How to Tutor Students With Reading Problems

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Even with excellent instruction, many children fail to make adequate progress in reading (Snow, Burns, & Griffin, 18). Despite long-term, continual investigations of instructional programs, large numbers of students failing to become fluent readers remains a critical problem in American education (cf. National Reading Panel, 000). Even with quality instruction and an appropriate curriculum, some children still need additional assistance. Tutoring can be a significant supplement, enhancement, or even replacement for classroom reading instruction (Snow, Burns, & Griffin, 18). Older students, volunteers, and parents can all serve as tutors in reading (Denton & Hasbrouck, 1). Here we suggest some simple, effective methods that tutors can use to help beginning readers, as well as older students who may need some additional support. We also include ways to evaluate the effectiveness of the tutoring and to provide feedback to the tutor.

Tutoring in reading means providing individual guided practice and corrective feedback to a student, where the student primarily reads aloud from meaningful, connected text at an appropriate level of difficulty. Repeated reading with a model, oral reading with monitoring and feedback, and error monitoring with word pattern practice, word review, and sentence review are methods tutors can use to improve reading performance. Group teaching techniques, loosely supervised free reading, and skill practice exercises are not included in our definition. If skill practice or vocabulary development exercises are determined to he appropriate for the student being tutored, those activities should be directly linked to the reading of connected text.

Encouraging reluctant readers to engage in simultaneous, repeated reading with a tutor is an effective method to improve their fluency (rate + accuracy + good expression). Careful timing and control of the repeated readings allow the tutor to foster independent reading skills. This is how the approach works

Introduction. The tutor introduces a passage that is likely to take approximately -5 minutes for the student to read aloud. The tutor introduces the text by reading the title, describing generally what the passage is about, asking the student what he or she knows already about the topic, and giving the student a purpose or reason to read (Lets read this story to find out.

Simultaneous reading. The tutor reads the passage with the student, sitting close beside or slightly behind, so as not to be a visual distraction (close enough to speak softly and be heard). The tutor reads slowly in a soft, clear voice, while the student reads aloud at the same time. The tutor regulates speed of reading to permit the student to keep up. Both student and tutor track progress with their fingers on their own pages, moving their fingers smoothly and steadily across each line. The student is not permitted to hesitate while sounding out a word. The tutors oral reading continues at an even pace, although the overall speed can be adjusted slightly up or down. While reading, the tutor listens carefully to whether the student is leading, with, or following the tutors reading of difficult words. Initially, most students will follow, (i.e., will copy or repeat what they hear). With repeated readings and confidence, the student will read more nearly with the tutor and eventually will lead. As the student comes closer to reading with the tutor, the tutor should soften his or her voice. As the student leads more, the tutor should soften the voice and slow the pace slightly, permitting the student to lead even more.

Simultaneous repeated readings. After -5 minutes of continuous reading, the student will need a brief break to rest the eyes, neck, and shoulders and to stretch and breathe deeply. Then promptly begin rereading. Depending upon the students motivation, two to five rereadings of a single text may be beneficial. With each rereading, the tutor should (a) maintain a smooth pace and (b) encourage the student to read with and to lead by softening the voice and dropping back slightly when the student leads.

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Disaster

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Chemical and Biological Disaster Response

Four events of the 10s significantly sharpened the nations perception of chemical-biological warfare. First, Saddam Hussein used intermediate-range Scud missiles to demonstrate the possibility of operating in a contaminated environment during the Persian Gulf War. Second, the World Trade Center bombing in 1 demonstrated that foreign terrorists could not only operate on American soil, but could launch a chemical/biological attack.[1] Third, the Oklahoma City bombing in 15 proved that domestic terrorists could harm the nation as well. And fourth, the sarin gas attack in the Tokyo subway by the Aum Shinrikyo cult made chemical warfare a reality. [1] A United Nations report from 16 defines chemical warfare agents as ..chemical substances, whether gaseous, liquid or solid, which might be employed because of their direct toxic effects on man, animals and plants.... The Chemical Weapons Convention defines chemical weapons as including not only toxic chemicals but also ammunition and equipment for their dispersal. Toxic chemicals are stated to be ... any chemical which, through its chemical effect on living processes, may cause death, temporary loss of performance, or permanent injury to people and animals [1].

A number of agencies are involved in domestic preparedness. The National Security Council is the interagency consequence management coordinator; the Justice Department, through the Federal Bureau of Investigation, handles crisis management and is responsible for preventing any attacks; the Federal Emergency Management Agency (FEMA) is responsible for consequence management after an attack; and first-responders include local municipalities and state governments.

The United States responded to the threat of terrorism and chemical/biological warfare when President Clinton signed PDD- in June 15, PDD-6 in May 18, and the 17 National Defense Authorization Act. The latter included the Defense Against Weapons of Mass Destruction Act of 16, also known as the Nunn-Lugar-Domenici amendment.[5] The statute and presidential directives are the foundation of our nations counter terrorism response. It provide's guidance to federal agencies and state agencies.

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Following the PDD- signing, other terrorist acts reinforced the belief that it is not a matter of if, but rather of when terrorists will strike with biological or chemical weapons. As Senator Richard Lugar commented in 15, Americans have every reason to expect a nuclear, biological, or chemical attack before the decade is over.[6] Discovery of Saddam Husseins weapons of mass destruction projects reinforced the American fear of them combining terrorism with a chemical or biological weapon.[7]

Additionally, political wording concerning weapons of mass destruction attacks was dramatized, exaggerated, and eventually sensationalized in films. For example movies such as The Rock, Outbreak, and Twelve Monkeys. The most important factor in the creation of an American chemical/biological response was the changing nature of acts of terrorism itself, though the United States abandoned and destroyed its biological program in 17 following the approval of the Biological Weapons Convention Treaty

The Defense Against Weapons of Mass Destruction Act of 16 (the Nunn-Lugar-Domenici amendment to the National Defense Authorization Act for Fiscal Year 17) advocated the training of first-responders to deal with a weapons of mass destruction terrorist incidents. In 17, the Nunn-Lugar-Domenici Domestic Preparedness Program began training first-responders firefighters, police, and emergency medical technicians in over 115 U.S. cities. As part of this program, the military specifically was tasked to develop and maintain at least one domestic terrorism rapid response team composed of members of the armed forces . . . capable of aiding federal, state, and local officials in the detection, neutralization, containment, disassembly, and disposal of weapons of mass destruction containing chemical, biological, or related material.[] The Secretary of Defense designated the Secretary of the Army to serve as Executive Agent for the coordination of this mission and to develop a Domestic Preparedness Plan.[10]

More than 85 years of experience in defending against biological and chemical weapons and 50 years of experience in nuclear defense made the Department Of Defense the most knowledgeable and resourceful department available.

The Department of Justice, through the Federal Bureau of Investigation, is responsible for crisis management of domestic terrorist incidents. State governments have primary responsibility for consequence management in cases of domestic disasters, including major terrorist attacks; the federal government, under Federal Emergency Management Agency, can respond to state and local requests for support under the Federal Response Plan. This plan outlines the roles, responsibilities, and emergency support functions of various federal agencies.

There are numerous local, state, and federal organizations that can perform consequence management. For example, the General Accounting Office reports that over 600 local and state HAZMAT teams exist in the United States to assess and act on accidents involving highly toxic chemicals and other hazardous materials.[11] In addition, numerous federal organizations provide advice, technical experts, and equipment to local incident commanders.

States and local municipalities have begun meeting the consequence management requirement with their own internal resources because of their increased understanding. In a 1 General Accounting Office report, many state officials indicated that they maintained a reliable consequence management capability and that their own experienced technicians can not only perform sufficient detection and identification to begin to handle the situation, but also work in the stressful, dangerous environment.[11] Some states stopped relying on the use of federal assets in some areas because they could not arrive in time to be effective, since the federal and military units do not operate routinely with any existing state programs. State officials dismiss the idea of fully relying on federal assets because of concerns about their availability and responsiveness if the state ever needed them.[10]

When dealing with any potential incident, past experience has taught us that the first necessary task is to secure the area and determine the nature and severity of the threat. In the past several instances of terroristic attacks/incidents it has been reported that a secondary device/incident has been targeted at emergency responders (I.e. police, fire fighters and other emergency responders at the scene) in attempt to harm or kill rescuers and disrupt the emergency operations.

In most cases, a primary and secondary secured perimeter must be established and a thorough search of the perimeters must be a priority to the first responders. In the event of a biological or chemical attack/release, a large downwind area may also need to be secured and evacuated. This will minimize civilian casualties.

The second problem involving a attack/release of a chemical or biological agent, is identification. As is the case in most common industrial hazardous-materials accidents, the first priority in the management of the incident involves determining the identity and physical properties of the substance that has been released. It is only after the chemical/biological identity is determined that an effective outer perimeter can be established.

A serious consideration that needs to be taken by first responders (I.e. officers, fire fighters, etc) is that most civilian emergency service agencies (including hazardous materials teams) currently don't have the effective testing equipment to help identify most chemical or biological agents that might have been used or present at a scene [1].

The primary functions that must be performed at any chemical/biological attack/release remain fairly consistent nation wide, from state to state, and city to city. The first responder, usually a police officer, should make the initial call to close and evacuate the area, determine the needs (I.e.. activation of other multi agencies), and to alert the FAA, Emergency Management Division and others as needed. The top twenty actions that must be taken will generally involve the following and most of these actions will more than likely occur simultaneous [1].

1. Incident Size-up and assessment [1]

. Scene Control/establishment of perimeter(s) [1]

. Product Identification/information gathering [1]

4. Pre-entry examination and determination [1]

5. Establishment of a decontamination area [1]

6. Entry planning/preparation of equipment [1]

7. Entry into a contaminated area & rescue of victims [1]

8. Containment of spill/release [1]

. Neutralization of spill/release [1]

10. Decontamination of victims/patients/rescuers [1]

11. Triage of ill/injured [1]

1. Basic life support care [1]

1. Hospital/expert consultation [1]

14. ALS care/specific antidotes [1]

15. Transport of patients to appropriate hospital [1]

16. Post-Entry evaluation examination of rescuers/equipment [1]

17. Complete stabilization of the incident/collection of evidence [1]

18. Delegation of final clean up to responsible party [1]

1. Record-keeping/after-action reporting [1]

0. Complete analysis of actions/recommendations to action plan [1]

[,,4]

In order to effectively perform their duties at a chemical/biological release everyone must understand some basic toxicology principals. Too little of this training is available for our local and state law enforcement officers and staff. As in any crisis, the local Police, Fire departments, and EMS agencies will be immediately responsible for an operation involving a chemical/biological release and casualties [1].

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Social Observation Essay

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I observed Savanna and Lani playing in the swimming pool outside in the driveway. They were both in their bathing suites splashing around in the water. Lani was the leader and Savanna followed her every move. Lani went down the slide backwards and then Savanna followed. The girls were splashing the water and laughing. This is the first time that Savanna has interacted with Lani since she has joined Lil Piece of Heaven Preschool. Savanna is interacting socially with another child for the first time. Lani got out of the large pool and went to the pool with the water toys and brought some to Savanna. The girls began pouring the water from one container to another. Lani didn't spill much water when she was pouring and Savanna was trying real hard to put the water in the other container but spilled more than she got into the bucket. Lani went to the water slide again and started sliding down the slide on her stomach. As she splashed in the water her face went under and she started to laugh. Savanna waited till Lani was down the slide and went down the slide on her stomach as she came close to the bottom of the slide she tried to lift her head and she avoided her face from going under the water but getting her hair wet. Lani then got out of the pool to assist Michaela up the driveway hill on her bicycle. Savanna got out of the pool and asked to get dressed in her clothes. When Lani got Michaela up the hill on her bike she returned to the pool. Savanna saw Lani return to the pool and joined her again in the

pool. The girls continued to slide, splash and laugh until I called them in for lunch.

Reflection The activity was developmentally appropriate for Savanna and Lani. The insight that I gained from the observation was that Lani's Social skills have developed very well and she

interacts well with Savanna. I also gained insight that Savanna socially interacted with Lani when she was in the pool. I can incorporate this in my classroom by purchasing a water table for them to enjoy inside the center so that the children can continue to grow in their physical, social and gross and fine motor skill development.

Cheap University Papers on Social Observation Essay

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Gryphon

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on gryphon. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality gryphon paper right on time.

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What is the purpose of education? This is a question that has troubled everyone from scholars and teachers to average men and women. There are so many different opinions to this topic. Education has many purposes, however I believe gaining morals and becoming well rounded is the most important; Education also has a lot to do with the teacher. A good example of a teacher with bad and good teaching skill is Miss Ferenczi in the story, "Gryphon", by Charles Baxter.

In the story, "Gryphon", by Charles Baxter education and teaching styles are the main focus. A class of young children experiences a new substitute teacher. Her name is Miss Ferenczi. She definitely has a different way of teaching then they are used to. Instead of reading everything out of the book she tells stories that relate to the text but have happened to her. By doing this she shows that all education does not come from a book. You can get education in your everyday life and activities. Miss Ferenczi also relates arithmetic to life in general. She tells the children that six times eleven is sometimes sixty-eight and other times it is sixty-six. Miss Ferenczi also tells the students that they can think what they like and when their teacher returns the answer will be sixty-six again, and it will be that way for the rest of their lives. She has allowed them to be open minded to change and is implying that one thing might be right to one person but it could be wrong to another.

Miss Ferenczi seems to have a funny way about her. She has many good characteristics and teaching skills, although she can go a little too far on some things in this story. The first day she is there she skips over the Pledge of Allegiance. She tells the class that she is not in the mood for the Pledge of Allegiance. In my opinion that shows the class that it is okay to not do something if you are not in the mood. Well, in life we all have to do things we do not want to do. The Pledge of Allegiance reminds us to be thankful for country. Not doing it because you are not in the mood is showing disrespect. When Miss Ferenczi does the spelling list she sees a student having trouble with a word. She tells him that she dislikes that word so if you do not like a word then you do not have to use it. That goes back to my opinion on having to do things that we do not always want to do. Just because you do not understand something does not mean you can give up. Especially when it relates to getting an education. Miss Ferenczi also brings tarot cards to class. After reading a student's future she tells him he is going to die. Props are helpful in teaching education but as a teacher you must keep in mind the morals of other students. Many people find thing like that offending. Bringing the cards to show and tell about the different cultures would have been okay but she should not have used them.

Even though this story shows many examples of what the purpose of education is, I believe we often over look and forget a few other reasons for education. The purpose is not only to get you basic smarts, like reading, writing, and arithmetic but also it is generally a time when we learn who we are. We pick up either good or bad social skills. Which I believe determines if we are shy or outgoing. And we also gain our common sense and learn how to face problems, which determines how well we do living in the real world and facing society.

Yes, education is very important today. However the way you are taught can determine how much you learn. The article, "Good Citizenship The Purpose of Education" by Eleanor Roosevelt has a lot of good information pertaining to the teacher's responsibility of education."The teacher's personality and character are of greatest importance"(Roosevelt ). Going back to Miss Ferenczi, she had a very open minded personality. In some of the subjects she taught she showed a lot of interest. By doing this the students willingly paid attention in class. I believe that showing interest and enthusiasm is the key to being a great teacher.

Although Miss Ferenczi approaches teaching differently she is still a good teacher. She is not perfect but I believe she does a good thing by trying to help the students see things a little more open minded. If we do not have education we will lack in many needed characteristics. The two most important are being well rounded and having morals.

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Prodigal Summer

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Down the road live two elderly farmers different as night and day. Nannie Rawley is an organic farmer who specializes in apples. She is a strong woman, yet her heart is sad for the little girl she lost so long ago. She is cheerful and friendly, though deep down inside, she still has trouble understanding Gods plan, and why her daughter was born with so many defects lived such a short life.

Next door to Nannie is Garnett Walker III. Widowed 8 years ago, he spends his time trying to reestablish the American chestnut into the Appalachian landscape. He is a cranky man, angry at Nannie for growing pests and weeds with her organic No Spray Zone. What we find is that Garnett is really just a lonely man. He finds excuses to terrorize Nannie, and she knows that. However, its really the only human interaction he gets. Garnett has his own pain in the form of a son he disowned many years ago.

A widower and retired teacher, he focuses his attention on creating the perfect chestnut-tree hybrid, all the while casting disapproving glances at his neighbor, an Earth Mother type named Nannie Rawley.

Everything about Nannie eats away at the fabric of all that Garnett believes in, and they clash often, particularly over his use of pesticides that rid his beloved trees of pests, while she's declared her apple orchards a no-spray zone. Garnett agonizes over every move Nannie makes, although he convinces himself that she's nothing more than his cross to bear.

As Nannie tells Garnett, "Everything alive is connected to every other by fine, invisible threads. Things you don't see can help you plenty, and things you try to control will often rear back and bite you, and that's the moral of the story."

Garnett Walker conducts a daily battle to restore the American Chestnut, commonly thought of as dead due to the blight. He wants to restore the landscape to the one which his father and grandfather knew and built. However, God has given him a cross to bear by granting him Nannie Crawley as a neighbour. Nannie is the local champion of organic farming, and her bid to avoid any drop of herbicide or insecticide touching her apples drives Garnett mad. These neighbours are also fiercely divided in their respective attitudes towards God, but theres always the most implacable of snapping turtles there which seems destined to clamp these two old folk together.

In her depiction of forest life, Barbara Kingsolver reminds you of Edward Rutherfurds glorious novel of this year, The Forest, especially in the portrait of a community where everyone seems distantly related to each other.

The story of Garnett Walker and Nannie Rawley, who seem bent on thrashing out the countless intimate lessons of biology as only an irascible traditional farmer and a devotee of organic agriculture can. As Nannie lectures Garnett, Everything alive is connected to every other by fine, invisible threads. Things you dont see can help you plenty, and things you try to control will often rear back and bite you, and thats the moral of the story.

Garnett, an aged widower is struggling to revive the presence of chestnut trees along the East Coast before his death. He spends his free time in a constant battle of misunderstanding and differing opinions with his neighbor, Nancy. Through a series of forced encounters, their opinions of each other begin to change...

The third narrator in thestory is Garnett Walker III, an eighty-year-old man trying to breed a new variety of chestnut tree, which was the source of his family's wealth until the blight killed all the trees. Garnett's relationship with Nannie Rawley, his organic apple-farming neighbor, provides the comic relief in the novel and characterizes the novel's optimism towards humans' relationship with nature.

The remaining couple of this triptych consists of long-feuding neighbors Nannie Rawley and Garnett Walker III, as portrayed under the chapter headings Old Chestnuts. Nannie, like Deena and Lusa, exists to obey laws of ecology and practice natural land management. The nemesis of her existence is the bug spray that wafts across to her organic produce and may eventually cause her cancer, such as that which killed Garnetts wife. Chemical bug control leads her into topics of carrying-capacity laws and all sorts of ecological wisdom she feels compelled to shower upon Garnett at the slightest provocation.

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To kill a mockingbird

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The 10's was a moment in our history where racism was prevalent particularly in the south. Many Southern Whites were deeply resentful of the abolition of slavery so they took it upon themselves to accuse innocent Blacks of crimes in a racist society whose laws were used to try t convict innocent Blacks. Harper Lee's, To Kill a Mockingbird, is a fictional novel about racial tensions in Maycomb, Alabama. The novel clearly depicts how human nature can be kind and compassionate but be at the same time can also be cruel and ruthless.

Atticus put himself and his family in jeopardy and in danger to defend an innocent Black man, Tom Robinson. Tom Robinson was wrongfully accused of raping a white woman. Tom regularly walked by the white woman's house and every time he would pass by she would have some kind of chore for him to do, but one day she did not have anything for him so she made him get up on a chair to get a box on a shelf. When he got up on the chair, she pulled his leg; he got startled and told her he must go. She refused to let him go and tried to seduce him; he backed away and knocked a chair over, when he heard the white woman's husband's voice. He ran as fast as he could and did not look back. A year later the white woman decided to accuse Tom of taking advantage of her. Atticus put himself and his family on the line to defend Tom, even though Atticus' community was against any black on the face of this earth.

Atticus, one of the main characters, is a lawyer who is defending Tom Robinson; he is a very mature, educated man. He is a professional crackshoter; he only uses his skills for protecting himself, others or shooting mad dogs. He is kind of a pacifist. He refuses to shot anything that is harming anyone, such as a mockingbird.

Human nature can be cruel and ruthless like the time Jem put too much chicken wire in his costume and someone tried to stab him but the knife did not penetrate. This act of violence was made because he and his family are defending blacks. This novel has many cruel acts done by people, like calling Atticus and his family "nigger lovers". One is most of the community is against Atticus and his family because they defend a Black man and his family.

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Comparison of Survival in Auschwitz and Into that Darkness

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During World War II, the tragedy that unfolded in regards to the Holocaust was horribly atrocious. Many were imprisoned and died in unimaginable ways. The hideousness that the Germans demonstrated was beyond comprehension to the outside world. It was undoubtedly far worse for the victims within who witnessed the acts against humanity every day as they somehow survived the concentration camps. Some survived by aiding the Nazis, but most survived by luck or sheer force of will. While it cannot be assumed that there are no great emotional scars remaining for the survivors, some of whom have taken their own lives since, it is quite evident that the strength many of these survivors, including Primo Levi, demonstrated was almost impossible in the face of devastating odds. Then there are those on the other side of the spectrum. The Nazi officers, whose cruelty and horrendous acts caused so much pain and suffering, were in a way imprisoned themselves. A good example of this is the story of Franz Stangl, who was a commandant of Treblinka extermination camp. Human beings will go to desperate measures and do things that are usually unthinkable when their lives are threatened, even if it means participating in the destruction of others. This paper will examine the lives of Franz Stangl as commandant of Treblinka and Primo Levi as a prisoner of Auschwitz. Their lives as an officer and a prisoner will be compared and contrasted and will show how these roles sometimes overlap each other.

Life as a Jew in Nazi Germany was a time of great oppression. Many of them were discriminated against, put into ghettos and ultimately sent to concentration or extermination camps. Primo Levi was a man who endured almost a year inside the horrible walls of Auschwitz. Life in the concentration camp was very difficult to tolerate. Food was scarce to the Jewish prisoners, clothing was inadequate and living conditions were ghastly. Primo Levi tells of his time there at Auschwitz. He arrived in a train car fit for cattle that was so crowded one could only stand and hope that their would be enough air to go around. This was only the beginning of the horror that was about to come. After arriving in the camp and settling in it turned into a game of survival.

Levi tells of his accounts in the camp. They were served a meager meal of watery soup and a small ration of bread which was as good as money used to barter within the camp. The prisoners, Haftling as they were called, were assigned to a block and a bed companion. There was roll call every morning before the long and laborious day of work began and were required to wash up in the latrine, which was in repulsive condition and seemed to defeat the purpose.

The Ka-Be was the camp's hospital. Levi was sent there for a wound he had. There he learned that time at the Ka-Be was a time for rest. As long as you were not too sick as to not be useful anymore. Levi took advantage of this time and used it to gain his strength and health back. Time spend in the Ka-Be was peaceful compared to life in the labor camp. In the Ka-Be, the patients were allowed to rest all day, rising only for inspection, cleaning and meals. He told of those who used their initial sickness to spend as much time in the Ka-Be as possible. One man, who had to show proof of his unending diarrhea would bribe someone with diarrhea and switch the buckets to show the nurses his proof.

After spending time in the camp, one learns how to survive and use every resource possible in order to survive. Levi also gets to be part of the Chemical Kommando and the laboratory which is good because his work load lightens and he is sheltered from the extreme cold. Levi ends his story with his next visit to the Ka-Be. He is admitted for scarlet fever and is indeed entitled to forty days of rest. But, during that time, the war was breaking out and the Russians were on their way so the camp was abandoned. Everyone and anyone that was well enough to walk was brought along and those who were too ill were left. Levi was one of those who stayed and this began his story of ten days.

After the camp was abandoned, the Russians came and bombed the place but Levi was lucky enough that his building only sustained minor damage. The next ten days were rough which included hunts for food, scavenging for heat sources and keeping everyone in his hut safe. These ten days of hardship ended with the rescue of these men back to freedom.

Levi lived as a prisoner in the concentration camp. He was an Italian Jew and therefore sentenced to a life of labor and imminent premature death. As he adjusted to life in the concentration camp, he learned to cope with the fact that this was his fate and that he should accept it. Franz Stangl, the commandant of Treblinka, although on the opposite end of the field, thought his fate was set as well and that he should accept it. He tells of his accounts of being an ss officer of Treblinka, not by choice, but he claims by implied force.

Gitta Sereny spends over 70 hours conducting interviews with Franz Stangl in the prison he was being held while awaiting his appeal. She not only interviews him but also his wife, family, friends and anyone who had contact with the man. He tells of his stories as commandant of Nazi extermination camps and his rationalization for each of the crimes he committed against mankind.

Stangl began as a police officer and soon after was in charge of the T4, Euthanasia programme. There he aided in the destruction of individuals who were ill or handicapped. From Sobibor to Treblinka, Stangl continued his reign as kommandant and also continued, although not first-hand, to claim the lives of Jewish citizens.

During that time Stangl was already married with children, although he spent most of his time at the camp and away from his family. He probably saw them only a few times a year. It is hard to imagine how a man could take part in a scheme to wipe out an entire race, especially when he had a family at home. When he was asked how he viewed the Jewish people who came in on trains and on their way to be exterminated, he said he saw them as cattle and inhuman. He never did compare those innocent people to his own family and how he would feel if they were being randomly exterminated. For me, this showed another side of Franz Stangl. Throughout the book, he always portrayed himself to be one of the victims. He said he did not have a choice to quit what he was doing for fear of being killed. It is almost as if he saw himself as a prisoner as well but after that statement, there was no longer an ounce of me that could empathize with him. It was at this point that I really saw Stangl, no longer as a victim of the Third Reich but as a perpetrator of the worst kind.

At first I felt sorry for him. It really did seem like he was being forced to stay and be part of Hitler's final solution. He mentioned that he did not know exactly what was going on at first and that he was in a way kept in the dark about what was really happening. Then when he did find out exactly what was happening it was too late for him to leave safely. Like Levi, he was kept there against his free will but the only difference is that Stangl ultimately could have left if he chose. Levi was a prisoner who was heavily guarded and exposed to terrible conditions while Stangl was one of those guards who lived a comfortable life and didn't stop what he was doing because he feared punishment from higher authorities. In my opinion, any real man who did not want to participate in the murder of thousands of people would have refused even if it meant risking their own life. But it was interesting to read about Stangl who seemed to honestly think that he did not have as much fault as he was being accused of. The fact that he escaped the first time he was captured and then appealed the second time he was captured showed that he did not feel remorse or guilt about anything he had done. He had a rationale for everything he did that he thought exonerated him from guilt. The examination of his conscience showed that he did not really have one. His twisted mind turned everything around so that he could wash his hands of any guilt. This aspect of him really disgusted me. His self portrayal as a victim was utterly ridiculous.

In Auschwitz, Levi lived the life of a prisoner. This was a case of a true victim. A man who was forced into a concentration camp and forced to do slave labor. Even though the population that inhabited the camp were all prisoners they lived by rules of survival. Some of the victims turned into perpetrators. They stole from other prisoners and made life more difficult. Prisoners had to guard their belongings very carefully or else they would be stolen. Levi did not succumb to this type of attitude but he did learn a few tricks that would help him along while he was there.

The point I am trying to make is that when it comes down it, we will do anything to survive. The conditions that arise and threaten us are up to the individual to interpret but when one thinks he is in danger he will do almost anything to alleviate it. The tragedy that struck the Jews of World War II was a terrible atrocity and the fact that it went on so long and took so many lives make it almost impossible to fathom but the reality is that it did happen and there is no excuse that can justify those acts. Anyone that took part in these acts should be punished regardless of their reasoning for participation. The things that happened were inexcusable then and still inexcusable now sixty years later.

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