The Big Short By Michael Lewis - 1495 Words

The When you think of societal importance, we tend to think of how something will affect the social order of society. After reading all three of the books, it was challenging to choose just one of them to write about. Each one played its own part of significance from women rights, economics tragedy, and exploring the universe. Considering all three of these books were well crafted, THE BIG SHORT by Michael Lewis reflects a template of our community. By showing what can happen if we continue to let the financial system run wild, then showing how it will impact us as an economy like it did in 2008. Two main factors that can be taken away from the book are: Economy and the way of living. The overall resources that contribute to our successful†¦show more content†¦In our society taking hard impacts like these have big influences in our GDP. When a country is in a recession there is limited money to be distributed causing panic to business owners. Leaving them frantically trying to improve on their business and cut workers to save money. Well families suffer from the lack of monetary value and sending our unemployment rate through the roof. Tragic events like this can have an effect on a country for years to come after it takes place. Most students today have no knowledge of the positive and negative change that is accompanied with the chosen reading. Its social importance is to initiate students to have some knowledge of the financial system. Most already are apart of our labor work force; well others have yet to begun their journey in the force. For these students they are tomorrow geniuses, doctors, lawyers, etc. if there is no economy to head into due to a recession then these job specialties will be useless. Making sure students understand how the economy works and what the positive benefits are for it. Such as being becoming and entrepreneur and attempting to earn a profit on goods and services additionally creating jobs for the community. Small steps like this are beneficial to our students, as well as educating them on what exactly happens to our money when they invest it. For example, we all know attending school is beneficial yet expensive. Most students don’t have the

How to Find Time to Exercise in College

Finding time to exercise in college can be a challenge for even the most diligent of students. At the same time, however, being physically active can be an important part of staying healthy during your time in school. So how can you find the time and energy to make sure you exercise in college? Go to class in your gym clothes. Keep it appropriate for class, of course, but if youre already in comfy shoes, running shorts/pants, and a t-shirt, youll be much more likely to pop into the gym after class.Walk to class the long way. Sure, you could take the campus shuttle, catch a ride with a friend, or cut through that creepy grove of trees behind the library, but taking the long way to class is a great way to sneak in a 20-minute workout during an otherwise busy day.Bike to class. You dont have to treat your rides like they to have it be productive. But riding your bike to and from class is a good way to get a little exercise in -- and help the environment, too.Hit the gym between classes. You know that hour you usually use to chat with friends, grab a coffee, and generally just mosey around? Mosey to the gym, catch up with your friends while on the treadmills, and grab a coffee en route to your next class. Youll still get your regular between-class activities in while also sneak ing in a quick workout.Exercise with a friend. One of the best tricks for making sure you get your workout in is to do it with a friend -- at the gym, in a pick-up game, playing touch football. No matter what you do, you can hold each other accountable, motivate each other, and make the time go quickly once you do start your workouts.Do your homework at the gym. Have some less-than-exciting reading you just need to get through? Set yourself up on a bike at the gym, put in some headphones, and get through your reading while also getting through your workout.Sign up for an exercise class and treat it like an academic class. Sign up for a yoga or other exercise class and treat it just like a real class. Make sure you show up every week and do what youre required to do each session. Added bonus: A scheduled class means you dont always have to feel like you should be going to the gym, since you know youll be going every Monday, Wednesday, and Friday at 3:30.Sign up for an exercise class that is a real class. Many universities offer exercise classes that you can get credit for. True, they may be harder than your normal whenever-I-feel-like-it workouts, but they may make you more likely to work out.Make a reward system. Consider setting something up, like a Google shared a calendar or even something you hang up in your room, where your friend and you keep track of your workouts. At the end of the month, for example, whoever was most consistent, worked out the most, etc., gets treated by the others to something fun (dinner out? pedicure? iTunes gift card?).Join an intramural sports team. Intramural teams are a great way to get exercise while in school. The workouts are fun and you can meet a lot of new people, learn more about a sport, and generally have a great time that doesnt feel nearly as dreary as running laps alone.

How Is the United States Economy Effected If Most...

There are a lot of different pros and cons when asking this question. In my opinion this would be terrible idea because every economic system is not the same. Therefore if this were to take place it would it automatically eliminate a numerous amount of great opportunities and achievements that the United States economy has worked so hard for, for so long. Loss of national sovereignty being a tremendous downfall for the United States economy being that the whole goal of the United States were to be independent. In such a union, not every member country is as strong or weak as the others economically or structurally. Meaning right now the United States as well as other countries have certain boundaries and threshold within their†¦show more content†¦in the same bracket. Would the U.S. be willing to accept that? How would the hypothetical global central bank decide on common interest rates for underdeveloped countries like Somalia, emerging countries like India and developed co untries like the U.S.? There would be mayhem! A few countries may gain, but a number of countries might just go into crisis the very next day. I believe this statement to be very true due to the fact that every country is economically equal so this would only benefit countries that have a good economic system. What the Euro experience has taught us is that even countries which are not vastly different from each other in terms of economic health, can face a phenomenal crisis within just 10 years of the creation of the single union. How then would you expect a global currency encompassing countries with vastly different structures, in vastly different stages of growth and using vastly different means of managing their economies to be stable? Its not only improbable, but close to impossible! I agree 100% with this article because it only makes since to be independent as countries everything that the united states has worked for would go to waste due to the fact that everything that th e us economy has have been built on freedom and independence if most countries were to come together as 1, It would only defeat the purpose of everything that the countries have created on their own. The last thing that should beShow MoreRelatedInternational Monetary System5852 Words   |  24 Pagesinternational trade capital movements are financed exchanges rates are determined. MNCs operate in a global market, buying/selling/producing in many different countries. For example, GM sells cars in 150 countries, produces cars in 50 countries, so it has to deal with hundreds of currencies. What are the mechanics of how currency and capital flows internationally? International Monetary System - Institutional framework within which: 1. International payments are made 2. Movements of capitalRead MoreInternational Monetary System5858 Words   |  24 Pagesinternational trade capital movements are financed exchanges rates are determined. MNCs operate in a global market, buying/selling/producing in many different countries. For example, GM sells cars in 150 countries, produces cars in 50 countries, so it has to deal with hundreds of currencies. What are the mechanics of how currency and capital flows internationally? International Monetary System - Institutional framework within which: 1. International payments are made 2. Movements of capitalRead MoreThe Full Convertibility of Renminbi: Consequences and Influences8173 Words   |  33 PagesThe Full convertibility of Renminbi: Consequences and Influences Abstract This paper indicates the issue of full convertibility for the Chinese currency, Renminbi(RMB), and its impact on the economy of China. 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They were united as a federalRead MoreStrategic Marketing Management337596 Words   |  1351 Pagesfrom the Library of Congress ISBN 0 7506 5938 6 For information on all Elsevier Butterworth-Heinemann publications visit our website at http:/ /books.elsevier.com Printed and bound in Italy Working together to grow libraries in developing countries www.elsevier.com | www.bookaid.org | www.sabre.org Contents Preface Overview of the book’s structure 1 Introduction 1.1 1.2 1.3 1.4 1.5 1.6 Learning objectives The nature of marketing The management process Strategic decisions and the nature

James Otis s No Taxation Without Representation Essay

England s introduction of the intolerable acts upon American colonists created a ripple effect which they did not anticipate, which completely changed the views of many colonists. These colonists went on to become the voices that fueled the American Revolutionary War and spread the messages of liberty, freedom, and a new way of life. Some voices stood out more so than the rest, their names became etched in our history books their thoughts and beliefs paving the way for the Revolution. One such colonist is James Otis wrote a series of patriotic pamphlets outlining his views on the colonies state of affairs , one of those pamphlets is The Rights of British Colonies Asserted and Proved written in 1763. In The Rights of British Colonies Asserted and Proved James Otis outlines his perspectives on government s rights and the rights of the people , these perspectives revolutionized colonial opinions and made famous the quote† no taxation without representation.† James Otis was born in 1725 and died in 1783 during that time he lived an eventful and meaningful life. James Otis graduated from Harvard in 1743 and became a successful lawyer in Boston, his experience in law played a large role in his understanding and opinions of the events leading up to the American Revolution. He became a representative to the Massachusetts House of Representatives, and was famous for his argument against the renewal of writs of assistance in 1761(1). He was a strong opponent ofShow MoreRelatedStamp Act of 17651867 Words   |  8 PagesTaxation without Representation Ryan Vote March 8, 2010 U.S. History It can easily be said that the Stamp Act of 1765 was the beginning of the revolution for the colonies of North America. Before the Stamp Act, there were other failed attempts to tax the colonies by the British parliament. Each attempt to gain money from the colonies was unlawful because there was a lack of representation from Parliament. The Stamp Act of 1765 was very detailed and expensive for the colonists. The Stamp Act wasRead MoreAnalysis Of The American Revolutionary War 943 Words   |  4 Pagesabout, especially to a patriotic citizen, sadly it is full of myths and exaggerations and at times outright lies. The very motive for the war has been twisted through the years to make the fight for independence a more beautiful story. 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In Economics Free Essays

Bush’s actions have placed America in a devastating position by altering its funding to the top 10% households. We, as a nation, must find ways to adapt to the ever-changing effects to the fluctuating income rates of the bottom 90% of households that are strained through his tax cuts. Middle-income families are harnessing a 23% loss of income due to the tax cuts; what will come of their living conditions? The lower ends of households have experienced some unfortunate hits to their income capabilities because of the tax cuts. We will write a custom essay sample on In Economics or any similar topic only for you Order Now Now, more of the concern has gone from what is Bush’s real objective in handling these new ventures. In some ways, I feel that Bush has taken the nation by storm by making complementary movements to increase the income of the $1,000,000,000+ households to gain their favor. The motivations behind this economic trivia could be examples of the supply and demand scenario in which he supplies more loopholes for the rich and they will demand his stay in office. This conclusion may seem a bit far fetched, but it accurate considering the changes our nation will undergo if his tax cuts remain permanent. If permanent tax cuts exist, the existence of a constrained economy could harm our nation’s lead in industrial developments. He places younger generations in a bind through reducing funding (the $90 billion lost in tax reductions) from getting a good education. President Bush’s actions are seemingly inappropriate and this has robbed individuals with lower-paying jobs in need of additional benefits. Not to seem negative, but I feel he has done this to keep his ‘friends’ of the wealthy families on the top of their game. Why would a president strip his own nation of their needed funding? Many people will lose out on jobs (reduced budgeting/outsourcing), benefits ($90 billion from taxes), and help (Social Security). I feel that this could hurt our nation in more ways than one. More issues may arise that are unforeseen at the moment, but it is possible that we will endure a long and hard recovery. According to the article, the government has lost $90 billion dollars each year he has been in office. President Bush entered office in 2000; six times $90 billion is plenty of money we could have used to better our nation or the world. For instance, what will happen to financial aid that is available to college students? Will college students have to pay out of pocket fees although the 90% bottom households are losing funds through tax cuts? This could be one issue many economic students and studies should be undertaken to determine the frets it will place on our position as a world leader. In accordance to lost financial aid, some students will not have the adequate qualifications to get the appropriate technical training to excel in a technological world. Our New Economy will lead to an unstable and incomparable society of education-lacked generations. Another issue will be the benefits taken away from lower-paying jobs. Many of these individuals pay high insurance fees in order to secure preventative health care. Certain programs such as Blue Shield as well as Blue Cross will find less funding an appropriate answer for senior citizens and low-income families impossible. Besides these obvious effects of the tax cuts, we have to worry about the future. Should we start bracing ourselves for a turbulent economy with a lack of funding in the bottom 90% who are working hard to contribute to the nation? The answer lies in the equilibrium that will eventually happen within the government. Â   How to cite In Economics, Essay examples

Holocaust (4428 words) Essay Example For Students

Holocaust (4428 words) Essay Holocaust(1)INTRODUCTION The Holocaust is the most horrifying crime against humanity of alltimes. Hitler, in an attempt to establish the pure Aryan race, decidedthat all mentally ill, gypsies, non supporters of Nazism, and Jews were to beeliminated from the German population. He proceeded to reach his goal in asystematic scheme. One of his main methods of doing away withthese undesirable was through the use of concentration camps. In January 1941, in a meeting with his top officials the final solutionwas decided. Jews were to be eliminated from the population. Auschwitz wasthe concentration camp that carried out Hitlers final solution ingreater numbers than any other. In this paper I will discuss concentration campswith a detailed description of the most well- known one, Auschwitz. (2)CONCENTRATION CAMPS The first concentration camps were set up in 1933. In theearly days of Hitler, concentration camps were places that held people inprotective custody. Victims for protective custody included those who were bothphysically and mentally ill, gypsies, homosexuals, Jehovah Witnesses, Jews andanyone against the Nazi regime. Gypsies were classified as people withatleast two gypsy great grandparents. By the end of 1933 there wereatleast fifty concentration camps throughout occupied Europe. At first,the camps were controlled by the Gestapo (police), but by 1934 the S.S. (Hitlers personal security force) were ordered, by Hitler, to control thecamps. Camps were set up for different purposes. Some for forced labor,others for medical experiments and, later on, for death/ extermination. Transition camps were set up as holding places for death camps. HenrickHimmler, chief of the German police, the Gestapo, thought that the camps wouldprovide an economic base for the soldiers. This did not happen. The workforce was poorly organized and working conditions were inhumane. Therefore,productivity was minimal. Camps were set up along railroad lines, so that theprisoners would be conveniently close to their destination. As they were beingtransported, the soldiers kept telling the Jews to have hope. (3) When the campswere finally opened, most of the families who were shipped out together ended upbeing separated. Often, the transports were a sampling of what went on in thecamps, cruelty by the officers, near starvation of those being transported,fetid and unsanitary conditions on the trains. On the trains, Jews werestarved of food and water for days. Many people did not survive the ride toarrive at the camp. Jews were forced to obey the guards orders from themoment they arrive d at the camps. If they didnt, they would be beaten,put into solitary confinement or shot. The prisoners usually had marks ontheir clothes or numbers on their arms to identify them. The sanitary conditionsof the camps were horrible. There was only one bathroom for four hundredpeople. They had to stand for hours in snow, rain, heat, or cold for role-call,which was twice a day. Within the first few days of being at the camps,thousands of people died of hunger, starvation and disease. Other people diedfrom the cruel punishments of the guards; beatings and torture. Typhus, adisease caused by germs carried by flies, was the main disease that spreadthroughout the camps. Even when people were sick, they still continued workingbecause they did not see that sickness meant death. In 1937, 7,000 Jewswere in camps. By 1938, 10,000 more Jews were sent to camps. Jews weretaken to camps if they expressed negative feelings about the government, if theymarried a non-Jew, if they were sick (mentally or physically), or if they had apolice record. (4) When someone escaped from the camp, all the prisonersin that group were shot. Nazis, who claimed that they did not necessarily hateJews, but wanted to preserve the Aryan race, seemed to enjoy making the Jewssuffer. They also felt that slavery was better than killing their prisoners. Gold fillings, wedding bands, jewelry, shoes and clothing were taken fromthe prisoners when they first entered the camps and were sold. Surroundingsome of the camps in Poland was a forest, that the Jews who planned to escapewould flee into. Before the escaped prisoners got very far, they were killed. When the Germans caught a Jew planning a rebellion, and the Jew refused toname his/her associates, the Germans would bring everyone from his/her barracksout and force him/her to watch the Germans mutilate the others. The peoplewho could not run away from the camps dreamt about revolt. Special areas of acamp were set aside for medical experiments. One doctor in a medical unitperformed an experiment in sterilization. He injected a substance intowomens ovaries to sterilize them. The injection resulted in temperature andinflammation of the ovaries. Joseph Mengels, one of the most notoriousNazi doctors, hummed opera tunes when selecting among the new arrivals thevictims for the gas chambers or medical experiments. His women victims forsterilization were usually 20-30 years of age. Other experiments includedputting inmates into high pressure chambers to test the effects of altitude onpilots. Some inmates were frozen to (5) determine the best way to revive frozenGerman soldiers. (6) DEATH C AMPS The first death camp, Chelmno, wasset up in Poland on December 8, 1941. This was five weeks before the WannseeConference at which time the final solution was planned out. Usually,the death camps were part of existing camps, but some new ones were just set upfor this purpose. When the prisoners first arrived at the camps, those sent tothe left were transferred to death camps. When Jews entered the death camps,their suitcases, baby bottles, shawls, and eyeglasses were taken and were sold. Once in the death camps the prisoners were again divided. Women were sent to oneside to have their hair shaven and the men to the other. They were allsent to the showers, naked with a bar of soap, so as to deceive them intobelieving that they were truly going into a shower. Most people smelled theburning bodies and knew the truth. There were six death camps; Chelmno,Treblinka, Auschwitz (Birkenau), Sobibor, Maidanek, and Belzec. These camps usedgas from the shower heads to murder their victims. A seventh death camp,Mauthausen, used a method called extermination through labor. (7)AUSCHWITZ Auschwitz, located in Poland, was Nazi Germanys largest concentrationcamp. It was established by order of Himmler on April 27, 1940. At first, it wassmall because it was a work camp for Polish and Soviet prisoners of war. Itbecame a death camp in 1941. Auschwitz was divided into three areas:Auschwitz 1 was the camp commanders headquarters and administrative offices. Auschwitz 2 was called Birkenau and it was the death camp with forty gaschambers. Auschwitz 3 was a slave labor camp. On the gate ofAuschwitz was a sign in German which read, Arbeit macht frei, which means workmakes you free. Auschwitz included camp sites a few miles away from themain complex. At these sites, slave labor was used to kill the people. Theworking conditions were so poor that death was a sure result. In March26, 1942, Auschwitz took women prisoners, but after August 16, 1942 the womenwere housed in Birkenau. When the Jews arrived at Auschwitz, they were metwith threats and promises. If they didnt do exactly as they were told,they would be beaten, deprived of food, or shot. From time to time, they wouldbe assured that things would get better. The daily meals in Auschwitzconsisted of watery soup, distributed once a day, with a small piece of bread. In addition, they got extra allowance consisting of 3/4 ounce of margarine, alittle piece of cheese or a spoonful of watered jam. Everyone in the camp was somalnourished that if a drop of soup spilled (8) prisoners would rush from allsides to see if they could get some of the soup. Because of the badsanitary conditions, the inadequate diet, the hard labor and other torturousconditions in Auschwitz, most people died after a few months of theirarrival. The few people who managed to stay alive for longer were the oneswho were assigned better jobs. The prisoners slept on three shelves ofwooden slabs with six of these units to each tier. They had to stand for hoursin the wet and mud during role call, which was twice a day. Some people thoughtthe reason hundreds of people died, daily, was because when it rained they laywith wet clothes in their bunks. In place of toilets, there were woodenboards with round holes and underneath them concretes troughs. Two or threehundred people could sit on them at once. While they were on these troughs theywere watched in order to assure that they did not stay too long. There wasno toilet paper, so the prisoners used linings of jackets. If they didnt havethey might steal from someone else. The smells were horrible because therewasnt enough water to clean the Latrine, the so called bathrooms. When peoplewere loaded onto trains to be taken to the gas chambers, they were told thatthey were being resettled in labor camps. This was one of the manylies told. It was impossible for the Jews to make out which building was the gaschambers because they looked presentable from the outside, just like any otherbuilding. Over the gas chambers were well kept lawns with flowers borderingthem. When the Jews were being taken to the gas chambers, (9) they thought theywere being taken to the baths. While people were waiting for them baths,a group of women prisoners, dressed in navy skirts and white shirts, played verydelightful music. In Auschwitz, Jews were killed by something calledLykon B. It was hydrogen cyanide which was poured through the ceiling of the gaschambers and turned into gas. The S.S. commanders of Auschwitz preferred LykonB. because it worked fast. At first, there were five gas chambers inAuschwitz, the procedure for gassing was as follows : About 900 peoplewere gassed at a time. First they undressed in a nearby room. Then, they weretold to go into another room to be deloused, They filled the gas chambers likepacked like sardines. After a few minutes of horrible suffering, the victimsdied. The bodies were then transported to ovens where they were burned.The gas chambers were not large enough to execute great numbers at a time, socrematoria were built. The crematoria would burn 2,000 bodies in less than 24hours. An elevator would take them from the dressing room to the crematoria. Gay marriage EssayGold fillings, wedding bands, jewelry, shoes and clothing were taken fromthe prisoners when they first entered the camps and were sold. Surroundingsome of the camps in Poland was a forest, that the Jews who planned to escapewould flee into. Before the escaped prisoners got very far, they were killed. When the Germans caught a Jew planning a rebellion, and the Jew refused toname his/her associates, the Germans would bring everyone from his/her barracksout and force him/her to watch the Germans mutilate the others. The peoplewho could not run away from the camps dreamt about revolt. Special areas of acamp were set aside for medical experiments. One doctor in a medical unitperformed an experiment in sterilization. He injected a substance intowomens ovaries to sterilize them. The injection resulted in temperature andinflammation of the ovaries. Joseph Mengels, one of the most notoriousNazi doctors, hummed opera tunes when selecting among the new arrivals thevictims for the gas chambers or medical experiments. His women victims forsterilization were usually 20-30 years of age. Other experiments includedputting inmates into high pressure chambers to test the effects of altitude onpilots. Some inmates were frozen to (5) determine the best way to revive frozenGerman soldiers. (6) DEATH C AMPS The first death camp, Chelmno, wasset up in Poland on December 8, 1941. This was five weeks before the WannseeConference at which time the final solution was planned out. Usually,the death camps were part of existing camps, but some new ones were just set upfor this purpose. When the prisoners first arrived at the camps, those sent tothe left were transferred to death camps. When Jews entered the death camps,their suitcases, baby bottles, shawls, and eyeglasses were taken and were sold. Once in the death camps the prisoners were again divided. Women were sent to oneside to have their hair shaven and the men to the other. They were allsent to the showers, naked with a bar of soap, so as to deceive them intobelieving that they were truly going into a shower. Most people smelled theburning bodies and knew the truth. There were six death camps; Chelmno,Treblinka, Auschwitz (Birkenau), Sobibor, Maidanek, and Belzec. These camps usedgas from the shower heads to murder their victims. A seventh death camp,Mauthausen, used a method called extermination through labor. (7)AUSCHWITZ Auschwitz, located in Poland, was Nazi Germanys largest concentrationcamp. It was established by order of Himmler on April 27, 1940. At first, it wassmall because it was a work camp for Polish and Soviet prisoners of war. Itbecame a death camp in 1941. Auschwitz was divided into three areas:Auschwitz 1 was the camp commanders headquarters and administrative offices. Auschwitz 2 was called Birkenau and it was the death camp with forty gaschambers. Auschwitz 3 was a slave labor camp. On the gate ofAuschwitz was a sign in German which read, Arbeit macht frei, which means workmakes you free. Auschwitz included camp sites a few miles away from themain complex. At these sites, slave labor was used to kill the people. Theworking conditions were so poor that death was a sure result. In March26, 1942, Auschwitz took women prisoners, but after August 16, 1942 the womenwere housed in Birkenau. When the Jews arrived at Auschwitz, they were metwith threats and promises. If they didnt do exactly as they were told,they would be beaten, deprived of food, or shot. From time to time, they wouldbe assured that things would get better. The daily meals in Auschwitzconsisted of watery soup, distributed once a day, with a small piece of bread. In addition, they got extra allowance consisting of 3/4 ounce of margarine, alittle piece of cheese or a spoonful of watered jam. Everyone in the camp was somalnourished that if a drop of soup spilled (8) prisoners would rush from allsides to see if they could get some of the soup. Because of the badsanitary conditions, the inadequate diet, the hard labor and other torturousconditions in Auschwitz, most people died after a few months of theirarrival. The few people who managed to stay alive for longer were the oneswho were assigned better jobs. The prisoners slept on three shelves ofwooden slabs with six of these units to each tier. They had to stand for hoursin the wet and mud during role call, which was twice a day. Some people thoughtthe reason hundreds of people died, daily, was because when it rained they laywith wet clothes in their bunks. In place of toilets, there were woodenboards with round holes and underneath them concretes troughs. Two or threehundred people could sit on them at once. While they were on these troughs theywere watched in order to assure that they did not stay too long. There wasno toilet paper, so the prisoners used linings of jackets. If they didnt havethey might steal from someone else. The smells were horrible because therewasnt enough water to clean the Latrine, the so called bathrooms. When peoplewere loaded onto trains to be taken to the gas chambers, they were told thatthey were being resettled in labor camps. This was one of the manylies told. It was impossible for the Jews to make out which building was the gaschambers because they looked presentable from the outside, just like any otherbuilding. Over the gas chambers were well kept lawns with flowers borderingthem. When the Jews were being taken to the gas chambers, (9) they thought theywere being taken to the baths. While people were waiting for them baths,a group of women prisoners, dressed in navy skirts and white shirts, played verydelightful music. In Auschwitz, Jews were killed by something calledLykon B. It was hydrogen cyanide which was poured through the ceiling of the gaschambers and turned into gas. The S.S. commanders of Auschwitz preferred LykonB. because it worked fast. At first, there were five gas chambers inAuschwitz, the procedure for gassing was as follows : About 900 peoplewere gassed at a time. First they undressed in a nearby room. Then, they weretold to go into another room to be deloused, They filled the gas chambers likepacked like sardines. After a few minutes of horrible suffering, the victimsdied. The bodies were then transported to ovens where they were burned.The gas chambers were not large enough to execute great numbers at a time, socrematoria were built. The crematoria would burn 2,000 bodies in less than 24hours. An elevator would take them from the dressing room to the crematoria. It took 30 minutes to kill 2,500 victims, but close to 24 hours to burnthe bodies. Many Jews and non Jews tried to escape from Auschwitz. Somesucceeded. Of course they wanted to inform the world of what was going on. Thosewho escaped wrote descriptions of the horrors they suffered. Information spreadto many countries, yet no countries seemed to do anything to help the situation. In fact, as the war progressed, the number of prisoners increased. Intotal, between 1.5 and 3.5 million Jews were murdered at Auschwitz between the(10) years 1940 and 1945. Where were our brothers in America when millionsof Jews died? (11) CONCLUSION The Nazis, under Hitler, organized the destructionof the Jews. Why they did it is unknown. Perhaps it was because of a history oftension between the Christians and Jews, or perhaps, because Hitler needed ascapegoat for Germanys problems. People throughout history have been murdered;but never as many people as during the Holocaust in such a short period of time. 1/3 of all the Jews in the world were eliminated. The estimated total issomewhere around six million. This number included Jews from all over Europe. There were also 500,000 non- Jews murdered. Hitlers method of killing thejews and other undesirable people was first by torture and then by plain murder. In the early days of his leadership, he took away their rights as citizens andthen as people. They were treated like slaves and lived like animals. After1942, his goal was to exterminate all Jewish and unpure people. ManyJews were killed before that date, but they were a small number compared to themass murdering of the Holocaust. We Must Never Forget are thewords that every Jew must remember. By not forgetting, we are preventing anotherholocaust from occurring. We are also letting the entire world know and rememberthe millions of loved ones lost in the horrible killing that we call theholocaust. (12) BIBLIOGRAPHY Bauer, Yehuda. A History of the Holocaust. NewYork: Franklin Watts, 1982. Chartock, Roselle. The Holocaust Years: Society onTrial. New York: Anti-Defamation League of Bnai Brith, 1978. Gilbert, Martin. The Holocaust A History of the Jews of Europe During the Second World War. NewYork: Holt, Reinhardt Winston, 1985. Meltzer, Milton. Never to Forget theJews of the Holocaust. New York: Harper Row, 1976. Rossel, Seymour. TheHolocaust. New York