To what extent is Chapter 1 of Sense and Sensibility a fitting introduction for the novel to come?

In this novel, Austen is setting out rules of conduct for women in a time when England was moving from a period a long stability to sudden and total change. Unless people knew how to behave, she thought, chaos would ensue. England was entering the Industrial Revolution, having just seen the French Revolution and the American War of Independence. A new literary style was sweeping the nation, one to which Austen was much opposed: Romanticism. A dichotomy had arisen from the popularity of Romanticism within the literary groups of the time. It is possible to label these two groups as ‘Sense' and ‘Sensibility'. (The Gothic style also came about at this time, championed by those who had suddenly discovered freedom [both literary and, in some cases, physical] with the fall of oppressive governments surrounding England – Austen also wrote anti-Gothic novels, like Northanger Abbey. ) Austen was definitely in support of ‘Sense', which this novel shows so clearly. Austen argues her case for sense over sensibility by polarising the main protagonists on the subject. Marianne represents sensibility in all its dramatic, baroque and over-the-top glory, whilst Elinor represents sense (not cold, emotionless logic, but a tactful reason about situations). Although Austen shows the reader the downsides of both poles, sensibility is harshly and heavily punished and in the end sense wins out when Elinor gets to marry the man she wants and Marianne gives up sensibility and accepts an unconvincing happy ending with a socially respectable result. Austen, then, is writing not a novel, but a book of behaviour for women in this tumultuous time, much in keeping with little girls' conduct books of the time. The first chapter so brilliantly allows for these developments later in the book by not mentioning them at all, or at least not until the closing paragraphs in which the reader is introduced to Elinor and Marianne. This first chapter is primarily concerned in setting up Austen's character in the book, that of satirical social commentator and moral guide. And this character is set up within the opening paragraph. Austen's behaviour as author in this chapter almost contradicts Elinor later on. The way the aristocratic Dashwood family interact with each other on human terms is mocked and pulled apart by Austen's scathing irony; these first paragraphs could almost be in defence of sensibility! Relationships are described in contractual terms: no longer is your son family, he is clientele; no longer do you love, you esteem. Family isn't about affection, its about affectation. Appearance and finance are all that matter on the Norland estate, respectability and wealth. People are spoken of in terms of utility and actions are taken for the sole purpose of acquiring wealth. Any affection shown with that is an added bonus, purely accidental and by no means essential to the relationship. There is one sentence at the end of the first paragraph in which are contained almost all of the social morays with which Austen holds qualm, and she makes her qualms clear with her irony and diction: â€Å"The constant attention of Mr. And Mrs. Henry Dashwood to his wishes, which proceeded, not merely from interest, but from goodness of heart, gave him every degree of solid comfort his heart could receive†. â€Å"The constant attention†, not constant affection, or even constant love, no, â€Å"constant attention†. They waited on him, served him as best they could to ensure a large chunk of inheritance, but not to worry, they did not do this â€Å"merely from interest, but from goodness of heart†. This sentence does not redeem their greed, but rather reinforces it, that â€Å"merely† adds dimensions to this sentence which implies that even if they were good of heart, they were still selfish and out for all the could get. Finally, the comfort they offer the old man is only â€Å"solid†, no more than materialistic. They do not enrich him spiritually or intellectually, only materially. Austen has now set out the rules for the following novel, without even bringing her protagonists to light. Austen is by far the most important character in the book, and her characterisation, therefore, is the most important. It is essential for the reader to know Austen before the reader knows Elinor or Marianne, or else the aim of this book to teach people how to behave would be lost. The fact that Austen seems to be pulling apart the social order whilst Elinor is in whole-hearted support for retaining the social order may seem perplexing, but I think a solution comes if one understands Austen as a person of moderation. She punishes Elinor also (though less harshly than Marianne) for being too restrained. In so many passages in the book there is an awful feeling of imprisonment on the part of Elinor as she is unable to do anything socially unacceptable. Therefore, there is contradiction between Austen and Elinor, but that is because Elinor is not Austen, she is not perfect or correct or a paragon of what Austen believes correct behaviour for a woman. Sense is supported, but room for emotion must be allowed or one is not human, says Austen, but cold and dead.

Conselling in Schools Essay

A critical examination of Person Centred Counselling and Cognitive Behaviour Therapy applied to a secondary school context. This piece of work will aim to also consider how aspects of these two approaches of counselling could be applied to support students during their journey through adolescence as well as secondary education. The role of the teacher is one that is very complicated. Often the person who stands before a class of students must wear many different hats if they are to be regarded as a good teacher. OfSTED have tried numerous times over the last two decades to describe what an outstanding teacher is. These judgements have often been based on an impromptu visit to a school once every three to five years where they visit a teacher for up to 20 minutes. Although the inspection criteria have changed somewhat since its initial implementation, it still remains, in my view as a teacher, very staged. In a review of Counselling in England, Wales and Northern Ireland, William Baginsky comments in retrospect that the Education Reform Act 1988, has resulted in teachers and pupils being valued in terms of performance indicators and a move away from a concern with pupils’ personal and social development. Robson et al. (1999), Teachers are acutely aware of the emphasis on the academic side of the curriculum-their (students) whole life seems to be pressure, course work, test, homework. McLaughlin (1999) The role of the teacher often extends beyond lesson observation criteria where they can be labelled one of four levels. What OfSTED are unable to measure in a quantifiable manner is the complex relationship between the member of staff and the students. Often in my practice I wondered how come some teachers were just better at controlling a class or they seemed more â€Å"liked† by the students. I would listen in amazement in the staffroom how some teachers had a wonderful working and purposeful relation with some students yet I had very little success with them. Having reflected on these stories I found a similar pattern. These teachers were displaying counselling skills that allowed them to build up a trust and understanding with the students. What I was not sure of was whether they were using these skills naturally or if they had developed them. I have a belief that with time teachers do develop sound counselling skills in order to support the students they work with. In the paper by McLaughlin (2007) her literature review discusses evidence to suggest that that all teachers should have first-level counselling skills, i. e. should be able to listen to pupils and to react to and respond in the emotional domain (Lang, 1993; Hamblin, 1978). Others would suggest that teachers sometimes use the word counselling to encompass activities that professional counsellors would surely not consider to be counselling at all. These include careers interviews, ad hoc advice, and crisis conversations in the corridor (Mosley, 1993) The purpose of this paper is to consider two types of counselling approaches and consider how elements of these approaches could be developed in my role as a secondary school teacher. To Carl Rogers counselling is about a special relationship that is established between the counsellor and the client- where two people sitting in the same room, the client ‘struggling to be himself’. Rogers C (1942) Rogers then goes on to suggest that counselling is about ‘the intricate, delicate web of growth which is taking place with the emergence of a self, person’. This idea of growth and actualisation was based on the humanistic approach of Maslow who is famous for his hierarchy of needs. The Actualising Tendency complements Maslow’s hierarchy of needs by attempting to explain the motivation behind a person’s desire to better their self. Rogers stated that the person-centred approach is built on a basic trust in the person (It) depends on the actualizing tendency present in every living organisms’ tendency to grow, to develop, to realize its full potential. (Rogers, 1986) Rogers’ strong belief in the actualising tendency is evident in client-centred therapy, where the client is free to choose any directions, but actually selects positive and constructive pathways. This can only be explained in terms of a directional tendency inherent in the human organism-a tendency to grow, to develop, to realize its full potential. (Rogers, 1986) The aim of the Person Centred Therapy approach it can be argued is to create the right conditions for someone to feel actualised during therapy. There is a parallel between the work of the therapist in such a condition and the classrooms within which teachers operate. Education aims to develop the skills of the students in order for them to be able to fulfil their ambitions, or to strengthen this actualising tendency which lives within every child. As many of my colleagues will agree, the desire to self-actualise is stronger in some children than others. As a result of certain episodes in their personal lives some students become more engaged with education while others seem to become less engaged the older they get. This phenomenon can be in part explained by the Rogers’ explanation of Conditions of Worth. This is when a person alters their true self in order to receive positive regard from others. According to Rogers in order to become a fully functioning person we need to experience unconditional positive regard: feeling loved and worthy no matter what. â€Å"Conditions of worth† are the â€Å"requirements’ set forth by parents or significant others for â€Å"earning† their positive regard (love). A person that has received unconditional positive regard is confident in his/her value and can live a healthy existence. Throughout school and students are always victims of what teachers create as conditions of worth. As a teacher I am guilty of creating such an environment. Education seems to only be concerned with the high achievers. This is clearly seen in the standardised measure of success for schools which is the A*-C headline figure. For those students who do not fall in this bracket their self-esteem takes an irreparable dent. The worry is that these students have spent the whole of the secondary schooling in a state of anxiety. Unable to seek help or reassurances that the imposed condition of worth by the education system is not a true reflection of their inner self and they have become disengaged with education. The benefits of schooling can be surprisingly long lasting. It is crucial to appreciate that these long-term benefits rely on both effects on cognitive performance and effects of self-esteem and self-efficacy. School experiences of both academic and non-academic kinds can have a protective effect for children under stress and living otherwise unrewarding lives. Schools are about social experiences as well as scholastic learning. Rutter (1991) As a teacher I faced an inner conflict when dealing with students who I knew were disengaged. I wanted to reflect an Unconditional Positive Regard for the student allowing myself to positively regard the individual (though not necessarily the individual’s behaviours) unconditionally, but I was governed by the culture of the school and the education system. I was forced to sanction one student for the wrong behaviour and reward another for the correct behaviour thus doing a disservice to both students. For one student I was reinforcing a condition of worth which alters the true self in order to receive positive regard from the teacher, while for the other student I was further disengaging them by sanctioning their behaviour rather than having the time to fully discuss and support them to better themselves and as a by-product their behaviour also. Often as a teacher when dealing with students I would often offer the opportunity for them to make their own choices. This was particularly evident during option evenings where students would be accompanied by their parents. It is a common theme amongst these events that majority of the time the parents and the student’s do not always agree on what subjects to choose, or the student chooses a subject which they have been unknowingly pressured into by wanting to please their parents to satisfy a condition of worth. As Rogers would suggest the external pressure on the person is overbearing on their inner trust to do what they want. This phenomenon Rogers explained through the Locus of Evaluation. Some students with a strong internal locus of evaluation would be confident in choosing the subject that they truly wanted to choose. Often t I observed that students would prefer creative subjects such as Art, Music or Drama. The parents would suggest otherwise opting for what they felt was more appropriate disregarding what the student truly wanted to do. For those students with a strong external locus of evaluation they would succumb to the pressures by those they wanted to please the most, their parents. As an adolescent undertaking the transition from childhood towards adulthood, it can be one of discovery. These discoveries are not always pleasant or hard to come to terms with. The fully functioning person is one who has achieved openness to feelings and experiences and has learned to trust inner urges and intuitions Rogers (1961). Learning to trust these inner feelings is difficult at such a young age. Indeed I would argue adults would struggle with such a concept. According to Rogers, experiences that match the self-image are symbolised (admitted to consciousness) and contribute to gradual changes in the self. Information or feelings inconsistent with the self-image are said to be incongruent. For example it would be incongruent for a student to think of themselves as good at Art when all of their class colleagues keep telling them how poor their work is. Such experiences which are seriously incongruent with the self-image can be threatening. By denying these experiences it prevents the young adult from changing and creates a gap between their inner self image and reality. As a result the incongruent person becomes confused, vulnerable and dissatisfied. The complex social interaction between students during the school day can have a lasting effect on life and academic success. Some students would greatly benefit from support with dealing with the anxieties and pressures of the school day. Counselling into schools is not a new phenomenon. In the review by William Baginsky (2007) he suggested that in 1963 the Newsom Report, looking at education for children in the lower streams of secondary schools, recommended the appointment of school counsellors. In the same year, the National Association for Mental Health held a seminar at which the relationship between schools and counselling was discussed (King, 1999). There followed, from 1965, the establishment of courses at the Universities of Keele and Reading to train people with a minimum of five years’ teaching experience to be school counsellors (Bor et al. , 2002). Such initiatives are very commendable but the person centred counselling approach requires the client to want to change. The client has to want to come for counselling in order to face their anxieties and therein enter the Core Conditions as Rogers explains. Students cannot be forced into counselling in mainstream education. But for some it seems that they would value someone who is prepared to engage with them under the Core Conditions. The following quote is taken directly from a study in a secondary school which demonstrates the need for Person Centred Approach and how suitable it is in this context. ‘Students did want to talk about problems at home but they had no real expectations of staff being able to solve them. On the whole they just needed to air them. (McLaughlin et al. , 1995). In afore mentioned review by William Baginsky his review suggests that Rogers’ Person Centred Model easily lends itself perfectly to the school context because of its understanding of conflict between the ‘real self’ and the ‘self-concept’ and the positive experiences provided for clients through ‘empathy, congruence and unconditional positive regard’. This was also the approach adopted by school counsellors of the 1960s and 1970s (McLaughlin, 1999) If teachers were to truly embrace the fundamentals of PCT they would have to face a crisis of their own. A helper who engages with a client under the core conditions of PCT are expected to remain completely impartial. By this I mean that they must not guide the client towards what they feel is the right route. For example when dealing with poor behaviour there should be respect and no judgment, however bad the behaviour, thus separating the person from the bad behaviour Gatongi (2007). Potentially this could lead to a situation where bad behaviour is not sanctioned and consequently send out wrong signals to other students. Not to mention parents and local authorities. It is also interesting to mention Rogers’ view on education. Rogers applied some of the experiences he learned from his work with adults to form a view on the way education should be practised. His humanistic views on education claimed that a person cannot teach another person directly; a person can only facilitate another’s learning (Rogers, 1951). This is a result of Rogers’ work on Personality Theory. This states that we as human beings exist in a constantly changing world of experience where we are at the centre. Rogers believed that what the student does is more important than what the teacher does, meaning that the individual experiences of the learner is essential to what is learned. The instructor should be open to learning from the students and also working to connect the students to the subject matter. Frequent interaction with the students will help achieve this goal. The instructor’s acceptance of being a mentor who guides rather than the expert who tells is instrumental to student-centred, nonthreatening, and unforced learning. (Rogers 1951). Reflecting on these paragraphs remind me that these are the reason why I initially entered into this profession. I value above all else the relationship between myself as the teacher and the student. In a very similar way in which the relationship between the client and person centred therapist is so crucial to the wellbeing of the client and valued above all else by the therapist. In a dialogue by Haugh and Paul it is discussed that it is accepted beyond doubt that the therapeutic conditions developed by Rogers are important factors in the success of all approaches. Furthermore it is suggested that client motivation is a much more significant predictor of outcome than therapist attitude or use of methods, Cooper (2008). For some clients they feel that the work by Rogers does not offer them the ability to measure progress in terms of their wellbeing or ability to change their behaviour. Cognitive-behavioural therapies for works in schools because its theoretical underpinning and therapeutic process are consistent with what pupils are already familiar with in school in approaches to the handling of ideas and study, Platts and Williamson (2000) Cognitive Behaviour Therapy (CBT) is derived from Aaron Beck’s cognitive model in 1976. This work has been developed to cater for many different situations and conditions. It is the most widely used method of counselling therapy in the National Health Service. According to the Royal College of Psychiatrists (RCP) CBT can help how an individual thinks (cognitive) and what they do (behaviour). Unlike Psychodynamic counselling therapy which focusses on causes of distress in the past, it searches for ways to improve the clients’ state of mind in the present moment. CBT circles around what is described by the RCP as a vicious circle of four elements. The first of these elements is the situation. For some people a simple encounter in a street can trigger off Automatic Negative Thoughts. This leads to the person feeling low, sad and rejected. These feelings can then be manifested through physical pain such as stomach cramps. The final element is the action which is the person becoming more withdrawn and avoiding situations similar to the trigger incident. For some this simplified sequence can lead to depression. Aaron Beck recognised this pattern of events in his studies concerned with depression. Beck’s work claims that emotions are not produced by events but rather by interpretation of events. Through the interpretation of these events our minds begin to build up beliefs about ourselves. Beck found that depressed patients tended to avoid the situations that involved rejection or disapproval Squires (2001). For students this could mean truanting or the avoidance of school altogether. The beliefs that an individual then builds up about themselves can direct behaviour. It can cause an individual to enter an unconditional state of mind where they think of themselves as worthless. This can lead to medical implications which are manifested both physically and mentally. For many school children they are conditioned by culture and the education system that â€Å"I must do well in everything I do, otherwise I will be a failure†. This perception is one that I have witnessed first-hand on the numerous results day with which I have been involved. The tears and anxiety that was evident across the faces of these young adults was in essence my doing as a teacher. I had unwillingly conditioned them to value results above all else and for those who did not achieve I also set them up for a situation where they have to face their academic shortcomings. This situation can be described as a critical incident and is said to activate a dysfunctional belief which then produces negative automatic thoughts. The young adults are then left feeling â€Å"I am a failure, there’s no point doing anything! † This attitude occurs in every lesson. Student’s often lack the resolve to improve their own learning is not down to them not wanting to learn but more the fear of failure and the situation where their own dysfunctional beliefs produces negative thoughts. The frustration of these students is then exhibited through poor behaviour. Research indicates that CBT can be applied to students for whom behaviour is regarded an issue. One of the main strength of CBT is that it is very much lead by the therapist. There is a strict time limit where there are outcomes to be achieved and targets to be met before the next session. This is different to the therapy offered by the work of Carl Rogers which has also been identified as successful in a school context Baginsky (2004). Goals are clearly specified, decisions are made on how to best meet those goals and how to measure progress towards the goals to provide feedback Squires (2001). This approach is beneficial to school as it allows them to measure progress of the students. The progress can be measured through the amount of behaviour referrals one student may face throughout the school day. Bush (1996) suggests that CBT works because it sticks to the point, it is structured and it is focused. The main advantage of CBT is its adaptability to a number of situations. In schools its use is not only concerned with dealing or supporting poor behaviour of students. As the education system is resistant to migrate from the rigid examination process, I believe that CBT would be very useful in helping students to deal with the anxieties and pressures of exams. In such an instance it could be argued that the aim of CBT is to help the child to identify possible cognitive deficits and distortions, to reality-test them, and then to teach new skills or challenge irrational thoughts and beliefs, and replace them with more rational thinking (Kendall 1990). The CBT model is particularly useful as it involves the young adult to: (a) Recognise anxious feelings and bodily reactions to anxiety, (b) it helps to clarify thoughts or the mental process in anxiety provoking situations, (c) it allows the young adult to develop coping skills such as modifying self-anxious talk into coping self-talk (d) it allows to evaluate outcomes. The training methods involve realistic role plays where the client and counsellor are able to model actual life situations. The behavioural treatment is based upon the belief that fear and anxiety are learnt responses, that have been conditioned, and therefore these can be unlearned. CBT has been particularly helpful in helping students to deal with their own behaviour. Teachers would argue that there may be the link (although a weak one) between poor student behaviour and teacher wellbeing Hastings and Bham (2003). As a result school resources are often implemented to correct poor behaviour. There is also numerous research to justify that poor behaviour effects overall academic achievement. Poor academic performance is related to the onset, frequency, persistence, and seriousness of delinquent offending in both boys and girls. Higher academic performance, conversely, is associated with refraining or desisting from offending (Maguin & Loeber, 1996). In one study by squires he states that CBT can be used to support students with behavioural problems. In this research he concluded that with a six hour period of CBT counselling there had been improvements in the student behaviour. The students selected portrayed the necessary anxieties that would benefit from a period of CBT. Although this study is not conclusive it does support the belief that CBT can be used to improve self-control for students with behavioural difficulties. One particular quote from the study I believe demonstrates the benefit of CBT counselling: â€Å"I am able to talk about my feelings†. This for the student was a sign of real progress, which is one of the main advantages of CBT. Despite such quotes out of the 23 students that embarked on the counselling six did not complete the full sessions. This demonstrates that for some CBT is not their preferred type of counselling so it’s not a case of one method suits all. It is worth noting that these students were selected by their teachers rather than volunteering. Overall it can be argued that the research was successful in demonstrating that counselling can have a positive impact on student behaviour. I am certain that if more of the students that I worked with had the access to counselling or the opportunity to chat to members of staff then they may have had more rewarding experience of school. I am not suggesting that staff did not offer their support when students came knocking on the classroom door, but rather that they were not encouraged to do so. Teacher training I believe is in part to blame for this culture. As teachers we have been trained to teach in a very prescriptive manner focusing on the final products which in all cases are exam results. In order to achieve these exam results and avoid any external pressures and inquisitions we develop a routine of lessons which are planned to endure the students is prepared to achieve a target grade in that particular subject. Students are supported in school in order to achieve this singular objective. As a form tutor I valued the pastoral support that I was able to offer to my students. I indeed loved this role enormously as it was a rare opportunity to talk to students about what they wanted and not about what I had to cover in my syllabus. In a very cynic viewpoint, I believe that pastoral support was provided in order to support students to pass their exams and secondly to help with the day to day school life. It has been suggested that the psychological climate of many schools is now more akin to frightened organisations. These organisations live in fear of public punishment which stifles risk-taking despite hard work and the introduction of new initiatives. Watkins (1999) I am aware that for some students Person Centred Therapy may not work while for others they may be more responsive to Cognitive Behaviour Therapy. I am confident that counselling has a very important role to play in education. There have been many models of counselling implemented in schools over the last half century. Twelve different models of counselling service provision are mentioned in a review commissioned by the Welsh Assembly Group when reviewing counselling into schools. Of the twelve mentioned I am familiar with three of the models mentioned. The school where I was employed had access to the services provided by the Child and Adolescent Mental Health Services. Their support was mainly accessed primarily through referrals from the school although the procedures were not always clear. Form tutors would not always be informed of tutees who would be working with the CAMHS group. Multi agency teams similar to the Behaviour and Education Support Teams also operated in conjunction with the local authority but it was again unclear how a child was referred to these sorts of support schemes. Although the school nurses made themselves known to the students counselling was not always a service that they readily advertised. This lack of awareness of counselling opportunities in my previous school does not seem to be an isolated incident. Indeed this is a recurring pattern, possibly explained by the findings of Welsh Assembly Group’ Review. During their research it became apparent that some school offered very little in terms of counselling. In quite a number of cases the counselling was covered by teaching staff or an external agency. Of the recommendations offered by the review the following statement is one that I can draw comparisons with from my previous experience. The lack of awareness on behalf of the teaching staff and also students made counselling almost a forgotten form of support. â€Å"Information about services must be readily available and informative, and referral systems must be developed that ensure the service is easily accessible to potential clients and their referrers. A school ethos in which counselling is understood as a professional activity and which regards counselling as an important part of its student support services is essential† As a teacher I value above all else the support that I am able to offer the student. Having embarked on this particular module I discovered that my profession required for me to display counselling skills. These were taken for granted that if I was to work with children that I should somehow possess these skills. These personal feelings were echoed before I embarked on my PGCE by researcher where it was claimed that in recent years there has been more concern in schools about cognitive, rather than psychosocial, development Lloyd (1999), I am a firm believer that skills can be taught and I begin to question why I was never offered the opportunity to develop counselling skills during my PGCE or further in my career in CPD sessions. The Welsh Assembly Group allude to budgets and lack of finance as a possible reason as to why these opportunities were never offered in schools. Budget allocations are the responsibility of the headmasters and above all else what they are most concerned with are grades. In the meantime all I can offer a student is guidance and an opportunity to listen to them and to not hijack the conversation or steer it away from their chosen topic. So therefore it would be foolish of me to expect sudden changes once I return to secondary teaching. Indeed I do not expect to see school counsellors in whichever school I will teach in. As with many education innovations it seems that there are pioneers full of good intention but lacking the support and strategies to get them to the Promised Land Robinson (1995) References Baginsky, M. (2004). Peer support: expectations and realities. Pastoral Care in Education, 22 1: 3-9. Baginsky, W. (2004): School Counselling in England, Wales and Northern Ireland: A Review: NSPCC Information Briefings Beck, A. T. (1976) Cognitive Therapy and Emotional Disorders. New York: New American Library Bor R. , Ebner-Landy J. , Gill S and Brace C (2002) Counselling in schools. London: Sage Publications. Bush, J. W. (1996). CBT—The Therapy Most Likely to Reward Your Hopes for a Better Life http://www. cognitivetherapy. com/ last accessed 21. 02. 2012 Cooper M, (2008) Essential research findings in counselling and psychotherapy: The facts are friendly. London: Sage. 2008: 307-390 Gatongi. F(2007) : Person-centred approach in schools: Is it the answer to disruptive behaviour in our classrooms? Counselling Psychology Quarterly, 20:2,pp 205-211 Hamblin D (1974) The teacher and counselling. Oxford: Blackwell. Hastings, R. , P. & Bham M, (2003) The Relationship between Student Behaviour Patterns and Teacher Burnout School Psychology International 2003 24:1pp 115-126 Kendall P, C. , (1996) Long-term follow -up of a cognitive-behavioural therapy for anxiety-disordered youth. Journal of Consulting and Clinical Psychology; 64:7 pp24–30 King G (1999) Counselling skills for teachers: talking matters. Buckingham: Open University Press. Lang P (1999) Counselling, counselling skills and encouraging pupils to talk: clarifying and addressing confusion. British Journal of Guidance and Counselling 27:1 pp 23-33. Lloyd G (1999) Ethical and supervision issues in the use of counselling and other helping skills with children and young people in school. Pastoral Care September 1999 Maguin, E. , & Loeber, R. (1996). Academic performance and delinquency. In M. Tonry (Ed. ), Crime and justice: A review of research (Vol. 20, pp. 145-264). Chicago: University of Chicago Press. Marsick, J. , V. ,Watkins, E. , K. , (1999) â€Å"Looking again at learning in the learning organization: a tool that can turn into a weapon! â€Å", The Learning Organisation, 6: 5, pp. 207 – 211 McLaughlin, C (1999) Counselling in schools: looking back and looking forward. British Journal of Counselling and Guidance 27:1 pp 13-22. Mosley, J (1993) Is there a place for counselling in schools? Counselling May 1993 pp 104-105. Platts J and Williamson Y (2000) The use of cognitive-behavioural therapy for counselling in schools. In N Barwick Clinical counselling in schools. London: Routledge. Robinson B D (1996) School counsellors in England and Wales, 1965-1995; a flawed innovation? Pastoral Care in Education 14:3 pp 12-19. Robson M, Cohen N and McGuiness J (1999) Counselling, careers education and pastoral care: beyond the National Curriculum. British Journal of Guidance and Counselling 27:1 pp 5-11. Rogers, C. (1942). Counseling and psychotherapy. Boston, MA, Houghton Mifflin Rogers, C. (1951). Client Centred Therapy. Boston: Houghton Mifflin Rogers, C (1961) On becoming a person. Boston: Houghton Mifflin. Squires G (2001) Using cognitive behavioural psychology with groups of pupils to improve self-control of behaviour. Educational Psychology in Practice 17:4 pp 317-327. Trower, P. Casey, A. Dryden, W. (1999) Cognitive-Behavioural Counselling in Action. London: Sage.

Afrocentric School Essay Example | Topics and Well Written Essays - 1000 words

Afrocentric School - Essay Example To be precise, the theories that are discussed have a main focus on how the history present in individuals is able to take shape and various practices that are interpreted on cultural activities. These tend to develop when individuals in the community, in behavior of life, form personal identities in relation to the person’s important roles and positions. A person’s historical formation on the various environmental activities makes environmental identity become a construct of the person which is developed and used in organizing the person emotionally and the actions to take. Personal identities in this community are conceptualized based on the complexities of memory, sentiments, a person’s knowledge and ideas of the environment which the person can evoke by the use of cultural identity symbols for the purpose of organizing one’s self to take an environmental action. Once the person’s identity is entrenched in the history that is inside the person, i t will provide a ground for guiding the individual’s behavior towards cultural activities and the person will avoid behaviors that are not harmonious with the community’s assigned identity.... The feeling of unity that occurs in the mind of individuals encourages the members of this community understand themselves as not being agents, but as an intentional stream of individuals involved in the gathering of information concerning the acts of ancient Africans. The Afrocentric community can be regarded as a chain of discourse, communication and a variety of symbols, for the purpose of intellectual motives. This community encourages the use of theories with the intention of shifting self-understanding by encouraging its members to consider agents as carriers of routine, over subjective complexes of migratory movements, forms of interpretation, knowledge and use of the things. Through their membership in this community, individuals are able to stipulate shifts taken by a self-understanding individual and get an ethical meaning of the agency among other factors. It is a fact that this community works towards encouraging the consideration of ethical problems as questions used in creating the various theories and researches that make up the bulk of Afrocentric thought. The ethical problems are considered to be extremely important and are expressed by certain bodies, understandings or things that are complex. Ethics, therefore, are related to the thoughts, the environment and individuals’ motivation and feelings. This move is distinctive in relation to functional ethics of the members of this community and has worked against the general skepticism that individuals have towards ethics that is facilitated by objectivism. It can be said that this community is capable of developing philosophical perseverance without giving up its attachment to

Max power transfer theorem and kirkchhoffs laws Lab Report

Max power transfer theorem and kirkchhoffs laws - Lab Report Example Irrespective of the high dissipated power because of the lower total resistance, it happens that the dissipated amount of power would be reduced. This paper reports on an experiment done to investigate the Maximum power transfer Theorem. A laboratory power supply was connected in series using a fixed 100 ohm resistor. A decade resistance box was connected across the simulated source of voltage to function as the variable resistor load, RL. The RL was temporarily removed and connected to the meter to measure the voltage across the 100 ohm resistor and the power supply. The power supply was adjusted until the voltmeter reads 1 v. The voltage setting was not adjusted from this point. The simulated voltage in the open circuit was found to be 1V. RL was reconnected. The current and the voltage was measured through connecting a voltmeter and ammeter as shown in diagram 1, for a number of values of resistance, RL, from zero to 200 ohms. The readings were recorded in table 1 under the results section of this report. The voltage was half the open circuit value at 200 ohm. This value was not expected. It is different from the theoretical value. This value was obtained as a result of experimental errors. The load current was half the short circuit value at 200 ohm. This value was not expected. It is different from the theoretical value. This value was obtained as a result of experimental errors. The load resistance for which power is dissipated in the load VLIL at the maximum is 200 ohms. This value was not expected. It is different from the theoretical value. This value was obtained as a result of experimental errors. The obtained result agrees with the maximum power transfer theorem, which argue that the dissipated power in the load would be maximum whenever the load is equal to the resistance source. The obtained results in the study were in agreement with the theorem of maximum power

Advantages and disadvantages of franchising. Give examples and Essay

Advantages and disadvantages of franchising. Give examples and evidence to support your answer - Essay Example Hence, attracting many players who see this method being secure compared to starting a corporation from scratch. However, despite the method cited to be more secure by franchisees, they face varied disadvantages. Therefore, this study seeks to highlight diverse advantages and disadvantages, which franchisees encounter while riding on reputation they have not built. Franchising unlike other methods of establishing a guaranteed business venture, it avails numerous growth opportunities (Verma, 2012, p. 122). This is in terms of higher revenues and profits, which is not possible when an entrepreneur decides to start from the scratch. Since, in franchising an entrepreneur usually rides on an already established reputation whereby the franchisees’ role is to ensure good quality of merchandise aligning with the original maker’s products (Verma, 2012). On the part of franchisors, they enjoy significant inflow of revenues and profits besides their brand continuing to grow, hence manage to retain large pool of clientele within a given region. Therefore, they benefit from their good reputation, which they have already established with time (Verma, 2012, p. 122). This is evident with UK’s â€Å"Time For You† franchise currently boasting of high quality cleaning services thus drawing numerous and potential entrepreneurs making i nquiries to ride on its reputation. This is because of guaranteed chance of making high profits compared to other poorly managed franchises in the country. In addition, the possibility of franchise’s image loss or diffusion is not that high compared to when the main stream operates singlehandedly all branches in a given region (Verma, 2012). This is because franchisees are responsible for the thriving of their ventures while riding on the mainstream’s reputation. Therefore, any franchise its role in this case is to compel all respective branches to keep up

Synecdohe, New York Movie Review Example | Topics and Well Written Essays - 1500 words

Synecdohe, New York - Movie Review Example The movie is also based on the unique trait of representing a whole story in the part of the movie Plot, Theme and Characterization The movie depicts the life of a theatre director, played by Philip Hoffman who suffers throughout his life in various physical ailments. However his condition deteriorated as her wife departs taking the daughter with her. Throughout the movie Caden depicts the inevitability of death and holds the idea that everyone around him is already dead. It is the philosophies of death that surrounds him thought in the movie. The film uniquely portrays the self-discovery of Caden in the movie. The transition stages of Caden have been vividly described in the movie. The movie describes the four stages of Caden where he identifies the destructiveness and the constructive nature present with him. In other portions of the movie Caden’s consciousness and the urge for his wife and family grows. Caden becomes aware of himself and the archetypal spirit within him. He also undertakes a critical analysis of himself through which he understands his ego and has a complete self realization. At the end of the move his quest for his self discovery ends and realizes the truth associated with his love and life. The self-realization of Caden depicted within the movie can be traced back to the Jungian philosophy which states the four stages of self realization which has been portrayed through Caden’s role in the movie Synecdoche, New York. In order to undergo the process of self-realization Caden decides to make a play based on his own life story. The technique of using the play in the movie was a unique element used for depicting the life story. In the movie Caden is portrayed to be in a myopic state of mind which provides the justification of using the play in order to analyze the series of events which went through his life. In the play composed by Caden, the role of Caden was played by Sammy, whose role was very influential in deciding the outc ome of the play. The role played by Sammy portrayed Caden’s life in the best possible way and at some point it appeared that he overtook the original life of Caden in the movie. The actor in the play also provided suggestion regarding his role play but Caden did not agree with him. Finally in the play, Caden hands over the responsibility of the direction to an actress and he steps into the shoes of the cleaning lady of her wife. Cadens decision to play the role of cleaning lady shows the passion of his love towards her wife. It illustrates Cadens viewpoint that in order to stay close with her wife he was also ready to be the cleaning lady. It also reflects Caden’s state of mind when Adele left him and highlights the desperateness within him to get his wife back in the later stage of his life. Caden also surrendered himself to his daughter and held him to be responsible for her dying condition. The movie reached its peak when Caden describes himself to be homosexual to his daughter and takes the burden of the entire disturbance which was there in his personal life with his wife. In the play another dramatization has been provided to highlight the theme of the movie. One of the characters in the play, Hazel is shown to purchase a house which has been on fire. At the initial stage Hazel was reluctant to purchase the house as she feared that it will be the cause of her death. Ultimately Hazel

Marketing Communications Campaign (Advertisement) for a Masters Degree Essay

Marketing Communications Campaign (Advertisement) for a Masters Degree - Essay Example This paper illustrates several aspects outstand about the advert observed, which makes it attract the eye of the person that sees it. Firstly, the poster is very clear; the details that are given are straightforward. No exaggerations are made, the information is very categorical and features exactly what potential learner may want to know. Its clarity also arouses interest since the interested person would like to call and know more; otherwise, uninterested parties are kept away easily. Another characteristic of the advert is that it takes a very simplistic approach; the design is simple while the information provided takes a narrow scope but it provides the platform in which an interested person may go to seek for more information. However, the simplistic approach has made them leave some of the vital information that could be more attractive or giving more directions to the user, for example, the University website. If this detail is added the advert can most likely capture a bette r attention and the ease of getting further information enhanced. Adverts are prone to zipping and zapping by the consumers. Research has indicated that zipping and zapping have the ability to interfere with the processing of information presented in an advert this is because of it is strongly linked to the information processing of the human brain. Recommendations made towards the elimination of this advertising impediment are to reduce the airing period or otherwise increase the speed of the presentation when airing through the television. In this advert, the brevity of information provided gives it the perfect presentation that will already feed the consumer before the thought of zipping or zapping gets into their mind. Well, despite the effects of these two aspects the viewer will already have the information with them. This makes it very easy to retrieve the information without much strain. The ease is brought about by the fact that the viewer is likely to capture the name of t he institution as well as the program hence they can seek the information from the internet when they are in need of the program information.

Uustal 1993 Essay Example | Topics and Well Written Essays - 500 words

Uustal 1993 - Essay Example Decision models coupled with the right moral thinking offer a useful tool for guidance for the process of value clarification. In addition, the Uustal model prevents the nurses from solely relying on their emotions and intuition for the making of any critical decision. The model outlines formal steps for the nurses to follow when they encounter an ethical dilemma (Uustal 1993). For the purpose of this paper, the Uustal model details the dilemma that I once faced concerning my civil repression after pushing a colleague off the staircases. It focuses on whether the actions may have been rational and reasonable at that particular time. The welfare of others forms a critical part of my daily activities as a nurse. In this instance, my civil detention for the purpose mental health treatment and evaluation seemed like the sole right course. On the contrary, the system does not look for the danger posed by the nurses to the people around them. By healthcare laws, it is everyone’s right to work in any of the health institutions.  I was provoked by my fellow nurse, Johnston Lambert, who I even unsuccessfully tried to warn, but he incessantly kept whispering abuses and offensive word to me. Unfortunately, I lost my temper and turned violent on his cunning nature. He kept taunting the other nurses who before my arrival had grown very scared of his antics. Utilitarianism theory state that the outcome determines whether an action is right or wrong. In accordance with this, I was boldly trying to defend my dignity and sense of self-worth. Apparently, Johnston Lambert faces a series of federal cases filed by the nurses that he had bullied and harassed. Retrospectively, the concerns raised by the senior staff indicate that there would have been another better way that the whole issues would have been. The board issued me a verbal reprimand for my actions. Consequently, I received a transfer from the nursing home to my current workplace. It

Contrastive AnalysisPaper Research Paper Example | Topics and Well Written Essays - 1000 words

Contrastive AnalysisPaper - Research Paper Example English as a language has developed over the years to become a language that is not only used predominantly between non-native speakers and native speakers but also amongst the non-native speakers. It has thus become critical for any individual wishing to have worldwide communication, to be fluent and use the language appropriately so as to be understood by others and also master how people from diverse cultural backgrounds use the language. (Wahba, E. 1998) Intelligible pronunciation has proved to be a crucial objective in any pronunciation training course. It’s therefore important to outline objectives that are realistic, relevant and sustainable for the communication needs of the learner. Pronunciation poses a great obstacle in communication thus it should be dealt with cautiously as wrong pronunciation of an item gives a completely different meaning, for instance when one pronounces â€Å"angry† for â€Å"hungry†, â€Å"bin† for â€Å"bean†( Hut haily, K. 2003). Contrastive Analysis and possible problems Several Arabic speakers carry out a variety of abnormal tentative tasks which involve discrimination of words. This entails putting aside words with similar consonantal patterns but with variance in their vowel structure (Huthaily, K. 2003). ... s are less important both in writing and in word building, and the sound identification structure relies on the tri-consonantal roots which are the basis of nearly all Arabic words. Word families in Arabic are completed up of sets of words that share a familiar set of three consonants, but differ in the manner in which the vowels are positioned in the consonantal structure. (White, L. 1989).This kind of word structure applies with much ease among the Semitic languages, but often creates difficulties for learners who want to learn a second language with different structural rules. This is because consonantal structure does not let adequate discrimination of words when its transferred to the lexical structure of English, where consonants are not the only important signals for a reader, but rather emphasizes on the importance of focus on the consonantal structure(Cook, V. J.1992). It’s because of this that you find that most Arabic learners will use a system of this sort in the e arly stages of learning English, though majority catch up with the correct handling of English words. Despite this, a few learners carry on this problem and will make small errors like â€Å"dismal point† for "decimal point" while others may never have this confusion. In a bid to juice out difficulties that face Arabic learners in learning English, scholars have indentified four elements that cause this. .Some learners are confused by sounds such as; /v/ and /f/ as in ‘fist’ and ‘vest’; /p/ and /b/ as in ‘pan’ and ‘ban’; /s/ and /_/ as in ‘san’ and ‘than’. Others put in a short vowel to shatter down the long consonant structures, so as to pronounce them as in /s_pr__/ for ‘spring’; /w___d/ for ‘wished’; /_:sk_d/ for ‘asked’ On the other hand, certain diphthongs

Popular Music in Society Essay Example | Topics and Well Written Essays - 1750 words

Popular Music in Society - Essay Example This paper focuses on how effectively music was used by Leonard Cohen to advance his political ideologies. Leonard Cohen is a Canadian musician who was born in 1934. After establishing himself as a rock, he became a reputable song writer and singer whose influences have been greatly felt not only in Canada, but in many other countries across the world including Israel and USA. Due to his expansive work, he composed and performed some of the greatest albums including Songs of Leonard Cohen (1967); Dear Heather (2004); New Skin for the Old Ceremony (1974); Recent Songs (1979); Old Ideas (2012);Various Positions (1984); The Future (1992); Ten New Songs (2001); Death of a Ladies Man (1977); Im Your Man (1988) and Popular Problems (2014). Here, he used his talent to entertain his fans as well as advance his religious and political ideologies. Since he started singing, he has demonstrated that rock music can be made to be a popular brand that discusses a wide range of topics touching on religion and politics. Given the popularity of rock, he could therefore not just sing to entertain, but had to bean active activist who used his music to condemn all sorts of societal evils and also appreciate the good work done by the administration. At one point, he said, â€Å"from the wars against disorder/ from the sirens night and day/ from the fires of the homeless/ Democracy is coming to USA† to express his satisfaction with the changes and optimism for a better future (Studwell & Lonergan, 2010). Since he joined music, Cohen has been active in advancing his political ideologies. Although himself not a politician, the musician has been using his songs to advance political philosophies that, in his opinion, are fruitful to the Canadian and global community. Having been born of Jewish parents, Cohen knows very well that the society has not been a peaceful one. Since the out break of the Israeli War, tension between his people the Israelites and the Palestinians is far from

The High Blood Pressure Essay Example for Free

The High Blood Pressure Essay The double whammy for people with hypertension is that the extra adrenalin required by being overweight or obese: constricts our arteries and blood vessels to raise our blood pressure and give us an energy boost ready to defend ourselves or to escape a dangerous situation; and it could also lead to type 2 diabetes! The good news is that losing weight need not be difficult or involve unappetizing diets. Losing weight is a natural way to reduce our high blood pressure. Here are my tips on how to lose weight healthily: # 1. Exercise: Take regular moderate cardiovascular exercise, such as brisk walking. Just 30 minutes brisk walking each day will improve our general health. Our heart and lungs will be strengthened; and, we will lose weight if we are burning more calories than we consume. We will also lower our high blood pressure. # 2. Diet: Adopt a healthy, calorie controlled diet that is rich in fresh fruit and vegetables, and is low in fat and salt. Avoid adding salt to your food at the table. Try to eat five different fruits and vegetables each day, of which at least one should be a green vegetable. Choose lean cuts of meat and try to have two portions of oily fish, such as salmon or mackerel, each a week. Some of the most successful weight loss diet plans advocate having six small healthy meals a day in stead of the usual two or three large meals. Try out the principles of food combining which lends itself to having several small meals a day. # 3. Drink plenty of water: Try to drink at least two litres of water a day; not all at once, of course, but aim to have eight glasses of water spread out through the day. Doing this will help you feel fuller for longer, reducing the temptation for us to cheat on our healthy calorie controlled diet. Our bodies will also be properly hydrated. Dehydration can cause high blood pressure.

Discuss the training requirements for Higher Level Teaching Assistants Essay Example for Free

Discuss the training requirements for Higher Level Teaching Assistants Essay Higher level teaching assistants (HLTAs) have an increased level of responsibility. They usually undertake more complex tasks and tend to work more independently than other classroom-based staff. Under the direction of a teacher, they often plan, prepare and deliver learning activities to individual pupils, groups and (in the short term) whole classes. They also assess, record and report on pupils progress. They act as a special assistant for a specific subject (f.e. literacy, ICT, sign language), group (young children, teenagers, special needs, gifted and talented) or department and help develop support materials. In order to do this effectively, the HLTA must understand the aims, content, teaching strategies and intended outcomes. They likewise need to have a solid knowledge of the curriculum to make sure they teach to a high standard as well as a diverse portfolio of learning strategies and styles to enable each pupil to fulfil their potential. HLTAs should always have high expectations of all their pupils and respect them whatever their background (be it cultural, social, religious, linguistic or ethnic). It is expected that they support the inclusion of all pupils in the learning activities in which they are involved. HLTAs should also be able to work collaboratively with their colleagues and to liaise sensitively with parents and carers, acknowledging their role in pupils’ learning. HLTAs should be aware of the legal framework underpinning teaching and learning and although not required to have a detailed knowledge of it, HLTAs should be aware of their statutory responsibilities and where to gain information, support and assistance when and if they need it.  They should be familiar with their school policies and procedures, f.e. equal opportunities policy or procedures for health and safety. They should know the legal definition of Special Educational Needs and be familiar with the guidance about meeting SEN given in the SEN Code of Practice. HLTA are also required to achieve a nationally recognised qualification at level 2 or above in English / literacy and maths / numeracy to demonstrate that they are confident in these subjects and in teaching them to others. It is also required that HLTAs have a sound knowledge of ICT to advance their pupils’ learning and to be able to use ICT tools for their own as well as the pupils’ benefit. The term ICT i s wide-ranging and includes internet, interactive whiteboards, cameras, printers, scanners, video and DVD. HLTAs should be familiar with age-related expectations of students, including being able to discuss development stages form birth to teenager including speech and language stages. To become an HLTA, the candidate must demonstrate that he / she has the skills, knowledge and experience to take on the role and that he / she is familiar and understands all 33 nationally agreed professional standards. Furthermore, he / she should also have previous experience of working with children of a relevant age. Last but not least, each candidate needs to have a recent enhanced DBS check done to comply with the UK legal requirements.

Bmw overview and industry trends and issues

Bmw overview and industry trends and issues BMW (Bayerische Motoren Werke Group) is a one of the leading luxury carmakers European automobile industry. BMW was founded on March 7th 1916 by Franz Popp and Max Friz. BMW started out by making airplane engines for German army up until the end of WWI in 1918. BMW in this report will look at BMWs position in the European automobile industry and it will also analyse the marketing mix, Trends and issues in the industry. BMW based in the German state of Bavaria. BMW is creating and distributing a series of successful, premium-priced passenger cars and motorcycle. In 1928 BMW purchased their first car factory at Eisenach/Thuringia and with it, the license to build a small car call, Dixi. Also provides financial service to support worldwide sales and distribution of cars and motorcycles. In 2008 the company sold 1.2 million automobiles under its largest brand-the BMW. Trends and issue in the Industry: SWOT ANALYSIS My S.W.O.T analysis will define each of the Bayerische Motoren Werke (BMW) Companys strengths, weaknesses, opportunities, and threats. Strengths BMW group has luxury brands ranges MINI, Rolls-Royce and BMW its very popular car so its strengths of BMW. BMW current positions in market are very repudiated and loyal so company turnover and trading profit growth are also high. BMW is a reliable brand. BMW has a new technology and worlds leading premium quality of automobile manufacturer so its create good reputation of all the customer and company profit are high. BMW is a brand so everyone know that what is BMW so its good to launch a new product on market and earn to profit. Weaknesses BMW is brand so its know as a leading automobile company and very high prices so normal person has a perception that BMW prices are always high so they can affordable so its one of the BMW weaknesses. BMW are luxury cars manufacturer so its middle class people not affordable so this one also BMW weakness. Opportunities BMW image in market its good so if the new product launch its good for earning money and increase sales. BMW customer care service are good so if there any customer need any help and improved a cars so its will be consider to new other cars and launch it. BMW release a Miniseries car its successful in Europe and the US market so BMW continue with this success they offering a diesel version to be released and its really helpful to BMWs profile and brand value. So its good opportunity to release this model to other country. BMW Economy is growing by 2007 2.75 to 3.75 percent and then 2008 and 2009 its 2.5 to 3 percent so its mean more people purchasing BMWs so its good opportunities to cover the uk and other market. Threats BMW most of the model are oil and current condition are oil prices going high and high so its really one threats for the BMW so maybe they have to launch a Diesel model more than oil car model. Current situation and globalize market governments policies always changes so its one of the threats for BMW to due a tax rate and import and export his car model etc. BMW has to always know the current political issues and new legal polices so if the interest going high so its will directly effect to BMW cars. PEST ANALYSIS Political In this time budget, Gordon Brown penalize drivers of the eco-friendly cars. In budged he announced that heavy polluting cars would be higher rate of road tax  £210 a year. So its means BMW has to improved his car petrol engine so its performed longer as well as last longer life value. BMW has to always careful about launching new cars and give the proper safety equipments on it. For example BMW manufacture one of their car without any airbags that could be illegal so its they always checked all the cars and awarded that safe of the car. Economic If the interest rate going high its really effect to BMW and other company of sales and profit, its means that if the rate going high customer not buying a new cars and not investing any money. So that why BMW decrease the cars price and so not good for the BMW. Currents interest rate is 0.5% so its good for the customers to buy new cars. One of the most important point is unemployment, currents situation still many sector reseation period most of the people not doing any job so they not buy any luxury cars and any other item so its not good for BMW. Social: In current market day by day new fashion and life style will be change so its really hard to manage the customer need and what they wants so BMW always care of this which of the product customer really needs and market demand. Population also effect the BMW sales market, if the family size reducing that means they just saving a money and not buying any luxury cars and item so BMW has to control his model price and also look the customer needs. Technological: Technologies are more important factor to currents situation for BMW because all the other competitors using a new technology to give a better performance against to other company. And they improved the cars to new materials and developments. If the technologies will be increase its means BMW also promote his model through internet and other media so its really helpful increase sales and profit. Porters Five Forces Analysis Threats of new entry : In new company entering an automotive market a massive amount of capital is required. In automobile industry BMW brands are very loyal so any new customer trust to this company and buy a new car. But a new company launch in an automobile industry its really hard to manage customer and they needs. Power of buyers : In automobile industry most of the time prices are fixed. In this industry individual buyers are less power but a large buyer have a bargaining power to lower price level. BMW always buy a bulk not a single to its really help to buyers power. Power of suppliers : In BMW, powers of suppliers are low because of the high production. If the BMW switching the suppliers then it will be suppliers power will be high so automobile industry everyone doing a good relation to the suppliers so that the powers of suppliers are low and production of the company going high. Competitive rivalry : In automobile industry competitive rivalry is very high. Strong advertising and promotion brand make a different to the product. Its really easy to buy a new product to customer but its really hard to buy a suitable and good quality product. Substitution: Substitution are really affect the BMW sales because of the high price of model customer choose the same cars but a low prize on other company etc. Audi TT, Mercedes CLK who fulfill customer need. Marketing Objective BMW never publish its aim and objective because of the competition. But in my research I can find some statement the main aim would be: BMW increase sales growth in all criteria Profit maximization Growth into new market Meeting stakeholder needs Aim Objective Increase Sales Growth in all aspects of BMW Sales increase from 1.4million to 2 million by 2020. Motorbike sales increase from 100,000 to 150,000 by 2012 To raise its production capacity in China to 41,000 cars per year. Profit Maximization Increase efficiency by 3.3% in the production of cars Costs savings of  £1.6bn by 2012 without cutting jobs. Profit margins from BMWs automotive operations should exceed 8% by 2012, up from 6.3% in 2006, Growth into new markets Research in to new markets Meeting stakeholders needs BMWs share price has been slipping in recent months, so investors want it to find economies of scale and cut costs Cut average emissions by 25% by the end of 2008, in line with a voluntary industry agreement struck in 1998. www.bmw.com BMW has to improved sales and profit to consider this topic and work on it. Marketing strategy Segmentation BMW have to identify specific characteristics to improve the segmentation area. In this segmentation BMW has to look at this geographic, demographic, behavioral, and socioeconomic. Market segmentation provides guidelines for company to develop new marketing strategy and diverse product market. BMW three brands BMW, Mini and Rolls-Royce clearly focuses on international market. Geographic: In geographical segmentation divided on district, country, village, state, regions. BMW has to choose one particular geographic sector and concentrate on them. Because of the company launce a new product in new area its really hard to increase the demand but its easy to sale on old sector. So BMW will have to chances of generating profit and gaining market share in specific market. Geographically, BMW main markets are Europe and North America both are heavily manufacturing and residents are situated to buy upper market. Demographics: In this demographics segmentation divide the market into personal characteristics such as: age and family life cycle, Gender and income, race, nationality and generation also include. So BMW has to target to particular market to sell their products. Demographics segmentation is the easiest way to measure the market. Age and family life cycle: customer needs always change to grow and his life style status change so its company has to decide which product are better for particular age and their life style. Gender: BMW has to always include this point to launch a new product because of the particular area and gender its really help to BMW to increase the sale. Targeting: BMW using a particular target specific automobile market, it means different people and BMW give the different cars sector so its really help to customer find a his needs and budget cars. BMW divided the different section of the cars to customer demand. Sports convertible (Z3, 3 series and Z4), Executive (3 series, 5 series) super executive (7 series), Touring/Estate (3 series, 5 series), Grand Tourers (Z5), Super sports (M series) and 4X4 (X5). This all model BMW launce a different sector and customer needs. Positioning: BMW image has a very high to luxury cars, performance, technologically advanced, good quality this are the main factor, so BMW has a good positioning in automobile industry. Its good for the BMW because of the new company launch a same cars and cheap price but never effect to BMW sales. BMW compete to Mercedes, jaguar, Audi, Lexus so its really difficult to manage cars quality and marketing strategy. The positioning of the companies and their brands has been build up over many year sales and customer satisfaction. Evaluate and Marketing Mix Marketing mix under for heading often referred to as the 4 Ps: Product, Price, Promotions and Place. Marketing mix is really good important elements of a company plan. So BMW has to consider this point in to his strategy. Product : The Most important elements in the marketing mix is company product, because this provides the useful to know customer requirements. BMW have to develop their product into the brand that helps to create a good position on customer mind. If the BMW brand are superiority leads its help to high sales, and give the BMW power the premium price. BMW products are very high performance, technologically advanced and luxuries. This will be start middle to prestigious card. The present models are: BMW 3 Series   Sedan, Coupe, Convertible, Touring, Compact BMW 5 Series   Sedan, Touring BMW 6 Series Coupe, Convertible BMW 7 Series   Sedan BMW Z4 Roadster BMW X3 SUV BMW X5 SUV BMW M -Convertible, Coupe Mini Cooper   an independent brand within the BMW Group Rolls-Royce According to GM of BMW the management of products and brand is a key factor in marketing success. www.bmw.com Vehicle Production 2004 2005 2006 2007 2008 2009 % Change BMW 1,059,978 1,122,308 1,179,317 1,302,774 1,203,482 1,043,829 -13.3 MINI 189,492 200,119 186,674 237,700 235,019 213,670 -9.1 Rolls-Royce 875 692 847 1,029 1,417 918 -35.2 Motorcycles * 93,836 92,012 103,759 104,396 104,220 82,631 -20.7 * from 2006 including BMW G650 X assembly by Piaggio S.p.A., excluding Husgvarna Motorcycles (14,232 motorcycles)   BMW Group deliveries to customer 2004 2005 2006 2007 2008 2009 % Change BMW 1,023,583 1,126,768 1,185,088 1,276,793 1,202,239 1,068,770 -11.1 MINI 184,357 200,428 188,077 222,875 232,425 216,538 -6.8 Rolls-Royce 792 796 805 1,010 1,212 1,002 -17.3 Motorcycles ** 92,266 97,474 100,064 102,467 101,685 87,300 -14.1 ** excluding Husqvarna Motorcycles (13,052 motorcycles).   BMW Group deliveries of automobiles* by region and market (in 1,000 units) 2004 2005 2006 2007 2008 2009 Germany 283.6 295.9 287.7 280.9 280.9 267.5 Rest of Europe 299.7 350.8 375.0 443.6 432.2 357.3 Northern America 315.9 329.0 337.4 364.0 331.8 271.0 United Kingdom 145.3 156.2 154.1 173.8 151.5 137.1 Asia 106.4 125.7 142.1 159.5 165.7 183.1 Other Markets 57.9 70.4 77.7 78.9 73.8 70.3 http://www.bmweducation.co.uk/coFacts/view.asp?docID=73 In BMW product life cycle main points are Introduction, Growth, Maturity, and Decline. So its true that new product has to pass all the product life cycle factors. BMW knows as good brands so it not very difficult to launch a new product in the market and also BMW international represented so all over the world. In 2010 BMW launce a new series 7 and 8 so every product has to pass on this life cycle its depend on customer demand and market strategy that how product work and what is the sales and profit. Introduction: BMW new series are straggling on introductory periods because of the customer not knows the cars feature and price and compare to other product. Starting point there is no competition and also low scale volume of product. Its really hard to create a demand of new product and BMW always launch luxury cars so its to high cost so starting point company has to lose some money. Growth: BMW new series its growing periods demand already increase and company make money so its good to for the profit also. If the cars market going high the BMW share also high. Growth periods is competitors also entry the market so BMW has to control price and technology. BMW launch a MINI brand in Europe and other markets and its really high-performance in 2002, BMW sale more than 144,000 Mini brand cars on particular periods. Maturity: In this periods most of the product are common periods and all prices are same and feature also same. In Maturity periods production cost and manufacturing cost are low and profit are also normal so its really good for company. BMW has to good competition market on this maturity periods. Decline: In this stage BMW product demand will be going down so its company due to new product launch and replace the old one. In this stage company give the discount and sales his cars so its lose for the company. BMW is a one of the luxury brands and its popular for cars in automobile industry. BMW customer sector are upper and middle class people and price rate are also premium. BMW is a brand so most of the people like to buy and BMW use a new technology and give the customer needs. Price: The price strategy has been used to BMW and other company competition. BMW is series market based around the same price. In automobile industry is large and production cost are not so important but creating the large profit is not a necessary as it would be a smaller company. In automobile Industry BMW compare with other competitors same market: **Prices are in US Dollars Models (From) Lowest price** (To) Highest price** 3 Series Sedan $29,850 $36,950 Coupe $30,500 $36,800 Convertible $37,800 $44,100 Touring $30,800 $32,550 Compact $28,100 $35,200 5 Series Sedan $39,800 $58,300 6 Series Coupe $69,300 $72,200 Convertible $76,300 $78,900 7 Series Sedan $69,300 $117,200 X3 (SUV) $30,300 $36,300 X5 (SUV) $40,800 $69,800 M Series Coupe $47,100 Convertible $55,600 Z4 (Roadster) $33,600 $40,900 Mini Cooper Rolls-Royce www.bmweduction.co.uk/companyfacts/competitors/fact1.shtm BMW has to always think about prices of the product because if the price will be high to other competitors demand will be down so its very difficult to manage price and everything will be covered. Promotion: BMW using advertising most obviously as promotion techniques, advertising has always focused on entirely on their cars with same advertising company. BMW always using advertising like media, TV, Magazine and other sources, so its really useful to new cars launches. In 2002 BMW branding campaigns use first radio for a national advertising. BMW was worked advertising agency WCRS since 1979 to develop adverts for BMW cars. BMW also use online advertising so in current situation its really help to customer find a new cars feature in online and know the price and how to get it. So advertising its really help to BMW sales. Place: Selecting a proper Place its really hard decisions for the company and particular target market. BMW has to distribution system performs logistical, transactional and facilitating. Function. BMW has to improved to select a proper place to going a business because its seems that more places your product is available, so more money youll get. BMW give a dealerships on every street but its selected areas and target market. So its really helpful decision to take a good place for the company. BMW always used one level distribution this is where it comes from the manufactures to independent dealers who then sell to the consumers. Its shows that BMW using one level of distribution so its good for BMW to contact to direct customer and know what the customer need. Recommendations: BMW cars navigation system are quite complex so its really improved to new cars. If BMW increase navigation system then its his car value must be high. BMW launch new six gas cylinder vehicle but its will be give low mileage. So BMW has to do any work on this problem and use the proper technology and improved the cars mileage. A BMW car has a limited cargo space compare to other competitors car. So BMW has to work on it and improved a new cars and then launch. Most of the customer has a perception that BMW cars are always high prices so its bad for BMW sales and profit. So BMW has to advertised and give the proper cars feature and price to customer and other media so he knows that which cars better for and what is the feature. Conclusion: BMW group has a good brand value so its really more opportunities and wide production plants and high technology give the more cars sales and increase the BMW profits. BMW is currents luxury car manufacturing companies so its brand value are very high. In currents situation cars are very important and primary transport to society. BMW earn more profit from the increasing a sales to high quality of cars and good service. BMW are loyal to the customer so they like to buy a new car. BMW group has a high standard production and efficient managements. Its future depends on the external environments and internal activities.

Rizal the Subversive :: essays research papers fc

Rizal as a Rational Thinker   Ã‚  Ã‚  Ã‚  Ã‚  During his life, Jose Rizal was described as a heretic and subversive, an enemy of both the Church and Spain. He has made tremendous contributions to the progress of the Filipino society. His political works and essays, being anti-clerical and anti-colonial, frankly aimed to expose the maladies of his time and cure the Philippines of what he calls â€Å"the social cancer†. Rizal had been the progressive radical thinker, and promptly answered the ailing call of his Motherland, who cries for a cure.   Ã‚  Ã‚  Ã‚  Ã‚  Rizal had been a subversive in his own time. The Church had him excommunicated, and the Spaniards had him imprisoned, and then executed in Bagumbayan. However, that does not mean that he will always be a subversive, provided that he lives in a time aside from his, as if it really is his own identity, rather than an act or decision based on the call of situations and events. And in the first place, Rizal did not go to Europe just to harbor revolutionary ideas from the people there. He sought knowledge in foreign lands, so that he may use it and the Filipinos may benefit from it. Rizal did not intentionally want to make waves or a revolution, at all situations and regardless of events. And if he really favored revolution, that would be because of necessity. Rizal is a rational thinker, will surely analyze the situations first, and then make decisions based on his analyses, just like what doctors do when treating their patients.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the entire article, one could often read the communistic word, â€Å"struggle†Ã¢â‚¬â€struggle against foreign tyranny, against the ruling class, etc. This was what Jose Ma. Sison was aiming at since the start. He believed that individual freedom can only be achieved through national freedom and that political unity could only be gained by removing all foreign threats to it. Then, he calls for a revolution, a Philippine Revolution, so that all the struggles that the mass is currently facing, according to him, will be finally put to an end.   Ã‚  Ã‚  Ã‚  Ã‚  Perhaps Sison is missing a point in this one simple thing: that this world is not perfect, and in every aspect of the society, there would always be a weakness. It is true that a revolution could end the situation, but how many revolutions? In this state of frailty and weakness, the Philippines could no longer afford another radical revolution.

Video Game Violence Make Teens and Children More Aggressive Essay

The term violence is a broad word that has many different views depending on what it is associated with. When it comes to teens and children, violence can be anything from pushing, shoving, and fighting too. Violence has and always will be an ongoing problem around the world. Everything that can be done to prevent it will benefit our society. Today’s video games and featured television shows have become much more graphic than they have ever been, showing brutal images that can be accessed by all ages. Video games have become one of children’s favorite leisure activities, and they spend long amounts of time playing them. It has been shown that children with high exposure to such violent games have a much higher score of serious violence (Freedman 2002). After playing these games for long and countless hours, children begin to view these behaviors as acceptable while out with their friends or in public. Violence is any action that may cause harm to another such as pushing, fighting, language, wrestling, and killing. Violent video games have a strong positive correlation with aggressive behaviors because of intense graphics, lack of effective parental control, and the amount of time playing these games. Aggressive Minds. Video games that are made these days are completely different from how they were made a decade ago. The games are much more detailed and realistic, and they give you the feeling that you are actually in the game. Elizabeth Carll, PhD in Psychology says â€Å"A comprehensive analysis of violence in interactive video game research suggests exposure increases aggressive behavior, aggressive thoughts, angry feeling, and physiological arousal and decreases helpful behavior†. Children that have played thes... ...ngs, E., Karas, T., Winsler, A., Way, E., Madigan, A., & Tyler, S. (2009). Young children's video/computer game use: relations with school performance and behavior. Issues in Mental Health Nursing, 30(10), 638-649. Retrieved from EBSCOhost. JAMA and Archives Journals (2007, July 4). Study Examines Video Game Play Among Adolescents. ScienceDaily. Retrieved February 18, 2011, from http://www.sciencedaily.com/releases/2007/07/070702161141.htm Straus, M. (1972). Measuring Intrafamily Conflict and Violence: The Conflict Tactics (CT) Scales. Retrieved from http://www.jstor.org/pss/351733. Violent Video Game Campaign (1998-2011). Are you worried about the increasingly violent and graphic content in video games? Retrieved February 18, 2011. Van Horn, R. (1999). Violence and Video Games. Phi Delta Kappan, 81(2), 173. Retrieved from EBSCOhost.

Man Hath Known No Fury Like A Woman Scorned :: essays research papers

Man Hath Known No Fury Like a Woman Scorned   Ã‚  Ã‚  Ã‚  Ã‚  Women are often referred to as the weaker sex. Don't say this to one of the women you’re about to read about. There are over 3000 people on death row in the United States. 42 are women. Is it that women are morally better or is it that they are better at getting away with it? The stories you are about to read deal with women who, if you saw them on the street, you would think they were perfect citizens, but they are cold hearted murderers. Thanks to Forensic Techniques we are taking these kinds of people off the street.   Ã‚  Ã‚  Ã‚  Ã‚  Three women, three murders. The first woman called the cops one night saying that there had been a horrible accident and she had shot her husband in the head. She told the story of the horrible accident to the police. They believed her. She said that when she was sleeping in her bed she heard a sound so she reached for the gun that her husband kept under the pillow for protection. When she was pulling it out she hit the trigger firing a bullet into the back of her husband’s head. She said it was a horrible accident and she couldn't believe it had happened.   Ã‚  Ã‚  Ã‚  Ã‚  The second woman was a woman in her 60s who was married to a well-known Reverend. One day she called in saying her husband was in bad shape and he was very sick. The ambulance came and got him and brought him to the hospital. He almost died but the doctors were able to keep him alive. His wife would bring cookies and other food to her husband.   Ã‚  Ã‚  Ã‚  Ã‚  The third case was a very strange case. Troopers found the body of an insurance salesman that had been missing for some time. The strange part was that the man was shot twice but there was no evidence left at all. There was no bullet casings or any fingerprints. The only thing they had was that they could tell the bullet holes were made by a shotgun and the tire tracks of a car. They questioned the man’s wife but still no clues were found. Then a few days later the police got an anonymous call giving a description of the man who had been talking about killing this man and where he worked. The men who killed the man were brought in and they confessed to the murder.

Privatization vs Public Sector

What is privatization? It is the process of transferring ownership of a  business, enterprise, agency, public service or public property from the  public sector  (a government) to the  private sector, either to a business that operates for a profit or to a  non-profit organization. The term can also mean government outsourcing  of services or functions to private firms, What is public sector undertaking? In India, public sector undertaking (PSU) is a term used for a government-owned corporation (company in the public sector). From my point of view, privatization is going to be a remedy for the financial ailments of our public sector undertaking.Let’s discuss some factors about these two types of organizations. 1. Performance. Public sector undertaking tends to be  bureaucratic. A political government may only be motivated to improve a function when its poor performance becomes politically sensitive. 2. Increased efficiency. Private companies and firms have a grea ter incentive to produce more  goods and services  for the sake of reaching  customer satisfaction  and hence increasing profits. A public organization would not be as productive due to the lack of financing allocated by the entire government's budget that must consider other areas of the economy. . Specialization. A private  business  has the ability to focus all relevant human and financial resources onto specific functions. A public sector undertaking does not have the necessary resources to  specialize  its goods and services as a result of the general products provided to the greatest number of people in the  population. 4. Corruption. A public sector undertaking is prone to  corruption; decisions are made primarily for political reasons, personal gain of the decision-maker, rather than economic ones.Corruption in a public sector undertaking affects the ongoing asset stream and company performance, whereas any corruption that may occur during the privatizati on process is a one-time event and does not affect ongoing cash flow or performance of the company. 5. Accountability. Managers of privately owned companies are accountable to their owners/shareholders and to the consumer, and can only exist and thrive where needs are met. Managers of publicly owned companies are required to be more accountable to the broader community and to political â€Å"stakeholders†.This can reduce their ability to directly and specifically serve the needs of their customers, and can bias investment decisions away from otherwise profitable areas. 6. Goals. A political government tends to run an industry or company for  political  goals rather than  economic  ones. 7. Capital. Privately held companies can sometimes more easily raise investment capital in the financial markets. public sector undertaking industries have to compete with demands from other government departments and special interests. 8. Lack of market discipline.Poorly managed publi c sector undertaking companies are insulated from the same discipline as private companies, which could go bankrupt, have their management removed, or be taken over by competitors. Publicly owned enterprises in competitive environments would not perform better than privately owned companies in the same circumstances in terms of profitability, Privatization reduces the net transfer to public sector undertaking from government as unnecessary subsidies. These transfers become positive if the government actually starts collecting taxes from privatized firms. Thank you.

Mass disaster response

crapper contingency response is increasing at a very high pasture in the ground. Many individuals and communities f any victims of the disaster. jalopy disaster has been influenced partly by nature, and partly by creations actions each deliberately like in the instance of terrorists, war, and civil unrest, or through volumes neglects or mishap such as accidents at work or in house rears. The sess disaster usu each(prenominal)y causes trauma, and traumatic losses. Survivors lose their enactment way of working, living and relation with early(a)s among different daily activities.Some of the mass disaster for hu objet dart racenikin terrorist act persist for long stopover, causation insecurity and exposing individuals to danger or holy terror of danger, limiting the functioning of individuals in their lives. The man do disasters have been increasing greatly with the increase in holinesss, faiths, and beliefs. The differences in these beliefs, faiths and religion h ave led to ostracizing and come out plaster cast of more than or less individuals from the society. This has resulted to use of violence as a way of imposing legal expert (Ashmead-Bartlett 1999). The violence has been utilise to assault opposite pot in revenge and as a way of imposing justice. In numerous cases of such attacks, innocent mess ar attacked for political reasons or against look groups as a result of antisocial behaviors.The rectitude enforcement should be implemented to answer against the mass disaster in differentiate to identify victims, notice the survivors and the remains of the bushed(p). The survivors of mass disaster need to be fork over from the disaster, and need to be provided with necessary dispense and support, to enhance their recovery in impairment of health, finance, security and the general continuity of the practices and activities that are railway railroad carried out to enhance good living. It is the tariff of the law enforce ment group to investigate, and identify the individuals bottom of the inning the disasters, investigate the reason of the attack, and throw in capture punishment to offenders.Research was carried out in moot to the Port Arthur attack, the September 11th attack and the Virginia Technical Institute attack to investigate the cause of attack, what happened during and after the attack, and to determine the measures which the law enforcement group took to help the survivors and to identify and wish with the terrorists.Port ArthurThe Port Arthur massacre in Tasmania took place in 1996 and it concern Martin Bryant who was a loner, photograph and a lair. This massacre is one of the blister massacres of mass disaster conducted by a single ordnance. The offender had inherited a close friends estate, making him to have large amounts of money which he consumed through making close to(prenominal) and shit tours, around the world, and in purchasing of several reflexive mechanisms, w hich varied in means from high to semi powered.EventsOn the day of horror, Bryant started by killing 2 quite a little, early during the day, and by and by plot at the Board pointer cafe he do some stroke. Bryant had taken his lunch outside the caf. When he entered in the cafe, he secured a rig in the North-Western corner of the cafe from where he utilise Colt AR-15 to shoot the citizenry who were seat in the cafe taking lunch. The shooting captured around twenty people, and after this proceeds Bryant left the caf and went out of the cafe, to his car.While at the car at the car park, he changed the weapon, and employ a FN-FAL to injure some more four people. At the same film, he murdered a mother and her 2 young children who seemed to approach his car, and he then left the guess.As Bryant was driving away from the stab, he stopped at a campana booth, where he met four people in a BMW, shot them dead, and then transferred some of his weapons to the BMW. He left b ehind his car with an unfired shot gun and drove to a gas station, where he killed a female person passenger and forced a man to enter in the boot at gun point.Bryant drove to Seascape hotel and on his way, he fired passing cars severally. On arrival at the Seascape hotel he handcuffed a male hostage internal the guest house, and he burnt the stolen BMW. The modified functions group and the legal philosophy were assured and arrived at the scene to capture him. (Greener 1996). The besieging in the midst of Bryant, and the jurisprudence to lighther with the circumscribed mental processs group surrounded the hotel.The jurisprudence and the SOP well-tried very oft to get Bryant or rather to empower on him surrender, to no success. Many negotiations intervened the situation and tried to convince Bryant through headphones in vain. Bryant remained at heart the hotel, where he kept dismissal willy-nilly in divers(a) directions. It was discovered that indoors the course o f the siege, Bryant made umteen firing approximately both hundred and fifty, and in each case he utilise a different firearm.He set the hotel to fire, burning the arms and he came out of the hotel with burn wounds so when the law arrested him, they had to send him to the hospital origin, to ensure treatment of the burn wounds. after treatment, he was taken to Risdon Prison and he was detained to await trial. He made many suicide attempts during this period.The Tasmania police force arrived at the scene of crime, where by some dealt with police forensic function, other crime scene examiners were at the scene which were different from the fin scene examiners. The ballistics had an expert and two trainees. All this law enforcement team as well as the shopping centre witnessed aimed at getting reformatory knowledge concerning the crime, receiving the serve of the disaster in all the hexad separate crime scene for the dead bodies, they needed identification, through forensi c services more crime scene examiners were received from New South Wales to help in investigation. All scenes as well as the remains at the scene were photographed.ResponseMany individuals teamed up and in responded to the crimes. The teams consisted fire arm examiners, crime scene examiners, photographers and fire scene examiners. The teams were assign the scene areas. Every detail was enter and the bodies were not maintained until later in the evening. each crime scene was considered and examined separately, moreover in many of the scenes there was contamination caused by public observers, and some of grounds materials were lost on the process. The media had access to unlike crime scenes exclusively were restricted from the scenes where bodies had not been recovered or removed.Bryant pled guilty and was sentenced to smell without parole. After further investigation on the cause of the offence, it was discovered that Bryant had intellectual difficulties but this did not st op judge from considering him responsible for his actions. The judge described him as a pathetic social misfit semi automatic and automatic weapons were banned in Tasmania and national laws were proposed to limit the handling and use of guns.September 11thOn this check al-Qaeda organized and co-ordinate a series of suicide attacks upon United States. In the morning of the 11th of September, nineteen terrorists consisting of al-Qaeda, hijacked a compute of commercial passenger super C airlines, and later they intentionally crashed two airlines in the world trade centre complex. Each of the team of the hijackers had a trained buffer zone as a member who controlled the airline.Each of the reigns of world trade centre complex was afflicted by a plane. The crash made the structures to collapse, and this caused damages to the nearby makes. The collapse of the grammatical construction caused death of many people among which were nationals from various countries, and the civilia ns and the nineteen hijackers. A number of people went missing and were presumed dead. The dust which was emitted by the collapsing building caused death of a number of people, and also caused lung disease.Rescue recoveryThe New York fire segment provided two hundred units, which consisted half(a) of the department to the scene of crime. The emergency health check technicians and large rime of fire fighters department. The police department provided police personnel and emergency service unites. The fire department, commanders, police department and port authority police searched for the citizens and with little effort to ordinate the agencies.The conditions continued to deteriorate as the building continued to collapse and burn. The helicopters of various departments were used to communicate to people the pass on and orders to evacuate. This helped many of the officials to leave the building before it collapsed in full and those who evacuated were safe.The fire department officials and the police department officials used radio to communicate, and as the building continued to collapse and burn, the communication became contrasting such that the commander could not get information. After the collapse of the number one tower of the radio repeater system in the world trade centre could no longer function, and this hindered the communication of the evacuation orders between the fire department officers and the fire fighters who were intimate the towers (Barrett and Collins 2006).The emergency telephone number which was being used to convey message of evacuation was interfered with by the commotion, and although the dispatchers received information from people who called 9-1-1, the message could not be passed along effectively.A search and rescue operation was launched immediately after the attack, but the efforts to rescue, recover and identify the victims of the attack took long period to be completed (Fox discussion mesh 2002).ResponseThe New York fire officers, emergency aesculapian technicians and police department teamed up to rescue the people who were in the towers. The fire department provided fire fighters to fight the fire, the emergency medical technicians helped the victims of the attack in giving first aid and returning the severely wound individuals to hospital to get further treatment, and the police officers and the forensic researchers continually helped the victims to get out of the scene.The crime scene examiners and forensic examiners worked touchy in determining the security flirt of 2002 was signed. The patriot Act was also made to ensure detection and prosecution of terrorists and other criminals. The national security agency operation was implemented to help to eavedrop on telephone and email communication various people across the seas without a warrant.The Muslim and Arab immigrants were registered and leaf prints in accordance to 1940 alien registration act. The military force was later used to prevent and deter the international terrorism against United States.The Virginia Technical InstituteA gun man first killed a man and muliebrity in Virginia Technical Institutes West Ambler Johnston co-ed residential dormitory room which houses 895 people. About two hours later, the more than two dozens people were attacked and half a mile away from the first shooting. The gunman found dead on the second crime scene, and since he had no identifying material the authority took time to identify him. The dormitory shooting was considered as an isolate case and the campus did not close, instead the dormitory was closed as it was thought that the gunman had fled from the campus.Rescue and RecoveryOutside McBryde Hall, there were two policemen who ordered people to run when people heard gunshots, they started course to the library where they remained for about two hours. The officials from US Bureau of Alcohol, Tobacco, explosive and firearms engaged in collecting shell casing. The au thority put efforts in tracing the history of the weapon used in the rampage. The crime scene examiners arrived at the scene. (Rostron and Siebel, 2007). The policemen, crime scene eye witnesses engaged in getting helpful information relating to crime and criminal.ResponseThe police officers foundation garment authority students and the forensic officials teamed and equanimous all necessary information regarding the crime in the two scenes. The ballistic experts tried to construct the weapon used in the shooting, while the forensic officers together with the police collected evidence materials from the two scenes of crime which were to be used in further investigations.The media was allowed inside the institution but was restricted from the scene where the bodies were lying. President Bush responded by praying for the involved and he showed deep concern for the victims, their families, students and all the people who were affected by the shocking incident (Christian Science Monit or 2008).ReferenceAshmead-Bartlett, Ellis. The beleaguering of Port Arthur. New York Blackwood & Sons, 1999.Barrett, and Collins, D. kB Illusion The Rudy Giuliani and 9/11 much(prenominal) story. New York Harper Collins, 2006.Christian Science Monitor. Virginia adept shooting. 17 April. 2007. Christian Science Monitor.23 April. 2008 http//www.csmonitor.com/2007/0417/p25s01-usgn.htmlFOX intelligence operation Network. Timeline of WTC recovery. 29 May. 2002. FOX News Network.23 April. 2008 http//www.foxnews.com/story/0,2933,53997,00.htmlGreener, William. Port Arthurs Secrets. Boston, Archibald Constable, 1996.Rostron, and Siebel, B. No gun left behind hoagie lobbys campaign to push guns into schools and colleges. Brady Center to forestall Gun Violence. 2007.