Braving the Economic Slowdown Essay Example | Topics and Well Written Essays - 1750 words

Braving the Economic Slowdown - Essay Example Threats to the company must be identified and the major challenges must be addressed in order to secure the future and continual operation of the company. The cash flows of the company must be properly monitored and strategies must be formulated in order to avoid long maturing investments as these are the ones which carry very large risks for failure. The top management and leadership of the company must be quick and decisive in order to allow the implementation of changes to be successful. This paper presents what strategies needs to be implemented for the year in order for the company to achieve better competency and survival while also maintaining and ensuring the future of the company Braving the Economic Slowdown: Analysis and Strategy Development Introduction In light with the global business crisis and the reduced economic activities, the company needs to tread carefully on the ventures and strategies for its operational aspects. Times like these call for more precise decision making and planning so as not to waste even more precious resources and advantages, lest the company fail like many others in this recession. But in order to have a better grasp of the situation, we must first delve into understanding the nature of such crisis in order to determine and identify the threats and major challenges that the company is and will be facing. Therefore, the background of the crisis and the global entities and sectors that are most vulnerable should also be recognized. Limiting factors and hindrances should also be put into

Law Suit Recommendation Paper Assignment Example | Topics and Well Written Essays - 750 words

Law Suit Recommendation Paper - Assignment Example In fact, this organization will easily argue that it steered clear of wrongful dismissal by providing the physician with the 4-month notice. Likewise, termination without cause allows the employer to terminate employment contracts when the organization has ascertained that employee’s services have become redundant. This provision clearly acknowledges the applicability of economic re-organization; and it is indeed true that the concerned department is undergoing some restructuring. The problem with this court approach is that up to now, there are no deliberations on the remittances that are to be made as the physician’s emoluments. So far this termination may be rightly defended as a constructive dismissal, but this failure to pay the physician in advance amounts to wrongful dismissal. This organization may wrongly surmise that it is legally in charge; only to be undercut by the state-specific at-will employment laws. It is therefore expedient for the organization to determine whether or not it is in a state where at-will employment laws are in force, before agreeing for a court settlement. Conversely, this organization can consider arbitration. The pros that come with using arbitration are extraneous to the details of this case. For instance, by settling for arbitration, this organization will have relegated the rigors of arbitration to its arbiter, and thereby warding off distraction (Macklin, 2005). As is always the case, when suing for wrongful termination or discharge, the physician will not be in contact with the institution. Although this makes the case very unpredictable for the healthcare institution, yet arbitration wards off this danger. This is because arbiters (the company’s and the plaintiff’s lawyers) will have to work together to reach a solution. This is especially the case when evidence will be being adduced. Nevertheless, this organization must prepare itself for the pitfalls of

Primary Education In The UK And Spain

Primary Education In The UK And Spain Primary Education is an important topic to be discussed and analysed, since it is the basis of our societys formation, being thus decisive for our childrens future. This essay is entitled Primary Education in the U.K. and Spain: a comparison and it focuses on explaining some of the main matters concerning both systems. It is first of all focused on explaining some topics related to primary education in the United Kingdom including two paragraphs. The first one a historical background, proves to be the base of todays structure which may help us clarify todays structure, which the topic of the second paragraph. This is followed by two clone paragraphs applied to Spanish primary education. The last two paragraphs concentrate on the use and importance of ICT in primary education in both systems. The essay is concluded establishing an overall comparison between both systems. According to Denis Haye in his book Primary Education: the Key Concepts, British primary education and its structure find its roots deep in history, in the middle ages. It has been stated by some historians that English education began in AD 597 with the establishment of the cathedral of Canterbury by St Augustine. In the end of the seventeenth century education belonged to the church which promoted Christian knowledge, by creating its own schools. At the same time there were pioneers such as Robert Raikes, Charles Gordon and the welsh Charles of Bala, who believed in a connection between social action and education. The first publicly funded schools appeared in the mid-nineteenth century and aimed to offer Christian education to poor children. From this time on, the control of education starts switching little by little from the church to the state. Furthermore, between 1846 and 1848 in Wales, the Welsh Education Committee and the Cambrian Society both evolving into national schools , were formed. In the nineteenth century it is important to highlight the education act of 1872, since it lead to many advances in primary education, not only affecting the labouring classes as was happening in other parts of the country. The 1944s education act was decisive because from this time on, education was free of charge and relied on voluntary provision. It is known by the introduction of three kinds of schools: grammar schools, modern schools and Technical schools. The year 1988, saw the introduction of the nation curriculum including a selection of subjects such as maths, science English and religious education. From 2010, teaching foreign languages is also a compulsory part of the curriculum. In order to explain the base of todays primary education in the UK, it is necessary to go back to the twentieth century, when there were many important changes in primary education. Among these, stands out the introduction of the national curriculum in English mainstream schools. In this author words, during the twentieth century, it was also thought to be decisive an agreement about the need for a general education for children up to the age of 11, this being followed by a subject-specific teaching up to the age of 16 and a selection of specialist subjects thereafter. Due to the national curriculum, from the beginning of the 21st century most primary schools in the UK currently accept children from 5 to 11 years old. As Denis states, there is also a tiny number of schools designated deemed middle (ages 8 to 12 or 9 to 13) and first when they educate children from 5 to 8 or 9. To explain todays structure it is also important to focus on the types of schools that can currently be found in the UK. As the Department of Education reports, they can be divided into 3 main groups: mainstream state schools, specialist schools, state schools with particular characteristics and independent schools. To the first group belong Community schools, which are often run by a local authority and aim to develop strong links with the local community, providing services  like childcare and adult learning classes. Trust schools as well as Voluntary-controlled and voluntary-aided schools are owed by a charitable foundation, which employs the staff and sets the admissions criteria. Academies, faith schools, city technology colleges, community and foundation special schools, grammar schools and maintained boarding schools can be found in the second group. The third group is formed by Independent schools which have their own admission policies and curriculum. Spanish primary education, as the rest of the developed nations, it finds its roots in the XIX century. Many factors can be identified as those which influenced the rise during this century of specifically educative establishments aiming to reach a growing proportion of the population. The Apparition of the national states is indeed the most notorious factor, since it puts the Old Regime to an end while at the same time instruction is seen as a mean reinforcing its unity. Thus, education is considered to be from this time on, a public affair that has to be organised and controlled by the state which regulates its legal and administrative processes. To understand the current Spanish primary education, it is important to focus on three relevant education laws, well-known for their impact on the system. The commonly referred as the Moyano Law was decreed in 1857 in a context of socio-economic crisis, This law consisted on a legislative initiative carried out by the politician Carlos Moy ano whose main aim was to improve the deplorable condition of education at that time, decreasing thus the analphabetism average in the country. Education was divided in two stages: elementary (6-12 years old) and superior (9-12). Primary education was compulsory until the age of 12 and free of charge for those who could not afford it. According to the web page State Univeristy.com, it also marked the foundation of privet schools in Spain at that time owned by the Catholic Church. Just one year after the 1944s British education act, the 1945s law was decreed in the historical context of post-war and in the ideological context of national Catholicism. Its main objective was to orientate the student in accordance with their aptitudes to the working life. Born in the context of democracy, the 1990s law of education aimed to impart an equal instruction in order to allow pupils to acquire basic cultural elements, to wit: oral expression, reading, writing and arithmetic calculi. It divided education into tree periods: the first stage (from6 to 8 years old), second (8-10) and third (10-12). To explain the structure of todays primary education in Spain, it is important to go back to the year 2006, when the fundamental law of education also known as LOE or Ley Organica de Educacià ³n was decreed. This law established a compulsory education from 6 to 16 year-old children. While in the UK children start their primary education at the age of 5, Spanish children start going to school at the age of 6. Also it is important to mention that most pupils attend pre-schools from 3 to 5 years of age. Most of these nursery schools in most cases belong to the same centre of education. According to the famous online encyclopedia known as Wikipedia, primary education in Spain can be divided into three cycles: the first cycle includes pupils from 6 to 7 years of age, the second 8-9 and the third 10 to 11. Focusing on the Spanish national curriculum, compulsory subjects are: Spanish language and Literature, Art, Mathematics, Physical Education, Natural and social sciences both included in a subject called Conocimiento Del Medio and English or French. Many state schools have an agreement with the British Council making the study of English compulsory from the age of 6. Although in the United Kingdom there a several types of schools, in Spain most of them can be grosso modo divided into three groups: public or state schools, privet schools or semi-privet schools also referred in Spanish as concertado schools. As happens in the UK, state schools are funded by the government and therefore they are free for those living in the country. These cannot be freely selected, as the children are allocated the closest school to their home. According to Maurice Hamlin in his web page practicalspain.com, semi-privet or concertado schools are similar to the Britishs grant maintained schools since they receive subsidies by the government being education thus, provided free of charge. Most of them are run by a religious order e.g. the Salesians of Don Bosco, and pupils usually wear un iforms. Privet and International schools in Spain are becoming more popular. According to the Article Living and Working in Spain they provide a more relaxed environment offering a wider range of subjects and an international approach. Another important aspect to be analysed, is the use of the information and communication technologies in British and Spanish Schools. According to the British Department of Education, information and communication technologies (ICT) in schools can improve the quality of teaching, learning and management in schools and so help raise standards. In order to evaluate the use of ITC in primary schools The Education and Training inspectorate published in 2002 a report in which some of the main strengths of the use of new technologies are highlighted. As this report states, integrating the ICT in the national curriculum supports both teaching and learning. The quality of planning for ICT is proved to be satisfactory or better in 70 % of the schools inspected and in most schools the quality of teaching and pupils experiences are proved to be satisfactory, including a wide range of ICT applications among which stands out the use of word processing. Learning to use Microsoft Words spell check, digital cameras, create an maintain a web page, sending a forwarding e-mails, burning a cd, as well as learning how to control multi-media and database software are indeed but a few other applications in schools. As this study proves, ICT has also a very positive reaction on children by increasing their motivation towards learning in general; as the report states children have high levels of interest and enthusiasm in their work in ICT being motivated by the inclusion of ICT in their lessons. It is a fact that there are an increasing number of schools that are incorporating ICT not only as a subject in the national curriculum but as a way to make the other lessons lighter and more amusing to children. According to an article written by Sophie Borland and published in the newspaper The Daily Mail there are even some schools in the UK who have decided to turn a P.E. lesson into a Wii class in order to motivate and boost their enthusiasm for sport. To do this, Borland says, the newly approved by Department of Health Wifit Plus is used in the class involving a variety of fineness activities. Even though this article received very positive reviews there are some people like the spokesman of the Department of Children, Schools and Families who states there is always a place for innovative exercises if they do not replace traditional ones. Another school in the UK, according to the education editor Graeme Paton, is to include the use of the so-called social network Twitter as pa rt of their curriculum. All children, the author states, will be taught how to use webcams, podcasts as well as blogs. Pupils in this school will be expected develop an understanding of different ways to communicate online. Improving keyboard skills, using websites such as the online dictionary Wikipedia and learning how to employ spell-checkers will also form part of the biggest overhaul of lessons for 20 years. As happens in the United Kingdom, Spanish new generation of children are marked by the information and communication technologies which are gaining each year a greater importance in the education policy. The inclusion of the ICT in Spanish education system finds its roots in the European initiative e-Europe which motivated the creation of the Special committee of study for the Development of the Information Society in Spain (CDSI) by the Ministry of Science and Technology. Some of the conclusion of the CDSI can be applied to education. According to this committee the use of the new technologies should be present in all subjects as part of the national curriculum and in the relationship between teachers and pupils and all the members of the educative community. The presence of ICT in Spanish primary schools can be clearly perceived in the autonomous community Extremadura which is considered to be a pioneer in this field. According to the secretary of ICT in the education polity of the autonomous government of Extremadura Junta de Extremadura, this region started the project of including the information and communication technologies in education in the year 1999, when the Strategic Plan for the development of technology in society was presented and the educational sector was considered to be the main pillar of that development. This moment marks the appearance of ICT in Extremaduran classrooms. What is probably the most outstanding fact is that, this region decided to develop free software equally configurable and adaptable. A new operative system called gnu/LinEx which would offer an enormous variety of applications in order to fulfill the necessities of all kind of users and a great diversity of tools for its use inside the classroom. Furthermore, in the academic year 2002/2003, an initiative was carried out in all Extremaduran high schools which consisted on transforming regular classrooms into technological classrooms by introducing a computer for each two s tudents. Also, todays schools in the region have at least one electronic blackboard, together with a projector, a computer and an interactive pad. The creation of the specific operative system LinEx must be adapted to a didactic and pedagogical extent. This is why a new variation of this operative system has been installed in all the schools of Extremadura. According to the autonomous communitys government LinEx Schools as it is called, offers the pupil an friendly and motivating environment adapted to their intellectual development. Together with LinEx, it is important to highlight the development of the educative platform Rayuela. As if it was a social network, this platform is an advanced system of information that allows a real-time communication between teachers and parents by using the Internet. It also has a database with allows all Extremenian students to have a single Digital Academic Record until they finish high school. Thus, teachers are able to access all the informatio n about the educative course of their pupils (calcifications, assistance and observances) in order to offer them an individualized treatment. To conclude this essay, I must say that as both educational systems belong to a globalised world and concretely to the European Union, they share indeed some similitudes and the two last paragraphs are an example of this statement. Among other minor differences British primary education probably differs from the Spanish one in what in my opinion, is its main strength: the diversity of schools offered which allows parents to have a greater choice. 2.500 words.

An Analysis of The Other in All of Us, As Evoked by E.R. Burroughs Tar

An Analysis of The Other in All of Us, As Evoked by E.R. Burroughs' Tarzan Human nature is one of self-awareness. Because of that awareness, it is necessary for us to define ourselves by looking at the world around us and deciding what groups we fall into, and what groups we do not. Those groups we feel a part of become a safe haven, and those groups we feel separated from are seen as foreign, exotic, dangerous, or even subhuman. â€Å"The Other† must exist for human beings to define themselves individually. Our recognition of our differences in relation to others gives us our humanity and our individuality. But our curiosity about The Other still remains. Edgar Rice Burroughs’ novel, Tarzan, is a discourse on our fascination with otherness: our reactions to â€Å"the other,† and our desire to discover how the other sees us. Burroughs’ has structured the novel so that readers are forced out of their traditional roles, taking on those of The Other. In so doing, readers see things about themselves that were invis ible to their individual selves, but obvious to outsiders. Burroughs avoids using this technique to reveal any great truths about society, choosing rather to entertain and amuse, but through entertaining his readers, he cannot help but give them a vehicle for rediscovering themselves. In Tarzan, there are two main kinds of â€Å"other,† two worlds, juxtaposed. Tarzan and his jungle constitute one world; Jane and â€Å"civilization† constitute another. Orbiting these two main worlds, are several moons, such as the Mbonga village and the mutineers. Tarzan might even be considered a moon, since there is no one like him, and he belongs to no group but his own. Tarzan’s jungle world would likely be foreign to most rea... ...girl, but found a new sense of self and identity, as does the reader. Burroughs has taken the readers on a journey away from themselves and into a place they could never go alone. He takes them outside of themselves, away from all that is safe and predictable, and gives them a chance to be reborn as an â€Å"other.† And in remaking the reader into an â€Å"other,† the reader is naturally given the opportunity to see society, and perhaps even his own little corner of society, through new eyes. He warns the reader to remember the feelings evoked by Tarzan and to be true to his new self. It is not only the places or events described in Tarzan that make it so enduringly entertaining; it is the chance to see our own lives as something unique, unusual, and significant. Works Cited: Burroughs, Edgar Rice. Tarzan: The Adventures of Lord Greystoke. Ballantine Books, 1972.

Petsmart Company Profile

Petsmart Inc. was founded in 1986 and is headquartered in Phoenix, Arizona. PetSmart is a provider of products, services and solutions for the needs of pets. It offers multiple lines of products for all the life phases of pets, and offers various pet services including: training, boarding day camp, and professional grooming. It also offers pet products through an e-commerce site, PetSmart. com, and operates a pet community site, pets. com. PetSmart also offers reptiles, fresh-water tropical fish, small pets, and birds. In addition, it provides pet services consisting of baths, teeth cleaning, grooming, toenail trimming, training, boarding, and day camp. According to Yahoo Finance, the company operates hospitals that offer boarding for dogs and cats, an on-call veterinarian, temperature controlled rooms and suites, daily specialty treats and play time, and day camp for dogs. The company does not sell dogs or cats, but provides space in most stores for adoption and animal welfare organizations to use. It features dog and cat foods, many of which are not available in supermarkets, warehouse clubs or other mass and general retail merchandisers, and also its proprietorship label foods According to Reuters, the company’s stores range in size from 18,000 to 27,000 square feet. It offers more than 10,000 items, including brand names, as well as a selection of its own brands across a wide range categories. PetSmart veterinary services consist of routine examinations and vaccinations, dental care, a pharmacy, as well as routine and complex surgical procedures. As of May 3, 2009, it operated 1,137 retail stores and 152 PetsHotels. Full-service veterinary hospitals in 734 of the company’s stores offer routine examinations and vaccinations, dental care, a pharmacy, and routine and complex surgical procedures. Medical Management International, Inc. operates 722 of these hospitals. PetSmart’s merchandise sales represented approximately 89. 6% of its net sales during the fiscal year ended February 1, 2009 (fiscal 2008). Merchandise generally falls into three main categories: hard-goods, consumables, and pets. Consumables merchandise sales includes pet food, treats, and litter. This categories sales comprised of 57% of its net sales in fiscal 2008. Pet services, which include grooming, training, boarding and day camp, represented 10. 4% of the company’s net sales in fiscal 2008. References _PETM: Summary for PetSmart, Inc- Yahoo! Finance. (n. d. ). Yahoo! Finance – Business Finance, Stock Market, Quotes, News. Retrieved March 5, 2010, from http://finance. yahoo. com/q? s=PETM_ _Reuters. com. (n. d. ). Business & Financial News, Breaking US & International News | Reuters. com. Retrieved March 5, 2010, from http://www. reuters. com/finance/stocks/companyProfile? symbol=PETM. O_

Diels-Alder reaction Essay

Purpose: In this experiment a Diels-Alder reaction was used to form the products. Cyclopentadiene and maleic anhydride were reacted together to form cis-Norbornene-5,6-endo-dicarboxylic anhydride. 7-oxabicyclo{2.2.1}hept-5-ene-2,3-dicarboxylic anhydride was also produced through a Diels-Alder reaction with the combination of furan and maleic anhydride. Equation: Procedure: Part 1 In a flask equipped with a septum side arm and topped with distillation heat and a thermometer add 2.5ml of mineral oil. Heat the oil. At the end of the distillation heat place an ice filled beaker. When the oil reaches 250 °C inject 0.6ml of dicyclpentadiene drop wise through septum. Make sure the temperature does not go above 45 °C. The product is then weighed. Part 2 In a reaction tube place 0.20g maleic anhydride and 1.0ml of ethyl acetate then add 1.0ml of hexane. Then add 0.20ml of cyclopentadiene. Cool the tube in an ice bath. Remove solvent from crystals using pipette. Wash crystals with hexanes then remove solvent again. Allow crystals to dry. Part 3 In a flask place 2.4g maleic anhydride and add 20ml of diethyl ether. Dissolve mixture using hot plate then let cool to room temperature. Add 1.8ml of furane to the flask. Wrap the flask with Parafilm after placing a stopper on top of flask. Place the flask under the hood for the next lab period. Upon the return of the next class period the formed crystals were scrapped from the flask. The crystals were then weighed and melting points were observed. Discussion and Conclusion: A Diels-Alder reaction was used to produce the products of this experiment. The first reaction was cyclopentadiene with maleic anhydride to from the product of cis-Norbornene-5,6-endo-dicarboxylic anhydride. Before that could be produced, dicyclopentadiene had to be cracked to get cyclopentadiene for the starting material. Cyclopentadiene and maleic anhydride were mixed together and cooled to room temperature, which produced crystals. The solvent was pipette out of the tube to separate the crystals. The crystals were then scraped on the filter paper to get weight and melting points. The end product yielded 82.6%. The melting point was observed at 162-163 °C. This indicated a close to pure substance with the actual melting point being 165 °C. The second part of the experiment was the reaction of furan with maleic anhydride. This reaction produced 7-oxabicyclo{2.2.1}hept-5-ene-2,3-dicarboxylic anhydride. Maleic anhydride was combined with diethyl either to dissolve the solid. Then furan was added and place under the hood for the next class period. During this time crystals were formed in the stopped flask. The melting point for the end product was observed at 113-114 °C. This indicated that the product was exo. The percent yield was calculated at 5.98%. There were many sources of error that could have contributed to the results of these experiments. The end product could have cooled a little longer to form more crystals. Also the crystals could have been dried more to produce better melting points. Separating the solvent from the test tube was not completely precise and may  have lost some of the product in the extraction. Scraping the crystals out of the flask or test tube was not easy and some of the product was lost during this step. Overall the experiment was a success. Reference: Williamson, K.; Minard, R.; Masters, K. Macroscale and Microscale Organic Experiments, 2011. Pg 617-629.

The First Mass Shooter Professor Ramos Blog

The First Mass Shooter Mass shooting are become increasingly more common.   Common enough that it can be looked at as a monster in and of itself. It is a monster that always escapes and keeps coming back (Cohen,2012) to haunt us. Sure the shooter may get arrested or even killed but a new one always seems to appear and commit an identical act of violence. Every time we turn on the news we hear of another school shooting or lone gunman shooting up a nightclub and kill dozens of innocent people. It is a monster that brings with it crisis (Cohen, 2012). People now have a fear to go to public even, concerts, and festivals   because they think this monster will show up wreak havoc and chaos. This monster, mass shootings, first made its appearance in August 1, 1966 at the University of Texas by one man, Charles Joseph Whitman. On that day Charles Whitman ascended the universities clock tower and for 96 minutes rained down terror and death upon the students and people of Austin, Texas (Lavergne, 2007). Because of his act, Charles Whitman forever changed the world of law enforcement. Whitmans Killing spree did not start in the clock tower. It started the night before when He went to his mother house and stabbed   her to death with a hunting knife and then shot her in the back of the head. From there he went home where he found his wife laying in bed. He pulled back the cover and stabbed her several time   in the chest, hitting her heart. In the letter Charles wrote before going on his rampage he said that he planned on killing his mother and wife so that they would not have to live with the embarrassment of what he was about to do (lavergne, 1997). Armed with a M-1 carbine,   two hunting rifle, sawed off shotgun, and a couple of pistols he made his way to the clock tower (Wallenfeldt, 2018). Hiding the guns in a footlocker and dressing in coveralls to look like a maintenance man he ascended the clock tower in the elevator. When he got to the 28th floor he bludgeoned the receptionist to death and shot and killed to other two people in the tower.   Whitman laid out his arsenal of weapons round the observation deck and took up his position. At 11:50am Charles Whitman fired the first of 150 shots (Wallenfeldt, 2018). The first bullet pierced the abdomen of a pregnant woman and killed the unborn baby instantly. The next bullet kill the womans boyfriend (Wallenfeldt, 2018). From there he began killing and wound people indiscriminately. Because of his elevation Whitman had a shooting range of five city blocks. When people finally realized what was going on the hid and ran for cover in stores and behind cars. Most of the killing and wounding happened in the first 15 to 20 minutes of the shooting. Before the rampage would end Whitman would claim the live of 14 people, not including his mother and wife, and wounding another 31 people. Once word got out over the police radios about the shooting law enforcement started to gather in great numbers. Local law enforcement, off duty police, sheriffs, and even armed citizens showed up to help. However they were not prepared for what awaited them. For over an hour law enforcement and civilians fought with Whitman to no avail. They even sent in a plain with shar pshooters to fly around the tower to try and take out Whitman but were forced to retreat due to his barrage of bullets (Lavergne, 1997). Unable to get a clear shot at Whitman and unable to help the people lying wounded in the street everything seemed hopeless.   It wasn’t until a team of two officers, Ramiro Martinez and Houston McCoy, along with two other civilians were able to make it to the base of the tower and use the elevator to make it to the top and finally shoot and kill Whitman (Wallenfeldt, 2018). There are several theories as to what would compel Whitman to commit such an act of violence. Some people believe that it was his troubled upbring. Whitman had a strict and abusive father that demanded perfection out of his sons.   Everything was either â€Å"yes sir† or â€Å"no Sir† (Lavergne, 1997). If not it meant a beating. His father was also very abuse to his wife, â€Å"I did on many occasions beat my wife, but I loved her† (Lavergne, 1997). But being abused isn’t enough to cause someone to want to go on a mass killing spree. If every kid that was abused by their parents went on a killing spree there would no doubly be one almost every day. Other think it was his time in the Marines that may have added fuel to the child abused fire that was already inside him that pushed him over the edge, but   that doesn’t sound quite right either. While in the Marine Whitman excelled in combat training and was even give a sharpshooter badge, but he wa s an outstanding soldier (Lavergne, 1997). He was even give a scholarship from the military to go to school and become an engineer as part of on of their leadership programs. I believe what was the final straw was the tumor growing in his brain. When an autopsy was performed on Whitman they found a tumor the size of a pecan (Wallenfeldt, 2018). Brain tumors have been known to cause mood swings, changes in personality and temper (American Brain Tumor Association). Whitman even claim to struggle with bouts of unexplainable rage and anger (Lavergne, 1997) and even visited several university doctors (Wallenfeldt, 2018). In his farewell note he asked for an autopsy to be done no him to see if there might be something wrong with him (Lavergne, 1997). It was most likely the tumor that was the precipitating cause that brought him to kill. His abusive father was a necessary cause to make him join the Marine and the Marines was the   necessary cause that made him such an effective killer. Because of Whitmans military train and clever planning, law enforcement was force to change and evolve. Something like had never happened before. The concept of an â€Å"active shooter had not yet exist (Wallenfeldt, 2018) until then and a answer was need for this new problem. Enter SWAT, Special Weapons And Tactics. The Texas Tower incident, among others, is often cited as a key impetus for the development of these new specialized teams designed for effective response to the criminal use of military style weapons, hostage taking, and increasingly organized terrorist activities (tang, et al., 2007). Small teams of military trained officers started popping up in agencies all over the country. Today annual national SWAT conferences are held so that law enforcement agencies can share their tactical knowledge so that they might be better prepared for any situation they might encounter (Carmona, 2003), even the next Charles Whitman Serial Killer Annotated Bibliography. Carmona, Richard H. â€Å"The History and Evolution of Tactical Emergency Medical Support and Its Impact on Public Safety.† Topics in Emergency, vol. 25, no. 4, 2003, pp. 277–281. This journal article talks about how the Whitman shooting had sparked a change in EMS would have to operate during a hostile mass casualty situation. Because of what Whitman had done it changed how law enforcement and EMS worked. This is from a scholarly journal so i believe it to be reliable. Lavergne, Gary M. A Sniper in the Tower: the Charles Whitman Murders. Bantam, 1998. This is a book that goes into great detail about Whitmans life before the shootings and the shootings themselfs. I will use this as a reference when explaining what happened during the clock tower shooting. The book was show on google scholar and has a detailed source sighted page so i believe it to be reliable. Tang, Nelson, and Gabor D. Kelen. â€Å"Role of Tactical EMS in Support of Public Safety and the Public Health Response to a Hostile Mass Casualty Incident.† Disaster Medicine and Public Health Preparedness, vol. 1, no. S1, 2007, doi:10.1097/dmp.0b013e3181468790 This article talks about how the Texas shoot helped shaped the new guideline for how EMS and SWAT would operate during a mass shooting or mass casualty situation. This will be used to show the effect Whitmans killings made on first responders. This article was written by medical doctors and has a good source sighted page. Wallenfeldt, Jeff. â€Å"Texas Tower Shooting of 1966.† Encyclopà ¦dia Britannica, Encyclopà ¦dia Britannica, Inc., 25 July 2018, www.britannica.com/event/Texas-Tower-shooting-of-1966. This talks about Whitman, the shooting and the aftermath of the shootings. I plan on referencing this when talking about the shooting and how it affected law enforcement and EMS. Since it is from the Encyclopedia Britannica I believe it to be reliable. Cohen, Jeffrey Jerome. â€Å"Monster Culture (Seven Theses)(Extract).† Speaking of Monsters, 2012, pp. 15–18., doi:10.1057/9781137101495_2. This journal defines and breaks down what a monster really is and how to identify them. This will help me show how mass shootings have become a new form of monster. I believe this to be reliable because you said so, and your the one passing out the grades. Charles J. Whitman. 1963. Photo Whitmans Arsenal. 1966. Photo Whitmans Wife. 1 Aug. 1966. Photo Clock Tower View. 1966. Photo Clock Tower View 2. 1966. Photo SWAT. Photo