas, cules son los grados y, finalmente, temas especiales como estatus migratorio y escuelas pà ºblicas, alimentos, educacià ³n especial, etc. Aà ±os de educacià ³n obligatoria en EE.UU.: K-12 En Estados Unidos la educacià ³n es obligatoria entre los grados K-12, esto quiere decir, entre kindergarten -preescolar- al grado 12. Lo que no es tan claro es a quà © edad se debe comenzar en kindergarten y a cul finalizar los estudios obligatorios ya que cada estado establece sus propias reglas. Pero en general puede decirse que en algà ºn punto entre los 5 y los 8 aà ±os los nià ±os deben escolarizarse y deben estudiar hasta los 16 o, en algunos estados, 18-19 aà ±os. Por ejemplo, en California es obligatoria la enseà ±anza entre las edades de 6 y 18 aà ±os, pero se permite dejar de estudiar a los 16 si el estudiante se ha graduado de high school o ha obtenido el tà ­tulo equivalente que se conoce como CHSPE y, adems, tiene el permiso de sus padres. Por otro lado, en Connecticut la educacià ³n es obligatoria entre los 5 y los 18 aà ±os, permitiendo la ley multas y cargos delictivos contra los padres que no envà ­an a sus hijos a las escuelas.  ¿Dà ³nde deben escolarizarse los nià ±os? Estados Unidos brinda un amplio abanico de posibilidades para enviar a las escuelas a nià ±os, desde escuelas pà ºblicas y todas sus variedades o privadas y todas las diferentes opciones, pasando por educacià ³n en casa. Segà ºn el Centro Nacional de Estadà ­sticas para la Educacià ³n, 50.700.000 estudiantes estudian en escuelas pà ºblicas, es decir, la mayorà ­a de los pupilos en edad de estudios obligatorios. Las escuelas pà ºblicas se caracterizan por: ser gratuitas para los estudianteslos fondos provienen del gobierno federal, el estado, el condado, la municipalidad o una combinacià ³n de variosestn obligadas a admitir a los estudiantes que habitualmente residen en el distrito escolar En algunos estados se permite que los padres puedan elegir escuela. Tambià ©n es frecuente que se permitan alternativas a los padres cuando la calidad de las escuelas del lugar donde residen deja mucho que desear en cuanto a calidad, mediante el sistema que se conoce como voucher. Existen varios tipos de escuelas pà ºblicas. En primer lugar, estn las regulares. Algunas son excelentes. Adems de las regulares, estn las chapter, que son escuelas que funcionan con fondos pà ºblicos pero que son gestionadas privadamente por empresas, por cooperativas de maestros o, incluso, por padres o por comunidades. Existe una importante diferencia en calidad de la enseà ±anza entre distintas escuelas chapters, por lo que si esa es la opcià ³n de los padres es muy conveniente que investiguen antes de registrar a sus hijos. Adems, estn las escuelas pà ºblicas conocidas como magnet, que son escuelas pà ºblicas que destacan por su excelencia acadà ©mica. Se especializan en un rea acadà ©mica en particular. Las magnet se caracterizan por asegurar la diversidad à ©tnica y racial de sus estudiantes.  En esta base de datos se puede ver cules son las mejor calificadas en todo Estados Unidos, permitià ©ndose una bà ºsqueda por estados. Por otro lado, tambià ©n existen varios tipos de escuelas privadas en las que en la actualidad estudian poco menos de 6 millones de alumnos.  En este tipo de escuelas los estudiantes envà ­an una solicitud y deben esperar a ver si son admitidos. Asimismo, deben pagar por sus estudios, aunque hay casos en los que hay becas disponibles para los mejores estudiantes sin recursos econà ³micos. En Estados Unidos, donde 1 de cada 3 high schools son privadas, existen los siguientes tipos de escuelas de esta naturaleza: En primer lugar, estn las Escuelas independientes, que no pueden recibir fondos de grupos religiosos, aunque pueden tener una estrecha relacià ³n con ellos. Hay menos de 2,000 pero se encuentran dentro de esta categorà ­a las famosas  Phillips Academy  Andover, con un excelente sistema de becas para  estudiantes excelentes pero sin recursos,  y Exeter. En segundo lugar, hay escuelas parroquiales, que estn estrechamente vinculadas con una iglesia y son muy populares, conformando el mayor nà ºmero de escuelas privadas. En los Estados Unidos la mayorà ­a son catà ³licas, aunque tambià ©n las hay protestantes y judà ­as. Un aspecto a tener en cuenta es que son, en general, notablemente ms baratas que las escuelas independientes. En tercer lugar, destacar las escuelas privadas con fin de lucro, que se conocen en inglà ©s como proprietary schools.   Por à ºltimo, existe una alternativa a las escuelas pà ºblicas y a las privadas: la escolaridad en casa y es que en los Estados Unidos ms de un millà ³n y medio de estudiantes reciben la educacià ³n en sus casas, lo que se conoce como home schooling,  actuando como profesores sus padres, maestros-tutores contratados o, incluso, siguiendo cursos completos por internet. Los requerimientos en cuanto a la obligacià ³n de notificar esta opcià ³n de enseà ±anza, rendir exmenes o curriculum a seguir varà ­a enormemente entre los diferentes estados, por lo que es necesario informarse en profundidad de las reglas que rigen en el lugar de residencia habitual.    ¿Cà ³mo se dividen las escuelas por grados? Es muy comà ºn encontrar estos tipos de escuelas: En primer lugar, Primaria, conocida en inglà ©s como elementary school. Los muchachos estudian hasta los grados 5to o 6to, dependiendo de los distritos. Como regla general, hasta que tienen 11-12 aà ±os. En segundo lugar, Intermediaria, conocida en inglà ©s como middle school y tambià ©n como junior high. No existe en todos los distritos y donde sà ­ la hay, hay variacià ³n en los grados que la componen, siendo comà ºn que comprenda 4to, 5to y 6to grado. Se trata de un paso intermedio entre la primaria y la secundaria. En tercer lugar, Secundaria, conocida en inglà ©s como high school. comprende los grados 9 a 12 y comienza a la edad de 14-15 aà ±os. Hay una gran variedad de tipos de high school, como las especializadas en preparar para college y universidad, especiales, vocacionales  o alternativas. Las personas que alcanzan los 19 aà ±os de edad y no han obtenido el diploma de high school pueden sacar una certificacià ³n alternativa. La ms conocida es el GED, que tambià ©n se puede rendir en espaà ±ol. Pero hay otras opciones, dependiendo de los estados, como por ejemplo el TASC y el HiSET. Adems, en el caso de los mexicanos es posible obtener el certificado de bachillerato de Mà ©xico sin salir de los Estados Unidos.  ¿Quà © hay sobre la educacià ³n temprana  o pre-k? La educacià ³n temprana  no es obligatoria pero se brinda en un buen nà ºmero de escuelas pà ºblicas y privadas. Comienza a partir de los 3 aà ±os y el programa Head Start promueve la participacià ³n de nià ±os de bajos recursos. Los padres o tutores interesados deben consultar con las opciones en su lugar de residencia, ya que hay grandes diferencias entre distritos y estados. Escuelas, derechos migrantes y problemtica de visas Todos los nià ±os en edad de recibir educacià ³n obligatoria, es decir, en grados K-12 tienen derecho a asistir a una escuela pà ºblica en el distrito de su residencia habitual. Esto aplica por supuesto a los ciudadanos americanos, a los residentes permanentes y  Ã‚  tambià ©n a los nià ±os indocumentados. Asà ­ lo establecià ³ claramente una sentencia de la Corte Suprema que se conoce como Plyler v. Doe. Los padres, madres o tutores que confronten problemas por su estatus migratorio o el de sus nià ±os pueden contactar con Equity and Civil Rights, explicar su problema y solicitar que se cumpla la ley. Tambià ©n pueden asistir a las escuelas pà ºblicas los nià ±os presentes en los Estados Unidos con visas derivadas, como por ejemplo, la F-2, la H-4 o la J-2. Tambià ©n los hijos de extranjeros con visas de inversià ³n E-1 o E-2 vlidas. Sin embargo, la situacià ³n es muy diferente para el caso de nià ±os que ingresan a los Estados Unidos con visa de turista. Estudiar en una escuela pà ºblica significa que se est cometiendo una infraccià ³n migratoria y cada vez es ms frecuente que se le revoque la visa al nià ±o y tambià ©n a sus padres. Son varias las opciones de visa para estudiar en Estados Unidos que se brinda a esos nià ±os. Es muy importante entender que desde el punto de vista de la ley migratoria y las escuelas es muy distinta la situacià ³n de un nià ±o indocumentado, que sà ­ puede ir a las escuelas, y la de un nià ±o que ingresa al paà ­s con visa de turista y pretende asistir a una escuela pà ºblica. Estos  nià ±os no estn protegidos por Plyler v. Doe. Idioma, educacià ³n especial, vacunas y alimentos Si los nià ±os no hablan inglà ©s o si los padres desean que hablen con fluidez inglà ©s y espaà ±ol, pueden considerar los programas de educacià ³n que se brindan en uno o ambos idiomas. Hay una gran variedad de opciones, dependiendo del lugar de residencia. Madres, padres y tutores de nià ±os con situaciones especiales, como por ejemplo autismo, epilepsia, parlisis cerebral, etc deben explorar las diversas opciones de educacià ³n especial que mejor se ajusten a las necesidades de sus hijos. Hay opciones muy diversas, desde integracià ³n a escuelas especiales. Lamentablemente, las oportunidades no son las mismas y dependen en gran medida del lugar de residencia. Entre los requerimientos para registrar nià ±os para las escuelas es muy comà ºn el de pedir el rà ©cord de vacunas, si bien esto no es igual en todos los estados y hay importantes diferencias. En esta pgina en espaà ±ol de Los Centros para el Control y Prevencià ³n de Enfermedades se explica informacià ³n muy importante sobre dà ³nde llevar al nià ±o a vacunar, cules son las vacunas y la edad para recibirlas e incluso quià ©n puede obtener ayuda econà ³mica para las vacunaciones. Finalmente, destacar que todos los nià ±os enrolados en escuelas pà ºblicas o en privadas sin fin de lucro pueden recibir asistencia de alimentos si asà ­ lo precisan. Es indiferente su estatus migratorio y/o el de sus padres ya que lo à ºnico que se tiene en cuenta es la situacià ³n alimentaria del nià ±o. El programa ms grande es el Programa Nacional de Almuerzos Escolares. Tambià ©n destacar el Programa de Desayunos Gratuitos. Estas ayudas tambià ©n estn disponibles en verano cuando las escuelas no estn en activo. Despuà ©s de la educacià ³n obligatoria La enseà ±anza superior puede seguirse en colleges o universidades. Es importante considerar el costo e intentar evitar, en la medida de lo posible, llegar al momento de recibir el tà ­tulo con mucha deuda, ya que puede ser un gran lastre. Considerar las opciones de becas, debiendo los estudiantes excelentes esforzarse y animarse y creerse que pueden optar a lo mejor. Estas son 12 universidades de à ©lite que becan a todo tipo de estudiantes, incluidos los indocumentados. Tambià ©n considerar la opcià ³n de los colegios comunitarios, que resultan ms econà ³micos, adems de brindar otras ventajas. Puntos clave: educacià ³n en Estados Unidos En Estados Unidos, la educacià ³n de los nià ±os y adolescentes es obligatoria.Tipos de escuelas: pà ºblicas (50,7 millones de estudiantes) y privadas (5,9 millones de alumnos). Tambià ©n es legal recibir educacià ³n en casa, pero cada estado regula este derecho de diferente manera.Categorà ­as de escuelas pà ºblicas: regulares, chapter y magnet.Educacià ³n obligatoria y migracià ³n: por sentencia de la Corte Suprema Plyler vs. Doe de 1982, los nià ±os indocumentados tienen derecho a estudiar en escuelas pà ºblicas. Los nià ±os con visas derivadas hijos de trabajadores temporales o estudiantes internacionales tienen tambià ©n ese derecho. Por el contrario, es ilegal estudiar con una visa de turista. Este es un artà ­culo informativo. No es asesorà ­a legal.

Look Back in Anger by John Osborne - The Incumbent Historical Debate Essay

Look Back in Anger by John Osborne - The Incumbent Historical Debate about Affluence and Social Mobility in Britain - Essay Example 11). This period foresaw a gargantuan change in the bargaining power hitherto accorded to the British working class. The high demands engendered by the war efforts allowed the working class to strive for a considerable change in their earning potential. Though the much vaunted mixing of the social classes was more a cherished ideal than an idea actually put into practice, it certainly gave way to much deeper concerns in the British class structure (Rebellato 1999, p. 11). On the one side where the working class resisted a possible reversion to the sidelined status of the interwar years, the upper middle class feared the newfound social mobility of the working class. It was a known fact that the British society of the late 50s was still deeply class conscious. Hence, no wonder the marital discord between Jimmy and Alison to a great extent originate from their diverse social-class origins. Jimmy is a young adherent of a newly upwardly mobile and educated working class. Though Jimmy has the benefit of a university education and he attained adulthood in the post war years, still he finds himself to be a missing link between the two social classes. In that context he really finds it really excruciating and enervating to trace the age old enemy that is decaying and dying Imperialism in the guise of his wife Alison and her upper middle-class, military background. Yet, there is no denying the fact that the thing that bothers Jimmy even more is his loss of connection with the working class to which he mentally affiliates with. Hence, no wonder, Jimmy ends up becoming the victim of a partly self imposed and partly unavoidable social alienation, which was common to many young people from the working class in the late 1950s and early 1960s (Kellaway 1999, p. 39). Consequently, Jimmy finds himself in the times and the space where the past and the present tend to cusp into an intricate amalgam of confused class affiliations and aspirations as is amply conveyed when he affirm s, â€Å"I suppose people of our generation aren’t able to die for good causes any longer. We had all that done for us, in the thirties and the forties, when we were still kids. ...There aren’t any good brave causes left (Osborne 1982, p. 84).† However, it goes without saying that this chaos caused by the mixing of classes and the commensurate social mobility was not merely a localized event, but rather a phenomenon that unfolded in the background of much large changes (Kellaway 1999, p. 39). Amidst this unavoidable social mobility, many of the characters in the play are ironically caught up in the past (Kellaway 1999, p. 39). Jimmy vividly remembers his working class childhood and the suffering associated with the slow death of his father. On the other side Colonel Redfern obsessively remembers his days as an agent of colonialism in India, the days that had fast drifted apart. All the segments of the society in a way mourned or resented the passing of an era th at was never to come again. This predicament is aptly grasped by Alison as she says, â€Å"You’re hurt because everything is changed. Jimmy is hurt because ever

History Essay Example | Topics and Well Written Essays - 1500 words - 1

History - Essay Example The Jewish police even shot at sight if they spied the inmates trying to escape. For example, they had shot at Leib Zelkowicz with a 7.65 pistol in July 1941, when he tried to escape. Leib had been at the Litzmannstadt Ghetto since June 1940, but made his escape in 1941 and thereafter worked on the farms in the county of Gostynin. The speech by Chaim Rumkoivski on May 15th 1944 (L9) sheds light on the deportation of the Jews. He explains that though the ghetto already had a population of 140,000 people, yet they were going to take in an additional 23,000. Nevertheless, the authorities have taken a decision of deporting about 10,000 from their ghetto. The people assigned to be deported are those individuals who were harmful to the ghetto and the underworld dons. Chaim refers to these people as a ‘festering boil’ and because of their behavior they asked for this kind of fate. (L9) He tells them that his commission of trusted aides chooses the people for deportation and he asks them not to make an appeal to remain at the ghetto. He also assures them that these deportees will not remain behind wire but would be given a chance to work on the farms. In the (W2) document by Michael Berenbaum2 (ed.) we come to understand how innocent people in the ghetto face the death row even though they were not guilty of any crime. The order that was passed was that 100 Jews and 10 Order Service men would be executed because they had opposed order by the German policemen. The atrocity was that the 10 patrolmen were not guilty of any crime but yet were given orders by the German City Police to be executed. Though a petition was put in for a curfew, the action taken for it was very slow. In the (W4) document we get a clear picture of the brutality exhibited by the Jewish police. They were violent and merciless and dragged women and children by their hands and feet and threw them on the wagons to be executed. The police also beat those who tried to escape. The Jewish poli ce did not mind killing their own kind too. They meted out inhuman treatment to those criminals who refused to go voluntarily to their death. In the (W4) the document gives evidence of ‘The Jewish Council’ being part and parcel of the illegal activities of the police and this was the group that took many decisions involving the deportation of the ghetto inmates. The following sentence in (W4) is proof of their nefarious activities - The officials of the Jewish Council also cooperated in the "operation," as did the service of the KAM-City Aid Committee. The Jewish police were considered to be the ‘chief culprits’ for the mass slaughters that took place. (W4) According to the documents of (K1) about the Kovino Ghetto,3 there was a great massacre of around 10,000 people at one time on 28th October, 1941. Neither the Jewish Council nor the police show any sympathy during the ‘selection’ (K1) The heartrending screams and cries of the people fell onl y on deaf ears as they were led to their miserable death. These details we come to understand through the (K1) document which was a letter from a father to his daughter who was an eye witness to the